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Math Academic Vocab

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					Kindergarten                1st Grade                   2nd Grade
Alphabet                    Blend                       Adjective
Author                      Capitalization              Adverb
Illustrator                 Character                   Pronoun
Beginning                   Setting                     Dictionary
Ending                      Consonant                   Encyclopedia
Consonant                   Vowel sound                 Fiction
Vowel                       Fantasy                     Nonfiction
Drawing                     Illustrate                  Folktale
Fairy tale                  Sequence                    Fables
Letter                      Predict                     Discussion
Letter sound relationship   Punctuation (e.g., comma,   Main idea
Picture book                quotation, etc.)            Message
Poem                        Question                    Predicting
Story                       Statement                   Prewrite
Song                        Reality                     Draft
Print                       Syllable                    Edit
Retell                      Vocabulary                  Publish
Rhyme                       Media (e.g., book, video,   Author’s purpose
Sentence                    film, illustrations)        Table of contents
Speech                      Summarize                   Glossary
Title                       Information                 Singular
Uppercase (capital)         Noun                        Plural
Lower case                  Verb                        Plot
Word                        Compound word               Punctuation (e.g., comma,
Period                                                  semi-colon, etc.)
Question mark                                           Base (root) word
Exclamation mark                                        Prefixes
Read                                                    Suffixes
3rd Grade                4th Grade                 5th Grade
Abbreviation             Alliteration              Affixes
Adverb                   Analogy                   Comparative
Antonyms                 Audience (as listeners)   Conjunctions
Apostrophe               Author’s purpose          Figurative language
Cause                    Caption                   Hyperbole
Effect                   Compare                   Idiom
Contraction              Contrast                  Implied
Declarative              Double-negative           Clause
Exclamatory              Drawing conclusions       Interjections
Fact                     Fable                     Introductory paragraph
Interrogative            Genre                     Main ideas
Multiple-meaning words   Homonyms                  Metaphor
Opinion                  Index                     Narrative
Organization             Making inferences         Onomatopoeia
Plural                   (inferring)               Oral presentation
Possessive               Metaphor                  Personification
Punctuation (commas)     Outline                   Point of view
Thesaurus                Possessive nouns          Preposition
Internet                 Prediction                Prompt
Atlas                    Proofread                 Punctuation marks (colon,
Encyclopedia             Quotations/quotation      semi-colon)
Run-on sentence          marks                     Reference source
Sequential               Sentence fragment         (interviews, almanacs,
Singular                 Simile                    newspapers)
Stanza                   Subject/verb agreement    Simile
Character                Time order/transitional   Citations
Setting                  words                     Superlative
Summarize                Topic sentence            Theme
Supporting details       Verb tense                Visual image
Synonyms
Verb
6th Grade             7th Grade                8th Grade
Employ                Interaction with texts   Allusion
Foreign phrases       Paraphrase               Antecedent
Genre                 Etymology                Bias
Hyperbole             Semantic change          Clincher sentence
Imagery               Connotation              Coherent order
Inference             Denotation               Composition
Mnemonic devices      Stress                   Cross-reference
Writing modes         Pitch                    Debate
Multiple meanings     Juncture                 Derivation
Personification       Onomatopoeia             Dramatization
Rhyme                 Accent                   Elaboration
Rhythm                Repetition               Facilitator (role
Point of view         Foreign phrases          identification/groups)
Propaganda            Internal rhyme           Gerund
Relevant              Irony                    Inferring
Relevancy             Mood                     Jargon
Sequential order      Foreshadowing            Inductive reasoning
Sidebars              Flashback                Deductive reasoning
Simile                Tone                     Inflection
Symbolism             Inferences               Enunciation
Text features         Viewpoint                Rate
Thesis statement      Epilogue                 Pitch
Stressed/unstressed   Assonance                Participles
syllables             Consonance               Persuasive writing
Clauses               Nuance                   Preface
                      Climax                   Reliability
                      Double-negative          Sensory detail
                                               Shades of meaning
                                               Tension
                                               Thesis statement
                                               Mood/tone
                                               Acronyms
                                               Sidebars
                                               Footnotes
                                               Endnotes
9th Grade                   10th Grade
Audience                    Acronym
Protagonist                 Ambiguity
Antagonist                  Personal
Citation                    Archetype
Coherence                   Connotation
Diction                     Denotation
Drama                       Elements of argument
Elements of plot            Elements of design
Elements of poetry          Elements of plot
Point of view               Elements of prose
Etymology                   Foreign words and phrases
Figurative language         Incongruity
Foreign words and phrases   Juxtaposition
Logical fallacies (e.g.,    Logical fallacy
appeal to fear [ad          Modes of discourse
baculum], personal          Parallelism
attach [ad hominen],        Persuasive devices
false dilemma, and          Research
false analogy)              Reasoning
Discourse                   Rhetorical devices
Paraphrase                  Style
Persuasive devices          Shift
Questioning
Research
Revision
Rubric
Source (e.g., primary,
secondary, tertiary)
Style
Themes, recurring
Thesis (e.g., implied
thesis)
Standard 1 - Language                                      Standard 2 - Communication
Grade Level Expectations                                   Grade Level Expectations
GLE 1.1.1 Demonstrate an emerging understanding of         GLE 1.2.1 Develop critical listening skills
basic English usage, mechanics, spelling, and sentence     essential for comprehension, problem solving,
structure.                                                 and task completion.
GLE 1.1.2 Employ a variety of strategies to decode words   GLE 1.2.2 Develop critical speaking skills
and expand vocabulary.                                     essential for effective communication.


                                                           Checks for Understanding
GLE 1.1.3 Develop and maintain phonological awareness.     (Formative/Summative Assessment)

GLE 1.1.4 Begin to explore the alphabetic principle.                           Listening

Checks for Understanding                                   1.2.1 Use appropriate listening skills (e.g., do
(Formative/Summative Assessment)                           not interrupt, face speaker, ask questions).

 1.1.1 Recognize end punctuation marks for statements
(period), questions (question mark) and emotions            1.2.2 Listen attentively to speaker for specific
(exclamation mark).                                        information.

 1.1.2 Recognize capitalization at the beginning of         1.2.3 Understand and follow simple two-step
sentences.                                                 oral directions.
                                                            1.2.4 Summarize what has been heard using
1.1.3 Use capitalization when writing names.               the logical sequence of events.


1.1.4 Spell own first and last name.                                           Speaking

1.1.5 Attempt to spell simple words using pre-to-early      1.2.5 Use rules for conversation (e.g., raise
phonetic knowledge, sounds of the alphabet, and            hands, take turns, and focus attention on
knowledge of letter names.                                 speaker).
                                                            1.2.6 Speak clearly, properly, and politely;
 1.1.6 Read high frequency words (e.g., the, and, can,     recognize the difference between formal and
color words, number words).                                informal language.
 1.1.7 Recognize nonlinguistic representations of words
(e.g., picture dictionary, room labels, common symbols
such as stop signs).                                       1.2.7 Give simple two-step oral directions.

1.1.8 Use context clues to identify vocabulary in text.     1.2.8 Participate in group discussion.
                                                           • Work productively in group discussion for a
1.1.9 Build vocabulary by reading, listening to, and       particular purpose (e.g., respond to literature,
discussing a variety of literature.                        solve a problem).
                                                              • Ask and respond to questions from teacher
                 Phonemic Awareness                           and other group members.
                                                               1.2.9 Retell a story, describing the plot,
1.1.10 Maintain phonemic awareness.                           characters, and setting.

• Understand that a phoneme is one distinct sound.            1.2.10 Recite poems, stories, and songs.

• Use sound stretching of one-syllable words to identify
each phoneme.
• Use sound blending of each separately spoken
phoneme to make meaningful words.
• Segment one-syllable words into individual sounds and
blend the sounds into whole words.
• Recognize and produce rhyming words.
• Recognize words that have the same beginning and
ending sounds.

• Understand words are made up of one or more syllables.
                         Phonics
 1.1.11 Apply phonics generalizations in order to decode
words.
• Recognize and name all uppercase/lowercase letters of
the alphabet.
• Understand that the sequence of letters in a written
word represents the sequence of
sounds in a word.

• Use letter-sound matches to decode simple words.
• Understand that as letters of a word change, so do the
sounds (alphabetic principle).
• Make new words using common word families (e.g., b-
at, p-at, c-at).
• Use the first letter of a word paired with a picture as a
decoding strategy.
Standard 3 - Writing
Grade Level Expectations

GLE 1.3.1 Use basic knowledge of simple capitalization and
punctuation rules.
GLE 1.3.2 Employ a variety of strategies to generate story
ideas.



GLE 1.3.3 Compose simple stories with teacher assistance.
GLE 1.3.4 Evaluate own and group writing using a simple
classroom rubric.


Checks for Understanding
(Formative/Summative Assessment)


 1.3.1 Brainstorm ideas with teachers and peers, use
graphic organizers (e.g., webs,
charts, diagrams) independently and/or in group, draw
pictures to generate ideas, and use a variety of resources
to gather information.
 1.3.2 Use temporary/creative spelling to spell
independently as needed.


 1.3.3 Add descriptive words and details to writing.
 1.3.4 Create legible documents for reading by the
following: forming uppercase/lowercase letters; writing
from left to right/top to bottom; and tracing/reproducing
letters and words correctly.

 1.3.5 Evaluate own and other people’s written work
through small group discussion and shared work.


1.3.6 Incorporate suggestions from teachers and peers.
Standard 4 - Research
Course Level Expectations

GLE 1.4.1 Define and narrow a research question appropriate to
grade level and ability.


GLE 1.4.2 Select a source necessary to answer a research question.



GLE 1.4.3 Deliver an oral report on a research question.
Checks for Understanding (Formative/Summative
Assessment)

1.4.1 Narrow a research question so that the research process is
manageable.




1.4.2 Use the family and community as sources of information.

 1.4.3 Present the answers to a research question orally to the
class.
Standard 5 - Logic
Grade Level Expectations


GLE 1.5.1 Develop an understanding of sequential events.


GLE 1.5.2 Recognize the relationship of actions and consequences.


Checks for Understanding (Formative/Summative
Assessment)

1.5.1 Arrange three items or events in sequential order.



1.5.2 Identify the likely consequence of a particular action.
Standard 6 - Informational Text
Grade Level Expectations


GLE 1.6.1 Comprehend the main idea of informational texts.
GLE 1.6.2 Recognize that illustrations support information in the
texts.


Checks for Understanding (Formative/Summative
Assessment)
1.6.1 Respond appropriately to questions regarding the main idea
of an informational text.


1.6.2 Explore various forms of informational texts (e.g., charts,
magazines, books).




1.6.3 Use illustrations to help comprehend informational texts.
Standard 7 - Media
Grade Level Expectations


GLE 1.7.1 Explore a variety of media.
Checks for Understanding (Formative/Summative
Assessment)

1.7.1 Experience and respond to a variety of media (e.g., books,
audio tapes, film).
1.7.2 Visit libraries/media centers and regularly check out
materials.
Standard 8 - Literature
Grade Level Expectations

GLE 1.8.1 Explore and experience various
literary genres.
GLE 1.8.2 Employ a variety of basic reading
comprehension strategies.


GLE 1.8.3 Develop reading fluency and
accuracy.


GLE 1.8.4 Identify basic literary elements.
Checks for Understanding
(Formative/Summative
Assessment)
1.8.1 Read picture books, alphabet and
number books, Mother Goose rhymes and
other rhyming books, story books, fairy tales,
poetry, and song lyrics.

1.8.2 Distinguish between fiction and
nonfiction.

1.8.3 Make predictions about text.

1.8.4 Participate in the creation of graphic
organizers (e.g., KWL charts, diagrams).



1.8.5 Derive meaning while reading by
employing the following strategies:


• Asking questions to clarify meaning.


• Participating in discussions.

• Predicting what will happen next.


• Creating mental images.
• Using illustrations to gain meaning.
• Relating knowledge from personal
experience.
 1.8.6 Identify the characters, setting, and
events of a story.
 1.8.7 Read simple text containing familiar
letter-sound correspondence and high
frequency words.
 1.8.8 Understand that intonation and
volume of voice assist with meaning.
Standard 1 - Language                                       Standard 2 - Communication
Grade Level Expectations                                    Grade Level Expectations
                                                         GLE 1.2.1 Develop critical listening skills
GLE 1.1.1 Demonstrate control of basic Standard English essential for comprehension, problem solving,
usage, mechanics, spelling, and sentence structure.      and task completion.
GLE 1.1.2 Employ a variety of strategies to decode words GLE 1.2.2 Develop critical speaking skills
and expand vocabulary.                                   essential for effective communication.


                                                            Checks for Understanding
GLE 1.1.3 Develop and maintain phonological awareness.      (Formative/Summative Assessment)

GLE 1.1.4 Understand and apply the alphabetic principle.                        Listening

Checks for Understanding                                    1.2.1 Use appropriate listening skills (e.g., do
(Formative/Summative Assessment)                            not interrupt, face speaker, ask questions).



1.1.1 Identify and correctly use adjectives (i.e.,           1.2.2 Listen attentively to speaker for specific
descriptive), nouns (i.e., singular and                     information.




plural, possessive), pronouns (i.e., substitution for        1.2.3 Understand and follow simple two- and
nouns), and verbs (i.e., tense, subject-verb agreement).    three-step oral directions.

1.1.2 Use capital letters correctly (i.e., in the first word of
a sentence, first and last names, pronoun I, proper              1.2.4 Summarize what has been heard using
nouns).                                                         the logical sequence of events.

1.1.3 Identify and use correct punctuation at the end of
declarative sentences and questions.                                            Speaking

                                                             1.2.5 Use rules for conversation (e.g., take
1.1.4 Form contractions using apostrophes.                  turns, and focus attention on speaker).

 1.1.5 Understand that homophones are words that             1.2.6 Speak clearly, properly, and politely;
sound the same but are spelled differently and mean         recognize the difference between formal and
different things (e.g., flower/flour, sun/son).             informal language.

1.1.6 Understand that groups of words make sentences.        1.2.7 Give multi-step oral directions.
1.1.7 Understand that word order helps determine the
meaning of a sentence.                                           1.2.8 Participate in group discussion.
                                                                • Work productively in group discussion for a
                                                                particular purpose (e.g., respond to literature,
 1.1.8 Identify and correctly write complete sentences.         solve a problem).
 1.1.9 Spell simple words using developing phonetic
knowledge, sounds of the alphabet, and simple                   • Ask and respond to questions from teacher
consonant/vowel patterns.                                       and other group members.
• Spell high frequency words correctly (e.g., Dolch list, Fry    1.2.9 Retell a story, describing the plot,
list).                                                          characters, and setting.

• Spell one-syllable words, using basic CVC, CVCE, and
CVVC patterns.                                                  1.2.10 Recite poems, stories, and songs.

• Alphabetize words to the first letter.
1.1.10 Show evidence of expanding language through
vocabulary growth.
• Build vocabulary by reading, listening to, and discussing
a variety of literature.


• Use word families and a variety of active word walls.

• Read high frequency words in context.
• Recognize and identify compound words, synonyms,
and antonyms.
• Identify positional words (e.g., inside, outside, beside,
between).
• Identify simple multi-meaning words in context (e.g.,
fly, pop, bat).
• Use a picture dictionary/beginning dictionary to
determine word meaning.
                 Phonemic Awareness
1.1.11 Maintain phonemic awareness.

• Understand that a phoneme is one distinct sound.
• Use sound stretching of one syllable words to identify
each phoneme.
• Use sound blending of each separately spoken
phoneme to make meaningful words.
• Segment one-syllable words into individual sounds and
blend the sounds into whole
words.
• Recognize and produce rhyming words.
• Recognize words that have the same beginning, middle,
or ending sounds.
• Understand words are made up of one or more
syllables.
• Substitute targeted sounds to change words (e.g., bed
to bad, hat to bat).
• Rearrange the letter sounds of a given word to create
new words (e.g., pan to nap, ten to net).
                        Phonics
1.1.12 Apply phonics generalizations in order to decode
words.

• Name all uppercase/lowercase letters of the alphabet.

• Understand that the sequence of letters in a written
word represents the sequence of sounds in a word.
• Use letter-sound matches and structural analysis to
decode grade level words.
• Use parts of words (e.g., root/base words, compound
words, contractions, prefixes, suffixes) to decode grade
level words.

• Apply long and short vowel rules when decoding text.

• Use sounding out words; chunking words into smaller
parts; and looking for blends, digraphs, word families,
etc. as a means of decoding unfamiliar words.
• Continue to decode unknown words that are grade-
level appropriate.
Standard 3 - Writing
Grade Level Expectations

GLE 1.3.1 Compose simple stories with a clear beginning,
middle, and end.
GLE 1.3.2 Employ a variety of strategies to generate story
ideas.



GLE 1.3.3 Begin to develop topic sentences.
GLE 1.3.4 Evaluate own and other people’s written work
using a simple classroom rubric.


GLE 1.3.5 Determine how, when, and whether to
incorporate graphics into written work.


Checks for Understanding
(Formative/Summative Assessment)

 1.3.1 Brainstorm ideas with teachers and peers, use
graphic organizers (e.g., webs, charts, Venn diagrams)
independently and/or in group, draw pictures to generate
ideas, and use a variety of resources to gather information.


1.3.2 Use classroom resources that support the writing
process.
1.3.3 Begin to compose first drafts using the appropriate
parts of the writing process with an emphasis on planning
and self correcting.

 1.3.4 Use temporary/creative spelling to spell
independently as needed.


1.3.5 Arrange events in a logical and sequential order
when writing.

1.3.6 Begin to add descriptive words and details to writing.
 1.3.7 Create legible documents for reading by the
following: forming uppercase/lowercase letters; utilizing
correct spacing; writing from left to right/top to bottom;
and tracing/reproducing letters and words correctly.

 1.3.8 Evaluate own and other people’s written work
through small group discussion and shared work.


1.3.9 Incorporate suggestions from teachers and peers.

1.3.10 Use a simple rubric to evaluate writing.


1.3.11 Illustrate written work with simple drawings.
Standard 4 - Research
Course Level Expectations

GLE 1.4.1 Define and narrow a research question
appropriate to grade level and ability.
GLE 1.4.2 Select a source necessary to answer the
research question.


GLE 1.4.3 Deliver an oral report that demonstrates a
gathering of information.
Checks for Understanding
(Formative/Summative Assessment)

1.4.1 Narrow a research question so that the research
process is manageable.




1.4.2 Select two resources to answer a research question.




 1.4.3 Use the family and community as sources of
information.


 1.4.4 Visit the library as a resource of information for
research.

1.4.5 Locate a print source for research (e.g., magazine,
book).

 1.4.6 Present the answers to a research question orally
to the class.
Standard 5 - Logic
Grade Level Expectations


GLE 1.5.1 Further develop an understanding of sequential order.

GLE 1.5.2 Recognize the relationship of actions and consequences.



GLE 1.5.3 Make inferences and draw appropriate conclusions.
Checks for Understanding (Formative/Summative
Assessment)


1.5.1 Arrange four or more items or events in sequential order.




1.5.2 Recognize logical decisions and choices in reading selections.




 1.5.3 Make and adjust predictions in a variety of written and oral
contexts.




1.5.4 Compare and contrast information and ideas.
Standard 6 - Informational Text
Grade Level Expectations


GLE 1.6.1 Follow simple directions in a short informational text.
GLE 1.6.2 Identify the main ideas and supporting details of
informational text.


GLE 1.6.3 Recognize that a variety of graphics can support
informational text.
Checks for Understanding (Formative/Summative
Assessment)


1.6.1 Follow simple written directions to complete a task.



 1.6.2 Identify the main ideas and supporting details of
informational texts.




1.6.3 Explore a variety of informational texts (e.g., books, charts,
newspapers, magazines).


 1.6.4 Recognize and use text features to comprehend
informational texts (e.g., time lines, illustrations).
Standard 7 - Media
Grade Level Expectations


GLE 1.7.1 Explore a variety of media.
GLE 1.7.2 Recognize the ability of media to inform, persuade, and
entertain.


Checks for Understanding (Formative/Summative
Assessment)
1.7.1 Experience and respond to a variety of media (e.g., books,
audio, video, computer, illustrations).


1.7.2 Visit libraries/media centers and regularly check out
materials.



 1.7.3 Understand the main idea in a visual medium (e.g., pictures,
cartoons, posters).




1.7.4 Enhance oral presentations with a visual medium.
Standard 8 - Literature
Grade Level Expectations

GLE 1.8.1 Explore and experience various
literary genres.
GLE 1.8.2 Employ a variety of basic reading
comprehension strategies.


GLE 1.8.3 Develop reading fluency and
accuracy.


GLE 1.8.4 Identify basic literary elements.
Checks for Understanding
(Formative/Summative
Assessment)

 1.8.1 Read picture books, alphabet and
number books, rhyming books, storybooks,
fairy tales, poetry, and nonfiction text.




1.8.2 Distinguish between fiction/nonfiction
and fantasy/reality.

 1.8.3 Identify parts of a book (e.g., front
cover and back cover, table of contents,
index, glossary, title page, author, illustrator).


1.8.4 Make predictions about text.

1.8.5 Participate in the creation of graphic
organizers.


1.8.6 Derive meaning while reading by
employing the following strategies:

• Asking questions to clarify meaning.
• Participating in discussions.


• Predicting what will happen next.


• Creating mental images.

• Using illustrations to gain meaning.

• Answering the five W + H questions (i.e.,
Who, What, When, Where, How, Why).
• Relating knowledge from personal
experience, and/or other text.
 1.8.7 Identify the characters, plot, and
setting of a story.
 1.8.8 Participate in shared reading and small
group guided reading.
 1.8.9 Read simple text containing familiar
letter-sound correspondence and high
frequency words.

1.8.10 Read orally with fluency and accuracy.
Standard 1 - Language                                        Standard 2 - Communication
Grade Level Expectations                                     Grade Level Expectations
                                                         GLE 1.2.1 Develop critical listening skills
GLE 1.1.1 Demonstrate control of basic English usage,    essential for comprehension, problem solving,
mechanics, spelling, and sentence structure.             and task completion.
GLE 1.1.2 Employ a variety of strategies to decode words GLE 1.2.2 Develop critical speaking skills
and expand vocabulary.                                   essential for effective communication.


                                                             Checks for Understanding
GLE 1.1.3 Develop and maintain phonological awareness.       (Formative/Summative Assessment)

GLE 1.1.4 Understand and apply the alphabetic principle.                         Listening

Checks for Understanding                                     1.2.1 Use appropriate listening skills (e.g., do
(Formative/Summative Assessment)                             not interrupt, face speaker, ask questions).

1.1.1 Identify and correctly use adjectives (i.e.,
descriptive, comparative, superlative), nouns (i.e.,
common and proper, singular and plural, possessive),
pronouns (i.e., substitution for nouns), and verbs (i.e.,
past and present tense, action and linking, regular and      1.2.2 Listen attentively to speaker for specific
irregular, subject-verb agreement).                          information.
1.1.2 Use capitals letters correctly (i.e., first and last
names, pronoun I, proper nouns, first word of a              1.2.3 Understand and follow multi-step oral
sentence).                                                   directions.

1.1.3 Identify and use correct punctuation at the end of     1.2.4 Summarize what has been heard using
declarative, exclamatory, and interrogative sentences.       the logical sequence of events.




1.1.4 Form contractions correctly.                                               Speaking

1.1.5 Understand that a sentence is a group of words that
has a subject and a verb and expresses a complete         1.2.5 Use rules for conversation (e.g., take
thought.                                                  turns and focus attention on speaker).
                                                          1.2.6 Speak clearly, properly, and politely;
                                                          recognize the difference between formal and
1.1.6 Identify and correctly write complete sentences.    informal language.


1.1.7 Use commas correctly in a series.                      1.2.7 Provide multi-step oral directions.
1.1.8 Spell simple words using developing phonetic
knowledge, sounds of the alphabet, and simple
consonant/vowel patterns.                                            1.2.8 Participate in group discussion.

                                                              • Work productively in group discussion for a
• Spell high frequency words correctly (e.g., Dolch list, Fry particular purpose (e.g., respond to literature,
list).                                                        solve a problem, and plan a project).
• Continue to spell words using basic CVC, CVCE, and          • Ask and respond to questions from teacher
CVVC patterns.                                                and other group members.
                                                              1.2.9 Retell a story, describing the plot,
• Alphabetize words to the second letter.                     characters, and setting.

• Use primary dictionaries to spell words correctly and
verify spelling.                                                     1.2.10 Recite poems, stories, and songs.

• Spell regular and irregular plurals correctly (e.g.,
boy/boys, child/children).
• Spell digraphs (e.g., ch, ea, ir), trigraphs (e.g., -igh, -tch),
and blends (e.g., bl, br, str).

Understand and spell basic words that sound the same
but are spelled differently and have different meanings
(homophones, e.g., hair, hare; to, too, two).

1.1.9 Show evidence of expanding language through
vocabulary growth.

• Recognize common abbreviations.
• Build vocabulary by reading, listening to, and discussing
a variety of literature.
• Add prefixes (e.g., re-, dis-), suffixes (e.g., -ly, -y), and
endings (e.g., -ed, -ing, -es) to base words to make new
words.

• Use word families and a variety of active word walls.
• Recognize and identify compound words, synonyms,
and antonyms.
• Identify positional words.
• Identify simple multi-meaning words in context (e.g.,
fly, pop, bat).
                   Phonemic Awareness
1.1.10 Maintain phonemic awareness by adhering to the
following:
• Rearrange the letter sounds of a given word to create
new words (e.g., top to pot; sub to bus).
• Use sound stretching of one-syllable words to identify
each phoneme.
• Use sound blending of each separately spoken
phoneme to make meaningful words.
• Segment one-syllable words into individual sounds and
blend the sounds into whole words.
• Identify and produce rhyming words.
• Recognize words that have the same beginning, middle,
or ending sounds.
• Understand words are made up of one or more
syllables.
• Add, delete, and change targeted sounds to change
words.
                         Phonics
1.1.11 Apply phonics generalizations in order to decode
words in the following ways:
• Read words containing r-controlled vowels (er, or, ar, ir,
ur).
• Apply knowledge of basic syllabication rules.
• Use letter-sound matches and structural analysis to
decode grade level words.
• Use parts of words (e.g., root/base words, compound
words, contractions, prefixes,and suffixes) to decode
grade level words.

• Apply long and short vowel rules when decoding text.

• Use sounding out words; chunking words into smaller
parts; and looking for blends,digraphs, diphthongs, word
families, etc. as a means of decoding unfamiliar words.
• Continue to decode unknown words that are grade-
level appropriate.
Standard 3 - Writing
Grade Level Expectations

GLE 1.3.1 Write in a variety of modes for different
audiences and purposes.

GLE 1.3.2 Employ various prewriting strategies.


GLE 1.3.3 Organize ideas into a topic paragraph with
complete coherent sentences.
GLE 1.3.4 Revise first drafts for clearer meaning, correct
capitalization, and punctuation.



GLE 1.3.5 Evaluate own and other people’s written work.




GLE 1.3.6 Determine how, when, and whether to
incorporate graphics into written work.

Checks for Understanding
(Formative/Summative Assessment)


1.3.1 Write to describe, entertain, and inform.

1.3.2 Write in response to literature (e.g., create a new
ending to a story, create class books, summarize a story),
compose a variety of written works (e.g., friendly letters,
journal entries, reports, experience stories) and begin to
compose narratives (with a beginning, middle, and end).
1.3.3 Brainstorm ideas with teachers and peers, use
graphic organizers (e.g., webs, charts, Venn diagrams)
independently and/or in group, and use a variety of
resources to gather information.

1.3.4 Use classroom resources to support the writing
process.
1.3.5 Compose first drafts using the appropriate parts of
the writing process with an emphasis on planning,
organizing, and self correcting.
1.3.6 Use temporary/creative spelling to spell
independently while transitioning to standard spelling in
first drafts.


1.3.7 Arrange events in a logical and sequential order
when writing.
1.3.8 Continue to add descriptive words and details to
writing.
1.3.9 Create legible documents for reading by forming
legible letters and utilizing correct spacing.

1.3.10 Evaluate own and other people’s written work
through small group discussion and shared work.


1.3.11 Incorporate suggestions from teachers and peers.

1.3.12 Use a simple rubric to evaluate writing.


1.3.13 Incorporate photographs or illustrations in written
work.
Standard 4 - Research
Course Level Expectations

GLE 1.4.1 Define and narrow a question for research
appropriate to grade level and ability.
GLE 1.4.2 Gather relevant information to answer a
research question.



GLE 1.4.3 Write a simple research report.
Checks for Understanding
(Formative/Summative Assessment)

1.4.1 Narrow a research question so that the research
process is manageable.




1.4.2 Select three sources to answer a research question.

1.4.3 Utilize the family and community as sources of
information.

1.4.4 Visit the library/media center as a source of
information for research.




1.4.5 Recognize and identify a variety of print and
electronic resources available for information.




1.4.6 Understand the purpose of reference materials.

1.4.7 Write a simple research report that demonstrates a
gathering of information.
Standard 5 - Logic
Grade Level Expectations


GLE 1.5.1 Continue to develop the ability to think logically.

GLE 1.5.2 Apply logic in a variety of ways.



GLE 1.5.3 Make inferences and draw appropriate conclusions.
Checks for Understanding (Formative/Summative
Assessment)


1.5.1 Distinguish between fact and opinion.




1.5.2 Given a sequence of events, choose an appropriate
conclusion from a list of possibilities.


1.5.3 Identify cause/effect relationships.



1.5.4 Compare and contrast information and ideas.




1.5.5 Apply sequential reasoning to a variety of written and oral
contexts.
Standard 6 - Informational Text
Grade Level Expectations

GLE 1.6.1 Follow simple multi-step directions in a short
informational text.
GLE 1.6.2 Comprehend the main ideas and supporting details of
informational texts.



GLE 1.6.3 Interpret the graphics that support informational texts.
Checks for Understanding (Formative/Summative
Assessment)

1.6.1 Follow simple multi-step directions in informational texts to
complete a specific task.




1.6.2 Identify and state the main ideas and supporting details of
informational texts.

1.6.3 Explore various forms of informational texts (e.g.,
newspapers, pamphlets, manuals, magazines).
1.6.4 Recognize and use text features to comprehend
informational texts (e.g., time lines, graphs, charts, maps and
legends, illustrations).
Standard 7 - Media
Grade Level Expectations

GLE 1.7.1 Recognize the purpose of media is to inform, persuade,
and/or entertain.
GLE 1.7.2 Enhance oral presentations and/or written work with a
visual medium.


Checks for Understanding (Formative/Summative
Assessment)
1.7.1 Understand the main idea in a visual medium (e.g., pictures,
cartoons, posters).


1.7.2 Experience and respond to a variety of media (e.g., books,
audio, video, ipods, computers, illustrations).




1.7.3 Visit libraries/media centers and regularly check out
materials.

1.7.4 Begin to utilize technology to create publications and
presentations.
Standard 8 - Literature
Grade Level Expectations

GLE 1.8.1 Explore and experience various
literary genres.
GLE 1.8.2 Employ a variety of basic reading
comprehension strategies.


GLE 1.8.3 Develop reading fluency and
accuracy.


GLE 1.8.4 Identify basic literary elements.
Checks for Understanding
(Formative/Summative
Assessment)




1.8.1 Read fables, folk tales, fairy tales,
poetry, nonfiction, short stories, and chapter
books.

1.8.2 Identify parts of a book (e.g., table of
contents, index, glossary, title page).

0101.8.3 Distinguish between
fiction/nonfiction and fantasy/reality.




1.8.4 Preview words necessary for
understanding a reading selection.



1.8.5 Begin to create and utilize graphic
organizers.

1.8.6 Derive meaning while reading by
employing the following strategies:


• Asking questions to clarify meaning.
• Participating in discussions.




• Predicting what will happen next.

• Creating mental images.

• Using illustrations to gain meaning.

• Answering the five W + H questions (i.e.,
Who, What, When, Where, How, Why).
• Relating knowledge from personal
experience, other texts, and world events to
make meaning from text.
1.8.7 Participate in shared reading and small
group guided reading.

1.8.8 Read text containing familiar letter-
sound correspondence and high frequency
words.

1.8.9 Read orally with fluency and accuracy,
using appropriate pacing and expression.
1.8.10 Identify the characters, plot, and
setting of a story.
Standard 1 - Language                                        Standard 2 - Communication
Grade Level Expectations                                     Grade Level Expectations

GLE 1.1.1 Demonstrate knowledge of Standard English          GLE 1.2.1 Continue to develop basic listening
usage, mechanics, and spelling.                              skills necessary for communication.
GLE 1.1.2 Demonstrate knowledge of strategies and
resources to determine the definition, pronunciation, and    GLE 1.2.2 Continue to develop basic speaking
usage of words and phrases.                                  skills necessary for communication.


GLE 1.1.3 Demonstrate knowledge of Standard English          Checks for Understanding
sentence structure.                                          (Formative/Summative Assessment)



Checks for Understanding
(Formative/Summative Assessment)                                                 Listening


 1.1.1 Know and use appropriately the meaning, forms,
and functions of nouns (including nouns as subjects and
objects, singular, plural, and possessives), pronouns
(including subject and object pronouns, substitution for
nouns, agreement with antecedents), verbs (including
past, present, and future tenses; irregular verb;
agreement with simple and compound subjects),                 1.2.1 Use established rules for polite
adjectives (including vivid descriptive words,               conversation (e.g., take turns, ask questions)
comparative/superlative, articles), and adverbs (including   and attentive listening (e.g., do not interrupt,
common formation and placement in a sentence).               raise hands, face speaker).




1.1.2 Recognize and avoid errors in Standard English          1.2.2 Demonstrate the ability to follow three-
usage (e.g., to/too/two, their/there/they’re).               step oral directions.
1.1.3 Know and apply the rules for capitalization (e.g.,
names, dates, cities and states, addresses, holidays, titles
of books, first word in a sentence, proper nouns, titles,     1.2.3 Respond to questions from teachers and
abbreviations, parts of a friendly letter, first word in a   other group members and pose followup
direct quotation).                                           questions for clarity.
 1.1.4 Understand and use standard marks of punctuation
(e.g., end punctuation; periods in initials, abbreviations,
and titles before names; colon between hour and              1.2.4 Listen and respond to a variety of media
minutes; parts of a letter).                                (e.g., books, audio, videos).




1.1.5 Use commas in direct address, dates, locations and 1.2.5 Summarize information presented orally
addresses, and items in a series.                        by others.

 1.1.6 Recognize the correct use of apostrophes in           1.2.6 Recognize the main idea conveyed in a
contractions and possessives.                               speech.


1.1.7 Spell correctly high-frequency and commonly
misspelled words appropriate to grade level.                1.2.7 Construct a brief summary of a speech.

1.1.8 Form and spell contractions, plurals, and
possessives.                                                                   Speaking


                                                            1.2.8 Use rules for conversation and verbal
1.1.9 Abbreviate words correctly.                           participation.

1.1.10 Apply correct orthographic patterns (e.g.,
consonant doubling, changing “y” to “i”, dropping the
final silent “e” before adding the suffix).                 1.2.9 Give three-step oral directions.

 1.1.11 Arrange and identify words in alphabetical order
for practical purposes occurring in everyday life (e.g.,
lists, phone directory).                                    1.2.10 Participate in group discussions.

                                                            1.2.11 Demonstrate evidence of expanding
1.1.12 Write legibly in manuscript and in cursive.          oral language through vocabulary growth.

                                                             1.2.12 Participate in creative and expressive
1.1.13 Recognize sentence types—statements,                 responses to text (e.g., choral reading,
questions, commands, and                                    discussion, dramatizations, oral presentations).
exclamations—and apply appropriate end marks when
writing and vocal intonation when speaking.                        State Performance Indicators

 1.1.14 Identify the subject and predicate of a sentence
(simple and compound).                                      SPI 1.2.1 Identify the main idea of a speech.
                                                              SPI 1.2.2 Given a list of interactive behaviors
                                                              (i.e., taking turns, behaving courteously, not
                                                              interrupting, listening, remaining on task),
 1.1.15 Recognize complete sentences and sentence             identify those that are appropriate (or
fragments; edit appropriately.                                inappropriate) for group activities.
                                                              SPI 1.2.3 Given a written summary of a speech,
 1.1.16 Combine simple sentences into compound                choose from a list of ideas the one not
sentences using compound subjects and/or predicates.          mentioned in the speech.

1.1.17 Continue to maintain and develop the ability to
distinguish sounds and sound patterns within words.

1.1.18 Continue to develop word consciousness (e.g.,
word play, word walls, word sorts).
1.1.19 Define and recognize word synonyms and
antonyms.

1.1.20 Use a variety of previously learned strategies to
determine the meanings of unfamiliar words.


            State Performance Indicators
SPI 1.1.1 Identify the correct use of nouns (i.e., as
subjects, singular and plural) within context.
SPI 1.1.2 Identify the correct use of verbs (i.e. present,
past, and future tense) within context.
SPI 1.1.3 Identify the correct use of adjectives (i.e.,
comparative and superlative) within context.
SPI 1.1.4 Identify correctly used capital letters in names,
dates, and addresses.
SPI 1.1.5 Select the simple subject and predicate of a
sentence.
SPI 1.1.6 Select the compound sentence that correctly
combines two simple sentences.
SPI 1.1.7 Recognize correct capitalization and end
punctuation within context.
SPI 1.1.8 Choose the correct formation of contractions
and plurals within context.
SPI 1.1.9 Identify the correct use of commas with dates,
addresses, items in a series, and the greeting and closing
of a friendly letter.
SPI 1.1.10 Identify declarative, interrogative, and
exclamatory sentences by recognizing appropriate end
marks.
SPI 1.1.11 Rearrange and identify words in alphabetical
order (e.g., lists, phone directory).
SPI 1.1.12 Choose correctly (or incorrectly) spelled words
in context.

SPI 1.1.13 Recognize grade level compound words,
contractions, and common abbreviations within context.
SPI 1.1.14 Recognize usage errors occurring within
context (i.e., double negatives, troublesome words:
to/too/two; their/there/they’re).
SPI 1.1.15 Recognize root words and their various
inflections (e.g., walks, walking, walked).
SPI 1.1.16 Determine word meanings using prefixes,
suffixes and/or context clues.
SPI 1.1.17 Select appropriate synonyms and antonyms
within context.
SPI 1.1.18 Distinguish individual sounds, including
consonant blends, within words.
SPI 1.1.19 Recognize grade appropriate vocabulary,
including multiple-meaning words, within context.
SPI 301.1.20 Determine word meaning through context
clues.
Standard 3 - Writing
Grade Level Expectations

GLE 1.3.1 Write for a variety of purposes to different
audiences.
GLE 1.3.2 Write in various modes and genres, including
narration, literary response, personal experience, and
subject matter content.

GLE 1.3.3 Know and apply the steps of the writing process:
prewriting, drafting, revising, editing, evaluating, and
publishing.




Checks for Understanding
(Formative/Summative Assessment)




1.3.1 Write on a predetermined topic to a specified
audience (e.g., self, peers, adults).




1.3.2 Write for a variety of purposes: to entertain,
persuade, inform, demonstrate knowledge, answer
questions, tell a story, or respond to literature.




1.3.3 Write friendly letters.
1.3.4 Write journal entries.




 1.3.5 Practice writing to a prompt within a specified time
limit.

1.3.6 Compare characters, settings, and events within and
between stories.


 1.3.7 Write poems, stories, and essays based upon
thoughts, feelings, and experiences.
 1.3.8 Use all steps in the writing process: brainstorm and
organize ideas, create a first draft, revise and proofread
draft, share completed work.



1.3.9 Construct graphic organizers to group ideas for
writing (e.g., webs, charts, graphs, diagrams).




1.3.10 Select and refine a topic.

 1.3.11 Using complete sentences, develop a logical,
coherent paragraph with a topic sentence, supporting
details, and a concluding sentence.

 1.3.12 Use correct page format (e.g., paragraphs, margins,
indentations, and titles).

1.3.13 Revise writing to improve detail (e.g., rearrange
words, sentences, and paragraphs; add descriptive words;
remove unnecessary information; vary sentence structure).
 1.3.14 Use resources (e.g., dictionary, thesaurus,
computer) to aid in the writing process.
 1.3.15 Use a rubric to evaluate own and other people’s
written work through small group discussion and shared
work.
1.3.16 Use technology to publish and present.
1.3.17 Identify opportunities for publication (e.g., national
and/or local contests, Internet websites, newspapers,
periodicals).



             State Performance Indicators

SPI 1.3.1 Identify the purpose for writing (i.e., to entertain,
to inform, to respond to a picture, story, or art).

SPI 1.3.2 Identify the audience for which a text is written.


SPI 1.3.3 Choose a topic sentence for a paragraph.

SPI 1.3.4 Choose a supporting sentence that best fits the
context and flow of ideas in a paragraph.

SPI 1.3.5 Identify unnecessary information in a paragraph.
SPI 1.3.6 Rearrange sentences to form a sequential,
coherent paragraph.
SPI 1.3.7 Choose the most specific word to complete a
simple sentence.
SPI 1.3.8 Select an appropriate title that reflects the topic
of a written selection.
SPI 1.3.9 Complete a simple graphic organizer to group
ideas for writing.
Standard 4 - Research
Grade Level Expectations

GLE 1.4.1 Identify and narrow a grade-appropriate
research topic.

GLE 1.4.2 Gather information from a variety of sources to
support a research topic.



GLE 1.4.3 Present research results in a written report.




Checks for Understanding
(Formative/Summative Assessment)




1.4.1 Define and narrow a topic for research.




1.4.2 Identify three or more resources using more than
one medium to support a research topic.




1.4.3 Use reference materials (e.g., dictionary, thesaurus,
atlas, and encyclopedia).
 1.4.4 Visit the library/media center as a source of
information for research.




1.4.5 Organize information gathered using a graphic
organizer.

 1.4.6 Write a research report demonstrating the
research results.




            State Performance Indicators

SPI 1.4.1 Identify the most reliable sources of information
to support a research topic.



SPI 1.4.2 Complete a simple graphic (e.g., chart, web)
organizing information from text or technological sources.


SPI 1.4.3 Select appropriate sources from which to gather
information on a given topic.

SPI 1.4.4 From a given list, identify information that is (or
is not) available in a certain reference source (e.g., what
information does one find in a thesaurus).
Standard 5 - Logic
Grade Level Expectations

GLE 1.5.1 Develop logic skills to enhance thoughtful reasoning and
to facilitate learning.

GLE 1.5.2 Use learned logic skills to make inferences and draw
conclusions in a variety of oral and written contexts.


GLE 1.5.3 Apply learned logic skills to selections read, as well as to
classroom situations.




Checks for Understanding (Formative/Summative
Assessment)




1.5.1 Distinguish fact from opinion.




1.5.2 Distinguish cause from effect.




1.5.3 Compare and contrast two characters, ideas, or stories.
1.5.4 Draw inferences and adjust predictions during reading.




1.5.5 Draw conclusions based on evidence acquired during reading.


1.5.6 Indicate the sequence of events in text.




                 State Performance Indicators


SPI 1.5.1 Draw appropriate inferences and conclusions from text.




SPI 1.5.2 Distinguish between fact and opinion within text.




SPI 1.5.3 Identify stated cause/effect relationships in text.




SPI 1.5.4 Determine sequence of events in text.
Standard 6 - Informational Text
Grade Level Expectations

GLE 1.6.1 Apply appropriate reading strategies to comprehend
informational texts.

GLE 1.6.2 Recognize the different features of informational texts
(e.g., separate text boxes, diagrams, captions, charts, graphs).


Checks for Understanding (Formative/Summative
Assessment)

 1.6.1 Develop and use pre-reading strategies (e.g., identify a
purpose for reading {for information, for enjoyment, for
understanding a writer’s position-, make predictions using text
features {illustrations, graphics}, preview text using illustrations,
graphics, text format, text structures, and skimming).




 1.6.2 Demonstrate strategies for determining meaning while
reading (e.g., formulate clarifying questions, predict outcomes,
create a mental image).




 1.6.3 Check for understanding after reading (e.g., draw
conclusions based on evidence gained while reading).




1.6.4 Identify the main idea and supporting details in text.
1.6.5 Distinguish between fiction and nonfiction.




 1.6.6 Use text features to locate information (e.g., charts, tables
of contents, maps and legends, illustrations).
 1.6.7 Follow multi-tasked instructions in informational and
technical texts (e.g., follow a recipe, complete assembly
instructions).




                 State Performance Indicators

SPI 1.6.1 Select questions used to focus and clarify thinking before,
during, and after reading text.




SPI 1.6.2 Identify the stated main idea in a reading selection.


SPI 1.6.3 Indicate which illustration or graphic best supports a
particular text.


SPI 1.6.4 Locate information using available text features (e.g.,
charts, maps, graphics).

SPI 1.6.5 Recognize the parts of a book (e.g., glossary, table of
contents).


SPI 1.6.6 From a list of statements, locate the factual statements
from the fictional ones.
SPI 1.6.7 Arrange a set of instructions in a sequential, step-by-step
order.
Standard 7 - Media
Grade Level Expectations

GLE 1.7.1 Recognize that media can be a source of information
and/or entertainment.


GLE 1.7.2 Use media to publish and present information.


Checks for Understanding (Formative/Summative
Assessment)




1.7.1 Use media to access information (e.g., online catalog,
nonfiction books, encyclopedias, Internet).




1.7.2 Use media to enhance reports and oral presentations.




1.7.3 Understand the main idea or message in a visual image (e.g.,
pictures, cartoons, weather reports on television, newspapers,
photographs).




1.7.4 Visit libraries/media centers and regularly check out
materials.
                 State Performance Indicators




SPI 1.7.1 Determine the main idea in a visual image.

SPI 1.7.2 Select the most appropriate medium or media for
accessing information, writing a report, or making a presentation.

SPI 1.7.3 Recognize the sort of information available through a
specific medium (e.g., the accent and emotion through audio;
visual images through videos).
SPI 1.7.4 Choose the most effective medium to enhance a short
oral presentation (e.g., still pictures, a model, short video clip,
recording).
Standard 8 - Literature
Grade Level Expectations

GLE 1.8.1 Use active comprehension
strategies before, during, and after reading.


GLE 1.8.2 Experience various literary genres.


GLE 1.8.3 Learn basic characteristics of
literary genres.




GLE 1.8.4 Explore basic literary terms (e.g.,
setting, point of view, simile, metaphor,
rhythm).




Checks for Understanding
(Formative/Summative
Assessment)

 1.8.1 Develop and use pre-reading strategies
(e.g., identify a purpose for reading {for
information, for enjoyment, for
understanding a writer’s position-, make
predictions using text features {illustrations,
graphics}, preview text using illustrations,
graphics, text format, text structures, and
skimming).

 1.8.2 Demonstrate strategies for
determining meaning while reading (e.g.,
formulate clarifying questions, predict
outcomes, create a mental image).
 1.8.3 Check for understanding after reading
(e.g., draw conclusions based on evidence
gained while reading, identify the stated or
implied main idea).
 1.8.4 Read with increasing fluency and
confidence from a variety of texts (e.g.,
paired readings, shared reading, choral
reading, teacher-led reading, reading from
tapes/CDs).

 1.8.5 Build vocabulary by listening to
literature and participating in discussions.

 1.8.6 Recognize varying forms of text (e.g.,
poems {lines and stanzas}, plays {acts, stage
directions}, novels {chapters}).
 1.8.7 Read and review various literary
genres (e.g., short stories, fairy tales,
folktales, poetry, plays, and nonfiction).

 1.8.8 Define and identify setting, characters
(including main and minor characters), and
plot (including sequence of events).
 1.8.9 Compare and contrast different
versions/representations of similar stories,
legends, or events reflecting different
cultures.

 1.8.10 Explore the use of language in literary
texts (e.g., rhythm, beat, imagery, simile, and
metaphor).


1.8.11 Identify and produce rhyming words.


1.8.12 Explore the concept of first person
point of view.
1.8.13 Visit libraries/media centers; select
and check out materials.

 1.8.14 Read longer narrative and expository
text independently, including chapter books.
 1.8.15 Participate in literature discussions
(e.g., book talks, literature circles, writing,
oral presentations).


      State Performance Indicators

SPI 1.8.1 Identify and/or select rhyming
words.

SPI 1.8.2 Identify setting, characters, and plot
in a reading selection.
SPI 1.8.3 Identify forms of text as poems,
plays, or stories.

SPI 1.8.4 Recognize basic plot features of
fairy tales, folk tales, fables, and myths.
SPI 1.8.5 Identify the author’s purpose (e.g.,
to entertain, to inform, to describe, to share
feelings).
SPI 1.8.6 Determine the problem in a story
and recognize its solution.
Standard 1 - Language                                        Standard 2 - Communication
Grade Level Expectations                                     Grade Level Expectations


GLE 1.1.1 Demonstrate knowledge of Standard English          GLE 1.2.1 Continue to develop oral language
usage, mechanics, and spelling.                              skills necessary for communication.


GLE 1.1.2 Demonstrate knowledge of strategies and            GLE 1.2.2 Continue to develop listening skills
resources to determine the                                   necessary for communication.


definition, pronunciation, and usage of words and            Checks for Understanding
phrases.                                                     (Formative/Summative Assessment)



GLE 1.1.3 Demonstrate knowledge of Standard English
sentence structure.                                                              Listening

Checks for Understanding                                     1.2.1 Listen attentively by facing the speaker,
(Formative/Summative Assessment)                             asking questions, and summarizing what is said.



 1.1.1 Know and use appropriately the meaning, forms,
and functions of nouns (including singular and plural,
common and proper, singular and plural possessives),
verbs (including action and linking, regular and irregular
forms, correct tenses, agreement in person and number
with both simple and compound subjects), adjectives
(including proper comparison forms, articles), pronouns
(including subject, object, and possessive; singular and      1.2.2 Use established rules for attentive
plural; agreement with antecedents), and adverbs (i.e.,      listening (e.g., do not interrupt, ask questions,
proper comparison forms, negatives).                         provide appropriate feedback).


 1.1.2 Recognize usage errors (e.g., double negatives,
troublesome word groups: {to/too/two,                        1.2.3 Understand and follow multi-step
their/there/they’re, its/it’s, sit/set, lie/lay-).           directions (e.g., follow directions for a game).

1.1.3 Capitalize correctly sentence beginnings, proper
nouns and adjectives, titles, abbreviations, quotations,      1.2.4 Formulate and respond to questions
and parts of friendly and business letters.                  from teachers and group members.
 1.1.4 Use correct punctuation at the ends of sentences.    1.2.5 Construct a summary of a speech.
 1.1.5 Demonstrate the correct usage of commas (e.g.,
series, direct address, following introductory words,
dates, addresses, quotations, letters, and compound
sentences).                                                                    Speaking


 1.1.6 Demonstrate the correct usage of quotation marks
(e.g., in direct quotations and in titles).                 1.2.6 Use rules for polite conversation.


                                                             1.2.7 Participate in creative responses to text
1.1.7 Spell correctly high-frequency and commonly           (e.g., choral reading, discussion, dramatization,
misspelled words appropriate to grade level.                oral presentations).

1.1.8 Form and spell correctly contractions, plurals, and   1.2.8 Express reactions, personal experiences,
possessives.                                                and opinions orally.

                                                            1.2.9 Create and deliver an oral presentation
                                                            on an assigned topic (e.g., book reports,
                                                            demonstrations, science/social studies
1.1.9 Abbreviate words correctly.                           projects).

                                                            1.2.10 Use different voice levels and speech
 1.1.10 Spell correctly words commonly used in content      patterns for small groups, informal discussions,
specific vocabulary.                                        and reports.

                                                            1.2.11 Interpret and use a variety of non-
                                                            verbal communication techniques (e.g.,
1.1.11 Write legibly in manuscript and cursive.             gestures, facial expression, posture).
 1.1.12 Use appropriate language structure in oral and
written communication (e.g., subject-verb agreement in
simple and compound sentences, correct word order
within a sentence, correct placement of detailed words      1.2.12 Participate in recitations of
and phrases).                                               assigned/self-selected passages.

                                                         1.2.13 Continue to develop group discussion
1.1.13 Use complete sentences in writing.               skills and to work in teams.
1.1.14 Recognize and edit incomplete sentences and run- 1.2.14 Recognize specific roles assumed by
on sentences.                                           team members in completing tasks.

 1.1.15 Combine simple sentences into compound
sentences.                                                         State Performance Indicators
1.1.16 Define and recognize synonyms, antonyms, and            SPI 1.2.1 Identify the main idea and supporting
homonyms.                                                      points of a speech.

                                                               SPI 1.2.2 Given a list of interactive behaviors
                                                               (i.e., taking turns, behaving courteously, not
                                                               interrupting, listening, remaining on task),
 1.1.17 Continue to develop word consciousness (e.g.,          identify those that are appropriate (or
word play, word walls, word sorts).                            inappropriate) for group activities.
 1.1.18 Use a variety of previously learned strategies (e.g.,
understanding of roots and affixes, context clues,
reference sources) to determine the meaning of
unfamiliar words.                                             SPI 1.2.3 Select the best summary of a speech.

            State Performance Indicators

SPI 1.1.1 Identify the correct use of nouns (i.e., common
and proper, plurals, possessives) and pronouns (i.e.,
subject, object, and agreement) within context.

SPI 1.1.2 Identify the correct use of verbs (i.e.,
agreement, tenses, action and linking) within context.

SPI 1.1.3 Identify the correct use of adjectives (i.e.,
comparison forms and articles) and adverbs (i.e.,
comparison forms and negatives) within context.
SPI 1.1.4 Identify declarative, interrogative, and
exclamatory sentences by recognizing appropriate end
marks.

SPI 1.1.5 Select the best way to correct incomplete
sentences within context.

SPI 1.1.6 Identify the correct use of commas (i.e., series,
dates, addresses, friendly letters, introductory words,
compound sentences) within context.
SPI 1.1.7 Recognize usage errors occurring within context
(i.e., double negatives, troublesome words: to/too/two,
their/there/they’re, its/it’s).
SPI 1.1.8 Identify correctly or incorrectly spelled words in
context.
SPI 1.1.9 Choose the correct formation of plurals,
contractions, and possessives within context.
SPI 1.1.10 Choose the correct use of quotation marks and
commas in direct quotations.
SPI 1.1.11 Identify sentences with correct subject-verb
agreement (person and number).
SPI 1.1.12 Select appropriate antonyms, synonyms, and
homonyms within context.
SPI 1.1.13 Recognize and use grade appropriate
vocabulary within context.

SPI 1.1.14 Use prefixes, suffixes, and root words as aids in
determining meaning within context.

SPI 1.1.15 Identify grade level compound words,
contractions, and common abbreviations within context.

SPI 1.1.16 Determine the meaning of unfamiliar words
using context clues, dictionaries, and glossaries.
Standard 3 - Writing
Grade Level Expectations


GLE 1.3.1 Write for a variety of purposes and to a variety
of audiences.
GLE 1.3.2 Write in a variety of modes and genres (e.g.,
narration, description, personal expression, imaginative
writing, response to literature, response to subject matter
content).

GLE 1.3.3 Know and apply the steps of the writing process:
prewriting, drafting, revising, editing, evaluating, and
publishing.




Checks for Understanding
(Formative/Summative Assessment)


1.3.1 Determine an audience and a purpose for writing.




1.3.2 Write for a variety of purposes: to entertain,
persuade, inform, demonstrate


knowledge, answer questions, respond to literature,
acquire knowledge (e.g., take notes, synthesize
information).


 1.3.3 Practice writing to a prompt within a specified time
limit.
1.3.4 Write poems, stories, and essays based upon
personal reflections, observations, and experiences.




1.3.5 Write friendly and business letters.




1.3.6 Compare in writing two persons or things.




 1.3.7 Write creative, imaginative, and original responses
to literature (e.g., poems, raps, stories).
 1.3.8 Use all steps in the writing process: brainstorm and
organize ideas, create a first draft, revise and proofread
draft, share completed work.




 1.3.9 Arrange ideas by using graphic organizers (e.g.,
listing, clustering, story maps, webs).




1.3.10 Select and refine a topic.


1.3.11 Develop a topic sentence with supporting details
and a concluding sentence to form a paragraph.




 1.3.12 Construct varied sentences (i.e., syntactic variety)
to add interest.

 1.3.13 Arrange multi-paragraph work in a logical and
coherent order.

1.3.14 Use appropriate time-order or transitional words.


1.3.15 Incorporate vivid language into writing.
 1.3.16 Use correct page format (e.g., paragraphs, margins,
indentations, titles).




 1.3.17 Revise to clarify and refine ideas; to distinguish
among important, unimportant, and irrelevant
information; and to enhance word selection.



 1.3.18 Use resources (e.g., dictionary, thesaurus,
computer) to aid in the writing process.
 1.3.19 Develop and use a classroom rubric for written
work and use for peer review and editing.




1.3.20 Use technology to publish and present.

 1.3.21 Identify and explore opportunities for publication
(e.g., local/national contests,


Internet websites, newspapers, periodicals, school
displays).


             State Performance Indicators

SPI 1.3.1 Identify the purpose for writing (i.e., to entertain,
to inform, to share experiences).




SPI 1.3.2 Identify the audience for which a text is written.


SPI 1.3.3 Choose a topic sentence for a paragraph.

SPI 1.3.4 Select details that support a topic sentence.
SPI 1.3.5 Rearrange sentences to form a sequential,
coherent paragraph.
SPI 1.3.6 Choose the supporting sentence that best fits the
context and flow of ideas in a paragraph.
SPI 1.3.7 Identify sentences irrelevant to a paragraph’s
theme or flow.
SPI 1.3.8 Select appropriate time-order or transitional
words to enhance the flow of a writing sample.
SPI 1.3.9 Select an appropriate title that reflects the topic
of a written selection.

SPI 1.3.10 Complete a graphic organizer (i.e., clustering,
listing, mapping, webbing) to group ideas for writing.
Standard 4 - Research
Grade Level Expectations


GLE 1.4.1 Conduct research to access and present
information.


GLE 1.4.2 Collect, organize, and determine the reliability
of researched information.



GLE 1.4.3 Present research results in a written report.




Checks for Understanding
(Formative/Summative Assessment)


1.4.1 Define and narrow a topic for research.




 1.4.2 Use current technology as a research and
communication tool for personal interest, research, and
clarification.




 1.4.3 Gather and record information on a research topic
from a variety of sources.




1.4.4 Evaluate the reliability of sources on a given topic.
 1.4.5 Use a graphic organizer to organize information
from text or technological sources.


 1.4.6 Write a research report using notes taken from
three or more sources.



1.4.7 Utilize the dictionary, glossary, thesaurus, and
other word-referenced materials.

 1.4.8 Use and discern appropriate reference sources in
various formats (e.g., interviews with family and
community; encyclopedia, card/electronic catalogs,
almanacs, magazines, newspapers).


            State Performance Indicators



SPI 1.4.1 Select appropriate sources from which to gather
information on a given topic.




SPI 1.4.2 Rank the reliability of sources on a given topic.

SPI 1.4.3 Complete a graphic organizer (e.g., chart, web)
organizing material collected from text or technological
sources.


SPI 1.4.4 Differentiate among the kinds of information
available in a variety of reference materials (i.e.,
dictionary, thesaurus, atlas, encyclopedia).
Standard 5 - Logic
Grade Level Expectations


GLE 1.5.1 Continue to develop logic skills to facilitate learning and
to enhance thoughtful reasoning.


GLE 1.5.2 Use logic to make inferences and draw conclusions in a
variety of oral and written contexts.


GLE 1.5.3 Apply logic skills to classroom situations and to
selections read.




Checks for Understanding (Formative/Summative
Assessment)


1.5.1 Distinguish between fact/opinion and cause/effect.




1.5.2 Make inferences and draw conclusions while reading,
viewing, or listening to print and non-print media.




 1.5.3 Make and adjust predictions while reading, viewing, or
listening to print and non-print media.


 1.5.4 Determine the problem in a story, discover its solution, and
consider logical alternate solutions.
1.5.5 Complete word analogies employing synonyms and
antonyms.




                 State Performance Indicators


SPI 1.5.1 Locate information to support opinions, predictions, and
conclusions.




SPI 1.5.2 Recognize cause/effect relationships within context.


SPI 1.5.3 Distinguish between fact/opinion and reality/fantasy.




SPI 1.5.4 Choose a logical word to complete an analogy using
synonyms and antonyms.



SPI 1.5.5 Make inferences and draw appropriate conclusions from
text.




SPI 1.5.6 Indicate the sequence of events in text.
Standard 6 - Informational Text
Grade Level Expectations


GLE 1.6.1 Apply skills and strategies to comprehend informational
texts.


GLE 1.6.2 Recognize the different text features of informational
texts (e.g., separate text boxes, diagrams, captions, charts, graphs).


Checks for Understanding (Formative/Summative
Assessment)

����1.6.1 Use a variety of pre-reading strategies (e.g., organize prior
knowledge using a graphic organizer, explore significant words to
be encountered, relate text to prior personal and historical
experiences and current events).

����1.6.2 Derive meaning while reading (e.g., express reactions and
personal opinions to a selection, make inferences, draw
conclusions based on evidence gained).




����1.6.3 Check for understanding after reading (e.g., identify the
author’s purpose; locate information to support opinions,
predictions, and conclusions).




 1.6.4 Use common text features to enhance understanding (e.g.,
����
headings, key words, graphics, captions, side bars).




 1.6.5 Understand sequence of events from text.
����
 1.6.6 Determine the main idea and supporting details from text.
����


����1.6.7 Preview text using text features (e.g., illustration, graphs,
diagrams).

����1.6.8 Understand a variety of informational texts, including
primary sources (e.g., autobiographical sketches, letters, diaries,
Internet sites).


����1.6.9 Use parts of text (e.g., title, title page, table of contents,
chapter title, glossary, and index) as aids in understanding
informational text.
����1.6.10 Arrange and follow multi-tasked instructions in
informational and technical texts (e.g., follow directions for a
scavenger hunt, complete assembly instructions).




                  State Performance Indicators


SPI 1.6.1 Select questions used to focus and clarify thinking before,
during, and after reading text.


SPI 1.6.2 Identify the stated main idea and supporting details in
text.




SPI 1.6.3 Use table of contents, title page, and glossary to locate
information.

SPI 1.6.4 Use headings, graphics, and captions to make meaning
from text.

SPI 1.6.5 Interpret information using a chart, map, or timeline.

SPI 1.6.6 Use available text features (e.g., graphics and
illustrations) to make meaning from text.
SPI 1.6.7 Arrange instructions in sequential order.
Standard 7 - Media
Grade Level Expectations


GLE 1.7.1 Recognize that media can be a source of information and
entertainment.




GLE 1.7.2 Use media to publish and present information.


Checks for Understanding (Formative/Summative
Assessment)



����1.7.1 Use media (e.g., photographs, PowerPoint, dioramas,
videos, the arts, online


catalogs, nonfiction books, encyclopedias, Internet) to view, read,
and represent information




and to conduct research.




����1.7.2 Use print and non-print materials along with prior
knowledge to provide




background for writing and /or presenting.
 1.7.3 Use media to enhance reports and oral presentations.
����




 1.7.4 Use libraries/media centers to access media sources.
����



����1.7.5 Develop an awareness of the effects of media (e.g.,
television, print materials,




Internet, magazines, cell phones, ipods) on daily life.


                 State Performance Indicators



SPI 1.7.1 Select the most appropriate and reliable media for
accessing information, writing a report, or making a presentation.




SPI 1.7.2 Identify the main idea in a visual image.

SPI 1.7.3 Choose the most effective medium to enhance a short
oral presentation (e.g., still pictures, model, diorama, PowerPoint,
recording).




SPI 1.7.4 From a list of media, identify the medium that is available
to you that was probably not available to previous generations.
Standard 8 - Literature
Grade Level Expectations

GLE 1.8.1 Use active comprehension
strategies to derive meaning while reading
and check for understanding after reading.

GLE 1.8.2 Experience various literary genres,
including fiction/nonfiction, poetry, drama,
short stories, folk tales, and myths.


GLE 1.8.3 Know and understand the basic
characteristics of the genres studied.



GLE 1.8.4 Recognize and understand basic
literary terms (e.g., simile, metaphor, setting,
point of view, alliteration, onomatopoeia).
Checks for Understanding
(Formative/Summative
Assessment)




����1.8.1 Use a variety of pre-reading
strategies (e.g., organize prior knowledge
using a graphic organizer, explore significant
words to be encountered, relate text to prior
personal and historical experiences and
current events).

����1.8.2 Derive meaning while reading (e.g.,
express reactions and personal opinions to a
selection, make inferences, draw conclusions
based on evidence gained).
����1.8.3 Check for understanding after reading
(e.g., identify the author’s purpose; locate
information to support opinions, predictions,
and conclusions).
���� 1.8.4 Build vocabulary by listening to
literature, participating in discussions, and
reading self-selected and assigned texts.

����1.8.5 Read with fluency from a variety of
texts (e.g., poetry, drama, current events,
novels).

����1.8.6 Recognize varying forms of text (e.g.,
poems {lines and stanzas}, plays {acts, stage
directions}, novels{chapters}).


���� 1.8.7 Read, view, and recognize various
literary genres (e.g., poetry, novels, short
stories, plays, historical fiction, nonfiction).
���� 1.8.8 Determine the problem in a story,
discover its solution, and consider alternate
solutions.

����1.8.9 Sequence the events of a selection
from beginning to end, determining how the
incidents are connected and lead to a
solution/conclusion.
����1.8.10 Identify and describe main and
minor characters, considering the
importance of their actions, motives, and
appearances.

1.8.11 Compare and contrast different
versions/representations of the same
stories/events that reflect different cultures.




����1.8.12 Explore first person point of view.
����1.8.13 Recognize sound devices in poetry
(e.g., alliteration, rhythm, rhyme, repetition,
onomatopoeia).

���� 1.8.14 Explore the concept of theme.
���� 1.8.15 Recognize and interpret basic
literary devices (e.g., imagery, simile,
metaphor, personification, hyperbole).
����1.8.16 Develop an awareness of literature
as a reflection of its culture.




      State Performance Indicators


SPI 1.8.1 Recognize plot features of fairy
tales, folk tales, fables, and myths.
SPI 1.8.2 Identify characters, setting, and plot
in a passage.



SPI 1.8.3 Determine the problem in a story
and recognize its solution.

SPI 1.8.4 Make appropriate predictions about
text.


SPI 1.8.5 Identify the forms of text (e.g.,
poetry, drama, fiction, nonfiction).

SPI 1.8.6 Identify and interpret similes and
metaphors.
SPI 1.8.7 Identify the author’s purpose (e.g.,
to entertain, to inform, to persuade, to share
feelings).


SPI 1.8.8 Recognize the sounds of language
(i.e., alliteration, rhyme, and repetition).
Standard 1 - Language                                            Standard 2 - Communication
Grade Level Expectations                                         Grade Level Expectations

                                                                 GLE 1.2.1 Continue to develop critical listening
GLE 1.1.1 Demonstrate knowledge of Standard English              skills necessary for comprehension and task
usage, mechanics, and spelling.                                  completion.


                                                                 GLE 1.2.2 Continue to develop strategies for
GLE 1.1.2 Demonstrate knowledge of strategies and                expressing thoughts and ideas clearly and
resources to determine the                                       effectively.


definition, pronunciation, and usage of words and                GLE 1.2.3 Explore the organizational structures
phrases.                                                         of speeches.


GLE 1.1.3 Demonstrate knowledge of Standard English              GLE 1.2.4 Participate in teams for work and
sentence structure.                                              discussion.




Checks for Understanding                                         Checks for Understanding
(Formative/Summative Assessment)                                 (Formative/Summative Assessment)



 1.1.1 Know and use appropriately the meaning, forms,
and functions of nouns (including common/proper,
singular/plural, possessives, predicate nouns), verbs
(including action/linking, regular/irregular, be/have, verb
phrases, agreement with subject in person and number),
pronouns (including agreement with antecedent,
reflexive, possessive, correct pronoun case), adjectives
(including common/proper, predicate adjectives,
demonstrative adjectives, proper comparative forms),
adverbs (including proper comparative forms, adverbs of
degree {too, very}), conjunctions (including coordinating),
interjections, and prepositions (place prepositional
phrases in correct location within the sentence).                                   Listening


 1.1.2 Recognize usage errors (e.g., double negatives,
troublesome words ,to/too/two, their/there/they’re,
its/it’s, sit/set, lie/lay, affect/effect, may/can, leave/let,   1.2.1 Listen attentively by facing the speaker,
teach/learn}).                                                   asking questions, and summarizing what is said.
                                                              1.2.2 Use established rules for polite
                                                             conversation (e.g., do not interrupt, face the
1.1.3 Recognize and appreciate cultural and regional         speaker, listen attentively, provide appropriate
differences signaled by word usage and vocabulary.           feedback, take turns,).

 1.1.4 Capitalize sentence beginnings, proper nouns and
adjectives, titles, abbreviations, quotations, parts of
friendly letters and business letters.                       1.2.3 Give multi-step directions.


                                                              1.2.4 Formulate and respond to questions
1.1.5 Use correct end of sentence punctuation.               from teachers and group members.



 1.1.6 Demonstrate knowledge of the meaning and
function of certain marks of punctuation, including colons
(between the hour and minute and after the greeting of a
business letter), semicolons, apostrophes, quotation
marks, and commas used in these ways: direct address,
items in a series, following introductory words, in dates
and addresses, quotations, parts of a letter, and before   1.2.5 Identify the targeted audience and
coordinating conjunctions in compound sentences.           purpose for a speech.

 1.1.7 Demonstrate the correct use of quotation marks in
conversation, including their use with capitalization, end
marks, and explanatory material.                             1.2.6 Construct a summary of a speech.

1.1.8 Spell correctly high-frequency and commonly
misspelled words appropriate to grade level.                                     Speaking

                                                              1.2.7 Participate in creative and expressive
                                                             responses to text (e.g., choral reading,
1.1.9 Form and spell correctly contractions, plurals, and    discussion, dramatization, oral presentations,
possessives.                                                 and personal experiences).


                                                             1.2.8 Use different voice levels and speech
1.1.10 Abbreviate words correctly.                           patterns in formal and informal situations.



                                                              1.2.9 Participate in recitations of assigned/self-
 1.1.11 Write legibly in manuscript and cursive.             selected passages.
 1.1.12 Use appropriate language structure in oral and
written communication (e.g., subject-verb agreement in
simple and compound sentences, correct syntax, correct       1.2.10 Create and deliver an oral presentation
placement of modifiers).                                     using visual aids or props.
                                                         1.2.11 Recognize common organizational
                                                        structures of speeches (e.g., sequential,
1.1.13 Recognize and edit incomplete sentences and run- chronological, problem-solution, comparison-
on sentences.                                           contrast, cause-effect).

 1.1.14 Eliminate reliance on simple sentences by              1.2.12 Formulate the criteria needed in
combining independent clauses, by creating compound           selecting a good group leader (e.g.,
subjects and/or predicates, by using introductory phrases     understands the group task, works well with
or clauses, or by appropriate use of a semicolon.             others, keeps the group on task).

 1.1.15 Define and recognize synonyms, antonyms, and
homonyms.                                                            State Performance Indicators
 1.1.16 Use a variety of previously learned strategies (e.g.,
understanding of roots and affixes, context clues,
reference sources) to determine the meaning of                SPI 1.2.1 Identify the audience for a given
unfamiliar words.                                             speech.

                                                              SPI 1.2.2 Identify the criteria necessary for a
                                                              good group leader appropriate to a particular
                                                              task (i.e., understands the group task, works
            State Performance Indicators                      well with others, keeps the group on task).
SPI 1.1.1 Identify the correct use of nouns (i.e.,
singular/plural, possessives, predicate nouns, nouns as
objects) and pronouns (i.e., agreement, subject, object)
within context.                                           SPI 1.2.3 Choose the best summary of a speech.
SPI 1.1.2 Identify the correct use of verbs (i.e.,
action/linking, regular/irregular, agreement, tenses)     SPI 1.2.4 Organize ideas in the most effective
within context.                                           order for an oral presentation.
SPI 1.1.3 Identify the correct use of adjectives (i.e.,
common/proper, comparative forms, predicate
adjectives) and adverbs (i.e., comparative forms,
negatives) within context.
SPI 1.1.4 Recognize usage errors occurring within context
(e.g., double negatives, troublesome words {to/too/two,
their/there/they’re, lie/lay, sit/set, leave/let,
learn/teach}).

SPI 1.1.5 Identify sentences with correct use of commas
(i.e., series, dates, addresses, friendly letters, compound
sentences, coordinating conjunctions, and introductory
words) and of colons within context.


SPI 1.1.6 Choose the correct use of quotation marks and
commas in direct quotations.
SPI 1.1.7 Identify correctly or incorrectly spelled words in
context, including the correct spelling of plurals and
possessives.

SPI 1.1.8 Identify within context a variety of appropriate
sentence-combining techniques (i.e., comma used with a
coordinating conjunction, use of semicolon, introductory
phrases and/or clauses).

SPI 1.1.9 Select the most appropriate method to correct a
run-on sentence (i.e., conjunctions, semicolons, periods
to join or separate elements) within context.
SPI 1.1.10 Select the best way to correct incomplete
sentences within context.

SPI 1.1.11 Determine word meanings within context.
SPI 1.1.12 Recognize root words, prefixes, and
syllabication as aids in determining

meaning within context.
SPI 1.1.13 Select appropriate synonyms, antonyms, and
homonyms within context.
SPI 1.1.14 Identify compound words, contractions, and
common abbreviations within context.

SPI 1.1.15 Recognize and use grade appropriate
vocabulary within context.

SPI 1.1.16 Determine the correct meaning/usage of
multiple meaning words within context.
Standard 3 - Writing
Grade Level Expectations


GLE 1.3.1 Write for a variety of purposes and to different
audiences.




GLE 1.3.2 Write in various modes and genres, including
narration, literary response,




personal expression, description, and imaginative.

GLE 1.3.3 Know and apply the steps of the writing process:
prewriting, drafting, revising, editing, evaluating, and
publishing.




Checks for Understanding
(Formative/Summative Assessment)




1.3.1 Determine an audience and purpose for writing.

 1.3.2 Write for a variety of purposes: to entertain,
persuade, inform, describe, demonstrate knowledge,
answer questions, respond to literature, acquire
knowledge (e.g., clarify thinking, take notes, synthesize
information, enhance communication).
1.3.3 Practice writing to narrative and descriptive prompts
within a specified time limit.


1.3.4 Write poems, stories, and essays based upon
personal reflections, observations, and experiences.


1.3.5 Compare and contrast two persons, places, things,
or ideas.




 1.3.6 Respond in writing to literature studied (e.g.,
critique, journal, group project).

 1.3.7 Create a well-developed story or passage summary,
as well as personal reflections and imaginative writing
samples.

1.3.8 Compose and respond in writing to original
questions and/or problems from all content areas.




1.3.9 Explore writing in the expository mode.

1.3.10 Recognize and use all steps in the writing process:
prewriting, drafting, revising, editing/proofing, evaluating,
publishing.



 1.3.11 Construct an outline with main ideas and
supporting details.




1.3.12 Select and refine a topic.
1.3.13 Compose clear, coherent, well-organized multi-
paragraphed works.




1.3.14 Develop a paragraph with a topic sentence,
supporting details, and a concluding sentence.


1.3.15 Demonstrate syntactic variety.



 2.3.16 Use precise language, including vivid words and
figurative language.




1.3.17 Use appropriate time-order or transitional words
and phrases.



 1.3.18 Use correct page format (e.g., paragraphs, margins,
indentations, title).
 1.3.19 Revise to clarify thought, to refine ideas, and to
distinguish between important and unimportant
information.


 1.3.20 Use resources (e.g., dictionary, thesaurus,
computer) to aid in the writing process.

 1.3.21 Demonstrate confidence and competence in using
the Tennessee Writing Assessment rubric while evaluating
one’s own writing and the writing of others.




1.3.22 Use technology to publish and present.

 1.3.23 Identify and explore opportunities for publication
(e.g., local/national contests, Internet websites,
newspapers, periodicals, school displays).
State Performance Indicators (see note*** at end
                    of SPIs)




SPI 1.3.1 Identify the audience for which a text is written.


SPI 1.3.2 Identify the purpose for writing (i.e., to entertain,
to inform, to share experiences, to persuade, to report).
SPI 1.3.3 Choose the supporting sentence that best fits the
context and flow of ideas in a paragraph.
SPI 1.3.4 Identify the sentence irrelevant to a paragraph’s
theme or flow.
SPI 1.3.5 Select an appropriate concluding sentence for a
well-developed paragraph.
SPI 1.3.6 Rearrange sentences to form a sequential,
coherent paragraph.

SPI 1.3.7 Select details that support a topic sentence.

SPI 1.3.8 Select vivid and active words for a writing sample.

SPI 1.3.9 Choose the sentence that best supports the topic
sentence and fits the flow of ideas in a paragraph.

SPI 1.3.10 Select appropriate time-order or transitional
words/phrases to enhance the flow of a writing sample.

SPI 1.3.11 Rearrange paragraphs from a narrative writing
selection in sequential and chronological order.
SPI 1.3.12 Select an appropriate title that reflects the topic
of a written selection.

SPI 1.3.13 Complete a graphic organizer (i.e., clustering,
listing, mapping, webbing) to group ideas for writing.
*** Writing is also assessed through the writing
component of the Tennessee Comprehensive Assessment
Program (TCAP). The TCAP Writing Assessment requires
students to write a rough draft essay in response to an
assigned prompt (topic) within a limited time period. Fifth-
grade students are asked to write a narrative essay (a
story), eighth-grade students an expository essay (an
explanation), and eleventh-grade students a persuasive
essay (an argument). The writing samples are scored
holistically.
Standard 4 - Research
Grade Level Expectations


GLE 1.4.1 Conduct research to access and present
information.




GLE 1.4.2 Collect, organize, determine reliability, and use
information researched.


GLE 1.4.3 Present the research results in a written report,
citing the resources used.


Checks for Understanding
(Formative/Summative Assessment)




1.4.1 Define and narrow a topic for research.




 1.4.2 Discern and use appropriate reference sources in
various formats (e.g., interviews with family and
community; encyclopedia, card/electronic catalogs,
almanacs, magazines, newspapers).




 1.4.3 Use current technology as a research and
communication tool for personal interest, research, and
clarification.
1.4.4 Gather and record information on a research topic
using three different sources, at least one of which must
be a print source.


1.4.5 Evaluate and determine the reliability of sources on
a given topic.


 1.4.6 Organize information from text or technological
sources using a graphic organizer.




 1.4.7 Develop a note-taking system that includes
important concepts, paraphrases, summaries, and
identification of reference sources.


1.4.8 Write a research report using and citing three or
more sources.

1.4.9 Distinguish between necessary and unnecessary
bibliographical information in a citation.




1.4.10 Cite three or more sources, including the title,
author, and page number(s).




            State Performance Indicators


SPI 1.4.1 Identify the most reliable information sources
available for preparing a research report.



SPI 1.4.2 Identify information that should or should not
be included in a citation.
SPI 1.4.3 Complete a graphic organizer (e.g., chart, web)
organizing material collected from text or technological
sources.




SPI 1.4.4 Select appropriate sources from which to gather
information on a given topic.
Standard 5 - Logic
Grade Level Expectations


GLE 1.5.1 Refine logic skills to facilitate learning and to enhance
thoughtful reasoning.




GLE 1.5.2 Use logic to make inferences and to draw conclusions in
a variety of oral and written contexts.




GLE 1.5.3 Explore the concept of persuasive devices.


Checks for Understanding (Formative/Summative
Assessment)



1.5.1 Distinguish between fact/opinion, between cause/effect,
and between fantasy/reality.




 1 5.2 Make inferences and draw appropriate conclusions while
reading, viewing, or listening to print and non-print media.




 1.5.3 Make and adjust predictions while reading, viewing, or
listening to print and non-print media.
1.5.4 Construct and complete analogies using synonyms,
antonyms, homonyms, categories, and subcategories.


 1.5.5 Recognize examples of persuasive devices (e.g., bandwagon,
loaded terms, testimonial, name-calling).




                 State Performance Indicators




SPI 1.5.1 Locate information to support opinions, predictions, and
conclusions.


SPI 1.5.2 Identify stated or implied cause and effect relationships in
text.



SPI 1.5.3 Distinguish between fact/opinion and reality/fantasy.




SPI 1.5.4 Determine the conflict in a text and recognize its solution.


SPI 1.5.5 Select a logical word to complete an analogy using
synonyms, antonyms, homonyms, categories, and subcategories.



SPI 1.5.6 Make inferences and draw appropriate conclusions from
text.




SPI 1.5.7 Indicate the correct sequence of events in text.
Standard 6 - Informational Text
Grade Level Expectations

GLE 1.6.1 Apply appropriate skills and strategies to comprehend
informational texts (e.g., pre-reading strategies, comprehension
strategies, graphic organizers, questioning text).




GLE 1.6.2 Recognize the different text features of informational
texts (e.g., separate text boxes, diagrams, captions, charts, graphs).


GLE 1.6.3 Explore the organizational structures of informational
texts.


Checks for Understanding (Formative/Summative
Assessment)

 1.6.1 Use a variety of pre-reading strategies (e.g., set a purpose
for reading, {to understand, to enjoy, to solve problems, to locate
specific information/facts}, utilize reference sources to build
background for reading, preview text features).




 1.6.2 Derive meaning while reading (e.g., use metacognitive and
self-monitoring reading strategies to improve comprehension
{reread, ask for help, self-questioning, draw on earlier reading}).




 1.6.3 Check for understanding after reading (e.g., summarize,
identify the author’s purpose).
1.6.4 Use common text features to enhance understanding (e.g.,
headings, key words, graphics, captions, side bars, chapter titles,
glossaries).




1.6.5 Understand sequence of events from text.




1.6.6 Determine the main idea and supporting details from text.




 1.6.7 Skim text to develop a general overview of content or to
locate specific information.

 1.6.8 Understand a variety of informational texts, including
primary sources (e.g., autobiographical sketches, letters, diaries,
Internet sites).
 1.6.9 Follow multi-tasked instructions in informational and
technical texts (e.g., programming technological equipment,
complete/repair a model plane/car).




1.6.10 Summarize information presented in text.

 1.6.11 Explore the organizational structures of informational text
(e.g., chronological, sequential, cause-effect, comparison-contrast,
problem-solution).




                 State Performance Indicators


SPI 1.6.1 Select questions used to focus and clarify thinking before,
during, and after reading text.
SPI 1.6.2 Select and use common text features to make meaning
from text (e.g., headings, key words, graphics, captions, sidebars).




SPI 1.6.3 Locate information using available text features (e.g.,
maps, charts, graphics)

SPI 1.6.4 Identify the stated main idea and supporting details in
text.




SPI 1.6.5 Select the best summary of a text.




SPI 1.6.6 Arrange a set of instructions in sequential order.
Standard 7 - Media                                             Standard 8 - Literature
Grade Level Expectations                                       Grade Level Expectations

                                                               GLE 1.8.1 Use previously learned
GLE 1.7.1 Recognize that media can be a source of              comprehension strategies before, during, and
information and entertainment.                                 after reading.
                                                               GLE 1.8.2 Experience various literary genres,
                                                               including fiction and nonfiction, poetry,
                                                               drama, chapter books,
                                                               biography/autobiography, short stories, folk
GLE 1.7.2 Use media to publish and present information.        tales, myths, science fiction.

                                                          GLE 1.8.3 Understand the basic characteristics
GLE 1.7.3 Understand that the choice of medium influences of the genres (e.g., narratives, prose, poetry,
the message in a presentation.                            drama) studied.

                                                              GLE 1.8.4 Recognize and understand basic
GLE 1.7.4 Be aware of how message or meaning changes          literary terms (e.g., simile, metaphor, setting,
when a written work is translated into a visual presentation. point of view, alliteration, onomatopoeia).




Checks for Understanding                                       Checks for Understanding
(Formative/Summative Assessment)                               (Formative/Summative Assessment)




                                                          1.8.1 Use a variety of pre-reading strategies
                                                          (e.g., set a purpose for reading, {to
1.7.1 Use media (e.g., photographs, PowerPoint, dioramas, understand, to enjoy, to solve problems, to
videos, the arts, online catalogs, nonfiction books,      locate specific information/facts}, utilize
encyclopedias, Internet) to view, read, and represent     reference sources to build background for
information.                                              reading, preview text features).



                                                               1.8.2 Derive meaning while reading (e.g., use
1.7.2 Use print and non-print materials along with prior       metacognitive and self-monitoring reading
knowledge to provide background for writing and/or             strategies to improve comprehension {reread,
presenting.                                                    ask for help, draw on earlier reading}).
                                                                1.8.3 Check for understanding after reading
                                                                (e.g., summarize, identify the author’s
1.7.3 Use media to conduct research and prepare reports.        purpose).


                                                                1.8.4 Build vocabulary by reading from a wide
1.7.4 Use libraries/media centers to access media sources.      variety of texts and literary genres.

                                                           1.8.5 Recognize varying forms of text (e.g.,
                                                           poems {lines and stanzas}, plays {acts, stage
1.7.5 Use media to enhance reports and oral presentations. directions}, novels {chapters}).




                                                                1.8.6 Understand the meaning of plot,
1.7.6 Examine the effects of media (e.g., television, print     character, setting, conflict, point of view, and
materials, Internet, magazines, cell phones) on daily life.     theme in narration.
                                                                1.8.7 Explore the various kinds of conflict
                                                                (e.g., person vs. person, person vs. self,
                                                                person vs. environment, person vs.
             State Performance Indicators                       technology).
SPI 1.7.1 Select the most appropriate medium or media for
accessing information, writing a report, or enhancing an  1.8.8 Begin to distinguish between first and
oral presentation.                                        third person points of view.




                                                                1.8.9 Distinguish between a stated and an
SPI 1.7.2 Determine the main idea in a visual image.            implied theme.
                                                                1.8.10 Analyze the plot structure of a
                                                                narrative (story), including identifying the
                                                                problem (conflict) and determining how the
SPI 1.7.3 Identify the mood created by a visual image.          problem is resolved.

SPI 1.7.4 Identify the various functions of media in daily life 1.8.11 Discuss similarities and differences in
(i.e., communication, entertainment, information,               events and/or characters, using evidence
persuasion).                                                    cited in two or more texts.



                                                                1.8.12 Make connections among various texts
                                                                showing similarities and differences.
1.8.13 Recognize elements particular to
dramatic literature (e.g., time constraints,
organizational structure, stage directions,
dialogue).


1.8.14 Know and use basic literary devices
(e.g., imagery, metaphor, simile,
personification, hyperbole).
1.8.15 Recognize sound devices in poetry
(e.g., onomatopoeia, alliteration, rhythm,
rhyme, repetition).



1.8.16 Identify how culture, ethnicity, and
historical eras are represented in literary text.




      State Performance Indicators


SPI 1.8.1 Identify setting, characters, plot, and
theme.

SPI 1.8.2 Recognize reasonable predictions of
future events within a given context.
SPI 1.8.3 Distinguish among various literary
genres (e.g., poetry, drama, letters, ads,
historical fiction, biographies,
autobiographies).
SPI 1.8.4 Identify and interpret the main
incidents of a plot, their causes, how they
influence future actions, and how they are
resolved.




SPI 1.8.5 Recognize that a story is told from
first person point of view.


SPI 1.8.6 Determine whether the theme is
stated or implied within a passage.
SPI 1.8.7 Identify similes, metaphors,
personification, and hyperbole in context.



SPI 1.8.8 Identify the effect of sound within
context (i.e., onomatopoeia, alliteration,
rhythm, rhyme, repetition).

SPI 1.8.9 Identify the author’s purpose (i.e., to
inform, to entertain, to share feelings, to
describe, to persuade).
Standard 1 - Language                                             Standard 2 - Communication
Grade Level Expectations                                          Grade Level Expectations
GLE 1.1.1 Demonstrate control of Standard English
through the use of grammar and mechanics (punctuation,
capitalization, and spelling).                                                       Listening

GLE 1.1.2 Employ a variety of strategies and resources to         GLE 1.2.1 Demonstrate critical listening skills
determine the definition, pronunciation, and usage of             essential for comprehension, evaluation,
words and phrases.                                                problem solving, and task completion.

GLE 1.1.3 Understand and use a variety of sentence                GLE 1.2.2 Begin to differentiate between
structures.                                                       summarizing and paraphrasing.


Checks for Understanding                                          GLE 1.2.3 Begin to distinguish between a
(Formative/Summative Assessment)                                  summary and a critique.



1.1.1 Know and use appropriately the meaning, forms
and functions of nouns (including collective nouns, nouns
as objects, predicate nouns), pronouns (including proper
pronoun case; objects of prepositions; agreement with
antecedents in person and number; indefinite, relative,
and demonstrative pronouns), verbs (including
agreement with the subject in person and number, action
verbs that take objects, linking verbs, helping verbs, verb
phrases, verb tenses, regular and irregular verb forms),
adjectives (including predicate adjectives, comparative
and superlative forms), adverbs (including negatives,
forms of comparative and superlative phrases),
conjunctions (including coordinating, subordinating),
interjections, and prepositions (place prepositional
phrases correctly according to the words they modify        GLE 1.2.4 Identify the thesis and main points of
within the sentence).                                       a speech.

1.1.2 Recognize and correct usage errors (e.g., double
negatives, troublesome words {to/too/two,
their/there/they’re, its/it’s, sit/set, lie/lay, affect/effect,
may/can, leave/let, teach/learn, accept/except,                   GLE 1.2.5 Identify the organizational structure
capitol/capital, principle/principal, between/among}).            of a speech.




1.1.3 Use capitalization correctly (e.g., proper adjectives,
within quotations).                                                                  Speaking
1.1.4 Demonstrate the correct use of commas (including
after introductory words, to set off appositives and
interrupters, before a coordinating conjunction joining
independent clauses to form compound sentences),
colons (including business letters, preceding a list of
items), semicolons (including combining sentences),
quotation marks (including explanatory material within       GLE 1.2.6 Understand strategies for expressing
the quote, proper use with end marks), and apostrophes       ideas clearly and effectively in a variety of oral
(including forming singular and plural possessives).         contexts.

1.1.5 Spell correctly high frequency words, commonly
misspelled words (appropriate to grade level), and words
commonly used in content specific vocabulary.            GLE 1.2.7 Deliver effective oral presentations.

1.1.6 Correct run-on sentences (e.g., use punctuation,
conjunctions, or other means to separate the elements of
a run-on) and sentence fragments (i.e., supply the       GLE 1.2.8 Participate in work teams and group
missing sentence elements).                              discussions.


1.1.7 Identify and use adjective and adverb phrases and      Checks for Understanding
clauses.                                                     (Formative/Summative Assessment)



1.1.8 Identify and use appositives and appositive phrases.                       Listening

                                                             1.2.1 Follow multi-step oral instructions to
                                                             perform single tasks, to answer questions, and
1.1.9 Identify and use infinitives and infinitive phrases.   to solve problems.

                                                             1.2.2 Identify the thesis of a speech in which
                                                             the main idea may be explicitly or implicitly
                                                             stated, concepts may be more abstract, and
1.1.10 Determine the difference between independent          extended metaphors may be used; determine
and subordinate clauses.                                     the essential elements that elaborate it.


1.1.11 Recognize and differentiate between simple and        1.2.3 Differentiate between summarizing and
compound sentences.                                          paraphrasing.
                                                           1.2.4 Summarize information presented orally
                                                           by others in which the main ideas may be
                                                           explicitly or implicitly stated, including the
1.1.12 Identify the structure in imperative and            purposes, major ideas, and supporting details
interrogative sentences.                                   or evidence.

1.1.13 Use printed and electronic dictionaries,
thesauruses, and glossaries to determine word
pronunciation, spelling, and part of speech; to clarify
meaning and improve understanding of words (including
connotation and denotation); and to distinguish among      1.2.5 Begin to paraphrase accurately ideas and
contextually appropriate synonyms and definitions.         information presented orally by others.


1.1.14 Define and recognize synonyms, antonyms, and
homonyms.                                                  1.2.6 Construct a summary of a speech.




1.1.15 Identify and define English words derived from
Latin and Greek words that                                 1.2.7 Construct a critique of a speech.

                                                         1.2.8 Identify the organizational structure of a
form common roots (e.g., audio, auto, mal) and recognize speech (e.g., sequential, chronological,
English words that are based on them (e.g., audible,     problem-solution, comparison-contrast, cause-
autobiography, malice).                                  effect).

                                                           1.2.9 Listen actively in group discussions by
                                                           asking clarifying and elaborating questions and
                                                           by managing internal (e.g., emotional state,
                                                           prejudices) and external (e.g., physical setting,
1.1.16 Recognize and appreciate cultural and regional      difficulty hearing, recovering from distractions)
differences signaled by word usage and vocabulary.         barriers to aid comprehension.

1.1.17 Explore common phrases and terms from other
languages commonly used in English (e.g., RSVP, déjà vu,
faux pas, du jour, bon voyage).                                               Speaking

                                                           1.2.10 Include relevant facts, reasons, details,
                                                           and examples to support a relatively
            State Performance Indicators                   complicated thesis.
                                                            1.2.11 Organize oral presentations
                                                            incorporating a relatively simple three-part
                                                            structure, previewing the content of
SPI 1.1.1 Identify the correct use of nouns (i.e.,          presentation in introduction, offering ideas
common/proper, singular/plural, possessives) and            with supporting details, and providing a brief
pronouns (i.e., agreement, subject, object) within context. summary or conclusion.

                                                              1.2.12 Use an organizational structure
                                                              appropriate for the topic and purpose (e.g.,
SPI 1.1.2 Identify the correct use of verbs (i.e., action,    sequential, chronological, problem-solution,
linking, regular/irregular, agreement) within context.        comparison-contrast, cause-effect).
SPI 1.1.3 Identify the correct use of adjectives (i.e.,
common/proper, comparative forms) and adverbs (i.e.,          1.2.13 Logically arrange ideas and group
comparative forms) within context.                            related ideas in ways that enhance the topic.

                                                            1.2.14 Connect ideas using a variety of
                                                            transition strategies that signal addition of
SPI 1.1.4 Identify the correct use of prepositional phrases information and relationships between ideas
(place prepositional phrases correctly according to the     (e.g., use listing words such as first, in addition,
words they modify within the sentence) within context.      but, and however).

SPI 1.1.5 Identify the correct use of conjunctions (i.e.,
coordinating and subordinating) and interjections within      1.2.15 Provide an effective conclusion that
context.                                                      reinforces the focus of the presentation.
SPI 1.1.6 Choose the correct use of quotation marks,
commas (i.e., in direct quotations, with explanatory
material within the quote, proper use with end marks)
and colons (i.e., in business letters, preceding a list of    1.2.16 Employ presentation skills such as good
items).                                                       eye contact, clear enunciation,
SPI 1.1.7 Identify within context a variety of appropriate
sentence-combining techniques (i.e., comma used with
coordinating conjunctions, introductory words,                effective speaking rate and volume, and
appositives, interrupters).                                   natural gestures.

                                                          1.2.17 Participate productively in self-directed
                                                          work teams for a particular purpose (e.g., to
SPI 1.1.8 Select the most appropriate method to correct a interpret literature, to solve a problem, to
run-on sentence (i.e., conjunctions, semicolons, and      make a decision) by adhering to the following:
periods to join or separate elements).                    Behavior of Individuals within the Group

                                                                • Contribute appropriate and useful
SPI 1.1.9 Recognize usage errors occurring within context information and ideas that demonstrate a clear
(i.e., double negatives, troublesome words {to/too/two, awareness of the context of the discussion and
their/there/they’re, its/it’s, sit/set, lie/lay, affect/effect, the goals of the group, are purposeful in
may/can, leave/let, teach/learn, accept/except,                 moving the team toward its goal, and
capitol/capital, principle/principal, between/among}).          contribute to the topic of group discussion.
                                                              • Consult and reference texts or other
SPI 1.1.10 Identify the correct spelling of plurals and       resources as sources for ideas or to support
possessives.                                                  ideas under group discussion.
                                                              • Ask relevant questions that move the team
SPI 1.1.11 Identify sentences with correct subject-verb       toward its goals and contribute to the topic of
agreement (person/number) within context.                     discussion.
SPI 1.1.12 Identify the correct use of commas (i.e.,
compound sentences, coordinating conjunctions,                • Gain the floor in orderly ways, taking turns
introductory words, appositives, interrupters) within         when speaking and listening with civility to the
context.                                                      ideas of others (without interrupting).

                                                              •Summarize and paraphrase essential
SPI 1.1.13 Choose the appropriate interjection to             information from the input of others, and
complete a sentence.                                          clarify points of agreement and disagreement.


SPI 1.1.14 Select appropriate synonyms, antonyms, and
homonyms within context.                                      Goals and Aims of the Group:

SPI 1.1.15 Use context clues and prior knowledge of roots
and affixes to determine the meaning of multi-meaning     • Understand the purpose for working as a
words.                                                    team and work according to that purpose.
                                                          • Articulate the goals that have been provided
SPI 1.1.16 Use context clues and prior knowledge of roots for the team work and ask appropriate
and affixes to determine the meaning of unfamiliar words. clarifying questions.

SPI 1.1.17 Use dictionaries, thesauruses, electronic          • Identify task(s) needed to meet goal and
sources, and glossaries as aids in determining the            purpose, and either meet assigned deadlines or
meaning of unfamiliar words.                                  set deadlines for completing each task.
SPI 1.1.18 Identify correctly and incorrectly spelled words
in context.                                                   Group Dynamics and Roles:
                                                              • Understand the responsibilities of various
                                                              roles within the team, either assigned or
                                                              determined by the group (e.g., reporter,
SPI 1.1.19 Recognize and use grade-appropriate and            recorder, information gatherer, leader,
content specific vocabulary within context.                   timekeeper).

                                                              • Maintain collaboration by ensuring that all
                                                              appropriate ideas and contributions are
                                                              respectfully acknowledged and valued by the
                                                              team and follow a prescribed process for
SPI 1.1.20 Use knowledge of root words, affixes,              accomplishing this task (e.g., list every idea in a
syllabication, and/or spelling patterns as aids in            brainstorming session before criticism is
determining meaning within context.                           allowed).
• Come to agreement by seeking consensus or
following the majority, depending on the
ground rules for decision making.

       State Performance Indicators
SPI 1.2.1 Identify the purpose of a speech (i.e.,
to inform, to describe, to explain, to persuade,
to entertain).
SPI 1.2.2 Identify the targeted audience of a
speech.
SPI 1.2.3 Identify the thesis and main points of
a speech.

SPI 1.2.4 Select the most appropriate behaviors
for participating productively in a team (e.g.,
contribute appropriate and useful information
and ideas, understand the purpose for working
as a team, understand the responsibilities of
various roles within the team).

SPI 1.2.5 Identify the functions and
responsibilities of individual roles within an
organized group (i.e., reporter, recorder,
information gatherer, leader, timekeeper).
SPI 1.2.6 Determine the most effective
methods for engaging an audience during an
oral presentation (e.g., making eye contact,
adjusting speaking rate).

SPI 1.2.7 Organize ideas in the most effective
order for an oral presentation.




SPI 1.2.8 Select the best summary of a speech.
Standard 3 - Writing
Grade Level Expectations

GLE 1.3.1 Write in a variety of modes for different
audiences and purposes.




GLE 1.3.2 Employ various prewriting strategies.
GLE 1.3.3 Organize ideas into an essay with an
introduction, developing paragraphs, conclusion, and
appropriate transitions.


GLE 1.3.4 Refine strategies for editing and revising written
work.




Checks for Understanding
(Formative/Summative Assessment)



1.3.1 Write in a variety of modes and genres, including
description, narration, exposition, persuasion, literary
response, personal expression, and imaginative.




1.3.2 Practice writing to a prompt within a specified time
limit.
1.3.3 Create somewhat complicated work-related texts,
such as instructions, directions, letters, memos, e-mails,
and reports that employ the techniques listed below.


• Select a medium or a format appropriate to purpose for
writing, and maintain focus on the purpose.


• Use varied strategies to achieve different purposes (e.g.,
providing facts and details or including examples to
illustrate).

• Demonstrate awareness of audience through selection
of medium or format, choice of supporting ideas,
background information, word choice, and tone.



• Respond to opposing viewpoints and/or anticipate and
answer potential questions from audience.



• Use accurate and accessible vocabulary to convey
meaning.




• Provide accurate and relevant support for the main
points in the text.


• Follow customary formats (e.g., use salutation, closing,
and signature for business letters, and format for memos).
• Include formatting or visual elements to guide readers
by highlighting specific categories of information and/or to
signal transitions between steps (e.g., headings, bulleted
lists).




• Use graphics and illustrative material effectively to
support ideas in the text as appropriate to content and
medium.


1.3.4 Develop focused, appropriate, and interesting topics
for writing.




1.3.5 Create a thesis statement and include relevant facts,
details, reasons, and examples that support the thesis.




1.3.6 Develop relevant details or reasons in a manner that
meets the needs of the audience and purpose.


1.3.7 Organize writing using structures appropriate for the
topic and that meet the needs of the audience (e.g., if
using an anecdote to provide an example, use
chronological order with sufficient time signals for the
reader to follow easily).

1.3.8 Use appropriate and effective words and phrases to
indicate the organizational pattern (e.g., problem-solution,
with order of steps necessary indicated in the solution).

1.3.9 Use text features (e.g., headings, subheadings,
formatting) as appropriate to signal simple relationships
between ideas.
1.3.10 Use accurate and precise language to convey
meaning.


1.3.11 Use strong verbs and figurative language (e.g.,
metaphors, similes) for emphasis or creative effect as
appropriate to the purpose.
1.3.12 Use appropriate vocabulary, sentence structure,
and grammar usage to distinguish between formal and
informal language.




1.3.13 Incorporate a variety of syntactic structures for
effect when appropriate (e.g., modifying phrases,
parenthetical expressions).



1.3.14 Edit to craft a tone that is appropriate for the topic
and audience, and supports the purpose.




1.3.15 Use language that conveys the writer’s point of
view.

1.3.16 When other sources are used or referenced (such
as in research, informational essays, or literary essays)
adhere to the list below.




• Acknowledge source material (e.g., list sources).




• Understand the differences between/among quoting,
paraphrasing, and summarizing.
• Quote, paraphrase, or summarize text, ideas, or other
information taken from print or other electronic sources.

• Embed quotations and graphics from other sources,
when appropriate.


1.3.17 Generate notes on text, and identify main and
supporting ideas.

1.3.18 Edit writing for mechanics (punctuation,
capitalization), spelling, and grammar (e.g., consistent verb
tense, noun and pronoun agreement).

1.3.19 Based on readers’ comments, revise papers to
focus on topic or thesis, develop ideas, employ transitions,
and identify a clear beginning and ending.

1.3.20 Demonstrate confidence in using the Tennessee
Writing Assessment Rubric while evaluating one’s own
writing and the writing of others.
1.3.21 Use relatively basic software programs (e.g., Word,
PowerPoint) to write texts and create graphics to present
ideas visually and in writing.

1.3.22 Identify and explore opportunities for publication
(e.g., local/national contests,Internet websites,
newspapers, periodicals, school displays).

             State Performance Indicators



SPI 1.3.1 Identify the purpose for writing (i.e., to inform, to
describe, to explain, to persuade).




SPI 1.3.2 Identify the audience for which a text is written.
SPI 1.3.3 Select an appropriate thesis statement for a
writing sample.
SPI 1.3.4 Rearrange multi-paragraphed work in a logical
and coherent order.

SPI 1.3.5 Select illustrations, descriptions, and/or facts to
support key ideas.
SPI 1.3.6 Choose the supporting sentence that best fits the
context flow of ideas in a paragraph.
SPI 1.3.7 Identify sentences irrelevant to a paragraph’s
theme or flow.




SPI 1.3.8 Select appropriate time-order or transitional
words/phrases to enhance the flow of a writing sample.




SPI 1.3.9 Select an appropriate concluding sentence for a
well-developed paragraph.


SPI 1.3.10 Select an appropriate title that reflects the topic
of a written selection.
SPI 1.3.11 Complete a graphic organizer (e.g., clustering,
listing, mapping, webbing) with information from notes for
a writing selection.

SPI 1.3.12 Select the most appropriate format for writing a
specific work-related text (i.e., instructions, directions,
letters, memos, e-mails, reports).
Standard 4 - Research
Grade Level Expectations


GLE 1.4.1 Define and narrow a problem or research topic.



GLE 1.4.2 Gather relevant information from a variety of
print and electronic sources, as


well as from direct observation, interviews, and surveys.

GLE 1.4.3 Make distinctions about the credibility,
reliability, consistency, strengths, and limitations of
resources, including information gathered from websites.




GLE 1.4.4 Write a research paper, using primary and
secondary sources and technology and graphics, as
appropriate.




Checks for Understanding
(Formative/Summative Assessment)



1.4.1 Narrow a topic so that the research process is
manageable and the controlling idea is focused.
1.4.2 Take and organize notes on what is known and
what needs to be researched about the topic.




1.4.3 Focus on relevant information and/or theories.


1.4.4 Distinguish between primary and secondary
sources, defining the characteristics of each and
evaluating each for their benefits and limitations.

1.4.5 Choose among sources provided and those found
independently based on the usefulness, credibility, and
reliability of the sources.



1.4.6 Identify reasons for choosing one source over
another, including those found on websites.



1.4.7 Identify the characteristics and limitations of source
material.




1.4.8 Provide relevant research information to develop
and support a complicated topic.


1.4.9 Analyze and interpret data in multiple forms (e.g., a
bar or circle graph) on a familiar topic.
1.4.10 Collect evidence in various ways (e.g., gathering
relevant reasons, examples, and facts; defining key terms
and ideas; identifying relationships such as cause/effect).




1.4.11 Craft an introductory paragraph in which the thesis
statement(s) clearly presents the topic of the
documented essay.

1.4.12 Present a body of well-developed and specific
facts and information pertinent to the topic, developed
as a series of paragraphs which support the topic.




1.4.13 Connect ideas using a variety of transition
strategies.


1.4.14 Create an effective organizing structure based on
research information (e.g., description, problem-solution,
question-answer, comparison-contrast, cause-effect).




1.4.15 Craft a conclusion in which closure is provided,
such as by restating the topic and summarizing findings.


1.4.16 Acknowledge source material using a
predetermined standard format (e.g., APA, MLA).



1.4.17 Understand the differences among quoting,
paraphrasing, and summarizing.
1.4.18 Quote, paraphrase, or summarize text, ideas, or
other information taken from print or electronic sources.


1.4.19 Follow a standard format and use the appropriate
technology to embed text graphics, including a title,
contents page, numbered pages, and a bibliography.

1.4.20 Include effective graphics and illustrative material
to support research ideas in the text.




            State Performance Indicators



SPI 1.4.1 Select the most focused research topic.




SPI 1.4.2 Rank research resources according to reliability.


SPI 1.4.3 Determine the most appropriate research
source for a given research topic.


SPI 1.4.4 Distinguish between primary (i.e., letters,
interviews, diaries, newspapers) and secondary (i.e.,
reference books, periodicals, Internet, biographies)
sources.




SPI 1.4.5 Discern irrelevant research material from
written text.
Standard 5 - Logic
Grade Level Expectations

GLE 1.5.1 Use logic to make inferences and draw conclusions in a
variety of oral and written contexts.



GLE 1.5.2 Analyze text for fact-opinion, cause-effect, inferences,
evidence, and conclusions.


GLE 1.5.3 Explore deductive and inductive reasoning.


GLE 1.5.4 Analyze written and oral communication for persuasive
devices.




Checks for Understanding (Formative / Summative
Assessment)




1.5.1 Make logical predictions of future events in text.




1.5.2 Identify sequence of events in text.
1.5.3 Construct and complete analogies using synonyms,
antonyms, homonyms, categories, subcategories, whole/part, and
functions.


1.5.4 Identify and analyze stated or implied cause/effect
relationships in text.


1.5.5 Determine simple criteria for recognizing factual claim and
opinion (e.g., scientific method, provability, quality of evidence,
sources).


1.5.6 Determine the relevance and quality of evidence given to
support or oppose an argument.



1.5.7 Compare and contrast evidence and conclusions between
two or more arguments on the same topic.




1.5.8 Define deductive and inductive reasoning.




1.5.9 Identify examples of deductive and inductive reasoning in
text.

1.5.10 Identify and analyze the persuasive devices used in written
and oral communication (e.g., bandwagon, loaded terms,
testimonial, name-calling).
                 State Performance Indicators




SPI 1.5.1 Predict future events of a given text.


SPI 1.5.2 Determine whether a given statement in text is fact or
opinion.




SPI 1.5.3 Identify stated or implied cause/effect relationships.




SPI 1.5.4 Identify examples of persuasive devices (i.e., bandwagon,
loaded terms, testimonial, name-calling).




SPI 1.5.5 Specify a logical word choice to complete an analogy
using synonyms, antonyms, homonyms, categories, subcategories,
whole/part, and functions.




SPI 1.5.6 Indicate the sequence of events in text.



SPI 1.5.7 Make inferences and draw conclusions based on evidence
in text.
Standard 6 - Informational Text
Grade Level Expectations

GLE 1.6.1 Comprehend and summarize the main ideas and
supporting details of informational texts.



GLE 1.6.2 Identify the organizational structures of informational
texts.

GLE 1.6.3 Read, interpret, and analyze text features that support
informational texts.


Checks for Understanding (Formative/Summative
Assessments)




1.6.1 Use previously learned strategies to comprehend
informational texts (e.g., formulate questions before, during, and
after reading; visualize, predict, identify the writer’s purpose).




1.6.2 Identify/infer the stated or implied main idea of an
informational text and identify the details supporting it.




1.6.3 Recognize clear, but subtly stated relationships among ideas
(e.g., cause/effect, comparative, sequential) in informational texts.
1.6.4 Make inferences and draw conclusions.


1.6.5 Summarize succinctly the main idea and supporting details
(presented as text and/or visuals) in informational texts.




1.6.6 Summarize and critique texts (informational and literary).

1.6.7 Identify and analyze the organizational structures of
informational texts (e.g., chronological, sequential, cause-effect,
comparison-contrast, problem-solution).

1.6.8 Recognize that print format varies according to purpose and
genre (e.g., prose, poetry, newspaper/magazine, letters, dramas,
technical manuals, textbooks).

1.6.9 Use text features to locate information and make meaning
from text (e.g., headings, key words, captions, tables of contents,
footnotes, illustrations).




1.6.10 Comprehend and interpret quantitative, technical, or
mathematical information presented in maps, charts, graphs, time
lines, tables, and diagrams.




1.6.11 Follow instructions in informational texts.
                 State Performance Indicators




SPI 1.6.1 Formulate clarifying questions for use before, during, and
after reading.




SPI 1.6.2 Identify the main idea and supporting details in a text.




SPI 1.6.3 Use text features to locate information and make
meaning from text (e.g., headings, key words, captions, footnotes).


SPI 1.6.4 Interpret factual, quantitative, technical, or mathematical
information presented in text features (e.g., maps, charts, graphs,
time lines, tables, and diagrams).




SPI 1.6.5 Locate and verify information in text to support
inferences, opinions, predictions, and conclusions.




SPI 1.6.6 Select the best summary of a text.




SPI 1.6.7 Recognize that purpose determines text format.
SPI 1.6.8 Choose the correct order of a set of instructions.
Standard 7 - Media
Grade Level Expectations

GLE 1.7.1 Analyze media for their ability to inform, persuade, and
entertain.



GLE 1.7.2 Examine the relationship between the visual (e.g., media
images, painting, film, graphic arts) and the verbal in media.
GLE 1.7.3 Recognize how visual and sound techniques and design
elements (e.g., special effects, camera angles, music) carry or
influence messages in various media.


GLE 1.7.4 Apply and adapt the principles of written composition to
create coherent media productions.




Checks for Understanding (Formative/Summative
Assessment)


1.7.1 Interpret how the sounds, images, and words used in
television, radio, film, and the Internet are used to support the
purpose of the production; evaluate the effectiveness of the
techniques.

1.7.2 Identify, analyze, and discuss the relationship between the
visual (e.g., media images, painting, film, graphic arts) and the
verbal in media and explain how the elements support or conflict
with each other.
1.7.3 Identify visual and sound techniques and design elements
(e.g., special effects, camera angles, lighting, and music in
television/film or layout, pictures, and typeface in print materials)
in various media, and explain how they carry or influence
messages.


1.7.4 Present a clearly identifiable, explicit message, using visual,
audio, and graphic effects and interactive features.




1.7.5 Demonstrate an awareness of audience needs through
choice of medium and the selection of images, words, and sounds.

1.7.6 Consider potential audience reaction (e.g., being aware of
verbal and nonverbal cues given by the audience during a
presentation) to improve media productions.




                 State Performance Indicators


SPI 1.7.1 Select the medium that best reinforces a viewpoint or
enhances a presentation.




SPI 1.7.2 Select the visual image that best reinforces a viewpoint or
enhances a presentation.


SPI 1.7.3 Identify the purpose of a medium (i.e., to inform, to
persuade, to entertain, to describe).
SPI 1.7.4 Draw an inference from a non-print medium.




SPI 1.7.5 Choose the statement that best
summarizes/communicates the message presented by a medium.

SPI 1.7.6 Identify the type of conflict (i.e., person vs. person,
person vs. self, person vs. environment, person vs. technology)
represented in a non-print medium.
Standard 8 - Literature
Grade Level Expectations

GLE 1.8.1 Read and comprehend a variety of
works from various forms of literature.

GLE 1.8.2 Understand the characteristics of
various literary genres (e.g., poetry, novel,
biography, short story, essay, drama).

GLE 1.8.3 Recognize the conventions of
various literary genres.

GLE 1.8.4 Analyze works of literature for
what is suggested about the historical period
in which they were written.




GLE 1.8.5 Identify and analyze common
literary terms (e.g., personification, conflict,
theme).



Checks for Understanding
(Formative/Summative
Assessment)
1.8.1 Use previously learned strategies to
comprehend informational texts (e.g.,
formulate questions before, during, and after
reading; visualize, predict, identify the
writer’s purpose).
1.8.2 Sequence and identify the plot’s main
events, their causes, and the influence of
each event on future actions in texts.

1.8.3 Identify plot development techniques
(e.g., foreshadowing and flashbacks) and
explain their function in the text.


1.8.4 Identify and describe character
(major/minor, antagonists/protagonists)
features and relationships in literary texts.

1.8.5 Explore the concept of moral dilemma
(as revealed by character motivation and
behavior).



1.8.6 Differentiate between internal and
external conflict.
1.8.7 Identify the kind(s) of conflict (e.g.,
person vs. person, person vs. self, person vs.
environment, person vs. technology) present
in literary plots.




1.8.8 Identify the plot element of exposition
(i.e., introduction of characters, setting, and
conflict) in literary texts.

1.8.9 Identify and analyze the setting
(location and time) and its impact on plot,
character, and theme in literary texts.
1.8.10 Explore how the author reveals
character (e.g., what the author tells us,
what the characters say about him or her,
what the character does, what the character
says, what the character thinks).




1.8.11 Identify the narration and point of
view (e.g., first person, third person) in
literary texts.

1.8.12 Consider how forms and conventions
within genres affect meaning (e.g., poetry,
drama, essay).

1.8.13 Identify sound devices (e.g.,
alliteration, onomatopoeia, rhyme scheme)
figurative language (e.g., metaphor, simile),
and other conventions of verse in poetry
(e.g., limerick, lyric, narrative, haiku).
1.8.14 Explain the purpose and use of
structural elements particular to dramatic
literature (e.g., scenes, acts, cast of
characters, stage directions) in plays that are
read or viewed.




1.8.15 Identify and explain the stated or
implied theme of a literary text.

1.8.16 Identify and explain the development
of similar themes across two or more literary
texts.

1.8.17 Identify the historical period in which
a literary text was written and explain the
text in light of this understanding.
1.8.18 Determine the appropriate meaning
of figurative words and phrases (e.g., idioms,
metaphors, similes) in passages.




      State Performance Indicators
SPI 1.8.1 Distinguish among various literary
genres (e.g., fiction, drama, nonfiction,
poetry).




SPI 1.8.2 Identify the setting and conflict of a
passage.

SPI 1.8.3 Determine the main ideas of plots,
their causes, how they influence future
actions, and how they are resolved.




SPI 1.8.4 Distinguish between first and third
person points of view.
SPI 1.8.5 Identify the kind(s) of conflict
present in a literary plot (i.e., person vs.
person, person vs. self, person vs.
environment, person vs. technology).




SPI 1.8.6 Identify the stated or implied theme
of a literary text.




SPI 1.8.7 Analyze figurative language (i.e.,
hyperbole, simile, metaphor,
personification,) within context.
SPI 1.8.8 Identify examples of sound devices
(i.e., accent, alliteration, onomatopoeia,
rhyme, and repetition).

SPI 1.8.9 Identify patterns of rhyme and
rhythm.


SPI 1.8.10 Determine the author’s purpose
for writing.
Standard 1 - Language                                       Standard 2 - Communication
Grade Level Expectations                                    Grade Level Expectations
GLE 1.1.1 Demonstrate control of Standard English
through grammar usage, and mechanics (punctuation,
capitalization, and spelling).                                                 Listening

GLE 1.1.2 Employ a variety of strategies and resources to   GLE 1.2.1 Demonstrate critical listening skills
determine the definition, pronunciation, and usage of       essential for comprehension, evaluation,
words and phrases.                                          problem solving, and task completion.


GLE 1.1.3 Understand and use correctly a variety of         GLE 1.2.2 Distinguish among summaries,
sentence structures.                                        paraphrases, and critiques.

Checks for Understanding                                    GLE 1.2.3 Identify the thesis and main points of
(Formative/Summative Assessment)                            a speech.




����1.1.1 Know and use appropriately the meaning, forms,
and functions of nouns (including collective nouns,
compound nouns, noun clauses, noun functions as direct
and indirect objects, and as predicate nouns), pronouns
(including proper case: nominative, objective, possessive;
reflexive pronouns, interrogative; demonstrative;
agreement of pronouns with their antecedents), verbs
(including agreement with subject in person and number,
verbs that take objects, regular and irregular verb forms,
correct use of the three perfect tenses), adjectives
(including comparative and superlative forms, compound
predicate adjectives, adjective clauses), adverbs
(including comparative and superlative forms,
punctuation with introductory adverb phrases and
clauses, correct placement within the sentence),
conjunctions (including coordinating, correlative, and
subordinating conjunctions to combine words, phrases,
clauses, and sentences), interjections, and prepositions
(recognize prepositional phrases as adjective/adverb       GLE 1.2.4 Analyze the organizational structure
modifiers and note their functions in the sentence).       of a speech.
����1.1.2 Recognize and correct usage errors (e.g., subject-
verb agreement, pronoun case {with emphasis on
who/whom}, double negatives, comparative and
superlative forms, troublesome words {to/too/two,
their/there/they’re, its/it’s, affect/effect, sit/set, lie/lay,
may/can, leave/let, teach/learn, accept/except,
capitol/capital, principle/principal, between/among,
rise/raise, stationary/stationery}).                                                  Speaking



                                                                  GLE 1.2.5 Understand strategies for expressing
 1.1.3 Use capitalization correctly (e.g., titles, friendly
����                                                                ideas clearly and effectively in a variety of oral
and business letters, quotations, proper adjectives).             contexts.



���� 1.1.4 Demonstrate the correct use of commas
(including after introductory words, phrases or clauses;
setting off appositives and interrupters; before
coordinating conjunction joining independent clauses to
form compound sentences), colons (including in business
letters or before a list of items in a series), semicolons
(including combining sentences, between items in a
series when the items already contain commas),
underlining and italicizing (including titles; certain words,
letters, figures; foreign words), quotation marks
(including with direct quotations, to set off dialogue, in
titles, use of end punctuation with
quotation marks) and apostrophes (including forming
both singular and plural possessives).                        GLE 1.2.6 Deliver effective oral presentations.

1.1.5 Spell correctly high frequency, misspelled words
(appropriate to grade level), and words commonly used             GLE 1.2.7 Participate in work teams and group
in content specific vocabulary.                                   discussions.
����1.1.6 Demonstrate knowledge of correct sentence
structure by correcting run-on sentences (e.g.,
conjunctions, semicolons, periods to join or separate
elements) and sentence fragments (e.g., supplying the             Checks for Understanding
missing elements).                                                (Formative/Summative Assessment)


 1.1.7 Identify and use appositives and appositive
����
phrases.                                                                              Listening
                                                             ����1.2.1 Follow multi-step oral instructions to
                                                             perform single tasks, to answer questions, and
 1.1.8 Identify and use infinitives and infinitives phrases. to solve problems.
����

                                                           ����1.2.2 Identify the thesis of a speech in which
                                                           the main idea may be explicitly or implicitly
                                                           stated, concepts may be more abstract, and
                                                           extended metaphors may be used; determine
 1.1.9 Explore gerund and participial phrases.
����                                                         the essential elements that elaborate it.
                                                           ����1.2.3 Summarize information presented
                                                           orally by others in which the main ideas may be
                                                           explicitly or implicitly stated, including the
����1.1.10 Differentiate between independent and             purposes, major ideas, and supporting details
subordinate clauses.                                       or evidence.


����1.1.11 Recognize and differentiate among simple,         ����1.2.4 Paraphrase accurately ideas and
compound, and complex sentences.                           information presented orally by others.




����1.1.12 Identify the complete subject and predicate of    ����1.2.5 Construct a summary and a paraphrase
interrogative and inverted sentences.                      of a speech.

����1.1.13 Use printed and electronic dictionaries,
thesauruses, and glossaries to determine the
pronunciation, spelling, and part of speech of words; to
clarify meaning and improve understanding of words
(including connotation and denotation); and to
distinguish among contextually appropriate synonyms
and definitions.                                      ����1.2.6 Construct a critique of a speech.
                                                      ����1.2.7 Identify and analyze the structure of a
                                                      speech (e.g., sequential, chronological,
 1.1.14 Define and recognize word synonyms, antonyms, problem-solution, comparison-contrast, cause-
����
and homonyms.                                         effect).




                                                           1.2.8 Listen actively in group discussions by
                                                           asking clarifying and elaborating questions and
����1.1.15 Identify and define English words derived from    by managing internal barriers (e.g., emotional
Latin and Greek words that form common roots (e.g.,        state, prejudices) and external barriers (e.g.,
audio, auto, mal) and recognize English words that are     physical setting, difficulty hearing, recovering
based on them (e.g., audible, autobiography, malice).      from distractions) to aid comprehension.
����1.1.16 Use roots and affixes to determine the meaning
of unfamiliar words and to clarify the meaning of familiar
words.                                                                           Speaking


����1.1.17 Continue to use previously learned strategies to ����1.2.9 Include relevant facts, reasons, details,
distinguish among multimeaning words and to determine and examples to support a relatively
the meaning of unfamiliar words.                          complicated thesis.
                                                          ����1.2.10 Organize oral presentations
                                                          incorporating a relatively simple three-part
                                                          structure, previewing the content of
                                                          presentation in introduction, offering ideas
����1.1.18 Recognize and appreciate cultural and regional   with supporting details, and providing a brief
differences signaled by word usage and vocabulary.        summary or conclusion.

����1.1.19 Use textual structure (e.g., examples of cause-     ����1.2.11 Use an organizational pattern
effect and compare-contrast relationships) to determine      appropriate for the topic and purpose (e.g.,
the meaning of unfamiliar words or distinguish multi-        sequential, chronological, problem-solution,
meaning words.                                               comparison-contrast, cause-effect).

1.1.20 Demonstrate understanding of common phrases
and terms from other languages commonly used in
English (e.g., RSVP, déjà vu, faux pas, du jour, bon         ����1.2.12 Arrange ideas logically and group
voyage).                                                     related ideas in ways that enhance the topic.

                                                             ����1.2.13 Connect ideas using a variety of
                                                             transition strategies that signal addition of
                                                             information and relationships between ideas
                                                             (e.g., use listing words such as first, in addition,
            State Performance Indicators                     but, and however).
SPI 1.1.1 Identify the correct use of nouns (i.e.,
common/proper, singular/plural, possessives,
direct/indirect objects, predicate) and pronouns (i.e.,
agreement, reflexive, interrogative, demonstrative)          ����1.2.14 Provide an effective conclusion that
within context.                                              reinforces the focus of the presentation.

SPI 1.1.2 Identify the correct use of verbs (i.e.,           ����1.2.15 Employ presentation skills such as
action/linking, regular/irregular, agreement, perfect        good eye contact, cle ar enunciation, effective
tenses, verb phrases) within context.                        speaking rate and volume, and natural gestures.
                                                             ����1.2.16 Participate productively in self-
SPI 1.1.3 Identify the correct use of adjectives (i.e.,      directed work teams for a particular purpose
common/proper, comparative/superlative, adjective            (e.g., to interpret literature, to solve a problem,
clauses) and adverbs (i.e., comparative and superlative      to make a decision) by adhering to the list
forms) within context.                                       below.
SPI 1.1.4 Identify the correct use of conjunctions (i.e.,
coordinating, correlative, subordinating) and interjections
within context.                                             Behavior of Individuals within the Group

                                                            • Contribute appropriate and useful
                                                            information and ideas that demonstrate a clear
                                                            awareness of the context of the discussion and
SPI 1.1.5 Identify the correct use of prepositional phrases the goals of the group, are purposeful in
(place correctly according to the words they modify         moving the team toward its goal, and
within the sentence) within context.                        contribute to the topic of group discussion.
SPI 1.1.6 Identify the correct use of commas (i.e.,
compound sentences, coordinating conjunctions,              • Consult and reference texts or other
introductory words, appositives, interrupters) within       resources as sources for ideas or to support
context.                                                    ideas under group discussion.
SPI 1.1.7 Identify within context a variety of appropriate
sentence combining techniques (i.e., comma with             • Ask relevant questions that move the team
coordinating conjunction, use of semicolon, introductory toward its goals and contribute to the topic of
phrases or clauses).                                        discussion.




SPI 1.1.8 Select the most appropriate method to correct a • Gain the floor in orderly ways, taking turns
run-on sentence (i.e., conjunctions, semicolons, periods when speaking and listening with civility to the
to join or separate elements) within context.             ideas of others (without interrupting).

SPI 1.1.9 Recognize usage errors occurring within context
(i.e., double negatives, troublesome words: {to/too/two,
their/there/they’re, its/it’s, sit/set, lie/lay, affect/effect,
may/can, leave/let, teach/learn, accept/except,                 • Summarize and paraphrase essential
capitol/capital, principle/principal, between/among,            information from the input of others, and
rise/raise, stationary/stationery}).                            clarify points of agreement and disagreement.


SPI 1.1.10 Identify the correct use of colons (i.e., in
business letters, preceding list of items) within context.   Goals and Aims of the Group


SPI 1.1.11 Identify the correct use of appositives and       • Understand the purpose for working as a
appositive phrases within context.                           team and work according to that purpose.

                                                             Articulate the goals which have been provided
SPI 1.1.12 Identify the correct use of infinitives and       for the team work and ask appropriate
infinitive phrases within context.                           clarifying questions.
SPI 1.1.13 Select the appropriate use of                     • Identify task(s) needed to meet goal and
underlining/italicizing with titles, specific words,         purpose, and either meet assigned deadlines or
numbers, and letters.                                        set deadlines for completing each task.

SPI 1.1.14 Form singular and plural possessives using
apostrophes correctly.                                   Group Dynamics and Roles
                                                         • Understand the responsibilities of various
                                                         roles within the team, either assigned or
SPI 1.1.15 Choose the correct use of quotation marks and determined by the group (e.g., reporter,
commas (i.e., in direct quotations, with explanatory     recorder, information gatherer, leader,
material within the quote, proper use with end marks).   timekeeper).

                                                            • Maintain collaboration by ensuring that all
                                                            appropriate ideas and contributions are
                                                            respectfully acknowledged and valued by the
                                                            team and follow a prescribed process for
                                                            accomplishing the task (e.g., list every idea in a
SPI 1.1.16 Identify correctly and incorrectly spelled words brainstorming session before criticism is
in context.                                                 allowed).

SPI 1.1.17 Use context clues and background knowledge        • Come to agreement by seeking consensus or
of roots and affixes to determine the meaning of multi-      following the majority, depending on the
meaning words.                                               ground rules for decision making.
SPI 1.1.18 Use context clues and background knowledge
of roots and affixes to determine the meaning of
unfamiliar words.                                                   State Performance Indicators
                                                             SPI 1.2.1 Identify the purpose of a speech (i.e.,
SPI 1.1.19 Replace unknown words in context with             to inform, to describe, to explain, to persuade,
appropriate synonyms or antonyms.                            to entertain).
SPI 1.1.20 Recognize and use grade appropriate and/or        SPI 1.2.2 Identify the targeted audience of a
content specific vocabulary within context.                  speech.
SPI 1.1.21 Decode unknown grade level words in context,
using previously learned strategies as aids in determining SPI 1.2.3 Identify the thesis and main points of
meaning.                                                   a speech.
                                                           SPI 1.2.4 Determine the most effective
SPI 1.1.22 Identify commonly used foreign words and        methods for engaging an audience during an
phrases (i.e., RSVP, déjà vu, faux pas, du jour, bon       oral presentation (e.g., making eye contact,
voyage).                                                   adjusting speaking rate).
                                                           SPI 1.2.5 Organize ideas in the most effective
                                                           order for an oral presentation.
                                                           SPI 1.2.6 Discern the organizational pattern of
                                                           a speech (e.g., sequential, chronological,
                                                           problem-solution, comparison-contrast, cause-
                                                           effect).
SPI 1.2.7 Select the most appropriate behavior
s for participating productively in a team (e.g.,
ask primarily relevant questions that move the
team toward its goal and contribute to the
topic of discussion, articulate the goals that
have been provided for the team work and ask
clarifying questions, come to agreement by
seeking consensus or following the majority).

SPI 1.2.8 Identify the functions and
responsibilities of individual roles within an
organized group (i.e., reporter, recorder,
information gatherer, leader, timekeeper).

SPI 1.2.9 Distinguish between a summary and a
critique.
Standard 3 - Writing
Grade Level Expectations

GLE 1.3.1 Write in a variety of modes for different
audiences and purposes.




GLE 1.3.2 Employ various prewriting strategies.

GLE 1.3.3 Organize ideas into an essay with an
introduction, developing paragraphs, conclusion, and
appropriate transitions.

GLE 1.3.4 Refine strategies for editing and revising written
work.




Checks for Understanding
(Formative/Summative Assessment)
����1.3.1 Write in a variety of modes and genres, including
description, narration,exposition, persuasion, literary
response, personal expression, and imaginative.




����1.3.2 Practice writing to a prompt within a specified time
limit.




����1.3.3 Create somewhat complicated work-related texts,
such as instructions, directions, letters, memos, e-mails,
and reports using the techniques listed below.


• Select a medium or format appropriate to purpose for
writing and maintain focus on the purpose.


• Use varied strategies to achieve different purposes (e.g.,
providing facts and details or including examples to
illustrate).

• Demonstrate awareness of audience through selection
of medium or format, choice of supporting ideas,
background information, word choice, and tone.
• Respond to opposing viewpoints and/or anticipate and
answer potential questions from audience.




• Use accurate and accessible vocabulary to convey
meaning.




• Provide accurate and relevant support for the main
points in the text.


• Follow customary formats (e.g., use salutation, closing,
and signature for business letters, and format for memos).


• Include formatting or visual elements to guide readers
by highlighting specific categories of information and/or to
signal transitions between steps (e.g., headings, bulleted
lists).




• Use graphics and illustrative material effectively to
support ideas in the text as appropriate to content and
medium.



����1.3.4 Develop focused, appropriate, and interesting
topics for writing.




����1.3.5 Create a thesis statement and include relevant
facts, details, reasons, and examples that support the
thesis.
����1.3.6 Develop relevant details or reasons in a manner
that meets the needs of the audience and purpose.
1.3.7 Organize writing using structures appropriate for the
topic and that meet the needs of the audience (e.g., if
using an anecdote to provide an example, use
chronological order with sufficient time signals for the
reader to follow easily).


����1.3.8 Use appropriate and effective words and phrases
to indicate the organizational pattern (e.g., for a
problem/solution paper indicate the order of steps in the
solution).



����1.3.9 Use text features (e.g., headings, subheadings,
formatting) as appropriate to signal relationships between
ideas.




 1.3.10 Use accurate and precise language to convey
����
meaning.




 1.3.11 Use strong verbs and figurative language (e.g.,
����
metaphors, similes) for emphasis or creative effect as
appropriate to the purpose.



����1.3.12 Use appropriate vocabulary, sentence structure,
and usage to distinguish between formal and informal
language.

����1.3.13 Incorporate a variety of syntactic structures for
effect when appropriate (e.g., modifying phrases,
parenthetical expressions).




����1.3.14 Edit to craft a tone that is appropriate for the
topic and audience, and supports the purpose.
����1.3.15 Use language that conveys the writer’s point of
view.




����1.3.16 When other sources are used or referenced (such
as in research, informational essays, or literary essays)
adhere to the list below.




• Acknowledge source material (e.g., list sources).


• Understand the differences between/among quoting,
paraphrasing, and summarizing.




• Quote, paraphrase, or summarize text, ideas, and other
information taken from print/electronic sources.




• Embed quotations and graphics from other sources,
when appropriate.


����1.3.17 Generate notes on text, and identify main and
supporting ideas.

����1.3.18 Edit writing for mechanics (punctuation,
capitalization), spelling, and grammar (e.g., consistent verb
tense, noun and pronoun agreement).

����1.3.19 Based on readers’ comments, revise papers to
focus on topic or thesis, develop ideas, employ transitions,
and identify a clear beginning and ending.
����1.3.20 Demonstrate confidence in using the Tennessee
Writing Assessment Rubric while evaluating one’s own
writing and the writing of others.
����1.3.21 Use relatively basic software programs (e.g.,
Word, PowerPoint) to write texts and create graphics to
present ideas visually and in writing.


1.3.22 Identify and explore opportunities for publication
(e.g., local/national contests, Internet websites,
newspapers, periodicals, school displays).




             State Performance Indicators


SPI 1.3.1 Identify the purpose for writing (i.e., to inform, to
describe, to explain, to persuade, to entertain).


SPI 1.3.2 Identify the audience for which a text is written.

SPI 1.3.3 Select an appropriate thesis statement for a
writing sample.
SPI 1.3.4 Rearrange a multi-paragraphed work in a logical
and coherent order.

SPI 1.3.5 Select the appropriate time-order or transitional
words/phrases to enhance the flow of a writing sample.


SPI 1.3.6 Choose the supporting sentence that best fits the
context and flow of ideas in a paragraph.
SPI 1.3.7 Identify the sentence(s) irrelevant to a
paragraph’s theme or flow.


SPI 1.3.8 Select an appropriate concluding sentence for a
well-developed paragraph.
SPI 1.3.9 Select illustrations, explanations, anecdotes,
descriptions, and/or facts to support key ideas.




SPI 1.3.10 Select an appropriate title that reflects the topic
of a written selection.
SPI 1.3.11 Identify individual writing selections as
technical, narrative, persuasive, and/or descriptive in
mode.
SPI 1.3.12 Complete a graphic organizer (e.g., clustering,
listing, mapping, webbing) with information from notes for
a writing selection.

SPI 1.3.13 Select the most appropriate format for writing a
specific work-related text (i.e., instructions, directions,
letters, memos, e-mails, reports).
Standard 4 - Research
Grade Level Expectations


GLE 1.4.1 Define and narrow a problem or research topic.

GLE 1.4.2 Gather relevant information from a variety of
print and electronic sources, as well as from direct
observation, interviews, and surveys.

GLE 1.4.3 Make distinctions about the credibility,
reliability, consistency, strengths, and limitations of
resources, including information gathered from websites.
GLE 1.4.4 Write a research paper, using primary and
secondary sources and technology and graphics, as
appropriate.




Checks for Understanding
(Formative/Summative Assessment)
 1.4.1 Narrow a topic so that the research process is
����
manageable and the controlling idea is focused.




 1.4.2 Take and organize notes on what is known and
����
what needs to be researched about the topic.




 1.4.3 Focus on relevant information and/or theories.
����

����1.4.4 Distinguish between primary and secondary
sources, defining the characteristics of each and
evaluating each for their benefits and limitations.


����1.4.5 Choose among sources provided and those found
independently based on the usefulness, credibility, and
reliability of the sources.



 1.4.6 Identify reasons for choosing one source over
����
another, including those found on websites.
����1.4.7 Identify the characteristics and limitations of
source material.




 1.4.8 Provide relevant research information to develop
����
and support a complicated topic.




����1.4.9 Analyze and interpret data in multiple forms (e.g.,
a bar or circle graph) on a familiar topic.

����1.4.10 Collect evidence in various ways (e.g., gathering
relevant reasons, examples, and facts; defining key terms
and ideas; identifying relationships such as cause/effect).




����1.4.11 Craft an introductory paragraph in which the
thesis statement(s) clearly presents the topic of the
documented essay.




1.4.12 Present a body of well-developed and specific
facts and information pertinent to the topic, developed
as a series of paragraphs which support the topic.



����1.4.13 Connect ideas using a variety of transition
strategies.




����1.4.14 Create an effective organizing structure based on
research information (e.g., description, problem-solution,
question-answer, comparison-contrast, cause-effect).
����1.4.15 Craft a conclusion in which closure is provided,
such as by restating the topic and summarizing findings.




����1.4.16 Acknowledge source material using a
predetermined standard format (e.g., APA, MLA).




 1.4.17 Understand the differences among quoting,
����
paraphrasing, and summarizing.




����1.4.18 Quote, paraphrase, or summarize text, ideas, or
other information taken from print or electronic sources.

����1.4.19 Follow a standard format and use the
appropriate technology to embed text graphics, including
a title, contents page, numbered pages, and a
bibliography.




 1.4.20 Include effective graphics and illustrative
����
material to support research ideas in the text.




            State Performance Indicators



SPI 1.4.1 Select the most focused research topic.



SPI 1.4.2 Identify levels of reliability among resources
(e.g., eyewitness account, newspaper account,
supermarket tabloid account, Internet source).
SPI 1.4.3 Determine the most appropriate research
source for a given research topic.




SPI 1.4.4 Distinguish between primary (i.e., interviews,
letters, diaries, newspapers, personal narratives) and
secondary (i.e., reference books, periodicals, Internet,
biographies) sources.


SPI 1.4.5 Discern irrelevant research material from
written text.
Standard 5 - Logic
Grade Level Expectations

GLE 1.5.1 Use logic to make inferences and draw conclusions in a
variety of oral and written contexts.



GLE 1.5.2 Analyze text for fact-opinion, cause-effect, inferences,
evidence, and conclusions.


GLE 1.5.3 Demonstrate an understanding of deductive and
inductive reasoning.

GLE 1.5.4 Analyze written and oral communication for persuasive
devices.




GLE 1.5.5 Explore the concept of premises, including false
premises.
GLE 1.5.6 Explore the concept of logical fallacies.




Checks for Understanding (Formative/Summative
Assessment)




 1.5.1 Make logical predictions of future events in text.
����




 1.5.2 Identify sequence of events in text.
����


����1.5.3 Construct and complete analogies using synonyms,
antonyms, homonyms, categories, subcategories, whole/part,
functions, and verb forms.



����1.5.4 Identify and analyze stated or implied cause/effect
relationships in text.
����1.5.5 Determine criteria for recognizing factual claim and opinion
(e.g., scientific method, provability, quality of evidence, sources).




����1.5.6 Determine the relevance and quality of evidence given to
support or oppose an argument.




 1.5.7 Compare and contrast evidence and conclusions
����
between/among two or more arguments on the same topic.


����1.5.8 Identify and analyze examples of deductive and inductive
reasoning in text.




����1.5.9 Understand the meaning of the words “premise” and
“fallacy.”




����1.5.10 Identify and describe the structure of an argument,
including its main claim and supporting premises.



����1.5.11 Identify a variety of false premises, including those
involving categorical claims (e.g., all mammals are human beings).




1.5.12 Identify the persuasive devices in written and oral
communication (e.g., bandwagon, loaded terms, testimonial,
name-calling, plain folks).
 1.5.13 Explore common logical fallacies (e.g., appeal to fear,
����
personal attack, false dilemma, false analogy) in a variety of texts.




 1.5.14 Explore the concepts of stereotyping and bias.
����




                 State Performance Indicators




SPI 1.5.1 Make predictions about the outcome of a given text.




SPI 1.5.2 Evaluate text for fact/opinion.




SPI 1.5.3 Identify stated or implied cause/effect relationships.




SPI 1.5.4 Identify examples of persuasive devices (i.e., bandwagon,
loaded terms, testimonial, name-calling, plain folks).

SPI 1.5.5 Select the correct word or phrase to complete an
analogy, using synonyms, antonyms, homonyms, categories,
subcategories, whole/part, functions, and verb forms.




SPI 1.5.6 Identify an example of deductive or inductive reasoning
in text.
SPI 1.5.7 Identify a false premise in text.




SPI 1.5.8 Make inferences and draw conclusions based on evidence
in text.
Standard 6 - Informational Text
Grade Level Expectations

GLE 1.6.1 Comprehend and summarize the main ideas and
supporting details of informational texts.



GLE 1.6.2 Analyze the organizational structures of informational
texts.


GLE 1.6.3 Read, interpret, and analyze text features that support
informational texts.

Checks for Understanding (Formative/Summative
Assessments)




����1.6.1 Use previously learned strategies to comprehend
informational texts (e.g.,
formulate questions before, during, and after reading; visualize,
predict, identify the writer’s purpose).




����1.6.2 Identify/infer the details that support the main idea of an
informational text and identify the details supporting it.




����1.6.3 Recognize clear, but subtly stated relationships among
ideas (e.g., cause/effect, comparative, sequential) in informational
texts.




 1.6.4 Make inferences and draw conclusions.
����




����1.6.5 Summarize succinctly the main idea and supporting details
(presented as text and/or visuals) in informational texts.




 1.6.6 Summarize, paraphrase, and critique texts.
����
����1.6.7 Identify the organizational structures of informational texts
(e.g., chronological, sequential, cause-effect, comparison-contrast,
problem-solution).




����1.6.8 Recognize that print format varies according to purpose
and genre (e.g., prose, poetry, newspapers/magazines, letters,
dramas, technical manuals, textbooks).


����1.6.9 Use text features to locate information and make meaning
from text (e.g., headings, key words, captions, tables of contents,
footnotes, illustrations).

����1.6.10 Comprehend and interpret factual, quantitative, technical,
or mathematical information presented in maps, charts, graphs,
time lines, tables, and diagrams.




 1.6.11 Follow instructions in informational or technical texts.
����




                 State Performance Indicators


SPI 1.6.1 Formulate clarifying questions before, during, or after
reading.




SPI 1.6.2 Identify the main idea and supporting details in text.
SPI 1.6.3 Use text features to locate information and make
meaning from text (e.g.,



SPI 1.6.4 Interpret factual, quantitative, technical, or mathematical
information presented in text features (e.g., maps, charts, graphs,
time lines, tables, and diagrams).




SPI 1.6.5 Choose the correct order of a set of instructions.



SPI 1.6.6 Identify the organizational structure of an informational
text (i.e., chronological, cause-effect, comparison-contrast,
sequential, problem-solution).
Standard 7 - Media
Grade Level Expectations

GLE 1.7.1 Analyze media for their ability to inform, persuade, and
entertain.



GLE 1.7.2 Examine the relationship between the visual (e.g., media
images, painting, film, graphic arts) and the verbal in media.

GLE 1.7.3 Recognize how visual and sound techniques and design
elements (e.g., special effects, camera angles, music) carry or
influence messages in various media.

GLE 1.7.4 Apply and adapt the principles of written composition to
create coherent media productions.




Checks for Understanding (Formative/Summative
Assessment)
����1.7.1 Interpret how the sounds, images, and words used in
television, radio, film, and the Internet are used to support the
purpose of the production; evaluate the effectiveness of the
techniques.



����1.7.2 Identify, analyze, and discuss the relationship between the
visual (e.g., media images, painting, film, graphic arts) and the
verbal in media and explain how the elements support or conflict
with each other.




����1.7.3 Identify visual and sound techniques and design elements
(e.g., special effects, camera angles, lighting, and music in
television/film or layout, pictures, and typeface in print materials)
in various media, and explain how they carry or influence
messages.


 1.7.4 Present a clearly identifiable, explicit message, using visual,
����
audio, and graphic effects and interactive features.




����1.7.5 Demonstrate an awareness of audience needs through
choice of medium and the selection of images, words, and sounds.

1.7.6 Consider potential audience reaction (e.g., being aware of
verbal and nonverbal cues given by the audience during a
presentation) to improve media productions.
                 State Performance Indicators




1.7.1 Choose the most appropriate medium for a prescribed
purpose and audience.




1.7.2 Select the visual image that best reinforces a viewpoint or
enhances a presentation.


1.7.3 Identify the purpose of a medium (i.e., to inform, to
persuade, to entertain, to describe).




1.7.4 Draw an inference from a non-print medium.




1.7.5 Choose the statement that best summarizes/communicates
the message presented by a medium.

1.7.6 Identify the type of conflict (i.e., person vs. person, person
vs. self, person vs. environment, person vs. technology)
represented in a non-print medium.
Standard 8 - Literature
Grade Level Expectations

GLE 1.8.1 Read and comprehend a variety of
works from various forms of literature.

GLE 1.8.2 Understand the characteristics of
various literary genres (e.g., poetry, novel,
biography, short story, essay, drama).


GLE 1.8.3 Recognize the conventions of
various literary genres.
GLE 1.8.4 Analyze works of literature for
what is suggested about the historical period
in which they were written.




GLE 1.8.5 Identify and analyze common
literary terms (e.g., personification, conflict,
theme).
Checks for Understanding
(Formative/Summative
Assessment)

����1.8.1 Use previously learned strategies to
comprehend informational texts (e.g.,
formulate questions before, during, and after
reading; visualize, predict, identify the
writer’s purpose).




����1.8.2 Sequence and identify the plot’s main
events, their causes, and the influence of
each event on future actions.

����1.8.3 Identify plot development techniques
(e.g., foreshadowing and flashbacks) and
explain their function in the text.


1.8.4 Identify and describe character
(major/minor, antagonists/protagonists)
features and relationships in literary texts.

���� 1.8.5 Identify moral dilemmas in works of
literature, as revealed by character
motivation and behavior.
����1.8.6 Differentiate between internal and
external conflict.



����1.8.7 Identify the kind(s) of conflict (e.g.,
person vs. person, person vs. self, person vs.
environment, person vs. technology) present
in literary plots.


���� 1.8.8 Identify the basic elements of plot
(i.e., exposition, rising action, climax, falling
action, resolution/denouement).

����1.8.9 Identify and analyze the setting
(location and time) and its impact on plot,
character, and theme in literary texts.

����1.8.10 Explore how the author reveals
character (e.g., what the author tells us,
what the characters say about him or her,
what the character does, what the character
says, what the character thinks).




����1.8.11 Identify the narration and point of
view (e.g., first person, third-person
objective, third-person limited, third-person
omniscient) in literary texts.

����1.8.12 Consider how forms and
conventions within genres (poetry, drama,
essays, short stories) affect meaning.


����1.8.13 Identify sound devices (e.g.,
alliteration, onomatopoeia, rhyme scheme),
figurative language (e.g., metaphor, simile),
and other conventions of verse in poetry
(e.g., limerick, lyric, narrative, haiku) and
explain how these contribute to the poem’s
meaning and to the poem’s effect.
���� 1.8.14 Explain the purpose and use of
structural elements particular to dramatic
literature (e.g., scenes, acts, cast of
characters, stage directions) in plays that are
read or viewed.




����1.8.15 Identify and explain the stated or
implied theme of a literary text.




 1.8.16 Identify and explain the
����
development of similar themes across two or
more literary texts.



����1.8.17 Identify the historical period in
which a literary text was written and explain
the text in light of this understanding.

����1.8.18 Demonstrate understanding that an
author’s individual viewpoint may differ from
the general values, attitudes, and beliefs of
the author’s society and culture.


1.1.19 Determine the appropriate meaning
of figurative words and phrases (e.g., idiom,
metaphor, simile, personification, pun) in
passages.




 1.1.20 Explore the concept of allusion.
����




      State Performance Indicators

SPI 1.8.1 Demonstrate an understanding of
the basic elements of plot: exposition, rising
action, climax, falling action,
resolution/denouement.
SPI 1.8.2 Identify the author’s point of view
(i.e., first person, third-person objective,
third-person limited, third-person
omniscient).




SPI 1.8.3 Distinguish among different genres
(e.g., poetry, drama, biography, novel) using
their distinguishing characteristics.

SPI 1.8.4 Determine the common
characteristics of literary drama, nonfiction,
novels, poetry, and short stories.


SPI 1.8.5 Identify the stated or implied theme
of a literary text.

SPI 1.8.6 Identify how the author reveals
character (i.e., what the author tells us, what
the characters say about him or her, what
the character does, what the character says,
what the character thinks).




SPI 1.8.7 Identify flashback, foreshadowing,
and symbolism within context.

SPI 1.8.8 Analyze the effects of sound (i.e.,
accent, alliteration, onomatopoeia,
repetition, rhyme, internal rhyme) in context.
SPI 1.8.9 Identify the kind(s) of conflict
present in a literary plot (i.e., person vs.
person, person vs. self, person vs.
environment, person vs. technology).

SPI 1.8.10 Identify and analyze figurative
language (i.e., hyperbole, simile, metaphor,
personification, pun) within context.
SPI 1.8.11 Recognize and identify words
within context that reveal particular time
periods and cultures.

SPI 1.8.12 Identify the author’s purpose for
writing.
Standard 1 - Language                                       Standard 2 - Communication
Grade Level Expectations                                    Grade Level Expectations
GLE 1.1.1 Demonstrate control of Standard English
through grammar usage and mechanics (punctuation,
capitalization, and spelling).                                                 Listening

GLE 1.1.2 Employ a variety of strategies and resources to   GLE 1.2.1 Demonstrate critical listening skills
determine the definition, pronunciation, and usage of       essential for comprehension, evaluation,
words and phrases.                                          problem solving, and task completion.


GLE 1.1.3 Understand and use a variety of sentence          GLE 1.2.2 Distinguish among summaries,
structures.                                                 paraphrases, and critiques.

Checks for Understanding                                    GLE 1.2.3 Identify the thesis and main points of
(Formative/Summative Assessment)                            a speech.




1.1.1 Know and use appropriately the meaning, forms,
and functions of nouns (including predicate nouns,
appositives), pronouns (including use of proper pronoun
case: objective, nominative, and possessive; pronoun-
antecedent agreement), verbs (including agreement with
the subject in person and number, verbs that take
objects, linking verbs with predicate nouns and
adjectives, verb phrases, consistency in verb tense,
regular and irregular verb forms, correct use of both
simple and perfect tenses, proper use of active and
passive voice, subjunctive mood), adjectives (including
correct comparative and superlative forms, predicate
adjectives, adjective phrases and clauses), adverbs
(including correct comparative and superlative forms,
adverb phrases and clauses, conjunctive adverbs),
conjunctions (including coordinating, correlative, and
subordinating conjunctions to combine sentences and
sentence elements), interjections, and prepositions
(including recognizing them as adjective or adverb
modifiers and place properly within the sentence).      GLE 1.2.4 Analyze the structure of a speech.
1.1.2 Recognize and correct usage errors (e.g., subject-
verb agreement, pronoun case {with emphasis on
who/whom}, double negatives, comparative and
superlative forms, troublesome words {to/too/two,
their/there/they’re, its/it’s, sit/set, lie/lay, affect/effect,
may/can, leave/let, teach/learn, accept/except,
capitol/capital, principle/principal, between/among,
rise/raise, stationary/stationery, where/were,
which/that/who}).                                                                     Speaking


                                                                  GLE 1.2.5 Understand strategies for expressing
1.1.3 Use capitalization correctly (e.g., titles, business        ideas clearly and effectively in a variety of oral
letters, quotations, proper nouns and adjectives).                contexts.



1.1.4 Demonstrate the correct use of commas (including
after introductory words, phrases or clauses; setting off
appositives and interrupters; before coordinating
conjunction joining independent clauses to form
compound sentences), colons (including in business
letters, before a list of items in a series, before a long or
formal quotation), semicolons (including combining
sentences, between items in a series when the items
already contain commas, before conjunctive adverbs),
underlining and italicizing (including titles; certain words,
letters, figures; foreign words), quotation marks
(including with direct quotations, to set off dialogue, in
titles, correct use with end marks), apostrophes
(including both singular
and plural possessives), hyphens, and end marks.              GLE 1.2.6 Deliver effective oral presentations.

1.1.5 Spell correctly high frequency, misspelled words
(appropriate to grade level), and words commonly used             GLE 1.2.7 Participate in work teams and group
in content specific vocabulary.                                   discussions.
1.1.6 Demonstrate knowledge of correct sentence
structure by correcting run-on sentences (e.g., using
correct punctuation, forming separate sentences, using
coordinating or subordinating clauses) and sentence
fragments (e.g., supplying the missing sentence                   Checks for Understanding
elements).                                                        (Formative/Summative Assessment)
1.1.7 Distinguish between clauses (adjective, adverb,
noun) and phrases (adjective, adverb, appositive,
infinitive, prepositional, verb, verbal {including gerunds
and participles}).                                                                    Listening
                                                          1.2.1 Follow multi-step oral instructions to
1.1.8 Differentiate between independent and               perform single tasks, to answer questions, and
subordinate clauses.                                      to solve problems.

                                                          1.2.2 Identify the thesis of a speech in which
                                                          the main idea may be explicitly or implicitly
                                                          stated, concepts may be more abstract, and
1.1.9 Recognize and differentiate among simple,           extended metaphors may be used; determine
compound, and complex sentences.                          the essential elements that elaborate it.

1.1.10 Use printed and electronic dictionaries,
thesauruses, and glossaries to determine word             1.2.3 Summarize information presented orally
pronunciation, spelling, and part of speech; to clarify   by others in which the main ideas may be
meaning and improve understanding of words (including     explicitly or implicitly stated, including the
connotation and denotation); and to distinguish among     purposes, major ideas, and supporting details
contextually appropriate synonyms and definitions.        or evidence.


1.1.11 Define and recognize synonyms, antonyms, and       1.2.4 Paraphrase accurately ideas and
homonyms.                                                 information presented orally by others.


1.1.12 Identify and define English words derived from
Latin and Greek words that form common roots (e.g.,
audio, auto, mal) and recognize English words that are    1.2.5 Construct a summary and a paraphrase of
based on them (e.g., audible, autobiography, malice).     a speech.

1.1.13 Use roots and affixes to determine the meaning of
unfamiliar words, to clarify the meaning of familiar
words, and to make connections with word families (e.g.,
suffixes such as –phobia and –ology).                    1.2.6 Construct a critique of a speech.
                                                         1.2.7 Identify and analyze the structure of a
1.1.14 Continue to use previously learned strategies to  speech (e.g., sequential, chronological,
distinguish among multimeaning words and to determine problem-solution, comparison-contrast, cause-
the meaning of unfamiliar words.                         effect).
1.1.15 Use textual structure (e.g., examples of cause-
effect and compare-contrast relationships) to determine
the meaning of unfamiliar words or distinguish multi-
meaning words in texts about concrete and abstract
topics (e.g., after the harvest we had an abundance of   1.2.8 Begin to analyze the ways in which the
apples, and so we made apple pie, applesauce, and apple style and structure of a speech support or
juice).                                                  confound its meaning and purpose.
                                                               1.2.9 Listen actively in group discussions by
                                                               asking clarifying and elaborating questions and
                                                               by managing internal barriers (e.g., emotional
                                                               state, prejudices) and external barriers (e.g.,
1.1.16 Recognize and appreciate cultural and regional          physical setting, difficulty hearing, recovering
differences signaled by word usage and vocabulary.             from distractions) to aid comprehension.

1.1.17 Demonstrate understanding of common phrases
and terms from other languages commonly used in
English (e.g., RSVP, déjà vu, faux pas, du jour, bon voyage,
alma mater, cum laude, femme fatale, esprit de corps,
verbatim, E pluribus unum).                                                       Speaking

                                                               1.2.10 Include relevant facts, reasons, details,
                                                               and examples to support a relatively
            State Performance Indicators                       complicated thesis.
                                                               1.2.11 Organize oral presentations maintaining
SPI 1.1.1 Identify the correct use of nouns (i.e.,             a relatively simple three-part structure,
common/proper, singular/plural,possessives,                    previewing the content of presentation in
direct/indirect objects, predicate nouns) and pronouns         introduction, offering ideas with supporting
(i.e., reflexive, interrogative, demonstrative) within         details, and providing a brief summary or
context.                                                       conclusion.

                                                               1.2.12 Use an organizational pattern
SPI 1.1.2 Identify the correct use of verbs (i.e.,             appropriate for a topic and purpose (e.g.,
action/linking, regular/irregular, agreement, perfect          sequential, chronological, problem-solution,
tenses, verb phrases) within context.                          comparison-contrast, cause-effect).
SPI 1.1.3 Identify the correct use of adjectives (i.e.,
common/proper, comparative/superlative, adjective
clauses) and adverbs (i.e., comparative/superlative)           1.2.13 Arrange ideas logically and group related
within context.                                                ideas in ways that enhance a topic.

                                                            1.2.14 Connect ideas using a variety of
                                                            transition strategies that signal addition of
SPI 1.1.4 Identify the correct use of conjunctions (i.e.,   information and relationships between ideas
coordinating, correlative, subordinating) and interjections (e.g., use listing words such as first, in addition,
within context.                                             but, and however).
SPI 1.1.5 Identify the correct use of prepositional phrases
(place correctly according to the words they modify         1.2.15 Provide an effective conclusion that
within the sentence) within context.                        reinforces the focus of the presentation.
SPI 1.1.6 Identify the correct use of commas (i.e.,          1.2.16 Explore effective rhetorical devices such
compound sentences, coordinating conjunctions,               as rhetorical questions and anecdotes (to
introductory words, appositives, interrupters) within        engage an audience), repetition (to reinforce
context.                                                     ideas), and analogies (to convey complex ideas).
SPI 1.1.7 Identify within context a variety of appropriate
sentence-combining techniques (i.e., comma with              1.2.17 Employ presentation skills such as good
coordinating conjunction, use of semicolon, introductory     eye contact, clear enunciation, effective
phrases or clauses).                                         speaking rate/volume, and natural gestures.

                                                          1.2.18 Participate productively in self-directed
SPI 1.1.8 Select the most appropriate method to correct a work teams for a particular purpose (e.g., to
run-on sentence (i.e., conjunctions, semicolons, periods interpret literature, solve a problem, make a
to join or separate elements).                            decision) by adhering to the list below.




SPI 1.1.9 Identify the appropriate use of gerund and
participial phrases.                                         Behavior of Individuals within the Group

                                                             • Contribute appropriate and useful
                                                             information and ideas that demonstrate a clear
                                                             awareness of the context of the discussion and
SPI 1.1.10 Identify the correct use of                       the goals of the group, are purposeful in
appositives/appositive phrases and infinitives/ infinitive   moving the team toward its goal, and
phrases within context.                                      contribute to the topic of group discussion.

                                                             • Consult and reference texts or other
SPI 1.1.11 Select the correct pronoun-antecedent             resources as sources for ideas or to support
agreement for personal pronouns within context.              ideas under the group discussion.
                                                             • Ask relevant questions that move the team
SPI 1.1.12 Identify correctly or incorrectly spelled words   toward its goals and contribute to the topic of
in context.                                                  discussion.




                                                             • Gain the floor in orderly ways, taking turns
SPI 1.1.13 Form singular and plural possessives using        when speaking and listening with civility to the
apostrophes correctly.                                       ideas of others (without interrupting).
SPI 1.1.14 Recognize usage errors occurring within
context (i.e., subject-verb agreement, pronoun case,
double negatives, comparative/superlative forms,
troublesome words: ,to/too/two, their/there/they’re,
its/it’s, sit/set, lie/lay, affect/effect, may/can, leave/let,
teach/learn, accept/except, capitol/capital,
principle/principal, between/among, rise/raise,                  • Summarize and paraphrase essential
stationary/stationery, where/were, which/that/who})              information from the input of others, and
within context.                                                  clarify points of agreement and disagreement.

SPI 1.1.15 Select the appropriate use of
underlining/italicizing with titles, specific words,
numbers, letters, and figures.                                   Goals and Aims of the Group




SPI 1.1.16 Use context clues and/or knowledge of roots    • Understand the purpose for working as a
and affixes to determine the meaning of unfamiliar words. team and work according to that purpose.

SPI 1.1.17 Choose the correct meaning/usage of a multi-          • Articulate the goals that have been provided
meaning word by replacing the word in context with an            for the team work and ask appropriate
appropriate synonym or antonym.                                  clarifying questions.

SPI 1.1.18 Recognize the effect of stressed or unstressed        • Identify task(s) needed to meet goal and
syllable to aid in identifying the meaning of multiple           purpose, and either meet assigned deadlines or
meaning words.                                                   set deadlines for completing each task.

SPI 1.1.19 Recognize and use grade appropriate and/or
content specific vocabulary.                                     Group Dynamics and Roles

SPI 1.1.20 Identify commonly used foreign words and              • Understand and meet responsibilities of
phrases (i.e., RSVP, déjà vu, faux pas, du jour, bon             various roles within the team, either assigned
voyage, alma mater, cum laude, femme fatale, esprit de           or determined by the group (e.g., reporter,
corps, verbatim).                                                recorder, information gatherer, leader).

                                                                 • Maintain collaboration by ensuring that all
                                                                 appropriate ideas and contributions are
                                                                 respectfully acknowledged and valued by the
                                                                 team and follow a prescribed process for
                                                                 accomplishing the task (e.g., list every idea in a
                                                                 brainstorming session before criticism is
                                                                 allowed).
• Come to agreement by seeking consensus or
following the majority, depending on the
ground rules for decision making.

       State Performance Indicators
SPI 1.2.1 Identify the purpose of a speech (i.e.,
to inform, to describe, to explain, to persuade,
to entertain).
SPI 1.2.2 Identify the targeted audience of a
speech.
SPI 1.2.3 Identify the thesis and main points of
a speech.
SPI 1.2.4 Determine the most effective
methods of engaging an audience during an
oral presentation (e.g., making eye contact,
adjusting speaking rate).

SPI 1.2.5 Organize a series of note cards in the
most effective order for an oral presentation.

SPI 1.2.6 Identify and analyze the
organizational structure of a speech (e.g.,
sequential, chronological, problem-solution,
comparison-contrast, cause-effect).

SPI 1.2.7 Select the most appropriate strategies
for participating productively in a team (e.g.,
gain the floor in orderly ways, meet or set
deadlines for completing each task, come to
agreement by seeking consensus or following
the majority).

SPI 1.2.8 Identify the functions and
responsibilities of individuals within an
organized group (i.e., reporter, recorder,
information gatherer, leader, timekeeper).
SPI 1.2.9 Distinguish between a summary and a
critique.
Standard 3 - Writing
Grade Level Expectations

GLE 1.3.1 Write in a variety of modes for different
audiences and purposes.




GLE 1.3.2 Employ various prewriting strategies.

GLE 1.3.3 Organize ideas into an essay with an
introduction, developing paragraphs, conclusion, and
appropriate transitions.

GLE 1.3.4 Refine strategies for editing and revising written
work.




Checks for Understanding
(Formative/Summative Assessment)
1.3.1 Write in a variety of modes and genres, including
description, narration, exposition, persuasion, literary
response, personal expression, and imaginative.




1.3.2 Practice writing to expository prompts within a
specified time limit.




1.3.3 Create work-related texts, such as instructions,
directions, letters, memos, reports, and emails using the
techniques below.


• Select a medium or format appropriate to purpose for
writing, and maintain focus on the purpose.




• Use varied strategies to achieve different purposes (e.g.,
providing facts and details or including examples to
illustrate).

• Demonstrate awareness of audience through selection
of medium or format, choice of supporting ideas,
background information, word choice, and tone.
• Respond to opposing viewpoints and/or anticipate and
answer potential questions from audience.




• Use accurate and accessible vocabulary to convey
meaning.




• Provide accurate and relevant support for the main
points in the text.


• Follow customary formats (e.g., use salutation, closing,
and signature for business letters, and format for memos).


• Include formatting or visual elements to guide readers
by highlighting specific categories of information and/or
signaling transitions between steps (e.g., headings,
bulleted lists).


• Use effective graphics and illustrative material to
support ideas in the text as appropriate to content and
medium.


1.3.4 Develop focused, appropriate, and interesting topics
for writing.




1.3.5 Create a thesis statement and include relevant facts,
details, reasons, and examples that support the thesis.
1.3.6 Develop relevant details or reasons in a manner that
meets the needs of the audience and purpose.

1.3.7 Organize writing using structures appropriate for the
topic and that meet the needs of the audience (e.g., if
using an anecdote to provide an example, use
chronological order with sufficient time signals for the
reader to follow easily).
1.3.8 Use appropriate and effective words and phrases to
indicate the organizational pattern (e.g., for a
problem/solution paper indicate the order of steps in the
solution).




1.3.9 Use text features (e.g., headings, subheadings,
formatting) as appropriate to signal relationships between
ideas.


1.3.10 Use appropriate vocabulary, sentence structure,
and usage to distinguish between formal and informal
language.

1.3.11 Use strong verbs and figurative language (e.g.,
metaphors, similes) for emphasis or creative effect as
appropriate to the purpose.




1.3.12 Use correct sentence structures that are
appropriate for audience and purpose.
1.3.13 Incorporate a variety of syntactic structures for
effect when appropriate (e.g., modifying phrases,
parenthetical expressions).
1.3.14 Edit to craft a tone that is appropriate for the topic
and audience, and supports the purpose.


1.3.15 Use language that conveys the writer’s point of
view.



1.3.16 When other sources are used or referenced (such
as in research, informational essays, or literary essays)
adhere to the list below.




• Acknowledge source material (e.g., list sources).




• Understand the differences between/among quoting,
paraphrasing, and summarizing.


• Quote, paraphrase, or summarize text, ideas, or other
information taken from print/electronic sources.

• Embed quotations and graphics from other sources,
when appropriate.




1.3.17 Generate notes on text, and identify main and
supporting ideas.
1.3.18 Edit writing for mechanics (punctuation,
capitalization), spelling, and grammar (e.g., consistent verb
tense, noun and pronoun agreement).

1.3.19 Based on readers’ comments, revise papers to
focus on topic or thesis, develop ideas, employ transitions,
and identify a clear beginning and ending.


1.3.20 Demonstrate confidence in using the Tennessee
Writing Assessment Rubric while evaluating one’s own
writing and the writing of others.

1.3.21 Use relatively basic software programs (e.g., Word
PowerPoint) to write texts and create graphics to present
ideas visually and in writing.

1.3.22 Identify and explore opportunities for publication
(e.g., local/national contests, Internet websites,
newspapers, periodicals, school displays).

State Performance Indicators (see note*** at the
                  end of SPIs)



SPI 1.3.1 Identify the purpose for writing (i.e., to inform, to
describe, to explain, to persuade, to entertain).




SPI 1.3.2 Identify the targeted audience for a selected
passage.
SPI 1.3.3 Select an appropriate thesis statement for a
writing sample.
SPI 1.3.4 Rearrange multi-paragraphed work in a logical
and coherent order.

SPI 1.3.5 Select appropriate time-order or transitional
words/phrases to enhance the flow of a writing sample.
SPI 1.3.6 Choose the supporting sentence that best fits the
context and flow of ideas in a paragraph.
SPI 1.3.7 Identify sentences irrelevant to a paragraph’s
theme or flow.


SPI 1.3.8 Select vivid words to strengthen a description
(adjective or adverb) within a writing sample or passage.

SPI 1.3.9 Select illustrations, explanations, anecdotes,
descriptions and/or facts to support key ideas.




SPI 1.3.10 Select an appropriate title that reflects the topic
of a written selection.




SPI 1.3.11 Identify individual written selections as
technical, narrative, persuasive, and/or descriptive in
mode.


SPI 1.3.12 Complete a graphic organizer (e.g., clustering,
listing, mapping, webbing) with information from notes for
a writing selection.
SPI 1.3.13 Select the most appropriate format for a work-
related text.
*** Writing is also assessed through the writing
component of the Tennessee Comprehensive Assessment
Program (TCAP). The TCAP Writing Assessment requires
students to write a rough draft essay in response to an
assigned prompt (topic) within a limited time period. Fifth-
grade students are asked to write a narrative essay (a
story), eighth-grade students an expository essay (an
explanation), and eleventh-grade students a persuasive
essay (an argument). The writing samples are scored
holistically.
Standard 4 - Research
Grade Level Expectations


GLE 1.4.1 Define and narrow a problem or research topic.

GLE 1.4.2 Gather relevant information from a variety of
print and electronic sources, as well as from direct
observation, interviews, and surveys.

GLE 1.4.3 Make distinctions about the credibility,
reliability, consistency, strengths, and limitations of
resources, including information gathered from websites.
GLE 1.4.4 Write a research paper, using primary and
secondary sources, a standard format, and technology
and graphics, as appropriate.




Checks for Understanding
(Formative/Summative Assessment)
1.4.1 Narrow a topic so that the research process is
manageable and the controlling idea is focused.




1.4.2 Take and organize notes on what is known and
what needs to be researched about the topic.




1.4.3 Focus on relevant information and/or theories.

1.4.4 Distinguish between primary and secondary
sources, defining the characteristics of each and
evaluating each for its benefits and limitations.




1.4.5 Choose among sources provided and those found
independently based on the usefulness, credibility, and
reliability of the sources.



1.4.6 Identify reasons for choosing one source over
another, including those found on websites.
1.4.7 Identify the characteristics and limitations of source
material.




1.4.8 Provide relevant research information to develop
and support a complicated topic.




1.4.9 Analyze and interpret data in multiple forms (e.g., a
bar or circle graph) on a familiar topic.

1.4.10 Collect evidence in various ways (e.g., gathering
relevant reasons, examples, and facts; defining key terms
and ideas; identifying relationships such as cause/effect).




1.4.11 Craft an introductory paragraph in which the thesis
statement(s) clearly presents the topic of the
documented essay.


1.4.12 Present a body of well-developed specific facts
and information pertinent to the topic, developed as a
series of paragraphs which support the topic.


1.4.13 Connect more complicated ideas using a variety of
transition strategies.




1.4.14 Create an effective organizing structure based on
research information (e.g., description, problem-solution,
question-answer, comparison-contrast, cause-effect).
1.4.15 Craft a conclusion in which closure is provided,
such as by restating the topic and summarizing findings.




1.4.16 Acknowledge source material using a
predetermined standard format (e.g., APA, MLA).



1.4.17 Understand the differences among quoting,
paraphrasing, and summarizing.




1.4.18 Quote, paraphrase, or summarize text, ideas, or
other information taken from print or electronic sources.




1.4.19 Embed graphics with accuracy and skill, when
appropriate.

1.4.20 Follow a standard format and use appropriate
technology to embed text graphics, including a title, a
contents page, numbered pages, and a bibliography.




1.4.21 Include effective graphics and illustrative material
to support research ideas in the text.


            State Performance Indicators
SPI 1.4.1 Select the most focused research topic.

SPI 1.4.2 Identify levels of reliability among resources
(e.g., eyewitness account, newspaper account,
supermarket tabloid account, Internet source).




SPI 1.4.3 Determine the most appropriate research
source for a given research topic.

SPI 1.4.4 Distinguish between primary sources (i.e.,
interviews, letters, diaries, newspapers, autobiographies,
personal narratives) and secondary sources (i.e.,
reference books, periodicals, Internet, biographies,
informational texts).




SPI 1.4.5 Discern irrelevant research material from
written text.
Standard 5 - Logic
Grade Level Expectations

GLE 1.5.1 Use logic to make inferences and draw conclusions in a
variety of oral and written contexts.



GLE 1.5.2 Analyze text for fact-opinion, cause-effect, inferences,
evidence, and conclusions.




GLE 1.5.3 Distinguish between inductive and deductive reasoning.

GLE 1.5.4 Analyze written and oral communication for persuasive
devices.




GLE 1.5.5 Identify and analyze premises, including false premises.
GLE 1.5.6 Continue to explore logical fallacies.




Checks for Understanding (Formative / Summative
Assessment)




1.5.1 Make logical predictions of future events in text.




1.5.2 Identify sequence of events in text.




1.5.3 Construct and complete analogies using synonyms,
antonyms, homonyms, categories/subcategories, whole/part,
functions, verb forms, rhymes, scrambled words, and homophones.



1.5.4 Identify and analyze stated or implied cause/effect
relationships in text.
1.5.5 Determine simple criteria for recognizing factual claim and
opinion (e.g., scientific method, provability, quality of evidence,
sources).




1.5.6 Determine the relevance and quality of evidence given to
support or oppose an argument.




1.5.7 Compare and contrast evidence and conclusions
between/among two or more arguments on the same topic.


1.5.8 Identify and analyze examples of deductive and inductive
reasoning in text.




1.5.9 Identify and describe the structure of an argument, including
its main claim and supporting premises.




1.5.10 Identify a variety of false premises, including those involving
categorical claims (e.g., all mammals are human beings).

1.5.11 Identify and analyze the persuasive devices used in written
and oral communication (e.g., bandwagon, loaded words,
testimonial, name-calling, plain folks, snob appeal).




1.5.12 Continue to explore logical fallacies (e.g., appeal to fear,
personal attack, false dilemma, false analogy) in a variety of texts.
1.5.13 Analyze examples of stereotyping and bias in text.




                 State Performance Indicators


SPI 1.5.1 Recognize a reasonable prediction of future events of a
given text.




SPI 1.5.2 Evaluate text for fact or opinion.




SPI 1.5.3 Analyze cause/effect relationships in text.


SPI 1.5.4 Identify examples of persuasive devices (i.e., bandwagon,
loaded words, testimonial, name-calling, plain folks, snob appeal).


SPI 1.5.5 Choose a logical word to complete an analogy, using
synonyms, antonyms, homonyms, categories/subcategories,
whole/part, functions, verb forms, rhymes, scrambled words, and
homophones.

SPI 1.5.6 Identify an example of deductive or inductive reasoning
in text.
SPI 1.5.7 Identify a false premise in text.


SPI 1.5.8 Identify instances of bias and stereotyping in print and
non-print texts.




SPI 1.5.9 Make inferences and draw conclusions based on evidence
in text.
Standard 6 - Informational Text
Grade Level Expectations

GLE 1.6.1 Comprehend and summarize the main ideas and
supporting details of informational texts.



GLE 1.6.2 Analyze the organizational structures of informational
texts.


GLE 1.6.3 Read, interpret, and analyze text features that support
informational texts.

Checks for Understanding (Formative/Summative
Assessments)




1.6.1 Use previously learned strategies to comprehend
informational texts (e.g., formulate questions before, during, and
after reading; visualize, predict, identify the writer’s purpose).
1.6.2 Identify/infer the stated or implied main idea of an
informational text and identify the details supporting it.




1.6.3 Recognize clear, but subtly stated relationships among ideas
(e.g., cause/effect, comparative, sequential) in informational texts.




1.6.4 Make inferences and draw conclusions.


1.6.5 Summarize succinctly the main idea and supporting details
(presented as text and/or visuals) in informational texts.




1.6.6 Summarize, paraphrase, and critique texts.



1.6.7 Synthesize information across two or more informational
texts and technical sources.
1.6.8 Identify the organizational structures of informational texts
(e.g., chapters, numbered steps).




1.6.9 Identify the organizational structures of informational texts
(e.g., chronological, sequential, cause-effect, comparison-contrast,
problem-solution).




1.6.10 Recognize that print format varies according to purpose and
genre (e.g., prose, poetry, newspapers/magazines, letters, dramas,
technical manuals, textbooks).

1.6.11 Use text features to locate information and make meaning
from text (e.g., headings, key words, captions, tables of contents,
footnotes, illustrations).




1.6.12 Comprehend and interpret factual, quantitative, technical,
or mathematical information presented in maps, charts, graphs,
time lines, tables, and diagrams.




1.6.13 Follow instructions in informational texts.

1.6.14 Use previously learned strategies to comprehend
informational texts (e.g., formulating questions, visualizing,
predicting, identifying the author’s purpose).




1.6.15 Recognize and analyze written techniques such as
understatement, overstatement, and irony.
                 State Performance Indicators




SPI 1.6.1 Formulate appropriate questions before, during, and
after reading.




SPI 1.6.2 Identify the main idea and supporting details in text.




SPI 1.6.3 Use text features to locate information and make
meaning from text (e.g., headings, key words, captions, footnotes).


SPI 1.6.4 Interpret factual, quantitative, technical, or mathematical
information presented in text features (e.g., maps, charts, graphs,
time lines, tables, and diagrams).




SPI 1.6.5 Choose the correct order of a set of instructions.




SPI 1.6.6 Identify the organizational structure of a text (i.e.,
chronological, cause-effect, comparison-contrast, sequential,
problem-solution).
Standard 7 - Media
Grade Level Expectations

GLE 1.7.1 Analyze media for their ability to inform, persuade, and
entertain.



GLE 1.7.2 Examine the relationship between the visual (e.g., media
images, painting, film, graphic arts) and the verbal in media.

GLE 1.7.3 Recognize how visual and sound techniques and design
elements (e.g., special effects, camera angles, music) carry or
influence messages in various media.

GLE 1.7.4 Apply and adapt the principles of written composition to
create coherent media productions.




Checks for Understanding (Formative/Summative
Assessment)
1.7.1 Interpret how the sounds, images, and words used in
television, radio, film, and the Internet are used to support the
purpose of the production and evaluate the effectiveness of the
techniques.

1.7.2 Identify, analyze, and discuss the relationship between the
visual (e.g., media images, painting, film, graphic arts) and the
verbal in media and explain how the elements support or conflict
with each other.




1.7.3 Identify visual and sound techniques and design elements
(e.g., special effects, camera angles, lighting, and music in
television/film or layout, pictures, and typeface in print materials)
in various media, and explain how they carry or influence
messages.


1.7.4 Present a clearly identifiable, explicit message, using visual,
audio, and graphic effects and interactive features.




1.7.5 Demonstrate awareness of audience needs through choice of
medium and through images, words, and sounds.

1.7.6 Consider the potential audience reaction (e.g., being aware
of verbal and nonverbal cues given by the audience during a
presentation) to improve media productions.
                 State Performance Indicators




1.7.1 Choose the most appropriate medium for a prescribed
purpose and audience.




1.7.2 Select a visual image that best reinforces a viewpoint or
enhances a presentation.


1.7.3 Identify the purpose of a medium (i.e., to inform, to
persuade, to entertain, to describe).




1.7.4 Draw an inference from a non-print medium.




1.7.5 Choose the statement that best summarizes/communicates
the message presented by a medium.

1.7.6 Select the type of conflict (e.g., person vs. person, person vs.
self, person vs. environment, person vs. technology) represented
in a non-print medium.
Standard 8 - Literature
Grade Level Expectations

GLE 1.8.1 Read and comprehend a variety of
works from different forms of literature.

GLE 1.8.2 Understand the characteristics of
various literary genres (e.g., poetry, novel,
biography, short story, essay, drama).


GLE 1.8.3 Recognize the conventions of
various literary genres.
GLE 1.8.4 Analyze works of literature for
what is suggested about the historical period
in which they were written.




GLE 1.8.5 Identify and analyze common
literary terms (e.g., personification, conflict,
theme).
Checks for Understanding
(Formative/Summative
Assessment)
1.8.1 Use previously learned strategies to
comprehend informational texts (e.g.,
formulate questions before, during, and after
reading; visualize; predict; identify the
writer’s purpose).




1.8.2 Sequence and identify the plot’s
events, their causes, and the influence of
each event on future actions.

1.8.3 Identify plot development techniques
(e.g., foreshadowing, flashbacks) and explain
their function in the text.




1.8.4 Identify and describe character
(major/minor, antagonists/protagonists)
features and relationships in literary texts.

1.8.5 Identify and analyze moral dilemmas in
works of literature, as revealed by character
motivation and behavior.
1.8.6 Differentiate between internal and
external conflict.



1.8.7 Identify the kind(s) of conflict (e.g.,
person vs. person, person vs. self, person vs.
environment, person vs. technology) present
in literary plots.




1.8.8 Identify the basic elements of plot (i.e.,
exposition, rising action, climax, falling
action, resolution/denouement).

1.8.9 Identify and analyze the setting
(location and time) and its impact on plot,
character, and theme in literary texts.

1.8.10 Identify how the author reveals
character (e.g., what the author tells us,
what the characters say about him or her,
what the character does, what the character
says, what the character thinks).

1.8.11 Analyze the narration and point of
view (e.g., first person, third-person
objective, third-person limited, third-person
omniscient) in literary texts.

1.8.12 Consider how forms and conventions
within genres (e.g., poetry, drama, essays,
short stories) affect meaning.




1.8.13 Comprehend and use figurative
language (e.g., idioms, metaphors, similes,
personification, hyperbole, pun).
1.8.14 Identify sound devices (e.g.,
alliteration, onomatopoeia, rhyme scheme,
assonance, internal rhyme, slant rhyme,
repetition) and figurative language (e.g.,
metaphor, simile), and other conventions of
verse in poetry (e.g., limerick, lyric, narrative,
haiku) and explain how these contribute to
the poem’s meaning and to the poem’s
effect.

1.8.15 Explain the purpose and use of
structural elements particular to dramatic
literature (e.g., scenes, acts, cast of
characters, stage directions) in plays that are
read or viewed.



1.8.16 Identify and explain the theme of a
literary text, distinguishing theme from topic.




1.8.17 Identify and explain the development
of stated or implied similar themes across
two or more literary texts.

1.8.18 Distinguish among the types of
literary plot conflicts (e.g., person vs. person,
person vs. self, person vs. environment,
person vs. technology, person vs. society).

1.8.19 Identify the historical period in which
a literary text was written and explain the
text in light of this understanding.




1.8.20 Recognize that the author’s viewpoint
may or may not reflect the culture or mores
of the time in which the author lives.
1.8.21 Recognize and analyze biblical,
classical, cultural, historical, and literary
allusions.
1.8.22 Explore the concept of allegory.




      State Performance Indicators

SPI 1.8.1 Demonstrate an understanding of
the basic elements of plot: exposition, rising
action, climax, falling action,
resolution/denouement.


SPI 1.8.2 Identify and analyze the author’s
point of view (i.e., first person, third-person
objective, third-person limited, third-person
omniscient).




SPI 1.8.3 Determine how a story changes if
the point of view is changed.

SPI 1.8.4 Distinguish among different genres
(e.g., poetry, drama, biography, novel) using
their distinguishing characteristics.

SPI 1.8.5 Analyze the development of similar
themes across two or more literary texts.

SPI 1.8.6 Identify and analyze how the author
reveals character (i.e., what the author tells
us, what the other characters say about him
or her, what the character does, what the
character says, what the character thinks)
SPI 1.8.7 Identify and analyze examples of
literary elements that shape meaning within
context (i.e., flashback, foreshadowing, irony,
mood, symbolism, tone).

SPI 1.8.8 Analyze figurative language (i.e.,
idiom, metaphor, simile, personification,
hyperbole, pun) within context.

SPI 1.8.9 Analyze examples of sound devices
within context (i.e., rhyme scheme,
alliteration, onomatopoeia, free verse,
repetition, internal rhyme, slant rhyme).
SPI 1.8.10 Identify the kind(s) of conflict
present in a literary plot (i.e., person vs.
person, person vs. self, person vs.
environment, person vs. technology).


SPI 1.8.11 Identify and analyze a literary
character’s moral dilemma.
SPI 1.8.12 Recognize and identify words
within context that reveal particular time
periods and cultures.



SPI 1.8.13 Determine the influence of culture
and ethnicity on the themes and issues of
literary texts.




SPI 1.8.14 Identify the author’s purpose for
writing.
Standard 1 - Language                                          Standard 2 - Communication
Course Level Expectations                                      Course Level Expectations

CLE 1.1.1 Demonstrate control of Standard English
through grammar usage and mechanics (punctuation,
capitalization, and spelling).                                                     Listening

CLE 1.1.2 Employ a variety of strategies and resources to      CLE 1.2.1 Demonstrate critical listening skills
determine the definition, pronunciation, etymology,            essential for comprehension, evaluation,
spelling, and usage of words and phrases.                      problem solving, and task completion.


CLE 1.1.3 Understand and use a variety of sentence             CLE 1.2.2 Summarize, paraphrase, and critique
structures.                                                    information presented orally by others.


Checks for Understanding                                       CLE 1.2.3 Identify the thesis and main points of
(Formative/Summative Assessment)                               a challenging speech.

1.1.1 Demonstrate a mastery of the definitions, usage,         CLE 1.2.4 Analyze the style and structure of a
and functions of the eight parts of speech.                    challenging speech.



 1.1.2 Apply a variety of strategies to correct sentence
fragments and run-on sentences.                                                    Speaking


                                                               CLE 1.2.5 Understand strategies for expressing
 1.1.3 Know and apply a variety of sentence-combining          ideas clearly and effectively in a variety of oral
techniques.                                                    contexts.

 1.1.4 Identify basic sentence patterns (e.g., subject-verb,
subject-action verb-direct object, subject-action verb-
indirect object-direct object, subject-linking verb-subject
complement, subject-action verb-direct object-object
complement).                                                 CLE 1.2.6 Deliver effective oral presentations.

1.1.5 Know and use Standard English conventions for            CLE 1.2.7 Participate in work teams and group
punctuation, capitalization, and spelling.                     discussions.




 1.1.6 Use print and electronic reference sources as aids
in understanding all aspects of a word (e.g., spelling, part   Checks for Understanding
of speech, definition, cognates, etymology, synonyms).         (Formative/Summative Assessment)
 1.1.7 Use previously learned strategies to determine and
clarify word meanings (e.g., roots, affixes, textual
context).                                                                       Listening

 1.1.8 Recognize and use the appropriate word among
frequently confused words (e.g., to/too/two,
their/there/they’re, it/it’s, you/you’re, whose/who’s,
which/that/who, accept/except, affect/effect,
between/among, capitol/capital, principal/principle,
stationary/stationery, who/whom, allusion/illusion,           1.2.1 Follow multi-tasked or multi-dimensional
complement/compliment, cite/site/sight,                      instructions to perform a specific role in a task,
counsel/council, coarse/course, farther/further,             answer difficult questions, and solve
lose/loose, fewer/less).                                     challenging problems.

1.1.9 Demonstrate understanding of common foreign
words and phrases (e.g., RSVP, déjà vu, faux pas, du jour,
bon voyage, alma mater, cum laude, femme fatale, esprit
de corps, verbatim, E pluribus unum, prima donna, avant-      1.2.2 Identify the thesis of a challenging
garde, status quo, joie de vivre, carte blanche, caveat      speech in which the ideas may be subtle or
emptor, alpha and omega, tabula rasa, hoi polloi, ad         implied, regardless of whether the
nauseam).                                                    organizational pattern is linear.

                                                             1.2.3 Summarize information presented orally
                                                             by others, including the purposes, major ideas,
            State Performance Indicators                     and supporting details or evidence.
SPI 1.1.1 Demonstrate an understanding of the eight
parts of speech, including their troublesome aspects,         1.2.4 Paraphrase accurately multiple,
such as how to form the past and past participle of          challenging ideas and information presented
irregular but commonly used verbs.                           orally by others.

SPI 1.1.2 Identify the patterns of a given set of sentences
(i.e., subject-verb, subjectaction verb-direct object,
subject-action verb-indirect object-direct object, subject-
linking verb-subject complement, subject-action verb-        1.2.5 Critique ideas and information presented
direct object-object complement).                           orally by others.
                                                             1.2.6 Analyze the ways in which the style,
                                                            structure, and rhetorical devices of a
                                                            challenging speech support or confound its
                                                            meaning or purpose, taking into account the
SPI 1.1.3 Use a variety of techniques to correct sentence speaker’s nonverbal gestures, credibility, and
fragments.                                                  point of view.
                                                            1.2.7 Listen actively in group discussions by
SPI 1.1.4 Combine a set of simple sentences into a single   posing relevant questions and by eliminating
compound or complex sentence.                               barriers to communication.


SPI 1.1.5 Use commas correctly with appositives and
introductory words, phrases, or clauses.                                        Speaking
SPI 1.1.6 Correct a run-on sentence by using a comma        1.2.8 Include facts, reasons, details, and
and coordinating conjunction, subordinate conjunction,      examples to support increasingly complex
or semicolon.                                               points.

                                                             1.2.9 Organize oral presentations to
                                                            emphasize the purpose of the presentation,
SPI 1.1.7 Recognize correct subject-verb agreement with     citing first the simple examples or arguments
intervening elements.                                       and then the more abstract ones.

SPI 1.1.8 Select correct pronoun usage in a sentence (e.g.,
with compound elements such as between you and me,           1.2.10 Utilize an organizational structure that
or following than or as).                                   enhances the appeal to the audience
                                                            and is appropriate for the purpose (e.g.,
SPI 1.1.9 Select correct pronoun-antecedent agreement sequential, problem-solution, comparison-
using collective nouns or indefinite pronouns.              contrast, cause-effect).

SPI 1.1.10 Recognize the correct placement of end marks 1.2.11 Arrange ideas logically and maintain a
with quotation marks.                                   consistent focus.
                                                         1.2.12 Signal clear connections among ideas
SPI 1.1.11 Recognize the correct usage of quotation     through the consistent and effective use of a
marks in direct and indirect quotations.                variety of transitions.

SPI 1.1.12 Use context clues and/or knowledge of roots,      1.2.13 Provide a coherent and effective
affixes, and cognates to determine the meaning of           conclusion that reinforces the focus of the
unfamiliar words.                                           presentation.

SPI 1.1.13 Select the appropriate word among frequently
confused words (i.e., to/too/two, their/there/they’re,
it/it’s, you/you’re, whose/who’s, which/that/who,
accept/except, affect/effect, between/among,
capitol/capital, principal/principle, who/whom,
stationary/stationery, allusion/illusion,
complement/compliment, cite/site/sight,                  1.2.14 Use effective rhetorical devices such as
counsel/council, coarse/course, farther/further,        rhetorical questions, parallelism and repetition,
lose/loose, fewer/less).                                analogies, and hyperbole.
                                                            1.2.15 Employ effective presentation skills,
                                                           including good eye contact, careful
SPI 1.1.14 Proofread a written passage for errors in       enunciation, appropriate rate and volume, and
punctuation and/or capitalization and/or spelling.         relaxed body language.

                                                            1.2.16 Participate productively in self-directed
SPI 1.1.15 Use a sample reference source to determine      work teams for a particular purpose (e.g., to
aspects of a given word (e.g., spelling, part of speech,   interpret literature, solve a problem, make a
definition, cognates, etymology, synonyms).                decision) by adhering to the list below.
SPI 1.1.16 Identify commonly used foreign words and
phrases (i.e., RSVP, déjà vu, faux pas, du jour, bon
voyage, alma mater, cum laude, femme fatale, esprit de
corps, verbatim, E pluribus unum, prima donna, avant-
garde, status quo, joie de vivre, carte blanche, caveat
emptor, alpha and omega, tabula rasa, hoi polloi, ad
nauseam).                                                  Behavior of Individuals within the Group

                                                           • Paraphrase all points of essential information
                                                           from the input of others, emphasizing points of
                                                           agreement and points of disagreement.
                                                           • Contribute relevant and appropriate
                                                           information and ideas that move the team
                                                           towards its goal.

                                                           • Ask relevant, focused questions.

                                                           • Gain the floor in orderly, respectful ways and
                                                           listen with civility to the ideas of others.


                                                           Goals and Aims of the Group

                                                           • Understand the purpose for working as a
                                                           team and work according to that purpose.




                                                           • Articulate the goals for the team work, based
                                                           on general task assigned.

                                                           • Identify the needs of the team and share
                                                           various resources to respond to those needs.




                                                           Group Dynamics and Roles
• Assign roles and responsibilities for team
members based on an understanding of their
strengths and weaknesses and the dynamics of
the team, identify task(s) needed to meet goal
and purpose, distinguish between tasks that
are best completed as a team vs. tasks best
completed individually, and set deadlines for
completing each task.
• Establish clear group agreements and ensure
appropriate individual contributions are
respected by the team.

• Set the ground rules for decision making,
either by reachin g consensus, following the
majority, or some other method.

       State Performance Indicators

SPI 1.2.1 Identify the thesis and main points of
a challenging speech.
SPI 1.2.2 Distinguish between a summary and a
paraphrase.

SPI 1.2.3 Distinguish between a critique and a
summary.

SPI 1.2.4 Discern the structure of a challenging
speech (e.g., sequential, problemsolution,
comparison-contrast, cause-effect).
SPI 1.2.5 Identify rhetorical devices used in a
challenging speech (i.e., rhetorical questions,
parallelism and repetition, analogies, and
hyperbole).
SPI 1.2.6 Determine the most effective
methods of engaging an audience during an
oral presentation (e.g., making eye contact,
adjusting speaking rate).
SPI 1.2.7 Select the most appropriate strategies
for participating productively in a team (e.g.,
gaining the floor in orderly, respectful ways
and listening with civility to the ideas of others;
identifying the needs of the team and sharing
various resources to respond to those needs;
establishing clear group agreements and
ensuring appropriate individual contributions
are respected by the team).
Standard 3 -Writing
Course Level Expectations


CLE 1.3.1 Write in a variety of modes for different
audiences and purposes.




CLE 1.3.2 Employ various prewriting strategies.
CLE 1.3.3 Organize ideas into an essay with a thesis
statement in the introduction, wellconstructed
paragraphs, a conclusion, and transition sentences that
connect paragraphs into a coherent whole.

CLE 1.3.4 Revise documents to develop or support ideas
clearly, address potential objections, ensure effective
transitions between paragraphs, and correct errors in logic.

Checks for Understanding
(Formative/Summative Assessment)

 1.3.1 Write in a variety of modes (e.g., summary,
explanation, description, persuasion, informational,
literary analysis, creative expression).

 1.3.2 Create increasingly complex work-related texts (e.g.,
instructions, directions, letters, bios, memos, e-mails,
proposals, project plans, work orders, reports) that
employ the strategies listed below.




• Select a medium or format appropriate to purpose for
writing, and maintain focus on the purpose.

• Effectively vary strategies (e.g., provide facts, describe
the subject) to achieve complex purposes.




• Select a medium or format, arrange supporting ideas,
and craft diction and tone that anticipate the audience’s
needs.
• Anticipate problems, mistakes, and misunderstandings
that might arise for the audience.




• Translate technical language into non-technical English.




• Provide ideas, examples, and comparisons to support
the main points in the text.



• Follow customary formats (e.g., use salutation, closing,
and signature for business letters, and format for memos).




• Use a variety of techniques to format the text.




• Effectively employ formatting and other visual elements
(e.g., headings, bulleted lists, effective use of white space
on the page).




• Use graphics and illustrative material effectively to
support ideas in the text.
 1.3.3 Develop topics that address unfamiliar concepts
removed from the student’s personal experiences and
require in-depth analysis.
 1.3.4 Use a variety of strategies when appropriate (e.g.,
comparisons, anecdotes, detailed descriptions) to provide
facts, details, reasons, and examples that support the
thesis.
1.3.5 Develop ideas as appropriate to audience and
respond to readers’ potential questions and
counterarguments.




1.3.6 Include relevant, specific, and compelling details.



 1.3.7 Employ varied and appropriate organizational
structures that support the topic.
 1.3.8 Use transitional words and phrases to signal
organizational patterns and to indicate relationships
among ideas.

 1.3.9 Create text features (e.g., headings, subheadings,
formatting) as appropriate to signal important points.

1.3.10 Use precise language, considering audience and
purpose (e.g., technical writing, creative expression).

 1.3.11 Use compelling verbs and a variety of figurative
language (e.g., personification, sarcasm, word play) for
effect to meet the needs of audience and purpose.




1.3.12 Use a variety of correct sentence structures for
effect.
 1.3.13 When sources are used or referenced (e.g., in
research, informational essays, literary essays), adhere to
the list below.




• Acknowledge source material and create a reliable
bibliography in a standard format.




• Cite sources using a standard format (e.g., MLA, APA)
with a high degree of accuracy.

• Appropriately quote, paraphrase, or summarize text,
ideas, or other information taken from print or electronic
sources.


• Correctly incorporate ideas within text.
• Embed quotations and graphics from other sources,
when appropriate.

 1.3.14 Generate notes while collecting information,
following a logical note-taking system.

 1.3.15 Create a detailed outline based on research, note-
taking, or other methods of generating content.

 1.3.16 Revise to craft a tone, mood, and style that convey
the writer’s attitude and are appropriate to audience.
 1.3.17 Based on readers’ comments, revise papers to
focus on the thesis, develop ideas, address potential
objections, employ effective transitions, identify a clear
beginning and ending, correct logic errors, and identify
areas for further development.

 1.3.18 Practice writing to a prompt within a specified time
limit.

1.3.19 Demonstrate confidence in using the Tennessee
Writing Assessment Rubric while evaluating one’s own
writing and the writing of others.
1.3.20 Use both basic and specialized software to
incorporate graphics into writing products.


             State Performance Indicators


SPI 1.3.1 Proofread a passage for correct punctuation,
mechanics, and usage.
SPI 1.3.2 Choose the most effective order of sentences in a
paragraph.

SPI 1.3.3 Choose the transitional device that appropriately
connects sentences or paragraphs within a writing sample.
SPI 1.3.4 Select a vivid word (e.g., adjective, adverb, verb)
to strengthen a written description.

SPI 1.3.5 Demonstrate the ability to combine a set of
simple sentences into a longer, more interesting sentence.


SPI 1.3.6 Select the thesis statement in a writing sample or
passage.


SPI 1.3.7 Evaluate the relevance of supporting sentences
by deleting an irrelevant sentence in a passage.

SPI 1.3.8 Rearrange the order of supporting paragraphs
within a writing sample given a specified organizational
pattern (e.g., comparison-contrast, chronological).
SPI 1.3.9 Identify a statement that reveals the writer’s
attitude.
SPI 1.3.10 Identify the targeted audience for a selected
passage.
SPI 1.3.11 Determine the writer’s purpose in a writing
sample.

SPI 1.3.12 Identify sentences with nonparallel construction.
SPI 1.3.13 Select the proper format to convey a set of
work-related information.
SPI 1.3.14 Select the most precise word to provide clarity
appropriate to audience and purpose.
SPI 1.3.15 Identify the mode in which a writing sample is
written.
Standard 4 - Research
Course Level Expectations



CLE 1.4.1 Define and narrow a problem or research topic.

CLE 1.4.2 Gather relevant information from a variety of
print and electronic sources, as well as from direct
observation, interviews, and surveys.

CLE 1.4.3 Make distinctions about the credibility,
reliability, consistency, strengths, and limitations of
resources, including information gathered from websites.

CLE 1.4.4 Write an extended research paper, using
primary and secondary sources and technology and
graphics, as appropriate.
CLE 1.4.5 Use a standard format to arrange text, to cite
sources correctly, and to document quotations,
paraphrases, and other information.


Checks for Understanding
(Formative/Summative Assessment)


 1.4.1 Narrow an increasingly complex topic so that the
research process is manageable and a clear research
question is identified.




 1.4.2 Take and organize notes on information relevant to
the topic and identify areas for research.

 1.4.3 Consider both implicit and explicit information
relevant to the topic.




1.4.4 Use relevant data to support the research topic.
 1.4.5 Reference relevant primary, secondary, and
tertiary sources, demonstrating a systematic search by
including resources that are written by authorities in the
topic area and written for an informed audience in the
field.




 1.4.6 Evaluate resources for their credibility, reliability,
strengths, and limitations, using criteria appropriate to
the discipline.




 1.4.7 Collect evidence in varied ways to answer the
research question.

 1.4.8 Summarize, paraphrase, and report research
information supporting or refuting the thesis, as
appropriate.

 1.4.9 Craft an introductory section in which a research
topic is stated, point of view is stated or implied, terms
are defined, and a research context is provided.




 1.4.10 Maintain coherence through the consistent use of
transitions.




1.4.11 Create an effective organizing structure based on
increasingly complex research information, sometimes
using multiple organizing structures within the essay.
 1.4.12 Craft a conclusion in which the research question
and topic are re-emphasized, the main findings are
summarized, and conclusions are drawn.

1.4.13 Acknowledge source material and create a
bibliography, following a standard format and with a high
degree of accuracy.

1.4.14 Cite sources using a standard format (e.g., MLA,
APA), with a high degree of accuracy.


 1.4.15 Appropriately quote, paraphrase, or summarize
text, ideas, or other information taken from print or
electronic sources.
 1.4.16 Support a research topic by following a standard
format and using appropriate technology to embed text
graphics, including a title, numbered pages, and a
bibliography.


            State Performance Indicators

SPI 1.4.1 Select the research topic with the highest
degree of focus.

SPI 1.4.2 Differentiate between primary and secondary
sources.


SPI 1.4.3 Evaluate the reliability and credibility of sources
for use in research.




SPI 1.4.4 Evaluate the validity of Web pages as sources of
information.
SPI 1.4.5 Determine which statement presents an
opposing view from those stated on a Web page.




SPI 1.4.6 Identify information that must be cited or
attributed within a writing sample.
Standard 5 - Logic
Course Level Expectations


CLE 1.5.1 Use logic to make inferences and draw conclusions in a
variety of challenging oral and written contexts.



CLE 1.5.2 Analyze text for fact and opinion, cause/effect,
inferences, evidence, and conclusions.


CLE 1.5.3 Evaluate an argument, considering false premises, logical
fallacies, and the quality of evidence presented.




CLE 1.5.4 Analyze the logical features of an argument.

CLE 1.5.5 Analyze written and oral communication for persuasive
devices.




CLE 1.5.6 Analyze deductive and inductive arguments.




Checks for Understanding (Formative/Summative
Assessment)




1.5.1 Construct and complete challenging word analogies.


1.5.2 Analyze text for stated or implied cause/effect relationships.




 1.5.3 Describe the structure of a multifaceted argument with a
stated main claim or conclusion and explicit or implicit premises.
1.5.4 Identify the elements of deductive and inductive arguments.




 1.5.5 Identify the roles premises play in developing deductive and
inductive arguments.




 1.5.6 Evaluate the relevance and quality of evidence given to
support or oppose an argument.



 1.5.7 Identify established methods (e.g., scientific, historical) used
to distinguish between factual claims and opinions.



1.5.8 Distinguish between evidence which is directly stated and
evidence which is implied.




 1.5.9 Identify false statements and explain how they are used in
certain kinds of persuasive arguments.




 1.5.10 Explain why common logical fallacies (e.g., the appeal to
fear, personal attack {ad hominem}, false dilemma, false analogy)
do not prove the point being argued.
1.5.11 Identify and analyze persuasive devices that are used in
written and oral communication (e.g., bandwagon, loaded words,
testimonial, name-calling, plain folks, snob appeal, misuse of
statistics).

1.5.12 Identify and analyze similarities and differences in
evidence, premises, and conclusions between two or more
arguments on the same topic.

1.5.13 Evaluate the function of verbal techniques such as
ambiguity and paradox in constructing an argument.




                  State Performance Indicators


SPI 1.5.1 Make inferences and draw conclusions based on evidence
in text.


SPI 1.5.2 Choose a logical word to complete an analogy.



SPI 1.5.3 Evaluate text for fact and opinion.


SPI 1.5.4 Analyze cause/effect relationships in text.

SPI 1.5.5 Select the persuasive device (i.e., bandwagon, loaded
words, testimonial, namecalling, plain folks, snob appeal, misuse of
statistics).




SPI 1.5.6 Identify and analyze the logical fallacy (i.e., appeal to fear,
personal attack {ad hominem}, false dilemma, false analogy) within
a given argument.
SPI 1.5.7 Differentiate between the stated and implied evidence of
a given argument.




SPI 1.5.8 Determine whether a given argument employs deductive
or inductive reasoning.




SPI 1.5.9 Identify a statement that reveals the writer’s biases,
stereotypes, assumptions, or values within a writing sample.




SPI 1.5.10 Identify a false premise in text.

SPI 1.5.11 Distinguish the strongest or weakest point of an
argument within a passage.
Standard 6 - Informational Text
Course Level Expectations

CLE 1.6.1 Comprehend and summarize the main ideas of
informational and technical texts and determine the essential
elements that elaborate them.



CLE 1.6.2 Analyze the organizational structures of informational
and technical texts.


CLE 1.6.3 Read, interpret, and analyze graphics that support
informational and technical texts.


Checks for Understanding (Formative/Summative
Assessments)


1.6.1 Identify the main ideas in informational and technical texts.



1.6.2 Identify and distinguish the essential and non-essential
details that support the main idea of informational texts.




 1.6.3 Recognize clear, subtle, or implied relationships among ideas
in informational and technical texts.




 1.6.4 Draw appropriate inferences and conclusions in
informational and technical texts.

 1.6.5 Summarize in a concise and well-organized way the main
ideas and supporting details in informational and technical texts.




 1.6.6 Summarize, paraphrase, and critique information in texts
(informational, technical, and literary).
1.6.7 Distinguish between a summary and a critique and identify
non-essential information in a summary and unsubstantiated
opinions in a critique.




 1.6.8 Synthesize information across multiple informational and
technical texts and sources.




 1.6.9 Analyze the organizational structure of an informational or
technical text (e.g., sequential, problem-solution, comparison-
contrast, cause-effect).

 1.6.10 Identify and analyze involved or unconventional
organizational structures that may be found in informational and
technical texts.



 1.6.11 Evaluate informational and technical texts for clarity,
coherence and appropriateness of graphics.




1.6.12 Follow extended multi-tasked or multidimensional
instructions in informational and technical texts to perform
specific tasks, answer questions, or solve problems.




                 State Performance Indicators
SPI 1.6.1 Discern the stated or implied main idea and supporting
details of informational and technical passages.


SPI 1.6.2 Use the graphics of informational and technical passages
to answer questions.

SPI 1.6.3 Determine the appropriateness of a graphic used to
support an informational or technical passage.


SPI 1.6.4 Identify the organizational structure of an informational
or technical text (e.g., sequential, problem-solution, comparison-
contrast, cause-effect).



SPI 1.6.5 Synthesize information across two or more informational
or technical texts.
Standard 7 - Media
Course Level Expectations

CLE 1.7.1 Evaluate the aural, visual, and written images and other
special effects used in television, radio, film, and the Internet for
their ability to inform, persuade, and entertain.

CLE 1.7.2 Examine the agreements and conflicts between the
visual (e.g., media images, painting, film, graphic arts) and the
verbal.

CLE 1.7.3 Recognize how visual and sound techniques or design
(e.g., special effects, camera angles, music) carry or influence
messages in various media.


CLE 1.7.4 Apply and adapt the principles of written composition to
create coherent media productions.

Checks for Understanding (Formative/Summative
Assessment)


1.7.1 Recognize the effects of sound, visual images, and language
on audience.



 1.7.2 Analyze and apply visual and verbal presentations of the
same subject matter that agree or conflict in matters of culture,
audience, and medium.

 1.7.3 Analyze and apply visual and sound techniques and design
elements (e.g., special effects, camera angles, lighting and music in
television and film; layout, pictures, and typeface in newspaper,
magazines, and print advertisements; layout, navigation, links, and
interactive features on websites).
 1.7.4 Present clearly identifiable messages using an appropriate
medium and increasingly complex visual, audio, and graphic effects
and interactive features.




 1.7.5 Demonstrate consistent and effective audience focus
through purposeful choice of medium; compelling images, words,
and sounds; and focused supporting ideas.
1.7.6 Demonstrate awareness of the transactional nature of
media by considering audience in preparing productions.




1.7.7 Use visual images, text, graphics, music, and/or sound
effects that relate to and support clear, explicit messages.




                 State Performance Indicators



SPI 1.7.1 Draw an inference from a non-print medium.



SPI 1.7.2 Select the type of conflict represented in a non-print
medium.




SPI 1.7.3 Choose a visual image that best reinforces a viewpoint.




SPI 1.7.4 Determine the impact of production elements (e.g., font,
color, layout, graphics, light, camera angle) on a message.
SPI 1.7.5 Match a focused message to an appropriate medium.




SPI 1.7.6 Infer the mood represented in a non-print medium.
SPI 1.7.7 Consider the treatment of a particular subject or event in
two or more media (e.g., newspaper and visual art, narrative and
poem, diary and magazine article).
Standard 8-Literature
Course Level Expectations


CLE 1.8.1 Demonstrate knowledge of significant works of
world literature.

CLE 1.8.2 Understand the characteristics of various literary
genres (e.g., poetry, novel, biography, short story, essay,
drama).


CLE 1.8.3 Recognize the conventions of various literary genres
and understand how they articulate the writer’s vision.


CLE 1.8.4 Analyze works of literature for what is suggested
about the historical period in which they were written.

CLE 1.8.5 Know and use appropriate literary terms to derive
meaning from various literary genres.


Checks for Understanding
(Formative/Summative Assessment)



1.8.1 Analyze the setting, plot, theme, characterization, and
narration of classic and contemporary short stories and novels.




1.8.2 Demonstrate understanding of non-linear plot
progressions.
1.8.3 Analyze how plot elements (e.g., exposition, rising
action, climax, falling action, resolution/denouement) function
and advance action.

 1.8.4 Analyze the role and function of characters
(major/minor, protagonists/ antagonists) and determine ways
in which the author reveals those characters (e.g., what the
author tells us, what the other characters say about him or
her, what the character does, what the character says, what
the character thinks).
 1.8.5 Analyze the moral dilemmas in works of literature, as
revealed by character motivation and behavior.




1.8.6 Identify ways that the plot shapes the character and the
presentation of moral dilemmas in texts.




 1.8.7 Identify how setting and changes in setting can affect
the literary elements (e.g., plot, character, theme, tone) in
texts.

 1.8.8 Analyze the narration and point of view in increasingly
complex texts in which the narrator and point of view shift,
with multiple characters acting as narrators.

1.8.9 Explain the impact of the author’s choice of a particular
point of view (e.g., first person, third-person objective, third-
person limited, third-person omniscient).




1.8.10 Demonstrate understanding that form relates to
meaning (e.g., compare a poem, an essay, and a novel on the
same theme or topic).




1.8.11 Recognize and identify the characteristics of lyric
poetry, blank verse, free verse, epic, sonnet, dramatic poetry,
and ballad.
 1.8.12 Identify, analyze, and evaluate the effect and use of
metrics (especially iambic pentameter), rhyme scheme (e.g.,
end, internal, slant, eye), rhythm, alliteration, and other
conventions of verse in more challenging poetry (including
poetic forms such as lyric, blank verse, epic, sonnet, dramatic
poetry).


1.8.13 Identify and analyze elements of literary drama (e.g.,
dramatic irony, dialogue, soliloquy, monologue, aside).

 1.8.14 Identify, analyze, and evaluate the development of the
theme(s) of a literary text.


 1.8.15 Identify, analyze, and evaluate the development of
similar or contrasting themes across two or more literary texts
of varying complexity.

1.8.16 Analyze literary texts to identify the author’s attitudes,
viewpoints, and beliefs and to compare these to the larger
historical context of the texts.

1.8.17 Identify and analyze the use of literary elements such
as allegory, paradox, satire, and foreshadowing.

1.8.18 Comprehend and use figurative language (e.g., idioms,
metaphors, similes, personification, hyperbole, pun).

1.8.19 Identify and analyze biblical, classical, cultural,
historical, and literary allusions.




               State Performance Indicators




SPI 1.8.1 Identify and analyze examples of idiom, metaphor,
simile, personification, hyperbole, or pun in poetry or prose.
SPI 1.8.2 Differentiate among verbal, situational, and dramatic
irony.


SPI 1.8.3 Identify and analyze an author’s point of view (i.e.,
first person, third-person objective, third-person limited, third-
person omniscient).




SPI 1.8.4 Identify and analyze how the author reveals
character (i.e., what the author tells us, what the other
characters say about him or her, what the character does,
what the character says, what the character thinks).


SPI 1.8.5 Determine the significance/meaning of a symbol in
poetry or prose.

SPI 1.8.6 Identify and analyze standard literary elements (i.e.,
allegory, paradox, parody, foreshadowing, flashback).
SPI 1.8.7 Differentiate between mood and tone in poetry or
prose.

SPI 1.8.8 Determine the impact of setting on literary elements
(i.e., plot, character, theme, tone).

SPI 1.8.9 Identify the common stated or implied theme in a
series of passages.
SPI 1.8.10 Demonstrate knowledge of sound and metric
devices (i.e., rhyme {internal, slant}, rhythm, repetition,
alliteration, onomatopoeia).




SPI 1.8.11 Demonstrate knowledge of the characteristics of
lyric poetry, epics, sonnets, dramatic poetry, and ballads.

SPI 1.8.12 Identify the elements of drama (i.e., stage
directions, dialogue, soliloquy, monologue, aside).


SPI 1.8.13 Locate words or phrases in a passage that provide
historical or cultural cues.
SPI 1.8.14 Identify classical, historical, and literary allusions in
context.
SPI 1.8.15 Identify and analyze basic elements of plot (i.e.,
exposition, rising action, climax, falling action,
resolution/denouement).



SPI 1.8.16 Analyze how form relates to meaning (e.g., compare
a poem and a newspaper article on the same theme or topic).
Standard 1 - Language                                            Standard 2 - Communication                           Standard 3 -Writing                                               Standard 4 - Research                                           Standard 5 - Logic                                                        Standard 6 - Informational Text                                       Standard 7 - Media                                                      Standard 8 -Literature
Course Level Expectations                                        Course Level Expectations                            Course Level Expectations                                         Course Level Expectations                                       Course Level Expectations                                                 Course Level Expectations                                             Course Level Expectations                                               Course Level Expectations

CLE 2.1.1 Demonstrate control of Standard English                                                                                                                                                                                                                                                                                 CLE 2.6.1 Comprehend and summarize the main ideas of                  CLE 2.7.1 Evaluate the aural, visual, and written images and other
through grammar usage and mechanics (punctuation,                                                                     CLE 2.3.1 Write in a variety of modes for different                                                                               CLE 2.5.1 Use logic to make inferences and draw conclusions in a          informational and technical texts and determine the essential         special effects used in television, radio, film, and the Internet for   CLE 2.8.1 Demonstrate knowledge of
capitalization, and spelling).                                                       Listening                        audiences and purposes.                                           CLE 2.4.1 Define and narrow a problem or research topic.        variety of challenging oral and written contexts.                         elements that elaborate them.                                         their ability to inform, persuade, and entertain.                       significant works of world literature.

CLE 2.1.2 Employ a variety of strategies and resources to        CLE 2.2.1 Demonstrate critical listening skills                                                                        CLE 2.4.2 Gather relevant information from a variety of                                                                                                                                                                                                                            CLE 2.8.2 Understand the characteristics of
determine the definition, pronunciation, etymology,              essential for comprehension, evaluation,                                                                               print and electronic sources, as well as from direct            CLE 2.5.2 Analyze text for fact and opinion, cause-effect,                CLE 2.6.2 Analyze the organizational structures of informational      CLE 2.7.2 Examine the agreements and conflicts between the visual various literary genres (e.g., poetry, novel,
spelling, and usage of words and phrases.                        problem solving, and task completion.                CLE 2.3.2 Employ various prewriting strategies.                   observation, interviews, and surveys.                           inferences, evidence, and conclusions.                                    and technical texts.                                                  (e.g., media images, painting, film, graphic arts) and the verbal. biography, short story, essay, drama).
                                                                                                                      CLE 2.3.3 Organize ideas into an essay with a thesis                                                                                                                                                                                                                                                                                                 CLE 2.8.3 Recognize the conventions of
                                                                                                                      statement in the introduction, wellconstructed                    CLE 2.4.3 Make distinctions about the credibility,                                                                                                                                                              CLE 2.7.3 Recognize how visual and sound techniques or design      various literary genres and understand how
CLE 2.1.3 Understand and use a variety of sentence               CLE 2.2.2 Summarize, paraphrase, and critique        paragraphs, a conclusion, and transition sentences that           reliability, consistency, strengths, and limitations of         CLE 2.5.3 Evaluate an argument, considering false premises, logical       CLE 2.6.3 Read, interpret, and analyze graphics that support          (e.g., special effects, camera angles, music) carry or influence   these conventions articulate the writer’s
structures.                                                      information presented orally by others.              connect paragraphs into a coherent whole.                         resources, including information gathered from websites.        fallacies, and the quality of evidence presented.                         informational and technical texts.                                    messages in various media.                                         vision.

                                                                                                                      CLE 2.3.4 Revise documents to develop or support ideas       CLE 2.4.4 Write an extended research paper, using                                                                                                                                                                                                                                            CLE 2.8.4 Analyze works of literature for
Checks for Understanding                                         CLE 2.2.3 Identify the thesis and main points of     clearly, address potential objections, ensure effective      primary and secondary sources and technology and                                                                                               Checks for Understanding (Formative/Summative                         CLE 2.7.4 Apply and adapt the principles of written composition to      what is suggested about the historical period
(Formative/Summative Assessment)                                 a challenging speech.                                transitions between paragraphs, and correct errors in logic. graphics, as appropriate.                                            CLE 2.5.4 Analyze the logical features of an argument.                    Assessments)                                                          create coherent media productions.                                      in which they were written.
                                                                                                                                                                                   CLE 2.4.5 Use a standard format to arrange text, to cite                                                                                                                                                                                                                                     CLE 2.8.5 Know and use appropriate literary
2.1.1 Demonstrate a mastery of the definitions, usage,           CLE 2.2.4 Analyze the style and structure of a       Checks for Understanding                                     sources correctly, and to document quotations,                       CLE 2.5.5 Analyze written and oral communication for persuasive                                                                                 Checks for Understanding (Formative/Summative                           terms to derive meaning from various literary
and functions of the eight parts of speech.                      challenging speech.                                  (Formative/Summative Assessment)                             paraphrases, and other information.                                  devices.                                                                  2.6.1 Identify the main ideas in informational and technical texts.   Assessment)                                                             genres.

                                                                                                                       2.3.1 Write in a variety of modes (e.g., summary,
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                Checks for Understanding
 2.1.2 Apply a variety of strategies to correct sentence                                                              explanation, persuasion, informational, literary analysis,        Checks for Understanding                                                                                                                  2.6.2 Identify and distinguish the essential and non-essential        2.7.1 Recognize the effects of sound, visual images, and language       (Formative/Summative
fragments and run-on sentences.                                                      Speaking                         creative expression).                                             (Formative/Summative Assessment)                                CLE 2.5.6 Analyze deductive and inductive arguments.                      details that support the main idea of informational texts.            on audience.                                                            Assessment)

                                                                                                                       2.3.2 Create increasingly complex work-related texts (e.g.,                                                                                                                                                                                                                                                                                               2.8.1 Analyze the setting, plot, theme,
                                                                 CLE 2.2.5 Understand strategies for expressing       instructions, directions, letters, bios, memos, e-mails,     2.4.1 Narrow an increasingly complex topic so that the                                                                                                                                                               2.7.2 Analyze the ways in which visual and verbal presentations of      characterization, and narration of classic
 2.1.3 Know and apply a variety of sentence-combining            ideas clearly and effectively in a variety of oral   proposals, project plans, work orders, reports) that employ research process is manageable and a clear research                   Checks for Understanding (Formative / Summative                            2.6.3 Recognize clear, subtle, or implied relationships among ideas the same subject matter agree or conflict in matters of culture,         andcontemporary short stories and novels
techniques.                                                      contexts.                                            the strategies listed below.                                 question is identified.                                              Assessment)                                                               in informational and technical texts.                                audience, and medium.                                                    contemporary short stories and novels.

 2.1.4 Identify basic sentence patterns (e.g., subject-verb,                                                                                                                                                                                                                                                                                                                                            2.7.3 Analyze the effects of visual and sound techniques and
subject-action verb-direct object, subject-action verb-                                                                                                                                                                                                                                                                                                                                                 design elements (e.g., special effects, camera angles, lighting and
indirect object-direct object, subject-linking verb-subject                                                                                                                                                                                                                                                                                                                                             music in television and film; layout, pictures, and typeface in
complement, subject-action verb-direct object-object                                                                  • Select a medium or format appropriate to purpose for             2.4.2 Take and organize notes on information relevant to                                                                                  2.6.4 Draw appropriate inferences and conclusions in                 newspaper, magazines, and print advertisements; layout,             2.8.2 Demonstrate understanding of non-
complement).                                                     CLE 2.2.6 Deliver effective oral presentations.      writing, and maintain focus on the purpose.                       the topic and identify areas for research.                      2.5.1 Construct and complete challenging word analogies.                  informational and technical texts.                                    navigation, links, and interactive features on websites).          linear plot progressions.
                                                                                                                                                                                                                                                                                                                                                                                                                                                                            2.8.3 Analyze how plot elements (e.g.,
                                                                                                                                                                                                                                                                                                                                                                                                        2.7.4 Present clearly identifiable messages using an appropriate   exposition, rising action, climax, falling
2.1.5 Know and use Standard English conventions for              CLE 2.2.7 Participate in work teams and group        • Utilize various strategies (e.g., provide facts, describe the    2.4.3 Consider both implicit and explicit information                                                                                     2.6.5 Summarize in a concise and well-organized way the main         medium and increasingly complex visual, audio, and graphic effects action, resolution/denouement) function and
punctuation, capitalization, and spelling.                       discussions.                                         subject) to achieve complex purposes.                             relevant to the topic.                                          2.5.2 Analyze text for stated or implied cause/effect relationships.      ideas and supporting details in informational and technical texts.    and interactive features.                                          advance action.

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 2.8.4 Analyze the role and function of
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                characters (major/minor,
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                protagonists/antagonists) and determine
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                ways in which the author reveals those
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                characters (e.g., what the author tells us,
 2.1.6 Use print and electronic reference sources as aids in                                                          • Select a medium or format, arrange supporting ideas,                                                                                                                                                                                                                             2.7.5 Demonstrate consistent and effective audience focus              what the other characters say about him or
understanding all aspects of a word (e.g., spelling, part of     Checks for Understanding                             and craft diction and tone that anticipate the audience’s                                                                          2.5.3 Describe the structure of a multi-faceted argument with a           2.6.6 Summarize, paraphrase, and critique information in texts       through purposeful choice of medium; compelling images, words,          her, what the character does, what the
speech, definition, cognates, etymology, synonyms).              (Formative/Summative Assessment)                     needs.                                                            2.4.4 Use relevant data to support the research topic.          stated main claim or conclusion and explicit or implicit premises.        (informational, technical, and literary).                             and sounds; and focused supporting ideas.                               character says, what the character thinks).

                                                                                                                                                                                         2.4.5 Reference relevant primary, secondary, and tertiary
                                                                                                                                                                                        sources, demonstrating a systematic search by including                                                                                   2.6.7 Distinguish between a summary and a critique and identify                                                                        2.8.5 Analyze the moral dilemmas in works
 2.1.7 Use previously learned strategies to determine and                                                             • Anticipate problems, mistakes, and misunderstandings            resources that are written by authorities in the topic area                                                                               non-essential information in a summary and unsubstantiated            2.7.6 Demonstrate awareness of the transactional nature of media of literature, as revealed by character
clarify word meanings (e.g., roots, affixes, textual context).                       Listening                        that might arise for the audience.                                and written for an informed audience in the field.              2.5.4 Analyze the elements of deductive and inductive arguments.          opinions in a critique.                                               by considering audience in preparing productions.                motivation and behavior.


 2.1.8 Recognize and use the appropriate word among
frequently confused words (e.g., to/too/two,
their/there/they’re, it/it’s, you/you’re, whose/who’s,
which/that/who, accept/except, affect/effect,
between/among, capitol/capital, principal/principle,
stationary/stationery, who/whom, allusion/illusion,
complement/compliment, cite/site/sight,                           2.2.1 Follow multi-tasked or multi-dimensional
counsel/council, coarse/course, farther/further,                 instructions to perform a specific role in a task,                                                                      2.4.6 Evaluate resources for their credibility, reliability,                                                                                                                                                                                                                          2.8.6 Identify ways that the plot shapes the
lose/loose, fewer/less, advice/advise, precede/proceed,          answer difficult questions, and solve                                                                                  strengths, and limitations, using criteria appropriate to        2.5.5 Identify the roles premises play in developing deductive and        2.6.8 Synthesize information across multiple informational and        2.7.7 Use visual images, text, graphics, music, and/or sound effects character and presentation of moral
adapt/adopt, eminent/imminent, assure/ensure/insure).            challenging problems.                              • Translate technical language into non-technical English.          the discipline.                                                 inductive arguments.                                                      technical texts and sources.                                          that relate to and support clear, explicit messages.                  dilemmas in texts.

 2.1.9 Demonstrate understanding of common foreign
words and phrases (e.g., RSVP, déjà vu, faux pas, du jour,
bon voyage, alma mater, cum laude, femme fatale, esprit
de corps, verbatim, E pluribus unum, prima donna, avant-
garde, status quo, joie de vivre, carte blanche, caveat
emptor, alpha and omega, tabula rasa, hoi polloi, ad         2.2.2 Identify the thesis of a challenging
nauseam, carpe diem, tempus fugit, c’est la vie, bona fide, speech in which the ideas may be subtle or                                                                                                                                                                                                                             2.6.9 Analyze the organizational structure of an informational or                                                                             2.8.7 Identify how setting and changes in
savoir faire, non sequitur, id est, enfant terrible, terra  implied, regardless of whether the                        • Provide ideas, examples, and comparisons to support the 2.4.7 Collect evidence in varied ways to answer the                      2.5.6 Evaluate the relevance and quality of evidence given to            technical text (e.g., sequential, problem-solution, comparison-                                                                               setting can affect the literary elements (e.g.,
firma, vox populi).                                         organizational pattern is linear.                         main points in the text.                                  research question.                                                      support or oppose an argument.                                            contrast, cause-effect).                                                               State Performance Indicators                           plot, character, theme, tone) in texts.

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 2.8.8 Analyze the narration and point of
                                                                 2.2.3 Summarize information presented orally                                                                            2.4.8 Summarize, paraphrase, and report research                                                                                          2.6.10 Identify and analyze involved or unconventional                                                                                       view in increasingly complex texts in which
                                                                 by others, including the purposes, major ideas,      • Follow customary formats (e.g., use salutation, closing,        information supporting or refuting the thesis, as                2.5.7 Identify established methods (e.g., scientific, historical) used   organizational structures that may be found in informational and                                                                              the narrator and point of view shift, with
            State Performance Indicators                         and supporting details or evidence.                  and signature for business letters, and format for memos).        appropriate.                                                    to distinguish between factual claims and opinions.                       technical texts.                                                      SPI 2.7.1 Draw an inference from a non-print medium.                    multiple characters acting as narrators.

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 2.8.9 Explain the impact of the author’s
                                                                  2.2.4 Paraphrase accurately multiple,                                                                                  2.4.9 Craft an introductory section in which a research                                                                                                                                                                                                                                choice of a particular point of view (e.g., first
SPI 2.1.1 Demonstrate an understanding of the eight              challenging ideas and information presented                                                                            topic is stated, point of view is stated or implied, terms      2.5.8 Distinguish between evidence which is directly stated and            2.6.11 Evaluate informational and technical texts for clarity,       SPI 2.7.2 Select the type of conflict represented in a non-print        person, third-person objective, third-person
parts of speech, including their                                 orally by others.                                    • Use a variety of techniques to format the text.                 are defined, and a research context is provided.                evidence which is implied.                                                coherence, and appropriateness of graphics.                           medium.                                                                 limited, third-person omniscient).
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                2.8.10 Demonstrate understanding that form
                                                                                                                      • Employ formatting and other visual elements effectively                                                                                                                                                   2.6.12 Follow extended multi-tasked or multi-dimensional                                                                                      relates to meaning (e.g., compare a poem, an
troublesome aspects, such as how to form the past and             2.2.5 Critique ideas and information presented      (e.g., headings, bulleted lists, effective use of white space      2.4.10 Maintain coherence through the consistent use of         2.5.9 Identify false statements and explain how they are used in         instructions in informational and technical texts to perform specific                                                                         essay, and a novel on the same theme or
past participle of irregular but commonly used verbs.            orally by others.                                    on the page).                                                     transitions.                                                    certain kinds of persuasive arguments.                                    tasks, answer questions, or solve problems.                           SPI 2.7.3 Choose a visual image that best reinforces a viewpoint.       topic).
                                                                  2.2.6 Analyze the ways in which the style,
SPI 2.1.2 Identify the patterns of a given set of sentences      structure, and rhetorical devices of a
(i.e., subject-verb, subjectaction verb-direct object,           challenging speech support or confound its                                                                                                                                              2.5.10 Explain why common logical fallacies (e.g., appeal to fear,                                                                                                                                                      2.8.11 Recognize and identify the
subject-action verb-indirect object-direct object, subject-      meaning or purpose, taking into account the                                                                            2.4.11 Create an effective organizing structure based on        personal attack {ad hominem}, false dilemma, false analogy,                                                                                                                                                             characteristics of lyric poetry, blank verse,
linking verb-subject complement, subject-action verb-            speaker’s nonverbal gestures, credibility, and       • Use graphics and illustrative material effectively to           increasingly complex research information, sometimes            slippery slope, non sequitur, false authority) do not prove the point                                                                           SPI 2.7.4 Determine the impact of production elements (e.g., font,      free verse, epic, sonnet, dramatic poetry, and
direct object-object complement).                                point of view.                                       support ideas in the text.                                        using multiple organizing structures within the essay.          being argued.                                                                              State Performance Indicators                         color, layout, graphics, light, camera angle) on a message.             ballad.

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 2.8.12 Identify, analyze, and evaluate the
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                effect and use of metrics (especially iambic
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                pentameter), rhyme scheme (e.g., end,
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                internal, slant, eye), rhythm, alliteration, and
                                                                                                                                                                                                                                                        2.5.11 Identify and analyze persuasive devices that are used in                                                                                                                                                         other conventions of verse in more
                                                                 2.2.7 Listen actively in group discussions by         2.3.3 Develop topics that address unfamiliar concepts             2.4.12 Craft a conclusion in which the research question       written and oral communication (e.g., bandwagon, loaded words,                                                                                                                                                          challenging poetry (including poetic forms
SPI 2.1.3 Combine a set of simple sentences into a single        posing relevant questions and by eliminating         removed from the student’s personal experiences and               and topic are reemphasized, the main findings are               testimonial, name-calling, plain folks, snob appeal, misuse of            SPI 2.6.1 Discern the stated or implied main idea and supporting                                                                              such as lyric, blank verse, epic, sonnet,
compound or complex sentence.                                    barriers to communication.                           require in-depth analysis.                                        summarized, and conclusions are drawn.                          statistics, transfer).                                                    details of informational and technical passages.                      SPI 2.7.5 Match a focused message to an appropriate medium.             dramatic poetry).
                                                                                                                       2.3.4 Use a variety of strategies when appropriate (e.g.,
SPI 2.1.4 Use sentence-combining techniques, effectively                                                              comparisons, anecdotes, detailed descriptions) to provide         2.4.13 Acknowledge source material and create a            2.5.12 Identify and analyze similarities and differences in evidence,                                                                                                                                                         2.8.13 Identify and analyze elements of
avoiding problematic comma splices, run-on sentences,                                                                 facts, details, reasons, and examples that support the            bibliography, following a standard format and with a high premises, and conclusions between two or more arguments on the SPI 2.6.2 Use the graphics of informational and technical passages                                                                                             literary drama (e.g., dramatic irony, dialogue,
and sentence fragments.                                                              Speaking                         thesis.                                                           degree of accuracy.                                       same topic.                                                            to answer questions.                                                           SPI 2.7.6 Infer the mood represented in a non-print medium.             soliloquy, monologue, aside).
                                                                 2.2.8 Include facts, reasons, details, and           2.3.5 Develop ideas as appropriate to audience and                                                                                                                                                                                                                                SPI 2.7.7 Consider the treatment of a particular subject or event in     2.8.14 Identify, analyze, and evaluate the
SPI 2.1.5 Use commas correctly with appositives and              examples to support increasingly complex             respond to readers’ potential questions and                       2.4.14 Cite sources using a standard format (e.g., MLA,         2.5.13 Evaluate the function of verbal techniques such as                 SPI 2.6.3 Determine the appropriateness of a graphic used to          two or more media (e.g., newspaper and visual art, narrative and        development of the theme(s) of a literary
introductory words, phrases, or clauses.                         points.                                              counterarguments.                                                 APA), with a high degree of accuracy.                           ambiguity and paradox in constructing an argument.                        support an informational or technical passage.                        poem, diary and magazine article).                                      text.

                                                                  2.2.9 Organize oral presentations to emphasize                                                                                                                                                                                                                                                                                                                                                                 2.8.15 Identify, analyze, and evaluate the
                                                                 the purpose of the presentation, citing first the                                                                       2.4.15 Appropriately quote, paraphrase, or summarize                                                                                     SPI 2.6.4 Identify the organizational structure of an informational                                                                           development of similar or contrasting
SPI 2.1.6 Use commas to set off nonessential elements in         simple examples or arguments and then the                                                                              text, ideas, or other information taken from print or                                                                                     or technical text (e.g., sequential, problem-solution, comparison-                                                                            themes across two or more literary texts of
a sentence.                                                      more abstract ones.                                2.3.6 Include relevant, specific, and compelling details.           electronic sources.                                                              State Performance Indicators                             contrast, cause-effect).                                                                                                                      varying complexity.
                                                                  2.2.10 Utilize an organizational structure that
                                                                 enhances the appeal to the audience and is                                                                              2.4.16 Support a research topic by following a standard                                                                                                                                                                                                                                 2.8.16 Analyze literary texts to identify the
SPI 2.1.7 Correct a run-on sentence by using a comma             appropriate for the purpose (e.g., sequential,                                                                         format and using appropriate technology to embed text                                                                                                                                                                                                                                   author’s attitudes, viewpoints, and beliefs
and coordinating conjunction, subordinate conjunction,           problem-solution, comparison-contrast, cause- 2.3.7 Employ varied and appropriate organizational                       graphics, including a title, numbered pages, and a              SPI 2.5.1 Make inferences and draw conclusions based on evidence SPI 2.6.5 Synthesize information across two or more informational                                                                                      and to compare these to the larger historical
or semicolon.                                                    effect).                                          structures that support the topic.                                   bibliography.                                                   in text.                                                         or technical texts.                                                                                                                                    context of the texts.
                                                                                                                    2.3.8 Use transitional words and phrases to signal                                                                                                                                                                                                                                                                                                           2.8.17 Identify and analyze the use of
SPI 2.1.8 Recognize correct subject-verb agreement with           2.2.11 Arrange ideas logically and maintain a    organizational patterns and to indicate relationships                                                                                                                                                                                                                                                                                                        literary elements such as allegory, paradox,
intervening elements.                                            consistent focus.                                 among ideas.                                                                      State Performance Indicators                       SPI 2.5.2 Choose a logical word to complete an analogy.                                                                                                                                                                 satire, and foreshadowing.

                                                                  2.2.12 Signal clear connections among ideas                                                                                                                                                                                                                                                                                                                                                                    2.8.18 Comprehend and use figurative
SPI 2.1.9 Recognize a shift in either verb tense or point of     through the consistent and effective use of a         2.3.9 Create text features (e.g., headings, subheadings,         SPI 2.4.1 Select the research topic with the highest                                                                                                                                                                                                                                    language (e.g., idioms, metaphors, similes,
view within a writing sample.                                    variety of transitions.                              formatting) as appropriate to signal important points.            degree of focus.                                                SPI 2.5.3 Evaluate text for fact and opinion.                                                                                                                                                                           personification, hyperbole, pun).
SPI 2.1.10 Select correct pronoun usage in a sentence             2.2.13 Provide a coherent and effective
(e.g., with compound elements such as between you and            conclusion that reinforces the focus of the          2.3.10 Use precise language, considering audience and             SPI 2.4.2 Differentiate between primary and secondary                                                                                                                                                                                                                                    2.8.19 Identify and analyze biblical, classical,
me, or following than or as).                                    presentation.                                        purpose (e.g., technical writing, creative expression).           sources.                                                        SPI 2.5.4 Analyze cause/effect relationships in text.                                                                                                                                                                   cultural, historical, and literary allusions.

                                                                  2.2.14 Use effective rhetorical devices such as   2.3.11 Use compelling verbs and a variety of figurative                                                                             SPI 2.5.5 Select the persuasive device (i.e., bandwagon, loaded
SPI 2.1.11 Select correct pronoun-antecedent agreement           rhetorical questions, parallelism and repetition, language (e.g., personification, sarcasm, word play) for             SPI 2.4.3 Evaluate the reliability and credibility of sources   words, testimonial, namecalling, plain folks, snob appeal, misuse of
using collective nouns or indefinite pronouns.                   analogies, hyperbole, metaphors, and similes.     effect to meet the needs of audience and purpose.                    for use in research.                                            statistics, transfer).                                                                                                                                                                                                       State Performance Indicators
                                                                  2.2.15 Employ effective presentation skills,
SPI 2.1.12 Recognize the correct placement of end marks          including good eye contact, careful                                                                                                                                                    SPI 2.5.6 Identify the logical fallacy (i.e., appeal to fear, personal                                                                                                                                                  SPI 2.8.1 Identify examples of idiom,
and other marks of punctuation with quotation marks              enunciation, appropriate rate and volume, and 2.3.12 Use a variety of correct sentence structures for                  SPI 2.4.4 Evaluate the validity of Web pages as sources of      attack {ad hominem}, false dilemma, false analogy, slippery slope,                                                                                                                                                      metaphor, simile, personification, hyperbole,
used in dialogue.                                                relaxed body language.                            effect.                                                              information.                                                    non sequitur, false authority) within a given argument.                                                                                                                                                                 or pun in poetry or prose.


SPI 2.1.13 Select the appropriate word from among
frequently confused words (i.e., to/too/two,
their/there/they’re, it/it’s, you/you’re, whose/who’s,
which/that/who, accept/except, affect/effect,
between/among, capitol/capital, principal/principle,
stationary/stationery, who/whom, allusion/illusion,
complement/compliment, cite/site/sight,                           2.2.16 Participate productively in self-directed
counsel/council, coarse/course, farther/further,                 work teams for a particular purpose (e.g., to         2.3.13 When sources are used or referenced (e.g., in
lose/loose, fewer/less, advice/advise, precede/proceed,          interpret literature, to solve a problem, to         research, informational essays, literary essays), adhere to       SPI 2.4.5 Determine which statement presents an                 SPI 2.5.7 Differentiate between the stated and implied evidence of                                                                                                                                                      SPI 2.8.2 Differentiate among verbal,
adapt/adopt, eminent/imminent, assure/ensure/insure).            make a decision) by adhering to the list below.      the list below.                                                   opposing view from those stated on a Web page.                  a given argument.                                                                                                                                                                                                       situational, and dramatic irony.

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                SPI 2.8.3 Identify and analyze an author’s
SPI 2.1.14 Use context clues and/or knowledge of roots,                                                                                                                                                                                                                                                                                                                                                                                                                         point of view (i.e., first person, third-person
affixes, and cognates to determine the meaning of                                                                     • Acknowledge source material and create a reliable               SPI 2.4.6 Identify information that must be cited or            SPI 2.5.8 Determine whether a given argument employs deductive                                                                                                                                                          objective, third-person limited, third-person
unfamiliar words.                                                Behavior of Individuals within the Group             bibliography in a standard format.                                attributed within a writing sample.                             or inductive reasoning.                                                                                                                                                                                                 omniscient).
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                SPI 2.8.4 Identify and analyze how the
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                author reveals character (i.e., what the
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                author tells us, what the other characters say
                                                                 • Paraphrase all points of essential information                                                                                                                                                                                                                                                                                                                                                               about him or her, what the character does,
SPI 2.1.15 Proofread a written passage for errors in             from the input of others, emphasizing points of • Cite sources using a standard format (e.g., MLA, APA)                                                                                SPI 2.5.9 Identify a statement that reveals the writer’s biases,                                                                                                                                                        what the character says, what the character
punctuation and/or capitalization and/or spelling.               agreement and points of disagreement.            with a high degree of accuracy.                                                                                                       stereotypes, assumptions, or values within a writing sample.                                                                                                                                                            thinks).

SPI 2.1.16 Use a sample reference source to determine            • Contribute relevant and appropriate                • Appropriately quote, paraphrase, or summarize text,                                                                                                                                                                                                                                                                                                     SPI 2.8.5 Determine the
aspects of a given word (e.g., spelling, part of speech,         information and ideas that move the team             ideas, or other information taken from print or electronic                                                                                                                                                                                                                                                                                                significance/meaning of a symbol in poetry
definition, cognates, etymology, synonyms).                      towards its goal.                                    sources.                                                                                                                          SPI 2.5.10 Identify a false premise in text.                                                                                                                                                                            or prose.

SPI 2.1.17 Identify commonly used foreign words and
phrases (i.e., RSVP, déjà vu, faux pas, du jour, bon voyage,
alma mater, cum laude, femme fatale, esprit de corps,
verbatim, E pluribus unum, prima donna, avant-garde,
status quo, joie de vivre, carte blanche, caveat emptor,
alpha and omega, tabula rasa, hoi polloi, ad nauseam,
carpe diem, tempus fugit, c’est la vie, bona fide, savoir
faire, non sequitur, id est, enfant terrible, terra firma, vox                                                                                                                                                                                          SPI 2.5.11 Identify the main claim, premise(s), evidence, or                                                                                                                                                            SPI 2.8.6 Differentiate between mood and
populi).                                                       • Ask relevant, focused questions.                     • Correctly incorporate ideas within text.                                                                                        conclusion of a given argument.                                                                                                                                                                                         tone in poetry or prose.
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                SPI 2.8.7 Determine the impact of setting on
                                                                 • Gain the floor in orderly, respectful ways and     • Embed quotations and graphics from other sources,                                                                               SPI 2.5.12 Select an additional sentence to add to an argument                                                                                                                                                          literary elements (i.e., plot, character, theme,
                                                                 listen with civility to the ideas of others.         when appropriate.                                                                                                                 within a persuasive text.                                                                                                                                                                                               tone).
                                                                                                                       2.3.14 Generate notes while collecting information,                                                                              SPI 2.5.13 Select a rebuttal statement that best refutes the writer’s                                                                                                                                                   SPI 2.8.8 Identify and analyze the common
                                                                 Goals and Aims of the Group                          following a logical note-taking system.                                                                                           viewpoint.                                                                                                                                                                                                              theme in a series of passages.

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                SPI 2.8.9 Demonstrate knowledge of sound
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                and metric devices (i.e., rhyme {internal,
                                                                 • Understand the purpose for working as a             2.3.15 Create a detailed outline based on research, note-                                                                        SPI 2.5.14 Distinguish the strongest or weakest point of a given                                                                                                                                                        slant}, rhythm, blank verse, free verse,
                                                                 team and work according to that purpose.             taking, or other method of generating content.                                                                                    argument.                                                                                                                                                                                                               repetition, alliteration, onomatopoeia).
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                SPI 2.8.10 Demonstrate knowledge of the
                                                                 • Articulate the goals for the teamwork, based        2.3.16 Revise to craft a tone, mood, and style that convey                                                                                                                                                                                                                                                                                               characteristics of lyric poetry, epics, sonnets,
                                                                 on general task assigned.                            the writer’s attitude and are appropriate to audience.                                                                                                                                                                                                                                                                                                    dramatic poetry, and ballads.
                                                                                                                       2.3.17 Based on reader’s comments, revise papers to
                                                                                                                      focus on the thesis, develop ideas, address potential
                                                                                                                      objections, employ effective transitions, identify a clear                                                                                                                                                                                                                                                                                                SPI 2.8.11 Identify and analyze the elements
                                                                 • Identify the needs of the team and share           beginning and ending, correct logic errors, and identify                                                                                                                                                                                                                                                                                                  of drama (i.e., stage directions, dialogue,
                                                                 various resources to respond to those needs.         areas for further development.                                                                                                                                                                                                                                                                                                                            soliloquy, monologue, aside).
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                SPI 2.8.12 Locate words or phrases in a
                                                                                                                       2.3.18 Practice writing to a prompt within a specified time                                                                                                                                                                                                                                                                                              passage that provide historical or cultural
                                                                 Group Dynamics and Roles                             limit.                                                                                                                                                                                                                                                                                                                                                    cues.
• Assign roles and responsibilities for team
members based on an understanding of their
strengths and weaknesses and the dynamics of
the team, identify task(s) needed to meet the
goal and purpose, distinguish between tasks                                                                       SPI 2.8.13 Identify and analyze standard
that are best completed as a team vs. tasks        2.3.19 Demonstrate confidence in using the Tennessee           literary elements (i.e., allegory, parable,
best completed individually, and set deadlines     Writing Assessment Rubric while evaluating one’s own           paradox, parody, satire, foreshadowing,
for completing each task.                          writing and the writing of others.                             flashback).
• Establish clear group agreements and ensure
appropriate individual contributions are           2.3.20 Use both basic and specialized software to              SPI 2.8.14 Identify classical, historical, and
respected by the team.                             incorporate graphics into writing products.                    literary allusions in context.
                                                                                                                  SPI 2.8.15 Identify and analyze basic
• Set the ground rules for decision making,                                                                       elements of plot (i.e., exposition, rising
either by reaching consensus, following the                                                                       action, climax, falling action,
majority, or some other method.                                State Performance Indicators                       resolution/denouement).

                                                                                                                  SPI 2.8.16 Analyze how form relates to
                                                   SPI 2.3.1 Proofread a passage for correct punctuation,         meaning (e.g., compare a poem and a
       State Performance Indicators                mechanics, and usage.                                          newspaper on the same theme or topic).
SPI 2.2.1 Identify the thesis and main points of   SPI 2.3.2 Choose the most effective order of sentences in a
a challenging speech.                              paragraph.

SPI 2.2.2 Distinguish between a summary and a SPI 2.3.3 Choose the transitional device that appropriately
paraphrase.                                    connects sentences or paragraphs within a writing sample.
SPI 2.2.3 Distinguish between a critique and a SPI 2.3.4 Select a vivid word (e.g., adjective, adverb, verb)
summary.                                       to strengthen a written description.

SPI 2.2.4 Discern the structure of a challenging
speech (e.g., sequential, problemsolution,         SPI 2.3.5 Demonstrate the ability to combine a set of
comparison-contrast, cause-effect).                simple sentences into a longer, more interesting sentence.

SPI 2.2.5 Identify rhetorical devices used in a
challenging speech (i.e., rhetorical questions,
parallelism and repetition, analogies,             SPI 2.3.6 Determine the most effective placement of
hyperbole, metaphors, and similes).                information using a prewriting graphic organizer.
SPI 2.2.6 Determine the most effective
methods of engaging an audience during an
oral presentation (e.g., making eye contact,       SPI 2.3.7 Select the thesis statement in a writing sample or
adjusting speaking rate).                          passage.


SPI 2.2.7 Select the most appropriate strategies
for participating productively in a team (e.g.,
gaining the floor in orderly, respectful ways
and listen with civility to the ideas of others;
identify the needs of the team and sharing
various resources to respond to those needs;
establishing clear group agreements and
ensuring appropriate individual contributions    SPI 2.3.8 Evaluate the relevance of supporting sentences
are respected by the team).                      by deleting an irrelevant sentence in a passage.

                                                   SPI 2.3.9 Rearrange the order of supporting paragraphs
                                                   within a writing sample given a specified organizational
                                                   pattern (e.g., comparison-contrast, chronological).
                                                   SPI 2.3.10 Identify a statement that reveals the writer’s
                                                   attitude.
                                                   SPI 2.3.11 Identify the targeted audience for a selected
                                                   passage.
                                                   SPI 2.3.12 Determine the writer’s purpose in a writing
                                                   sample.
                                                   SPI 2.3.13 Identify sentences that use effective parallelism
                                                   within a writing sample.
                                                   SPI 2.3.14 Select the proper format to convey a set of
                                                   work-related information.
                                                   SPI 2.3.15 Select the most precise word to provide clarity
                                                   appropriate to audience and purpose.
                                                   SPI 2.3.16 Identify the mode in which a writing sample is
                                                   written.
Standard 1 - Language                                         Standard 2 - Communication
Course Level Expectations                                     Course Level Expectations


CLE 3.1.1 Demonstrate control of Standard English
through grammar usage and                                                         Listening

                                                              CLE 3.2.1 Demonstrate critical listening skills
                                                              essential for comprehension, evaluation,
mechanics (punctuation, capitalization, and spelling).        problem solving, and task completion.


CLE 3.1.2 Employ a variety of strategies and resources to     CLE 3.2.2 Summarize, paraphrase, and critique
determine the definition,                                     information presented orally by others.


pronunciation, etymology, spelling, and usage of words        CLE 3.2.3 Identify the thesis and main points of
and phrases.                                                  a complex speech.



CLE 3.1.3 Understand and use a variety of sentence            CLE 3.2.4 Analyze the style and structure of a
structures.                                                   complex speech.


CLE 3.1.4 Consider language as a reflection of its time and
culture.                                                                          Speaking


                                                              CLE 3.2.5 Understand strategies for expressing
Checks for Understanding                                      ideas clearly and effectively in a variety of oral
(Formative/Summative Assessment)                              contexts.




3.1.1 Apply a variety of strategies to correct sentence
fragments and run-on sentences.                               CLE 3.2.6 Deliver effective oral presentations.

3.1.2 Know and apply a variety of sentence-combining          CLE 3.2.7 Participate in work teams and group
techniques.                                                   discussions.
3.1.3 Know and use Standard English conventions for          Checks for Understanding
punctuation, capitalization, and spelling.                   (Formative/Summative Assessment)




3.1.4 Be aware of the power of language well-used as a
reflection and change agent of its time and culture (e.g.,
political correctness, ethnic identity, persuasion).                            Listening

3.1.5 Use roots and affixes to determine or clarify the      3.2.1 Follow multi-tasked or multi-dimensional
meaning of specialized vocabulary across the content         spoken instructions to perform a specific role
areas (e.g., antecedent, antebellum, circumference,          in a task, answer difficult questions, and solve
millimeter, amphibian, heterogeneous).                       challenging problems.



3.1.6 Recognize and use the appropriate word among
frequently confused words (i.e., to/too/two,
their/there/they’re, it/it’s, you/you’re, whose/who’s,
which/that/who, accept/except, affect/effect,
between/among, capitol/capital, principal/principle,
stationary/stationery, who/whom, allusion/illusion,
complement/compliment, cite/site/sight,                    3.2.2 Identify the thesis of a complex speech in
counsel/council, coarse/course, farther/further,           which ideas may be abstract, theoretical, and
lose/loose, fewer/less, advice/advise, precede/proceed,    philosophical and in which the organization is
adapt/adopt, eminent/imminent, assure/ensure/insure,       not necessarily linear, but may proceed from
allude/elude, elicit, illicit, discreet/discrete,          point to point; distinguish the essential and less
censor/censure/sensor, conscience/conscious).              important details that may subtly elaborate it.
                                                           3.2.3 Summarize concisely information
                                                           presented orally by others including the
                                                           purposes, major ideas, and supporting details
                                                           or evidence, and demonstrate the ability to
3.1.7 Use the origins, history, and evolution of words and distinguish more important from less
concepts to enhance understanding.                         important details.
3.1.8 Consider why certain words have come into the       3.2.4 Paraphrase accurately multiple,
English language or undergone a semantic change within    challenging ideas and information presented
the last fifteen years.                                   orally by others.

3.1.9 Demonstrate understanding of common foreign
words and phrases (e.g., RSVP, déjà vu, faux pas, du jour,
bon voyage, alma mater, cum laude, femme fatale, esprit
de corps, verbatim, E pluribus unum, prima donna, avant-
garde, status quo, joie de vivre, carte blanche, caveat
emptor, alpha and omega, tabula rasa, hoi polloi, ad
nauseam, carpe diem, tempus fugit, c’est la vie, bona
fide, savoir faire, non sequitur, id est, enfant terrible,
terra firma, vox populi, ad hoc, cause célèbre, magnum
opus, persona non grata, quid pro quo, je ne sais quoi,
modus operandi, nom de plume, haute couture, mea           3.2.5 Critique ideas and information presented
culpa).                                                    orally by others.
                                                           3.2.6 Analyze the ways in which the style,
                                                           structure, and rhetorical devices of a
                                                           challenging speech support or confound its
                                                           meaning or purpose, taking into account the
                                                           speaker’s nonverbal gestures, credibility, and
              State Performance Indicators                 point of view.

                                                          3.2.7 Listen actively in group discussions by
                                                          asking clarifying, elaborating, and synthesizing
                                                          questions and by managing internal barriers
                                                          (e.g., emotional state, prejudices) and external
SPI 3.1.1 Demonstrate the correct use of commas and       barriers (e.g., physical setting, difficulty
lesser-used punctuation marks (e.g., hyphens, dashes,     hearing, recovering from distractions) to aid
colons) in complex and sophisticated constructions.       comprehension.




SPI 3.1.2 From a group of grammatically-correct
sentences, choose the clearest, most coherent sentence.                      Speaking
                                                          3.2.8 Include abstract and theoretical ideas,
                                                          valid arguments, substantive and relevant
SPI 3.1.3 Identify the patterns of challenging complex    details, and sound evidence to support
sentences.                                                complex points effectively.
                                                           3.2.9 Organize an oral presentation on a
                                                           complex topic by breaking the topic into parts
                                                           accessible to listeners, emphasizing key
                                                           concepts or points, and closing with a
SPI 3.1.4 Use phrases and clauses in a variety of ways to recommendation or observation on the
create sophisticated complex sentences.                    relevance of the subject to a wider context.
                                                           3.2.10 Utilize an organizational structure that
SPI 3.1.5 Use previously learned techniques such as        enhances the appeal to the audience and is
recognizing cognates, root words, affixes, foreign         appropriate for the purpose (e.g., sequential,
phrases, and textual context to identify unfamiliar words, problem-solution, comparison-contrast, cause-
including those specific to a particular content area.     effect).


SPI 3.1.6 Select the appropriate word from among
frequently confused words (i.e., to/too/two,
their/there/they’re, it/it’s, you/you’re, whose/who’s,
which/that/who, accept/except, affect/effect,
between/among, capitol/capital, principal/principle,
stationary/stationery, who/whom, allusion/illusion,
complement/compliment, cite/site/sight,                     3.2.11 Provide a coherent and effective
counsel/council, coarse/course, farther/further,            conclusion that reinforces the presentation in a
lose/loose, fewer/less, advice/advise, precede/proceed,     powerful way, presents the topic in a new light
adapt/adopt, eminent/imminent, assure/ensure/insure,        (e.g., as a call to action, placing the topic in
allude/elude, elicit, illicit, discreet/discrete,           context to emphasize its importance), and
censor/censure/sensor, conscience/conscious).               brings the talk to a clear and logical close.




SPI 3.1.7 From a given list, choose the word that has
entered the English language within the last fifteen years. 3.2.12 Use effective rhetorical devices such as




SPI 3.1.8 Choose correctly or incorrectly spelled words.    • rhetorical questions to engage the audience;

SPI 3.1.9 Proofread for errors in capitalization and
punctuation.                                                • parallelism and repetition to reinforce ideas;

SPI 3.1.10 Identify pronoun antecedents in complex
sentence constructions and correct ambiguous
references.                                                 • analogies to convey complex ideas;
SPI 3.1.11 Correctly choose verb forms in terms of tense, • metaphors and similes to develop ideas on
voice (i.e., active and passive), and mood for continuity. multiple levels;




SPI 3.1.12 Identify the language of origin from which a set • alliteration to call attention to ideas and fix
of words is borrowed.                                       them in the audience’s minds;

SPI 3.1.13 Identify commonly used foreign words and
phrases (i.e., RSVP, déjà vu, faux pas, du jour, bon
voyage, alma mater, cum laude, femme fatale, esprit de
corps, verbatim, E pluribus unum, prima donna, avant-
garde, status quo, joie de vivre, carte blanche, caveat
emptor, alpha and omega, tabula rasa, hoi polloi, ad
nauseam, carpe diem, tempus fugit, c’est la vie, bona
fide, savoir faire, non sequitur, id est, enfant terrible,
terra firma, vox populi, ad hoc, cause célèbre, magnum
opus, persona non grata, quid pro quo, je ne sais quoi,
modus operandi, nom de plume, haute couture, mea              • hyperbole or understatement for humor or
culpa).                                                       impact; and




                                                              • antithesis to establish contrasting
                                                              relationships.
                                                              3.2.13 Employ presentation skills including
                                                              good eye contact, correct enunciation,
                                                              appropriate rate and volume, and effective
                                                              gestures.

                                                              3.2.14 Participate productively in self-directed
                                                              work teams for a particular purpose (e.g., to
                                                              interpret literature, solve a problem, make a
                                                              decision) by adhering to the list below.




                                                              Behavior of Individuals within the Group

                                                              • Clarify, summarize, and paraphrase essential
                                                              information from group members’ input.
                                                              • Contribute relevant and appropriate
                                                              information that moves the team towards its
                                                              goals.
• Ask relevant and challenging questions.
• Gain the floor in orderly, respectful ways and
listen to and respond with civility to the ideas
of others.




Goals and Aims of the Group




• Understand the purpose for working as a
team and work according to that purpose.


• Develop and articulate the goals for the
teamwork and design tasks and strategies to
reach the stated goal.


• Identify the needs of the team or group and
evaluate and share various resources (e.g.,
texts, experts, websites) to respond to those
needs.

Group Dynamics and Roles

• Assign and develop roles and responsibilities
for team members based on an understanding
of their strengths and weaknesses and the
dynamics of the team.


• Identify and assign task(s) and develop a
timeline for completion.
• Establish group agreements and ensure
appropriate contributions are respected by the
team.
• Use appropriate decision-making processes
by coming to a consensus or by following the
majority.
• Monitor whether the team dynamics are
fostering achievement of the goal (e.g.,
monitor whether other team members are
understanding and following discussion, seek
additional ideas, summarize progress).

       State Performance Indicators
SPI 3.2.1 Identify the thesis and main points of
a complex speech.

SPI 3.2.2 Distinguish between a summary and a
paraphrase.
SPI 3.2.3 Distinguish between a critique and a
summary.

SPI 3.2.4 Discern the structure of a complex
speech (e.g., sequential, problem-solution,
comparison-contrast, cause-effect).
SPI 3.2.5 Identify the rhetorical devices used in
a complex speech (i.e., rhetorical questions,
parallelism and repetition, analogies,
hyperbole, metaphors, simile, alliteration,
antithesis).


SPI 3.2.6 Select the most appropriate strategies
for participating productively in a team (e.g.,
contributing relevant and appropriate
information that moves the team towards its
goals; understanding the purpose of working as
a team and working according to that purpose;
assigning and developing roles and
responsibilities for team members based on an
understanding of their strengths and
weaknesses and the dynamics of the team).
Standard 3 -Writing
Course Level Expectations

CLE 3.3.1 Write in a variety of modes, with particular
emphasis on persuasion, for different purposes and
audiences.




CLE 3.3.2 Employ various prewriting strategies.


CLE 3.3.3 Organize ideas into an essay with a thesis
statement in the introduction, wellconstructed


paragraphs, a conclusion, and transition sentences that
connect paragraphs into a coherent whole.
CLE 3.3.4 Revise documents to develop or support ideas
more clearly, address potential objections, ensure
effective transitions between paragraphs, and correct
errors in logic.


Checks for Understanding
(Formative/Summative Assessment)


3.3.1 Write in a variety of modes (e.g., a summary; an
explanation; a description; a creative expression; a literary
analysis, informational, research, or argumentative essay).




3.3.2 Create sophisticated, complex work-related texts
(e.g., instructions, directions, letters, bios, memos, e-
mails, proposals, project plans, work orders, reports) that
employ the strategies listed below.

• Select a medium or format appropriate to purpose for
writing.
• Vary strategies to achieve complex purposes.




• Sustain consistent and effective focus on audience
through format, ideas, and word




• Anticipate potential problems, mistakes, and
misunderstandings and respond to counterarguments.




• Translate technical language into non-technical English
when necessary.




• Provide specific ideas, extended examples, and
appropriate comparisons to support the
main points in the text.




• Use an organizational strategy appropriate for medium,
purpose, and audience.




• Follow customary formats (e.g., use salutation, closing
and signature for business letters, and appropriate format
for memos).




• Format text purposefully and effectively to support
comprehension and enable the reader to find information
quickly and easily (e.g., format by designing graphics to
convey complex information).


• Employ formatting and varied visual elements to guide
the reader (e.g., headings, bulleted lists, effective use of
white space on the page).



• Include clear and purposeful illustrative material to
support ideas effectively in the text.
3.3.3 Develop topics that address unfamiliar and abstract
concepts removed from students’ personal experiences
and that require in-depth analysis.

3.3.4 Use a variety of strategies when appropriate (e.g.,
comparisons, anecdotes, detailed descriptions) to provide
facts, details, reasons, and examples that support the
thesis.




3.3.5 Develop and elaborate on ideas as appropriate to
audience and anticipate and respond to readers’ potential
questions and counterarguments.




3.3.6 Include relevant, specific, and compelling details.

3.3.7 Employ organizational structures and support, and
incorporate multiple patterns when appropriate (e.g.,
combine question-answer with comparison-contrast and
utilize causeeffect as one type of comparison).

3.3.8 Create text features (e.g., headings subheadings,
formatting) as appropriate to signal important points.



3.3.9 Use transitions to signal organizational patterns and
to connect and contrast ideas.
3.3.10 Use precise language appropriate to audience and
purpose (e.g., connotative words in essays, exact
terminology in technical writing).


3.3.11 Use compelling verbs and a variety of figurative
language (e.g., irony, caricature, symbols, allusions) to
address the needs of audience and purpose.




3.3.12 Use clear sentence structure in developing
increasingly complex syntax. (e.g., combining short
sentences, varying sentence beginnings, using a variety of
sentence types, incorporating parallel structures).

3.3.13 Employ grammar, usage, and mechanics as
rhetorical tools, using incorrect structures as appropriate
for effect (e.g., utilize short sentences or fragments for
effect or include a single-sentence paragraph for effect).

3.3.14 When other sources are used or referenced (e.g., in
research, informational, or literary essays), adhere to the
list below.




• Skillfully acknowledge source material (create a reliable
bibliography, list of works cited, and/or works consulted).


• Cite sources using a standard format appropriate to the
discipline (e.g., MLA, APA), with a high degree of accuracy.
• Strategically and skillfully quote, paraphrase, or
summarize text, ideas, or other information taken from
print or electronic sources.

• Incorporate ideas and quotations effectively and
correctly within text.
• Embed quotations and graphics from other sources,
when appropriate.


3.3.15 Generate notes while collecting information.




3.3.16 Create a detailed outline based on research, note-
taking, or some other method of generating content.

3.3.17 Edit writing for mechanics (e.g., punctuation,
capitalization), spelling, grammar (e.g., pronoun-
antecedent relationship, use of modifying phrases), style
(e.g., eliminating verbiage), and tone and mood as
appropriate to audience, purpose, and context.
3.3.18 Based on readers’ comments, revise papers to
focus on the thesis, develop ideas, address potential
objections, employ effective transitions, identify a clear
beginning and ending, correct logic errors, and identify
areas for further development.

3.3.19 Use software (e.g., Photoshop, Acrobat,
Dreamweaver, Pagemaker) to incorporate both basic and
specialized effects into writing.
3.3.20 Determine how and when to employ technology
effectively in written communication.
3.3.21 Practice writing to a persuasive prompt within a
specified time limit.


3.3.22 Demonstrate confidence in using the Tennessee
Writing Assessment Rubric while evaluating one’s own
writing and the writing of others.

3.3.23 Refine the techniques of a persuasive essay,
including logical reasons, coherent organization, rebuttal
arguments, rhetorical devices, and relevant illustrations.

State Performance Indicators (see note*** at end
                    of SPIs)

SPI 3.3.1 Proofread a passage for correct punctuation,
mechanics, and usage.
SPI 3.3.2 Choose the most effective order of sentences in a
paragraph.
SPI 3.3.3 Select the most vivid and compelling word to
strengthen a description.
SPI 3.3.4 Select the most precise word from a given list of
synonyms.

SPI 3.3.5 Use a variety of strategies to combine a simple
set of sentences into a longer, more complex sentence.

SPI 3.3.6 Revise to correct a nonparallel construction.


SPI 3.3.7 Select the thesis statement in a writing sample or
passage.




SPI 3.3.8 Choose the transitional device that appropriately
connects sentences or paragraphs within a writing sample.




SPI 3.3.9 Rearrange the order of supporting paragraphs
within a writing sample given a specified organizational
pattern (comparison-contrast, chronological).

SPI 3.3.10 Evaluate the relevance of supporting sentences
by deleting an irrelevant sentence in a passage.
SPI 3.3.11 Determine the writer’s purpose in a writing
sample.
SPI 3.3.12 Identify a statement that reveals the writer’s
attitude.
SPI 3.3.13 Identify the targeted audience for a selected
passage.
SPI 3.3.14 Select the proper format to convey a set of
work-related information.

*** Writing is also assessed through the writing
component of the Tennessee Comprehensive Assessment
Program (TCAP). The TCAP Writing Assessment requires
students to write a rough draft essay in response to an
assigned prompt (topic) within a limited time period. Fifth-
grade students are asked to write a narrative essay (a
story), eighth-grade students an expository essay (an
explanation), and eleventh-grade students a persuasive
essay (an argument). The writing samples are scored
holistically.
Standard 4 - Research
Course Level Expectations



CLE 3.4.1 Define and narrow a problem or research topic.

CLE 3.4.2 Gather relevant information from a variety of
print and electronic sources, as well as from direct
observation, interviews, and surveys.

CLE 3.4.3 Make distinctions about the credibility,
reliability, consistency, strengths, and limitations of
resources, including information gathered from websites.

CLE 3.4.4 Write an extended research paper, using
primary and secondary sources and technology and
graphics, as appropriate.

CLE 3.4.5 Use a standard format to arrange text, to cite
sources, and to document quotations, paraphrases, and
other information.


Checks for Understanding
(Formative/Summative Assessment)


3.4.1 Focus on a complex topic that is sufficiently narrow
to examine in depth and for which adequate information
is available.




3.4.2 Take and organize notes on relevant knowledge,
identifying multiple perspectives and areas for research.

3.4.3 Focus on factual and relevant data that are complex
and theoretical.
3.4.4 Reference relevant primary, secondary, and tertiary
sources, demonstrating a systematic search of resources
that are recent and important and are written by
authorities to a well-informed audience.




3.4.5 Select reliable resources using appropriate criteria
and avoiding the overuse of any one source.
3.4.6 Collect evidence in varied ways to answer the
research question (e.g., gathering relevant reasons,
examples, and facts; defining key terms; setting up
comparisons; analyzing relationships such as
cause/effect).




3.4.7 Craft an introductory section including the limits of
a research question, the perspective of the paper, a
definition of terms, and a statement of the thesis.




3.4.8 Maintain coherence through the consistent and
effective use of connective transitions.
3.4.9 Create an effective organizing structure based on
complex research information, sometimes using multiple
organizing structures within the essay.




3.4.10 Craft an effective conclusion by answering the
research question, explaining the significance of the
research findings, making appropriate recommendations,
and suggesting future research needs.




3.4.11 Skillfully acknowledge source material (create a
reliable bibliography or list of works cited and/or works
consulted).




3.4.12 Cite sources using a standard format appropriate
to the discipline (e.g., MLA, APA), with a high degree of
accuracy.


3.4.13 Skillfully and strategically quote, paraphrase, or
summarize text, ideas, or other information taken from
print or electronic sources.
3.4.14 Support a research topic by following a standard
format and use appropriate technology to embed text
graphics including a title, an abstract, numbered pages,
and a bibliography.
            State Performance Indicators



SPI 3.4.1 Select the research topic with the highest
degree of focus.




SPI 3.4.2 Differentiate between primary and secondary
sources.




SPI 3.4.3 Evaluate the reliability and credibility of sources
for use in research.




SPI 3.4.4 Evaluate the validity of Web pages as sources of
information.

SPI 3.4.5 Determine which statement presents an
opposing view from those stated on a Web page.



SPI 3.4.6 Identify information that must be cited or
attributed within a writing sample.
Standard 5 - Logic
Course Level Expectations


CLE 3.5.1 Use logic to make inferences and draw conclusions in a
variety of complex oral and written contexts.



CLE 3.5.2 Analyze text for fact and opinion, cause/effect,
inferences, evidence, and conclusions.


CLE 3.5.3 Evaluate an argument, considering false premises, logical
fallacies, and quality of evidence presented.




CLE 3.5.4 Analyze the logical features of an argument.



CLE 3.5.5 Analyze written and oral communication for persuasive
devices.



CLE 3.5.6 Analyze deductive and inductive arguments.




Checks for Understanding (Formative/Summative
Assessment)




3.5.1 Construct and complete challenging word analogies.


3.5.2 Analyze text for stated or implied cause/effect relationships.
3.5.3 Describe the structure of a multi-faceted argument with an
unstated main claim and explicit or implicit premises.




3.5.4 Evaluate the relevance, quality, and sufficiency of evidence
used to support or oppose an argument.




3.5.5 Identify established methods (e.g., scientific, historical) used
to distinguish between factual claims and opinions.




3.5.6 Distinguish between evidence which is directly stated and
evidence which is implied within an argument.




3.5.7 Identify false premises and explain the role they play in
argumentation.
3.5.8 Analyze common logical fallacies (e.g., appeal to fear,
personal attack {ad hominem}, false dilemma, false analogy,
slippery slope, non sequitur, false authority, post hoc, straw man).




3.5.9 Differentiate among evidence, inferences, assumptions, and
claims in argumentation (e.g., explain and evaluate opinion
editorials, commercials, political cartoons, philosophical
arguments).




3.5.10 Analyze and explain how a variety of logical arguments
reach different and possibly conflicting conclusions on the same
topic.




3.5.11 Identify and analyze persuasive devices that are used in
written and oral communication (e.g., bandwagon, loaded words,
testimonial, name-calling, plain folks, snob appeal, misuse of
statistics, transfer, card stacking).




                 State Performance Indicators


SPI 3.5.1 Make inferences and draw conclusions based on evidence
in text.
SPI 3.5.2 Choose a logical word to complete an analogy.




SPI 3.5.3 Evaluate text for fact and opinion.




SPI 3.5.4 Analyze cause/effect relationships in text.




SPI 3.5.5 Select the persuasive device used in an ad or speech (i.e.,
bandwagon, loaded words, testimonials, name-calling, plain folks,
misuse of statistics, transfer, card stacking).

SPI 3.5.6 Identify the logical fallacy (i.e., appeal to fear, personal
attack {ad hominem}, false dilemma, false analogy, slippery slope,
non sequitur, false authority, post hoc, straw man) within a given
argument.

SPI 3.5.7 Differentiate between the implied and stated evidence of
a given argument.



SPI 3.5.8 Determine whether a given argument employs deductive
or inductive reasoning.
SPI 3.5.9 Identify a statement that reveals the writer’s biases,
stereotypes, assumptions, or values within a writing sample.




SPI 3.5.10 Identify a false premise in text.




SPI 3.5.11 Identify the main claim, premise(s), evidence, or
conclusion of a given argument.




SPI 3.5.12 Select an additional sentence to add to an argument
within a persuasive text.


SPI 3.5.13 Select a rebuttal statement that best refutes the writer’s
viewpoint.




SPI 3.5.14 Distinguish the strongest or weakest point of a given
argument.
Standard 6 - Informational Text
Course Level Expectations

CLE 3.6.1 Comprehend and summarize the main ideas of complex
informational texts and determine the essential elements that
elaborate them.



CLE 3.6.2 Analyze the organizational structures of complex
informational and technical texts.


CLE 3.6.3 Read, interpret, and analyze graphics that support
complex informational and technical texts.


Checks for Understanding (Formative/Summative
Assessments)

3.6.1 Summarize in a concise and well-organized way the main
ideas, supporting details, and relationships among ideas in
complex informational and technical texts.


3.6.2 Summarize, paraphrase, and critique information in texts
(informational, technical, and literary).



3.6.3 Recognize clear or subtle and implied relationships among
ideas (e.g., cause/effect, comparative, sequential) in complex
informational and technical texts.




3.6.4 Synthesize information across multiple complex
informational and technical texts.
3.6.5 Analyze the organizational structure of an informational or
technical text (e.g., sequential, problem-solution, comparison-
contrast, cause-effect).
3.6.6 Evaluate the ways in which the unconventional
organizational structure of a complex informational or technical
text supports or confounds its meaning or purpose.




3.6.7 Comprehend and evaluate complex information presented
graphically.



3.6.8 Evaluate complex informational and technical texts for
clarity, simplicity, and coherence and for the appropriateness of
their graphics and visual appeal.




3.6.9 Follow extended multi-tasked or multi-dimensional
instructions in complex informational or technical texts.




                 State Performance Indicators
SPI 3.6.1 Discern the stated or implied main idea and supporting
details of a complex informational or technical passage.




SPI 3.6.2 Analyze information presented graphically in a complex
informational or technical passage.




SPI 3.6.3 Analyze the ways in which the organizational structure of
a complex informational or technical text supports or confounds
its meaning or purpose.




SPI 3.6.4 Synthesize information across multiple complex
informational or technical texts.
Standard 7 - Media
Course Level Expectations

CLE 3.7.1 Evaluate the aural, visual, and written images and other
special effects used in television, radio, film, and the Internet for
their ability to inform, persuade, and entertain.

CLE 3.7.2 Examine the agreements and conflicts between the
visual (e.g., media images, painting, film, graphic arts) and the
verbal.

CLE 3.7.3 Recognize how visual and sound techniques or design
(e.g., special effects, camera angles, music) carry or influence
messages in various media.


CLE 3.7.4 Apply and adapt the principles of written composition to
create coherent media productions.


Checks for Understanding (Formative/Summative
Assessment)

3.7.1 Analyze and evaluate the effects on the audience of the
sounds, visuals, and language used in a wide array of media.
3.7.2 Identify, analyze, and evaluate the effectiveness of the
relationship between visual elements (e.g., media images,
painting, film, and graphic arts) and verbal messages in virtually
any media, emphasizing the cultural context, audience, and
purpose.

3.7.3 Evaluate the effectiveness of conventional and
unconventional visual and sound techniques and design elements
(e.g., special effects, camera angles, lighting, and music in
television or film; layout, pictures, and typeface in newspapers,
magazines, and print advertisements; layout, navigation, links, and
interactive features on websites) to achieve specific purposes and
deliver specific messages.
3.7.4 Demonstrate consistent and effective audience focus
through purposeful choice of medium; compelling images, words,
and sounds; and focused supporting ideas.
3.7.5 Understand the transactional nature of media by considering
audience inpreparing productions.




3.7.6 Employ conventional and unconventional visual images, text,
graphics, music, and/or sound effects to achieve the purposes in
complex media presentations.




                 State Performance Indicators




SPI 3.7.1 Draw an inference from a non-print medium.




SPI 3.7.2 Select the type of conflict represented in a non-print
medium.
SPI 3.7.3 Determine the impact of production elements (e.g., font,
color, layout, graphics, light, camera angle) on a message.




SPI 3.7.4 Infer the mood represented in a non-print medium.




SPI 3.7.5 Discern how the limitations imposed by a particular
medium restrict the delivery of a particular message.




SPI 3.7.6 Consider the treatment of a particular subject or event in
two or more media (e.g., newspaper and visual art, narrative and
poem, diary and magazine article).
Standard 8 -Literature (In
Tennessee, American literature is
customarily taught at the junior level.)
Course Level Expectations
CLE 3.8.1 Demonstrate knowledge of
significant works of American literature from
the colonial period to the present and make
relevant comparisons.

CLE 3.8.2 Understand the characteristics of
various literary genres (e.g., poetry, novel,
biography, short story, essay, drama).

CLE 3.8.3 Recognize the conventions of
various literary genres and understand how
they articulate the writer’s vision.

CLE 3.8.4 Analyze works of American
literature for what is suggested about the
historical period in which they were written.

CLE 3.8.5 Know and use appropriate literary
terms to derive meaning and comprehension
from various literary genres.
Checks for Understanding
(Formative/Summative
Assessment)


3.8.1 Analyze a literary work, using the
characteristics of the literary time period
that it represents.




3.8.2 Compare and contrast the elements
(e.g., form, language, plot, and characters) of
two works representing different literary
periods (e.g., The Scarlet Letter and An
American Tragedy).
3.8.3 Analyze how plot developments
determine characters’ conflicts and
dilemmas.
3.8.4 Analyze the function and effect of plot
elements (e.g., exposition, rising action,
climax, falling action,
resolution/denouement) in complex literary
texts.

3.8.5 Analyze the role and function of
characters (major/minor,
protagonists/antagonists) and determine
ways in which the author reveals those
characters (e.g., what the author tells us,
what the other characters say about him or
her, what the character does, what the
character says, what the character thinks).

3.8.6 Identify how setting and changes in
setting can affect the literary elements (e.g.,
plot, character, theme, tone) in complex
literary texts.




3.8.7 Analyze the narration and point of view
(e.g., first person, third-person objective,
third-person limited, third-person
omniscient) in complex literary texts, in
which the narrator and point of view may
shift with multiple characters acting as
narrators and/or with some characters
serving as unreliable narrators




3.8.8 Consider the characteristics of genre
and the limitations of form when
interpreting complex texts.
3.8.9 Identify, analyze, and evaluate the
effect and use of metrics (especially iambic
pentameter), rhyme scheme (e.g., end,
internal, slant, eye), rhythm, alliteration, and
other conventions of verse in complex
poetry (including poetic forms such as lyric,
blank verse, epic, sonnet, dramatic poetry).




3.8.10 Recognize and identify the
characteristics of lyric poetry, blank verse,
free verse, epics, sonnets, dramatic poetry,
and ballads.




3.8.11 Identify and analyze elements of
literary drama (e.g., dramatic irony, dialogue,
soliloquy, monologue, aside).




3.8.12 Identify elements of literary drama
(e.g., dramatic irony, soliloquy, stage
direction, dialogue) and evaluate the ways in
which they articulate a playwright’s vision in
complex plays.

3.8.13 Identify, analyze, and explain the
multiple levels of theme(s) within a complex
literary text and of similar or contrasting
themes across two or more texts.

3.8.14 Analyze works of literature as
reflections of the historical period in which
they were written.
3.8.15 Analyze texts to identify the author’s
attitudes, viewpoints, and beliefs and to
critique how these relate to the larger
historical, social, and cultural context of the
texts.

3.8.16 Identify and analyze the use of literary
elements such as irony, archetype, allegory,
parody, satire, parable, paradox, symbol, and
foreshadowing.




3.8.17 Comprehend and use figurative
language (e.g., idioms, metaphors, similes,
personification, hyperbole).

3.8.18 Use prior knowledge and explicit
study to identify the meaning of biblical,
classical, cultural, historical, and literary
allusions, especially those which may be
more obscure or extended (e.g., references
to Phaeton and Icarus in Dante’s Inferno).
3.8.19 Identify the meaning of metaphors
based on common literary allusions and
conceits (e.g., the dogs of war, a face that
launched a thousand ships, flying too close to
the sun).


      State Performance Indicators

SPI 3.8.1 Identify and analyze examples of
idiom, metaphor, simile, personification,
hyperbole, or pun in poetry or prose.
SPI 3.8.2 Differentiate among verbal,
situational, and dramatic irony.
SPI 3.8.3 Analyze the effect of literary point-
of-view (first person, third-person objective,
third-person limited, third-person
omniscient) on characters, theme, and
conflict of a literary work.




SPI 3.8.4 Identify and analyze how the author
reveals character (i.e., what the author tells
us, what the other characters say about him
or her, what the character does, what the
character says, what the character thinks).


SPI 3.8.5 Identify the symbol of a literary
passage and determine the theme it
supports.
SPI 3.8.6 Identify and analyze standard
literary elements (i.e., archetype, allegory,
parable, paradox, parody, satire,
foreshadowing, flashback).




SPI 3.8.7 Analyze the impact of setting on the
mood and plot of a literary passage.
SPI 3.8.8 Analyze sound and metric devices
(i.e., rhyme {internal, slant}, rhythm, blank
verse, free verse, repetition, alliteration,
onomatopoeia).
SPI 3.8.9 Demonstrate knowledge of the
characteristics of lyric poetry, epics, sonnets,
dramatic poetry, and ballads.
SPI 3.8.10 Analyze the development of
similar or contrasting themes across two or
more literary passages.
SPI 3.8.11 Identify and analyze the elements
of drama (i.e., stage directions, dialogue,
soliloquy, monologue, aside).
SPI 3.8.12 Locate words or phrases within a
passage that provide historical or cultural
cues.
SPI 3.8.13 Analyze texts to identify the
author’s life experiences, attitudes,
viewpoints, and beliefs and how these relate
to the larger historical, social, and cultural
context of his or her work.




SPI 3.8.14 Identify classical, historical, and
literary allusions in context.

SPI 3.8.15 Identify and analyze basic
elements of plot (i.e., exposition, rising
action, climax, falling action,
resolution/denouement).
SPI 3.8.16 Analyze how form relates to
meaning (e.g., compare a poem and a
newspaper article on the same theme or
topic).
Standard 1 - Language                                       Standard 2 - Communication
Course Level Expectations                                   Course Level Expectations

The English IV (Grade 12) standards do not include
Student Performance Indicators(SPIs). SPIs constitute
guidelines for assessment of student progress. Since no
formal state assessment is conducted at Grade 12, no
standard summative criteria are required. Assessment is
left to the instructor’s discretion.                                            Listening

CLE 5.1.1 Demonstrate control of Standard English           CLE 5.2.1 Demonstrate critical listening skills
through grammar usage and mechanics (punctuation,           essential for comprehension, evaluation,
capitalization, and spelling).                              problem solving, and task completion.

CLE 5.1.2 Employ a variety of strategies and resources to
determine the definition, pronunciation, etymology,         CLE 5.2.2 Summarize, paraphrase, and critique
spelling, and usage of words and phrases.                   information presented orally by others.


CLE 5.1.3 Understand and use a variety of sentence          CLE 5.2.3 Identify the thesis and main points of
structures.                                                 a complex speech.



CLE 5.1.4 Consider language as a reflection of its time and CLE 5.2.4 Analyze the style and structure of a
culture.                                                    complex speech.


Checks for Understanding
(Formative/Summative Assessment)                                                Speaking


                                                            CLE 5.2.5 Understand strategies for expressing
5.1.1 Apply a variety of strategies to correct sentence     ideas clearly and effectively in a variety of oral
fragments and run-on sentences.                             contexts.




5.1.2 Know and apply a variety of sentence-combining
techniques.                                                 CLE 5.2.6 Deliver effective oral presentations.
5.1.3 Know and use Standard English conventions for            CLE 5.2.7 Participate in work teams and group
punctuation, capitalization, and spelling.                     discussions.




5.1.4 Be aware of the power of language well-used as a         Checks for Understanding
reflection and change agent                                    (Formative/Summative Assessment)




of its time and culture (e.g., political correctness, ethnic
identity, persuasion).                                                            Listening

5.1.5 Use roots and affixes to determine or clarify the        5.2.1 Follow multi-tasked or multi-dimensional
meaning of specialized vocabulary across the content           spoken instructions to perform a specific role
areas (e.g., antecedent, antebellum, circumference,            in a task, answer difficult questions, and solve
millimeter, amphibian, heterogeneous).                         challenging problems.


5.1.6 Recognize and use the appropriate word among
frequently confused words (e.g., to/too/two,
their/there/they’re, it/it’s, you/you’re, whose/who’s,
which/that/who, accept/except, affect/effect,
between/among, capitol/capital, principal/principle,
stationary/stationery, who/whom, allusion/illusion,
complement/compliment, cite/site/sight,
counsel/council, coarse/course, farther/further,
lose/loose, fewer/less, advice/advise, precede/proceed,
adapt/adopt, eminent/imminent, assure/ensure/insure,           5.2.2 Identify the thesis of a complex speech in
allude/elude, elicit/illicit, discrete/discreet,               which ideas may be abstract, theoretical, and
censor/censure/sensor, conscience/conscious,                   philosophical and in which the organization is
criteria/criterion, emigrate from/immigrate to,                not necessarily linear, but may proceed from
imply/infer, percent/percentage,                               point to point; distinguish the essential and less
perspective/prospective).                                      important details that may subtly elaborate it.

                                                           5.2.3 Summarize concisely information
                                                           presented orally by others by including the
                                                           purposes, major ideas, and supporting details
                                                           or evidence; demonstrate the ability to
5.1.7 Use the origins, history, and evolution of words and distinguish more important from less
concepts to enhance understanding.                         important details.
5.1.8 Demonstrate understanding of foreign words and
phrases (e.g., RSVP, déjà vu, faux pas, du jour, bon
voyage, alma mater, cum laude, femme fatale, esprit de
corps, verbatim, E pluribus unum, prima donna, avant-
garde, status quo, joie de vivre, carte blanche, caveat
emptor, alpha and omega, tabula rasa, hoi polloi, ad
nauseam, carpe diem, tempus fugit, c’est la vie, bona
fide, savoir faire, non sequitur, id est, enfant terrible,
terra firma, vox populi, ad hoc, cause célèbre, magnum
opus, persona non grata, quid pro quo, je ne sais quoi,
modus operandi, nom de plume, haute couture, mea
culpa, raison d’être, laissez faire, bête noire, en masse, in 5.2.4 Paraphrase accurately multiple,
absentia, sub rosa, schadenfreude, noblesse oblige, sine challenging ideas and information presented
qua non, deus ex machina, doppelgänger, coup d’état).         orally by others.




                                                         5.2.5 Critique ideas and information presented
                                                         orally by others.
                                                         5.2.6 Analyze the ways in which the style,
                                                         structure, and rhetorical devices of a
                                                         challenging speech support or confound its
                                                         meaning or purpose, taking into account the
                                                         speaker’s nonverbal gestures, credibility, and
                                                         point of view.

                                                         5.2.7 Listen actively in group discussions by
                                                         asking clarifying, elaborating, and synthesizing
                                                         questions and by managing internal barriers
                                                         (e.g., emotional state, prejudices) and external
                                                         barriers (e.g., physical setting, difficulty
                                                         hearing, recovering from distractions) to aid
                                                         comprehension.




                                                                            Speaking

                                                         5.2.8 Include abstract and theoretical ideas,
                                                         valid arguments, substantive and relevant
                                                         details, and sound evidence to support
                                                         complex points effectively.
5.2.9 Organize an oral presentation on a
complex topic by breaking the topic into parts
accessible to listeners, emphasizing key
concepts or points, and closing with a
recommendation or observation on the
relevance of the subject to a wider context.
5.2.10 Utilize an organizational structure that
enhances the appeal to the audience and is
appropriate for the purpose (e.g., sequential,
problem-solution, comparison-contrast, cause-
effect).

5.2.11 Provide a coherent and effective
conclusion that reinforces the presentation in a
powerful way, presents the topic in a new light
(e.g., as a call to action, placing the topic in
context to emphasize its importance) and
brings the talk to a clear and logical close.




5.2.12 Use effective rhetorical devices such as




• rhetorical questions to engage the audience;


• parallelism and repetition to reinforce ideas;

• analogies to convey complex ideas;

• metaphors and similes to develop ideas on
multiple levels;


• alliteration to call attention to ideas and fix
them in the audience’s minds;




• hyperbole or understatement for humor or
impact; and
• antithesis to establish contrasting
relationships.
5.2.13 Employ presentation skills including
good eye contact, correct enunciation,
appropriate rate and volume, and effective
gestures.

5.2.14 Participate productively in self-directed
work teams for a particular purpose (e.g., to
interpret literature, solve a problem, make a
decision) by adhering to the list below.


Behavior of Individuals within the Group

• Clarify, summarize, and paraphrase essential
information from group members’ input.
• Contribute relevant and appropriate
information that moves the team towards its
goals.

• Ask relevant and challenging questions.
• Gain the floor in orderly, respectful ways and
listen to and respond with civility to the ideas
of others.


Goals and Aims of the Group




• Understand the purpose for working as a
team and work according to that purpose.


• Develop and articulate the goals for the
teamwork and design tasks and strategies to
reach the stated goals.
• Identify the needs of the team or group and
evaluate and share various resources (e.g.,
texts, experts, websites) to respond to those
needs.
Group Dynamics and Roles

• Assign and develop roles and responsibilities
for team members based on an understanding
of their strengths and weaknesses and the
dynamics of the team.
• Identify and assign task(s) and develop a
timeline for completion.
• Establish group agreements and ensure
appropriate contributions are respected by the
team.
• Use appropriate decision-making processes
by coming to a consensus or by following the
majority.

• Monitor whether the team dynamics are
fostering achievement of the goal (e.g.,
monitor whether other team members are
understanding and following discussion, seek
additional ideas, summarize progress).
Standard 3 -Writing
Course Level Expectations




CLE 5.3.1 Write in a variety of modes for different
purposes and audiences.




CLE 5.3.2 Employ various prewriting strategies.


CLE 5.3.3 Organize ideas into an essay with a thesis
statement in the introduction, wellconstructed


paragraphs, a conclusion, and transition sentences that
connect paragraphs into a coherent whole.
CLE 5.3.4 Revise documents to develop or support ideas
more clearly, address potential objections, ensure
effective transitions between paragraphs, and correct
errors in logic.


Checks for Understanding
(Formative/Summative Assessment)


5.3.1 Write in a variety of modes (e.g., a summary; an
explanation; a description; a creative expression; a literary
analysis, informational, research, or argumentative essay).




5.3.2 Create sophisticated, complex work-related texts
(e.g., instructions, directions, letters, bios, memos, e-
mails, proposals, project plans, work orders, reports) that
employ the strategies listed below.
• Select a medium or format appropriate to purpose for
writing.




• Vary strategies to achieve complex purposes.




• Sustain consistent and effective focus on audience
through format, ideas, and word choice.




• Anticipate potential problems, mistakes, and
misunderstandings and respond to counterarguments.




• Translate technical language into non-technical English
when necessary.




• Provide specific ideas, extended examples, and
appropriate comparisons to support the main points in the
text.
• Use an organizational strategy appropriate for medium,
purpose, and audience.


• Follow customary formats (e.g., use salutation, closing
and signature for business letters, and appropriate format
for memos).


• Format text purposefully and effectively to support
comprehension and enable the reader to find information
quickly and easily (e.g., format by designing graphics to
convey complex information).




• Employ formatting and varied visual elements to guide
the reader (e.g., headings,




bulleted lists, effective use of white space on the page).




• Include clear and purposeful illustrative material to
support ideas effectively in the text.
5.3.3 Develop topics that address unfamiliar and abstract
concepts removed from students’ personal experiences
and that require in-depth analysis.

5.3.4 Use a variety of strategies when appropriate (e.g.,
comparisons, anecdotes, detailed descriptions) to provide
facts, details, reasons, and examples that support the
thesis.




5.3.5 Develop and elaborate on ideas as appropriate to
audience and anticipate and respond to readers’ potential
questions and counterarguments.




5.3.6 Include relevant, specific, and compelling details.

5.3.7 Employ organizational structures and support, and
incorporate multiple patterns when appropriate (e.g.,
combine question-answer with comparison-contrast and
utilize cause/effect as one type of comparison).

5.3.8 Create text features (e.g., headings subheadings,
formatting) as appropriate to signal important points.
5.3.9 Use transitions to signal organizational patterns and
to connect and contrast ideas.
5.3.10 Use precise language appropriate to audience and
purpose (e.g., connotative words in essays, exact
terminology in technical writing).

5.3.11 Use compelling verbs and a variety of figurative
language (e.g., irony, caricature, symbols, allusions) to
address the needs of audience and purpose.

5.3.12 Use clear sentence structure in developing
increasingly complex syntax (e.g., combining short
sentences, varying sentence beginnings, using a variety of
sentence types, incorporating parallel structures).
5.3.13 Employ grammar, usage, and mechanics as
rhetorical tools, using incorrect structures as appropriate
for effect (e.g., utilize short sentences or fragments for
effect or include a single-sentence paragraph for effect).

5.3.14 When other sources are used or referenced (e.g., in
research, informational, or literary essays), adhere to the
list below.




• Skillfully acknowledge source material (create a reliable
bibliography, list of works cited, and/or works consulted).

• Cite sources using a standard format appropriate to the
discipline (e.g., MLA, APA), with a high degree of accuracy.
• Strategically and skillfully quote, paraphrase, or
summarize text, ideas, or other information taken from
print or electronic sources.

• Incorporate ideas and quotations effectively and
correctly within text.
• Embed quotations and graphics from other sources,
when appropriate.


5.3.15 Generate notes while collecting information.

5.3.16 Create a detailed outline based on research, note-
taking, or some other method of generating content.

5.3.17 Edit writing for mechanics (e.g., punctuation,
capitalization), spelling, grammar (e.g., pronoun-
antecedent relationship, use of modifying phrases), style
(e.g., eliminating verbiage), and tone and mood as
appropriate to audience, purpose, and context.
5.3.18 Based on readers’ comments, revise papers to
focus on the thesis, develop ideas, address potential
objections, employ effective transitions, identify a clear
beginning and ending, correct logic errors, and identify
areas for further development.

5.3.19 Use software (e.g., Photoshop, Acrobat,
Dreamweaver, Pagemaker) to incorporate both basic and
specialized effects into writing.
5.3.20 Determine how and when to employ technology
effectively in written communication.
Standard 4 - Research
Course Level Expectations




CLE 5.4.1 Define and narrow a problem or research topic.

CLE 5.4.2 Gather relevant information from a variety of
print and electronic sources, as well as from direct
observation, interviews, and surveys.

CLE 5.4.3 Make distinctions about the credibility,
reliability, consistency, strengths, and limitations of
resources, including information gathered from websites.

CLE 5.4.4 Write an extended research paper, using
primary and secondary sources and technology and
graphics, as appropriate.

CLE 5.4.5 Use a standard format to arrange text, to cite
sources correctly, and to document quotations,
paraphrases, and other information.


Checks for Understanding
(Formative/Summative Assessment)


5.4.1 Focus on a complex topic that is sufficiently narrow
to examine in depth and that has adequate information
available.




5.4.2 Take and organize notes on relevant knowledge,
identifying multiple perspectives and areas for research.
5.4.3 Focus on factual and relevant data that are complex
and theoretical.

5.4.4 Reference relevant primary, secondary, and tertiary
sources, demonstrating a systematic search of resources
that are recent and important and are written by
authorities to a well-informed audience.




5.4.5 Select reliable resources using appropriate criteria
and avoiding the overuse of any one source.
5.4.6 Collect evidence in varied ways to answer the
research question (e.g., gathering relevant reasons,
examples, and facts; defining key terms; setting up
comparisons; analyzing relationships such as
cause/effect).




5.4.7 Craft an introductory section including the limits of
a research question, the perspective of the paper, a
definition of terms, and a statement of the thesis.




5.4.8 Maintain coherence through the consistent and
effective use of connective transitions.
5.4.9 Create an effective organizing structure based on
complex research information, sometimes using multiple
organizing structures within the essay.

5.4.10 Craft an effective conclusion by answering the
research question, explaining the significance of the
research findings, making appropriate recommendations,
and suggesting future research needs.




5.4.11 Skillfully acknowledge source material (create a
reliable bibliography or list of works cited and/or works
consulted).




5.4.12 Cite sources using a standard format appropriate
to the discipline (e.g., MLA, APA), with a high degree of
accuracy.


5.4.13 Skillfully and strategically quote, paraphrase, or
summarize text, ideas, or other information taken from
print or electronic sources.

5.4.14 To support a research topic, follow a standard
format and use appropriate technology to embed text
graphics, including a title, an abstract, numbered pages,
and a bibliography.
Standard 5 - Logic
Course Level Expectations




CLE 5.5.1 Use logic to make inferences and draw conclusions in a
variety of complex oral and written contexts.



CLE 5.5.2 Analyze text for fact and opinion, cause/effect,
inferences, evidence, and conclusions.


CLE 5.5.3 Evaluate an argument, considering false premises, logical
fallacies, and quality of evidence presented.




CLE 5.5.4 Analyze the logical features of an argument.



CLE 5.5.5 Analyze written and oral communication for persuasive
devices.



CLE 5.5.6 Analyze deductive and inductive arguments.




Checks for Understanding (Formative/Summative
Assessment)




5.5.1 Construct and complete challenging word analogies.
5.5.2 Analyze text for stated or implied cause/effect relationships.




5.5.3 Describe the structure of a multi-faceted argument with an
unstated main claim and explicit or implicit premises.




5.5.4 Evaluate the relevance, quality, and sufficiency of evidence
used to support or oppose an argument.




5.5.5 Identify established methods (e.g., scientific, historical) used
to distinguish between factual claims and opinions.




5.5.6 Distinguish between evidence which is directly stated and
evidence which is implied within an argument.




5.5.7 Identify false premises and explain the role they play in
argumentation.
5.5.8 Analyze common logical fallacies (e.g., appeal to fear,
personal attack {ad hominem}, false dilemma, false analogy,
slippery slope, non sequitur, false authority, post hoc, straw man,
begging the question, red herring).

5.5.9 Differentiate among evidence, inferences, assumptions, and
claims in argumentation (e.g., explain and evaluate opinion
editorials, commercials, political cartoons, philosophical
arguments).




5.5.10 Analyze and explain how a variety of logical arguments
reach different and possibly conflicting conclusions on the same
topic.




5.5.11 Identify and analyze persuasive devices that are used in
written and oral communication (e.g., bandwagon, loaded words,
testimonial, name-calling, plain folks, snob appeal, misuse of
statistics, transfer, card stacking).
Standard 6 - Informational Text
Course Level Expectations




CLE 5.6.1 Comprehend and summarize the main ideas of complex
informational texts and determine the essential elements that
elaborate them.



CLE 5.6.2 Analyze the organizational structures of complex
informational and technical texts.


CLE 5.6.3 Read, interpret, and analyze graphics that support
complex informational and technical texts.


Checks for Understanding (Formative/Summative
Assessments)

5.6.1 Summarize in a concise and well-organized way the main
ideas, supporting details, and relationships among ideas in
complex informational and technical texts.


5.6.2 Summarize, paraphrase, and critique information in texts
(informational, technical, and literary).



5.6.3 Recognize clear or subtle and implied relationships among
ideas (e.g., cause/effect, comparative, sequential) in complex
informational and technical texts.




5.6.4 Synthesize information across multiple complex
informational and technical texts.
5.6.5 Analyze the organizational structure of an informational or
technical text (e.g., sequential, problem-solution, comparison-
contrast, cause-effect).


5.6.6 Evaluate the ways in which the unconventional
organizational structure of a complex informational or technical
text supports or confounds its meaning or purpose.




5.6.7 Comprehend and evaluate complex information presented
graphically.



5.6.8 Evaluate complex informational and technical texts for their
clarity, simplicity, and coherence and for the appropriateness of
their graphics and visual appeal.




5.6.9 Follow extended multi-tasked or multi-dimensional
instructions in complex informational or technical texts.
Standard 7 - Media
Course Level Expectations




CLE 5.7.1 Evaluate the aural, visual, and written images and other
special effects used in television, radio, film, and the Internet for
their ability to inform, persuade, and entertain.

CLE 5.7.2 Examine the agreements and conflicts between the
visual (e.g., media images, painting, film, graphic arts) and the
verbal.

CLE 5.7.3 Recognize how visual and sound techniques or design
(e.g., special effects, camera angles, music) carry or influence
messages in various media.


CLE 5.7.4 Apply and adapt the principles of written composition to
create coherent media productions.


Checks for Understanding (Formative/Summative
Assessment)

5.7.1 Analyze and evaluate the effects on the audience of the
sounds, visuals, and language used in a wide array of media.
5.7.2 Identify, analyze, and evaluate the effectiveness of the
relationship between visual elements (e.g., media images,
painting, film, and graphic arts) and verbal messages in virtually
any media, emphasizing the cultural context, audience, and
purpose.

5.7.3 Evaluate the effectiveness of conventional and
unconventional visual and sound techniques and design elements
(e.g., special effects, camera angles, lighting, and music in
television or film; layout, pictures, and typeface in newspapers,
magazines, and print advertisements; layout, navigation, links, and
interactive features on websites) to achieve specific purposes and
deliver specific messages.
5.7.4 Demonstrate consistent and effective audience focus
through purposeful choice of medium; compelling images, words,
and sounds; and focused supporting ideas.




5.7.5 Understand the transactional nature of media by considering
audience in preparing productions.




5.7.6 Employ conventional and unconventional visual images, text,
graphics, music, and/or sound effects to achieve the purposes in
complex media presentations.
Standard 8 -Literature *In
Tennessee, British literature is customarily
taught at the senior level.
Course Level Expectations



CLE 5.8.1 Demonstrate knowledge of
significant works of British literature from
the Anglo-Saxon period to the present and
make relevant comparisons.

CLE 5.8.2 Understand the characteristics of
various literary genres (e.g., poetry, novel,
biography, short story, essay, drama).

CLE 5.8.3 Recognize the conventions of
various literary genres and understand how
they articulate the writer’s vision.

CLE 5.8.4 Analyze works of British literature
for what is suggested about the historical
period in which they were written.

CLE 5.8.5 Know and use appropriate literary
terms to derive meaning and comprehension
from various literary genres.
Checks for Understanding
(Formative/Summative
Assessment)


5.8.1 Analyze a literary work, using the
characteristics of the literary time period
that it represents.




5.8.2 Compare and contrast the elements
(e.g., form, language, plot, and characters) of
two works representing different literary
periods (e.g., Beowulf and Paradise Lost).
5.8.3 Analyze how plot developments
determine characters’ conflicts and
dilemmas.




5.8.4 Analyze function and effect of plot
structure in complex literary texts.

5.8.5 Analyze the role and function of
characters (major/minor,
protagonists/antagonists) and determine
ways in which the author reveals those
characters (e.g., what the author tells us,
what the other characters say about him or
her, what the character does, what the
character says, what the character thinks)

5.8.6 Identify how setting and changes in
setting can affect the literary elements (e.g.,
plot, character, theme, tone) in complex
literary texts.




5.8.7 Analyze the narration and point of view
(e.g., first person, third-person objective,
third-person limited, third-person
omniscient) in complex literary texts, in
which the narrator and point of view may
shift with multiple characters acting as
narrators and/or with some characters
serving as unreliable narrators.




5.8.8 Consider the characteristics of genre
and the limitations of form when
interpreting complex texts.
5.8.9 Identify, analyze, and evaluate the
effect and use of metrics (especially iambic
pentameter), rhyme scheme (e.g., end,
internal, slant, eye), rhythm, alliteration, and
other conventions of verse in complex
poetry (including poetic forms such as lyric,
blank verse, epic, sonnet, dramatic poetry).

5.8.10 Recognize and identify the
characteristics of lyric poetry, blank verse,
free verse, epics, sonnets, dramatic poetry,
and ballads.




5.8.11 Identify and analyze elements of
literary drama (e.g., dramatic irony, dialogue,
soliloquy, monologue, aside).




5.8.12 Identify elements of literary drama
(e.g., dramatic irony, soliloquy, stage
direction, dialogue) and evaluate the ways in
which they articulate a playwright’s vision in
complex plays.

5.8.13 Identify, analyze, and explain the
multiple levels of theme(s) within a complex
literary text and of similar or contrasting
themes across two or more texts.
5.8.15 Analyze texts to identify the author’s
attitudes, viewpoints, and beliefs and to
critique how these relate to the larger
historical, social, and cultural context of the
texts.
5.8.16 Identify and analyze the use of literary
elements such as irony, paradox, symbol, and
foreshadowing.


5.8.17 Comprehend and use figurative
language (e.g., idioms, metaphors, similes,
personification, hyperbole).

5.8.18 Use prior knowledge and explicit
study to identify the meaning of biblical,
classical, cultural, historical, and literary
allusions, especially those which may be
more obscure or extended (e.g., references
to Phaeton and Icarus in Dante’s Inferno).
5.8.19 Identify the meaning of metaphors
based on common literary allusions and
conceits (e.g., the dogs of war, a face that
launched a thousand ships, flying too close to
the sun).
Kindergarten      1st Grade                       2nd Grade
Addition          Data                            Associative property
Afternoon         Digit                           Base-ten system
Calendar          Direction                       Commutative property
Cardinal number   Equal to                        Dimensions
Classify          Estimate                        Distance
Compare           Even                            Dollar
Date              Graph                           Elapsed time/time interval

Difference        Greater than/less than          Equivalent

Dime              Half-hour                       Event
Hour              Horizontal                      Expanded form

Location          Length                          Extend
Minus             Measure/measurement             Foot
Morning           Minute                          Fraction

Nickel            Month                           Inch
Number            Number sentence                 Interpret

Order             Numeral                         Kilogram
Ordinal number    Odd                             Likely/unlikely
Pattern           One-half                        Meter/centimeter

Penny             Part                            Multiplication

Position          Place value                     One-fourth

Quarter           Plus                            One-third

Shapes            Ruler                           Outcome
Sort              Skip count                      Perimeter
Subtraction       Solve                           Pound

Sum               Symbol                          Quarter-hour
Time              Total                           Reflect

Today             Unit (standard, non-standard)   Rotate
Tomorrow          Vertical                        Second (time)
Value             Week                            Set
Yesterday         Weight, scales                  Symmetry
Zero              Whole                           Table

                  Whole number                    Transformations
                  Year                            Transitive
Translate
Unknown
Yard
3rd Grade                      4th Grade                      5th Grade
Angle                          Accuracy                       Algorithm
Area                           Acute                          Categorical data
Array                          Chance                         Convex polygon
Capacity                       Common fraction                Data collection methods
Change (money)                 Composite                      Divisibility
Conclusion                     Computation                    Edge
Congruent                      Convert                        Exponent

Conjecture                     Coordinate system              Exponential notation

Decimal                        Diameter                       Formula
Denominator (like, unlike)     Equation                       Inequality

Distributive                   Expression                     Irregular
Dividend                       Face of a polyhedron           Justify
Division                       Function table                 Line graph

Divisor                        Improper fraction              Model
Factor                         Inverse operation              Natural numbers
                               Measures of central tendency
Frequency table, tally chart   (mean, median,                 Numerical data
Gram                           mode)                          Order of operations
Intersecting lines             Mixed number                   Outlier

Inverse relationships          Obtuse                         Parallelogram

Kilometer                      Ordered pairs                  Polyhedral solid

Line plot                      Pattern rules                  Prism

Line of symmetry               Prime                          Rational numbers
Line, line segment             Probability                    Regular (Platonic) solid
Liquid measures                Proper fraction                Remainder

Mile                           Quadrant                       Round
Multiples                      Radius (pl. radii)             Significant digits

Numerator                      Range                          Solution
Ounce                          Relationship                   Substitution property
Parallel                       Remainder                      Surface area
Perpendicular                  Right                          Terminating decimal
Pictograph                     Scale of instrument/graph      Truncate

Polygon                        Square unit                    Undefined
Product                        Stem-and-leaf plot             Variable
Quotient         Tiling/tessellation     View
Reasonableness   Vertex (pl. vertices)   Volume
Unit fraction
6th Grade                     7th Grade                    8th Grade
Base (of exponent)            Absolute value               Adjacent angles
Cartesian coordinate system   Additive inverses            Alternate exterior angles
Circumference                 Box & whisker plot           Alternate interior angles
Compound event                Coefficient                  Complementary angles
Degree (angles)               Cube root                    Corresponding angles
Dependent events              Function                     D=rt (distance = rate x time)
Dilation                      Function notation            Function families

Equiangular                   Greatest common divisor      Hypotenuse

Equilateral                   Greatest common factor       Infinite
Experimental probability      Histograms                   Legs of a triangle

Inequality Theorem            Intercepts                   Line of best fit (conceptual)
Integers                      Interquartile range          Monomial
Interior/exterior angles      Least common multiple        Nonlinear equation

Isosceles                     Linear equation              Perfect square
Negative                      Negative exponents           Pythagorean Theorem

Odds                          Perfect square               Quadratic equations
Percent                       Property                     Sequence
Pi                            Proportional relationships   Slope intercept form

Poll                          Quartile                     Supplementary angles

Power                         Scatter plots                Transversal

Prime factorization           Scientific notation          Vertical angles

Protractor                    Slope                        Vertical line test
Pyramid                       Square root
Qualitative graph             Unit rates

Random
Rate

Ratio
Repeating decimal
Sample bias
Sample space
Sample, sample data

Scalene
Similarity
Simple event
Simulation
Theoretical probability
Triangle
Algebra I                           Geometry                              Algebra II
Absolute value                      Altitude                              Amplitude
Complement of an event              Angle of depression                   Asymptote
Compound                            Angle of elevation                    Binomial Theorem
Conjunction                         Apothem                               Combination
Direct and inverse variation        Arc                                   Common ratio (geometric
Disjunction                         Bisect (bisector)                     sequence)
Domain & range                      Central angle                         Complete the square

Exponential growth (and decay)      Centroid                              Complex conjugate

Interest (simple and compound)      Chord                                 Complex number
Irrational numbers                  Circumcenter                          Composition (of functions)

Joint and conditional probability   Circumscribed                         Conic sections (circles,
Law of Large Numbers                Collinear                             parabola, ellipse, hyperbola)
Mathematical model                  Concurrent lines                      Empirical Rule
Measure of spread (range,           Conditional statement (including
interquartile range)                converse,                             Factorial
Midpoint formula                    inverse, contrapositive,&             Focus (pl. foci)

Outlier                             Biconditional statement)              Independent and dependent
Parent function                     Construction                          events
Pascal’s Triangle                   Convex & concave polygons             Inverse of a relation

Polynomial (binomial, trinomial)    Coplanar                              Logarithm
Quadratic formula (including
discriminant)                       Corollary                             Normal distribution

Quantitative and qualitative data   Deductive & inductive reasoning       Period
                                    Euclidean & non-Euclidean
Radicand                            geometry                              Permutation
Rational expression                 Geometric mean                        Piece-wise function
Real number properties              Glide reflection                      Radian measure
Real roots (zeros, solutions, x-
intercepts)                         Incenter                              Rational function
Relative frequency                  Inscribed                             Regression equation
Sequences (arithmetic, geometric,
Fibonacci)                          Lateral area                          Series (arithmetic,
Simulations                         Locus                                 geometric, finite, infinite,
Subsets of real numbers             Negation                              etc.)
                                    Oblique                               Sigma
                                    Orthocenter                           Standard deviation

                                    Points of concurrency in a triangle   Step function
                                    Postulate (axiom)                     Synthetic division
Proof (formal, two-column,
paragraph, flow, coordinate,
indirect,                      Transcendental function
counterexample)                Trigonometric function
Scalar                         Trigonometric identity
Secant line                    Unit circle
Sector of a circle             Variance
Skew lines
Tangent line
Theorem
Trigonometric ratios (sine,
cosine, tangent)
Undefined terms of geometry
Vector (magnitude and
direction)
                                                            Standard 2 – Number and
Standard 1 – Mathematical Processes                         Operations
Grade Level Expectations:                                   Grade Level Expectations:

GLE 6.1.1 Use mathematical language, symbols, and           GLE 6.2.1 Count objects in a set and use
definitions while developing mathematical reasoning.        numbers, including written numerals to 25.
GLE 6.1.2 Apply and adapt a variety of appropriate
strategies to problem solving, including estimation, and    GLE 6.2.2 Create, represent and recognize a set
reasonableness of the solution.                             with a given number of objects.

GLE 6.1.3 Develop independent reasoning to                  GLE 6.2.3 Recognize, compare and order sets of
communicate mathematical ideas and derive algorithms        numerals by using both cardinal and ordinal
and/or formulas.                                            meanings.
GLE 6.1.4 Move flexibly between concrete and abstract
representations of mathematical ideas in order to solve
problems, model mathematical ideas, and communicate         GLE 6.2.4 Understand addition as “putting
solution strategies.                                        together” and subtraction as “breaking apart.”
                                                            GLE 6.2.5 Model the numbers 1 through 10 as
GLE 6.1.5 Use mathematical ideas and processes in           sums or differences of different sets of whole
different settings to formulate patterns, analyze graphs,   numbers (composing and decomposing
set up and solve problems and interpret solutions.          numbers).

GLE 6.1.6 Read and interpret the language of
mathematics and use written/oral communication to           Checks for Understanding
express mathematical ideas precisely.                       (Formative/Summative Assessment):

GLE 6.1.7 Recognize the historical development of           6.2.1 Count objects to 25 using one-to-one
mathematics, mathematics in context, and the                correspondence and identify the quantity in
connections between mathematics and the real world.         the counted group.

GLE 6.1.8 Use technologies/manipulatives appropriately
to develop understanding of mathematical algorithms, to
facilitate problem solving, and to create accurate and  6.2.2 Match quantities to 25 with numerals and
reliable models of mathematical concepts.               written words.

Checks for Understanding
(Formative/Summative Assessment):                           6.2.3 Count backward from 10 to 1.



6.1.1 Model addition and subtraction (e.g., using a
number chart, number line and/or concrete objects).         6.2.4 Count to 20 by twos.


6.1.2 Begin to develop the concept of estimation using      6.2.5 Create a set with a given number of
concrete objects.                                           objects.
6.1.3 Use words to describe time (e.g., day, night,       6.2.6 Quickly recognize the number of objects
morning, afternoon, yesterday, today, tomorrow).          in a small set.
                                                          6.2.7 Recognize zero (0) as a set with “no
6.1.4 Tell time to the hour.                              objects”.
                                                          6.2.8 Compare sets of ten or fewer objects and
                                                          identify which are equal to, more than, or less
6.1.5 Recognize a calendar as a way of measuring time.    than others.
                                                          6.2.9 Order the numbers through 25 using
6.1.6 Name and identify coins and their values.           numerals and words.
6.1.7 Use words to describe temperature (e.g., hot,       6.2.10 Recognize 6 through 10 as “five and
warm, cool, cold).                                        some ones.”
6.1.8 Recognize a thermometer as a way of measuring       6.2.11 Recognize and use ordinal numbers
temperature.                                              (e.g., first, fourth, last).
6.1.9 Use age-appropriate books, stories, and videos to   6.2.12 Model simple joining and separating
convey ideas of mathematics.                              situations with objects.

                                                          6.2.13 Add and subtract single-digit numbers
                                                          whose total or difference is between 0 and 10.
                                                          6.2.14 Understand add as “put together” or
                                                          “count on” and solve addition problems with
                                                          sums less than 20.

                                                          6.2.15 Understand subtraction as “break apart”
                                                          or “take away” and solve subtraction problems
                                                          using numbers 1 through 10.
                                                          6.2.16 Model, demonstrate, and solve story
                                                          problems that illustrate addition and
                                                          subtraction.
                                                          6.2.17 Understand that numbers can be
                                                          represented by different groupings.
Standard 3 – Algebra
Grade Level Expectations:

GLE 6.3.1 Identify, duplicate, and extend simple number
patterns and sequential and growing patterns.

GLE 6.3.2 Recognize attributes (such as color, shape, size)
and patterns (such as repeated pairs, bilateral symmetry).




GLE 6.3.3 Describe qualitative change.


Checks for Understanding
(Formative/Summative Assessment):


6.3.1 Use a variety of manipulatives (such as connecting
cubes, number cards, shapes) to create patterns.



6.3.2 Name, copy, and extend patterns.




6.3.3 Translate simple patterns into rules.




6.3.4 Sort, order and classify objects by attribute and
identify objects that do not belong in a particular group.
6.3.5 Describe change in attributes according to qualitative
criteria such as longer/shorter, colder/warmer,
heavier/lighter.
Standard 4 – Geometry and
Measurement
Grade Level Expectations:

GLE 6.4.1 Interpret and describe the physical world with
geometric ideas and vocabulary.

GLE 6.4.2 Use positional terms to specify locations with
simple relationships.

GLE 6.4.3 Compare and order measurable attributes of
objects directly (by comparing them with each other) and
indirectly (by comparing both with a third object).


Checks for Understanding
(Formative/Summative Assessment):

6.4.1 Identify, name, and describe a variety of shapes (i.e.
circles, squares, triangles, rectangles, hexagons,
trapezoids) shown in various positions.


6.4.2 Identify, name, and describe three-dimensional
shapes (such as sphere, cube, cone, cylinder).

6.4.3 Sort plane figures into groups, name and describe
the attributes of the shapes (such as number of sides and
corners (vertices).




6.4.4 Sort solid figures into groups, name and describe
the attributes of the shapes.

6.4.5 Use basic shapes and spatial reasoning to model
objects and construct more complex shapes.
6.4.6 Identify positions (such as beside, inside, outside,
above, below, between, on, over, under, near, far,
forward, backward, top, middle, bottom, left, right) using
models, illustrations, and stories.

6.4.7 Make direct and indirect comparisons between
objects (such as recognize which is shorter, longer, taller,
lighter, heavier, or holds more).
Standard 5 – Data, Probability and Statistics
Grade Level Expectations:

GLE 6.5.1 Sort objects and use one or more attributes to solve
problems.


GLE 6.5.2 Re-sort objects using new attributes.


Checks for Understanding (Formative/Summative
Assessment):


6.5.1 Sort objects into sets and describe how the objects were
sorted.




6.5.2 Sort objects in different ways.



6.5.3 Collect and count data.
Standard 1 – Mathematical                             Standard 2 – Number and
Processes                                             Operations
Grade Level Expectations:                             Grade Level Expectations:
GLE 6.1.1 Use mathematical language, symbols,
and definitions while developing mathematical         GLE 6.2.1 Understand and use number notation
reasoning.                                            and place value to 100.

GLE 6.1.2 Apply and adapt a variety of appropriate
strategies to problem solving, including              GLE 6.2.2 Compare and order whole numbers
estimation, and reasonableness of the solution.       to 100.
GLE 6.1.3 Develop independent reasoning to
communicate mathematical ideas and derive             GLE 6.2.3 Develop strategies for learning basic
algorithms and/or formulas.                           addition facts and related subtraction facts.

GLE 6.1.4 Move flexibly between concrete and
abstract representations of mathematical ideas in GLE 6.2.4 Use multiple representations
order to solve problems, model mathematical       (including groups of ten) to model two-digit
ideas, and communicate solution strategies.       addition and subtraction.
GLE 6.1.5 Use mathematical ideas and processes in
different settings to formulate patterns, analyze
graphs, set up and solve problems and interpret   Checks for Understanding
solutions.                                        (Formative/Summative Assessment):

GLE 6.1.6 Read and interpret the language of
mathematics and use written/oral communication
to express mathematical ideas precisely.              6.2.1 Read and write numerals up to 100.
GLE 6.1.7 Recognize the historical development of
mathematics, mathematics in context, and the
connections between mathematics and the real
world.                                                6.2.2 Write numbers up to 10 in words.
GLE 6.1.8 Use technologies/manipulatives
appropriately to develop understanding of
mathematical algorithms, to facilitate problem
solving, and to create accurate and reliable models   6.2.3 Count forward and backward by ones
of mathematical concepts.                             beginning with any number less than 100.


Checks for Understanding
(Formative/Summative Assessment):                     6.2.4 Skip count by twos, fives, and tens.

6.1.1 Describe the relationship between days and      6.2.5 Order and compare (less than, greater
months.                                               than, or equal to) whole numbers to 100.

6.1.2 Read and write time to the hour, half-hour,     6.2.6 Recognize the place value of numbers
and quarter-hour.                                     (tens, ones).
                                                      6.2.7 Develop fluency with addition and
6.1.3 Compare units of time.                          subtraction facts of sums through ten.
                                                      6.2.8 Relate “counting on” and “counting back”
6.1.4 Count the value of a set of coins up to fifty   to addition and subtraction and understand
cents.                                                them as inverse operations.

6.1.5 Use a thermometer to measure temperature. 6.2.9 Add three single-digit numbers.

                                                      6.2.10 Use models (such as discrete objects,
                                                      connecting cubes, and number lines) to
                                                      represent “part-whole,” “adding to,” “taking
                                                      away from,” and “comparing to” situations to
6.1.6 Recognize scales as a way of measuring          develop understanding of the meaning of
weight.                                               addition and subtraction.
                                                      6.2.11 Recognize the “part-whole” relationship
6.1.7 Apply spatial sense to recreate a figure from   in representations of basic fractions such as ½
memory.                                               and ¼.
6.1.8 Recognize the “word clues” and
mathematical symbols for addition and                 6.2.12 Use various models to develop
subtraction.                                          strategies for solving arithmetic problems.

6.1.9 Use age-appropriate books, stories, and         6.2.13 Solve problems that require addition
videos to convey ideas of mathematics.                and subtraction of numbers through 100.
6.1.10 Match the spoken, written, concrete, and
pictorial representations of whole numbers, one-      6.2.14 Use composition and decomposition of
half, and one-fourth.                                 numbers to identify and discuss patterns.

                                                      6.2.15 Represent whole numbers between 10
                                                      and 100 in groups of tens and ones.
                                                      6.2.16 Represent whole numbers up to 100 on
                                                      a number line.

                                                      6.2.17 Use the number line to create visual
                                                      representations of sequences (such as even
                                                      numbers, tens, multiples of five).
Standard 3 – Algebra
Grade Level Expectations:
GLE 6.3.1 Identify, describe, and extend simple number
patterns to develop strategies for adding and subtracting
whole numbers.


GLE 6.3.2 Understand that addition and subtraction are
inverse operations.

GLE 6.3.3 Extend the strategies for basic facts to include
other properties of number and operations.



Checks for Understanding
(Formative/Summative Assessment):


6.3.1 Find repeating patterns on the number line, addition
table, and hundreds chart.



6.3.2 Determine a reasonable next term in a given
sequence and describe the rule.

6.3.3 Use objects to illustrate the commutative property
with basic facts and show that subtraction is not
commutative.


6.3.4 Demonstrate understanding of the basic equation a +
b = c by using objects to illustrate the number sentences
(fact families) associated with any particular sum.


6.3.5 Use various strategies to find unknowns in problems
involving addition and subtraction.

6.3.6 Use objects to demonstrate the inverse relationship
between addition and subtraction.

6.3.7 Use the inverse relation between addition and
subtraction to check arithmetic problems.
6.3.8 Determine whether a number is odd or even by
pairing objects.

6.3.9 Recognize that zero is the identity element for
addition.
Standard 4 – Geometry and
Measurement
Grade Level Expectations:

GLE 6.4.1 Recognize, describe, and draw geometric
figures.




GLE 6.4.2 Compose and decompose geometric shapes.



GLE 6.4.3 Use non-standard units in linear measurement.



Checks for Understanding
(Formative/Summative Assessment):

6.4.1 Recognize and describe similarities and differences
between 2-dimensional figures (geometric attributes and
properties).



6.4.2 Recognize 2- and 3-dimensional figures from
different perspectives and orientations.
6.4.3 Model part-whole relationships and properties of
plane and solid figures by combining two or more shapes
to make a larger shape or by breaking apart an object
into its smaller shapes.




6.4.4 Identify 2-dimensional shapes as faces of 3-
dimensional figures.

6.4.5 Estimate and measure length using non-standard
units (counting by using groups of tens and ones) to
represent addition.
6.4.6 Recognize the essential role of units in
measurement, and understand the difference between
standard and non-standard units.
6.4.7 Understand and use comparative words such as
long, longer, longest; short, shorter, shortest; tall, taller,
tallest; high, higher, highest.
Standard 5 – Data, Probability and Statistics
Grade Level Expectations:


GLE 6.5.1 Use various representations to display and compare data.


Checks for Understanding (Formative/Summative
Assessment):

6.5.1 Represent measurements and discrete data using concrete
objects, picture graphs, and bar graphs.




6.5.2 Represent data in both horizontal and vertical form.




6.5.3 Display data using appropriate titles and labels.




6.5.4 Count and compare collected data.
                                                                Standard 2 – Number and                                                                                        Standard 4 – Geometry and
Standard 1 – Mathematical Processes                             Operations                                         Standard 3 – Algebra                                        Measurement                                                   Standard 5 – Data, Probability and Statistics
Grade Level Expectations:                                       Grade Level Expectations:                          Grade Level Expectations:                                   Grade Level Expectations:                                     Grade Level Expectations:

GLE 6.1.1 Use mathematical language, symbols, and               GLE 6.2.1 Understand and use place value                                                                       GLE 6.4.1 Recognize, classify, and transform 2- and 3-        GLE 6.5.1 Use and understand various representations to depict
definitions while developing mathematical reasoning.            concepts to 1000.                                  GLE 6.3.1 Develop pattern recognition.                      dimensional geometric figures.                                and analyze data measurements.
GLE 6.1.2 Apply and adapt a variety of appropriate
strategies to problem solving, including estimation, and        GLE 6.2.2 Understand and use the base-ten          GLE 6.3.2 Extend knowledge of the properties of numbers     GLE 6.4.2 Understand the meaning and process of linear
reasonableness of the solution.                                 numeration system.                                 and operations to multiplication.                           measurement.                                                  GLE 6.5.2 Determine whether an event is likely or unlikely.
GLE 6.1.3 Develop independent reasoning to                      GLE 6.2.3 Use efficient and accurate strategies
communicate mathematical ideas and derive algorithms            to develop fluency with multi-digit addition and   GLE 6.3.3 Solve simple arithmetic problems using various    GLE 6.4.3 Add, subtract, compare, compute and estimate        Checks for Understanding (Formative/Summative
and/or formulas.                                                subtraction.                                       methods.                                                    linear measurements.                                          Assessment):
GLE 6.1.4 Move flexibly between concrete and abstract
representations of mathematical ideas in order to solve
problems, model mathematical ideas, and communicate             GLE 6.2.4 Develop an initial understanding of                                                                  GLE 6.4.4 Compose and decompose polygons to make              6.5.1 Read, interpret, and analyze data shown in tables, bar graphs
solution strategies.                                            multiplication.                                    GLE 6.3.4 Describe quantitative change.                     other polygons.                                               and picture graphs.

GLE 6.1.5 Use mathematical ideas and processes in
different settings to formulate patterns, analyze graphs,       Checks for Understanding          Checks for Understanding                                                     Checks for Understanding
set up and solve problems and interpret solutions.              (Formative/Summative Assessment): (Formative/Summative Assessment):                                            (Formative/Summative Assessment):                             6.5.2 Read, interpret, and create tables using tally marks.
GLE 6.1.6 Read and interpret the language of
mathematics and use written/oral communication to               6.2.1 Starting at any number, count by ones,       6.3.1 Given rules, complete tables to reveal both           6.4.1 Describe common geometric attributes of familiar
express mathematical ideas precisely.                           twos, fives, tens, and hundreds up to 1000.        arithmetic and geometric patterns.                          plane and solid objects.                                      6.5.3 Explain whether a real world event is likely or unlikely.

GLE 6.1.7 Recognize the historical development of
mathematics, mathematics in context, and the                    6.2.2 Read and write numbers up to 1000 using 6.3.2 Given a description, extend or find a missing term in      6.4.2 Reflect, rotate, and translate shapes to explore the    6.5.4 Predict outcomes of events based on data gathered and
connections between mathematics and the real world.             numerals and up to 100 using words.           a pattern or sequence.                                           effects of transformations.                                   displayed.

GLE 6.1.8 Use technologies/manipulatives appropriately
to develop understanding of mathematical algorithms, to                                                                                                                        6.4.3 Understand the property of transitivity as it relates
facilitate problem solving, and to create accurate and  6.2.3 Locate and interpret numbers on a                    6.3.3 Record and study patterns in lists of numbers         to linear measurement (for example: If A is longer than B,
reliable models of mathematical concepts.               number line.                                               created by repeated addition or subtraction.                and B is longer then C, then A is longer than C).

                                                                6.2.4 Recognize that place-value notation          6.3.4 Generalize the patterns resulting from the addition,
Checks for Understanding                                        represents the sums of multiples of powers of      subtraction and multiplication of combinations of odd and 6.4.4 Estimate, measure, and calculate length to the
(Formative/Summative Assessment):                               ten (e.g., 853 as 8 hundreds + 5 tens + 3 ones).   even numbers.                                              nearest unit: meter, centimeter, yard, foot, and inch.

                                                                6.2.5 Compare and order multi-digit numbers        6.3.5 Understand and use the commutative and                6.4.5 Use rulers to measure the lengths of sides and
6.1.1 Read and write time up to five-minute intervals.          up to 1000.                                        associative properties of addition and multiplication.      diagonals of common 2-dimensional figures and polygons.

                                                                                                                                                                               6.4.6 Understand the inverse relationship between the
                                                                6.2.6 Use various models such as number lines,                                                                 size of a unit and the number of units used in a particular
6.1.2 Relate days, dates, weeks, months, and years to a         pictures, and base-ten blocks to illustrate                                                                    measurement (the smaller the unit, the more iterations
calendar.                                                       addition and subtraction.                      6.3.6 Relate repeated addition to multiplication.               needed to cover the length).

                                                                6.2.7 Develop fluency at recalling basic           6.3.7 Find unknowns in number sentences and problems        6.4.7 Investigate and describe composition,
6.1.3 Use strategies to make estimates of time.                 addition facts and related subtraction facts.      involving addition, subtraction and multiplication.         decomposition, and transformations of polygons.

                                                                6.2.8 Use efficient procedures, and understand
                                                                why they work, to solve problems involving the
                                                                addition and subtraction of two- and three-
6.1.4 Solve problems involving elapsed time in hour and         digit whole numbers (including those that      6.3.8 Describe change in measures according to                  6.4.8 Combine polygons to form other polygons and
half-hour intervals.                                            require regrouping for addition only).         quantitative criteria such as growing 2 inches in one year.     subdivide a polygon into other polygons.

6.1.5 Count the value of a set of coins up to one dollar        6.2.9 Apply appropriate methods to estimate
and use the transitive property of equality to recognize        and mentally calculate sums or differences                                                                     6.4.9 Recognize the composition and decomposition of
equivalent forms of values up to $1.00.                         with ones, tens, and hundreds.                                                                                 polygons.
6.1.6 Read thermometers with Fahrenheit and Celsius
scales.                                                         6.2.10 Add three two-digit numbers.

                                                                6.2.11 Solve addition and subtraction problems
6.1.7 Measure weight to the nearest pound or kilogram.          in context using various representations.
6.1.8 Use concrete models or pictures to show whether a         6.2.12 Demonstrate skip counting on the
fraction is less than a half, more than a half, or equal to a   number line and relate to repeated addition
half.                                                           and multiplication.

6.1.9 Match the spoken, written, concrete, and pictorial        6.2.13 Relate patterns in skip counting to
representations of halves, thirds, and fourths.                 multiplication.
6.1.10 Develop a story problem that illustrates a given
addition or subtraction number sentence.
6.1.11 Use manipulatives to demonstrate addition and
subtraction sentences written symbolically.
6.1.12 Write numbers and translate word clues to
number sentences and vice versa.
6.1.13 Use manipulatives such as pattern blocks,
tangrams, etc. to explore geometric concepts of
symmetry and transformations.
6.1.14 Create and observe numerical patterns on a
calculator by repeatedly adding or subtracting the same
number from some starting number.
6.1.15 Use age-appropriate books, stories, and videos to
convey ideas of mathematics.
                                                            Standard 2 - Number and
Standard 1 – Mathematical Processes                         Operations
Grade Level Expectations:                                   Grade Level Expectations:

                                                            GLE 6.2.1 Understand the place value of whole
GLE 6.1.1 Use mathematical language, symbols, and           numbers to ten-thousands place including
definitions while developing mathematical reasoning.        expanded notation for all arithmetic operations.
                                                            GLE 6.2.2 Develop understanding of
GLE 6.1.2 Apply and adapt a variety of appropriate          multiplication and related division facts
strategies to problem solving, including estimation, and    through multiple strategies and
reasonableness of the solution.                             representations.
GLE 6.1.3 Develop independent reasoning to
communicate mathematical ideas and derive algorithms        GLE 6.2.3 Relate multiplication and division as
and/or formulas.                                            inverse operations.
GLE 6.1.4 Move flexibly between concrete and abstract
representations of mathematical ideas in order to solve
problems, model mathematical ideas, and communicate         GLE 6.2.4 Solve multiplication and division
solution strategies.                                        problems using various representations.

GLE 6.1.5 Use mathematical ideas and processes in
different settings to formulate patterns, analyze graphs,   GLE 6.2.5 Understand the meaning and uses of
set up and solve problems and interpret solutions.          fractions.
GLE 6.1.6 Read and interpret the language of                GLE 6.2.6 Use various strategies and models to
mathematics and use written/oral communication to           compare and order fractions and identify
express mathematical ideas precisely.                       equivalent fractions.

GLE 6.1.7 Recognize the historical development of
mathematics, mathematics in context, and the                GLE 6.2.7 Add and subtract fractions with like
connections between mathematics and the real world.         denominators using various models.

GLE 6.1.8 Use technologies/manipulatives appropriately
to develop understanding of mathematical algorithms, to
facilitate problem solving, and to create accurate and      Checks for Understanding
reliable models of mathematical concepts.                   (Formative/Summative Assessment):
                                                            6.2.1 Represent whole numbers up to 10,000
                                                            using various models (such as base-ten blocks,
                                                            number lines, place-value charts) and in
Checks for Understanding                                    standard form, written form, and expanded
(Formative/Summative Assessment):                           form.

                                                            6.2.2 Understand and use the symbols =, < and
6.1.1 Read and write time to the nearest minute.            > to signify order and comparison.
6.1.2 Compare and order decimal amounts in the context
of money.                                              6.2.3 Use parentheses to indicate grouping.
                                                           6.2.4 Use a variety of methods to perform
6.1.3 Count the value of combinations of coins and bills   mental computations and compare the
up to five dollars.                                        efficiency of those methods.
6.1.4 Analyze problems by identifying relationships,
distinguishing relevant from irrelevant information, and   6.2.5 Use highest order value (such as tens or
observing patterns.                                        hundreds digit) to make simple estimates.
                                                           6.2.6 Solve a variety of addition and
6.1.5 Determine when and how to break a problem into       subtraction story problems including those
simpler parts.                                             with irrelevant information.
                                                           6.2.7 Represent multiplication using various
                                                           representations such as equal-size groups,
6.1.6 Use estimation to check answers for                  arrays, area models, and equal jumps on
reasonableness, and calculators to check for accuracy.     number lines.
                                                           6.2.8 Represent division using various
                                                           representations such as successive subtraction,
                                                           the number of equal jumps, partitioning, and
6.1.7 Make and investigate mathematical conjectures.       sharing.

6.1.8 Explain and justify answers on the basis of          6.2.9 Describe contexts for multiplication and
mathematical properties, structures, and relationships.    division facts.

6.1.9 Use manipulatives to demonstrate that the
commutative property holds for addition but not for        6.2.10 Understand that symbols such as ½, 1/3,
subtraction.                                               and ¼ represent numbers called unit fractions.

                                                          6.2.11 Identify fractions as parts of whole units,
6.1.10 Use correct, clearly written and oral mathematical as parts of sets, as locations on number lines,
language to pose questions and communicate ideas.         and as division of two whole numbers.

6.1.11 Develop strategies for solving problems involving   6.2.12 Compare fractions using drawings,
addition and subtraction of measurements.                  concrete objects, and benchmark fractions.
                                                           6.2.13 Understand that when a whole is
                                                           divided into equal parts to create unit
6.1.12 Analyze and evaluate the mathematical thinking      fractions, the sum of all the parts adds up to
and strategies of others.                                  one.
6.1.13 Create and use representations to organize,
record, and communicate mathematical ideas.                       State Performance Indicators:

6.1.14 Use age-appropriate books, stories, and videos to   SPI 6.2.1 Read and write numbers up to 10,000
convey ideas of mathematics.                               in numerals and up to 1,000 in words.

                                                           SPI 6.2.2 Identify the place value of numbers in
                                                           the ten-thousands, thousands, hundreds, tens,
           State Performance Indicators:                   and ones positions.
                                                             SPI 6.2.3 Convert between expanded and
SPI 6.1.1 Solve problems using a calendar.                   standard form with whole numbers to 10,000.

                                                             SPI 6.2.4 Compare and order numbers up to
                                                             10,000 using the words less than, greater than,
SPI 6.1.2 Solve problems involving elapsed time.             and equal to, and the symbols <, >, =.
SPI 6.1.3 Determine the correct change from a                SPI 6.2.5 Identify various representations of
transaction less than a dollar.                              multiplication and division.
SPI 6.1.4 Match the spoken, written, concrete, and           SPI 6.2.6 Recall basic multiplication facts
pictorial representations of fractions with denominators     through 10 times10 and the related division
up to ten.                                                   facts.
                                                             SPI 6.2.7 Compute multiplication problems that
SPI 6.1.5 Represent problems mathematically using            involve multiples of ten using basic number
diagrams, numbers, and symbolic expressions.                 facts.
                                                             SPI 6.2.8 Solve problems that involve the
SPI 6.1.6 Identify and use vocabulary to describe            inverse relationship between multiplication
attributes of two- and three-dimensional shapes.             and division.

                                                             SPI 6.2.9 Solve contextual problems involving
                                                             the addition (with and without regrouping) and
SPI 6.1.7 Select appropriate units and tools to solve        subtraction (with and without regrouping) of
problems involving measures.                                 two- and three digit whole numbers.
SPI 6.1.8 Express answers clearly in verbal, numerical, or
graphical (bar and picture) form, using units when           SPI 6.2.10 Identify equivalent fractions given by
appropriate.                                                 various representations.
                                                             SPI 6.2.11 Recognize and use different
                                                             interpretations of fractions.

                                                             SPI 6.2.12 Name fractions in various contexts
                                                             that are less than, equal to, or greater than one.
                                                             SPI 6.2.13 Recognize, compare, and order
                                                             fractions (benchmark fractions, common
                                                             numerators, or common denominators).
                                                             SPI 6.2.14 Add and subtract fractions with like
                                                             denominators.
Standard 3 – Algebra
Grade Level Expectations:

GLE 6.3.1 Develop meaning for and apply the
commutative, associative, and distributive properties
using various representations.

GLE 6.3.2 Develop understanding that a letter or a symbol
can represent an unknown quantity in a simple
mathematical expression/equation.

GLE 6.3.3 Describe and analyze patterns and relationships
in contexts.


GLE 6.3.4 Create and represent patterns using words,
tables, graphs, and symbols.


Checks for Understanding
(Formative/Summative Assessment):

6.3.1 Show that addition and multiplication are
commutative operations.



6.3.2 Show that subtraction and division are not
commutative operations.




6.3.3 Use commutative, associative, and distributive
properties to multiply whole numbers.




6.3.4 Solve problems using the commutative, associative,
and distributive properties.

6.3.5 Find unknowns in number sentences and problems
involving addition, subtraction, multiplication, or division.
6.3.6 Analyze patterns in words, tables, and graphs to
draw conclusions.
6.3.7 Create different representations of a pattern given a
verbal description.

6.3.8 Analyze patterns in quantitative change resulting
from computation.


            State Performance Indicators:



SPI 6.3.1 Verify a conclusion using algebraic properties.


SPI 6.3.2 Express mathematical relationships using number
sentences/equations.

SPI 6.3.3 Find the missing values in simple multiplication
and division equations.


SPI 6.3.4 Describe or extend (including finding missing
terms) geometric and numeric patterns.
Standard 4 – Geometry and
Measurement
Grade Level Expectations:


GLE 6.4.1 Describe, compare, and analyze properties of
polygons.


GLE 6.4.2 Understand and apply the concepts of
congruence and symmetry.

GLE 6.4.3 Understand and use attributes of 2- and 3-
dimensional figures to solve problems.


GLE 6.4.4 Use appropriate units, strategies and tools to
solve problems involving perimeter.


GLE 6.4.5 Solve measurement problems involving
fractional parts of linear units and capacity units.

Checks for Understanding
(Formative/Summative Assessment):

6.4.1 Describe properties of plane figures (such as circles,
triangles, squares and rectangles) and solid shapes (such
as spheres, cubes and cylinders).




6.4.2 Classify polygons according to the number of their
sides and angles.




6.4.3 Classify lines and segments as parallel,
perpendicular, or intersecting.

6.4.4 Identify, create, and describe figures with line
symmetry.

6.4.5 Understand that all measurements require units.
6.4.6 Recognize the use of fractions in liquid measures.

6.4.7 Recognize the relationships among cups, pints,
quarts, and gallons.

6.4.8 Estimate and/or measure the capacity of a
container.




6.4.9 Measure weight to the nearest ounce or gram.

6.4.10 Use reasonable units of length (i.e. kilometer,
meter, centimeter; mile, yard, foot, inch) in estimates
and measures.

6.4.11 Know common equivalences for length (1 meter =
100 centimeters, 1 yard = 3 feet, 1 foot = 12 inches).

6.4.12 Make and record measurements that use mixed
units within the same system of measurement (such as
feet and inches, meters and centimeters).


6.4.13 Use common abbreviations: km, m, cm, in, ft, yd,
mi.


            State Performance Indicators:


SPI 6.4.1 Recognize polygons and be able to identify
examples based on geometric definitions.
SPI 6.4.2 Determine if two figures are congruent based on
size and shape.

SPI 6.4.3 Identify the line of symmetry in a two-
dimensional design or shape.


SPI 6.4.4 Calculate the perimeter of shapes made from
polygons.
SPI 6.4.5 Choose reasonable units of measure, estimate
common measurements using benchmarks, and use
appropriate tools to make measurements.


SPI 6.4.6 Measure length to the nearest centimeter or
half inch.
SPI 6.4.7 Solve problems requiring the addition and
subtraction of lengths.
Standard 5 – Data Analysis, Statistics, and
Probability
Grade Level Expectations:


GLE 6.5.1 Organize, display, and analyze data using various
representations to solve problems.


Checks for Understanding (Formative/Summative
Assessment):

6.5.1 Collect and organize data using observations, surveys, and
experiments.


6.5.2 Construct a frequency table, bar graph, pictograph, or line
plot of collected data.


6.5.3 Compare and interpret different representations of the same
data.

6.5.4 Solve problems using data from frequency tables, bar graphs,
pictographs, or line plots.




                State Performance Indicators:



SPI 6.5.1 Interpret a frequency table, bar graph, pictograph, or line
plot.




SPI 6.5.2 Solve problems in which data is represented in tables or
graph.

SPI 6.5.3 Make predictions based on various representations of
data.
                                                            Standard 2 - Number and
Standard 1 – Mathematical Processes                         Operations
Grade Level Expectations:                                   Grade Level Expectations:
                                                            GLE 6.2.1 Understand place value of numbers
GLE 6.1.1 Use mathematical language, symbols, and           from hundredths to the hundred-thousands
definitions while developing mathematical reasoning.        place.
GLE 6.1.2 Apply and adapt a variety of appropriate
strategies to problem solving, including estimation, and    GLE 6.2.2 Develop fluency with multiplication
reasonableness of the solution.                             and single-digit division.
GLE 6.1.3 Develop independent reasoning to
communicate mathematical ideas and derive algorithms        GLE 6.2.3 Identify prime and composite
and/or formulas.                                            numbers.
GLE 6.1.4 Move flexibly between concrete and abstract
representations of mathematical ideas in order to solve
problems, model mathematical ideas, and communicate         GLE 6.2.4 Understand and use the connections
solution strategies.                                        between fractions and decimals.

GLE 6.1.5 Use mathematical ideas and processes in
different settings to formulate patterns, analyze graphs,   GLE 6.2.5 Add and subtract fractions with like
set up and solve problems and interpret solutions.          and unlike denominators.
GLE 6.1.6 Read and interpret the language of                GLE 6.2.6 Solve problems involving whole
mathematics and use written/oral communication to           numbers, fractions, and/or decimals using all
express mathematical ideas precisely.                       four arithmetic operations.

GLE 6.1.7 Recognize the historical development of
mathematics, mathematics in context, and the                Checks for Understanding
connections between mathematics and the real world.         (Formative/Summative Assessment):

GLE 6.1.8 Use technologies/manipulatives appropriately
to develop understanding of mathematical algorithms, to
facilitate problem solving, and to create accurate and  6.2.1 Compose and decompose quantities
reliable models of mathematical concepts.               according to place value.

Checks for Understanding                                    6.2.2 Understand decimal notation as an
(Formative/Summative Assessment):                           extension of the base-ten number system.

6.1.1 Understand the relationship between use of            6.2.3 Multiply two- and three-digit whole
answers and the accuracy of the number.                     numbers.

                                                            6.2.4 Understand and use a reliable algorithm
                                                            for multiplying multi-digit numbers and
6.1.2 Identify the range of appropriate estimates,          dividing numbers by a single-digit divisor
including over-estimate and under-estimate.                 accurately and efficiently.
6.1.3 Connect operations with decimals to money and         6.2.5 Understand that division by zero is
make estimates.                                             undefined.
6.1.4 Use commutative, associative, and distributive
properties of numbers including oral descriptions of      6.2.6 Divide three-digit whole numbers by one-
mathematical reasoning.                                   digit divisors fluently with pencil and paper.
                                                          6.2.7 Identify factors of whole numbers and
                                                          model factors and products beyond basic
6.1.5 Measure using ruler, meter stick, clock,            multiplication facts using arrays and area
thermometer, or other scaled instruments.                 models.
                                                          6.2.8 Generate equivalent forms of whole
6.1.6 Identify geometric or physical attributes that are  numbers, decimals, and common fractions
appropriate to measure in a given situation.              (e.g., 1/10, ¼, ½, ¾).
6.1.7 Translate the details of a contextual problem into  6.2.9 Compare equivalent forms whole
diagrams and/or numerical expressions, and express        numbers, fractions, and decimals to each other
answers using appropriate units.                          and to benchmark numbers
                                                          6.2.10 Use models to understand division as
6.1.8 Match the spoken, written, concrete (including base the inverse of multiplication, partitioning, and
ten blocks), and pictorial representations of decimals.   repeated subtraction.
                                                          6.2.11 Use models, benchmarks, and
                                                          equivalent forms to compare
6.1.9 Develop a story problem that illustrates a given    fractions/decimals and locate them on the
multiplication or division number sentence.               number line.

6.1.10 Use age-appropriate books, stories, and videos to   6.2.12 Understand and use decimal numbers
convey ideas of mathematics.                               up to hundredths and write them as fractions.
                                                           6.2.13 Solve multi-step problems of various
                                                           types using whole numbers, fractions, and
           State Performance Indicators:                   decimals.

SPI 6.1.1 Verify a conclusion using the commutative,       6.2.14 Understand the role of the remainder in
associative and distributive properties.                   division.
SPI 6.1.2 Compare decimals using concrete and pictorial
representations.                                                 State Performance Indicators:
                                                           SPI 6.2.1 Read and write numbers from
SPI 6.1.3 Determine the correct change from a              hundredths to hundred-thousands in numerals
transaction.                                               and in words.
SPI 6.1.4 Compare objects with respect to a given
geometric or physical attribute and select appropriate     SPI 6.2.2 Locate and place mixed numbers on
measurement instrument.                                    the number line.

                                                           SPI 6.2.3 Identify the place value of a specified
                                                           digit in a number and the quantity it represents.
                                                           SPI 6.2.4 Find factors, common factors,
                                                           multiples, and common multiples of two
                                                           numbers.
                                                           SPI 6.2.5 Generate equivalent forms of
                                                           common fractions and decimals and use them
                                                           to compare size.
SPI 6.2.6 Use the symbols < , > and = to
compare common fractions and decimals in
both increasing and decreasing order.

SPI 6.2.7 Convert improper fractions into mixed
numbers and/or decimals.
SPI 6.2.8 Add and subtract proper fractions
with like and unlike denominators and simplify
the answer.
SPI 6.2.9 Add and subtract decimals through
hundredths.

SPI 6.2.10 Solve contextual problems using
whole numbers, fractions, and decimals.
SPI 6.2.11 Solve problems using whole number
multi-digit multiplication.

SPI 6.2.12 Solve problems using whole number
division with one- or two-digit divisors.
Standard 3 – Algebra
Grade Level Expectations:
GLE 6.3.1 Extend understanding of a variable to equations
involving whole numbers, fractions, decimals, and/or
mixed numbers.

GLE 6.3.2 Use mathematical language and modeling to
develop descriptions, rules and extensions of patterns.

GLE 6.3.3 Translate between different forms of
representations of whole number relationships.


Checks for Understanding
(Formative/Summative Assessment):


6.3.1 Find an unknown quantity in simple equations using
whole numbers, fractions, decimals, and mixed numbers.

6.3.2 Translate between symbols and words to represent
quantities in expressions or equations.


6.3.3 Create, explain and use a rule to generate terms of a
pattern or sequence.



6.3.4 Translate between symbolic, numerical, verbal, or
pictorial representations of a whole number pattern or
relationship.


            State Performance Indicators:

SPI 6.3.1 Use letters and symbols to represent an unknown
quantity and write a simple mathematical expression.




SPI 6.3.2 Make generalizations about geometric and
numeric patterns.
SPI 6.3.3 Represent and analyze patterns using words,
function tables, and graphs.
Standard 4 – Geometry and
Measurement
Grade Level Expectations:

GLE 6.4.1 Understand and use the properties of lines,
segments, angles, polygons, and circles.

GLE 6.4.2 Understand and use measures of length, area,
capacity, and weight.

GLE 6.4.3 Solve problems that involve estimating and
measuring length, area, capacity and weight.

GLE 6.4.4 Understand the representation of location and
movement within the first quadrant of a coordinate
system.


Checks for Understanding
(Formative/Summative Assessment):


6.4.1 Identify the basic parts of circles.


6.4.2 Understand the definition of degree as it relates to
the circle.




6.4.3 Classify angles and triangles as obtuse, acute, or
right.


6.4.4 Measure and draw angles.



6.4.5 Determine if a figure is a polygon.




6.4.6 Recognize the use of decimals in metric measures.
6.4.7 Measure liquids using both standard units and
metric units.
6.4.8 Recognize that a measure of area represents the
total number of same-sized units /that cover the shape
without gaps or overlaps.


6.4.9 Recognize that area does not change when 2-
dimensional figures are cut apart and rearranged.

6.4.10 Connect area measure to multiplication using a
rectangular area model.

6.4.11 Estimate areas of rectangles in square inches and
square centimeters.
6.4.12 Estimate the size of an object with respect to a
given measurement attribute (length, perimeter, area, or
capacity).


6.4.13 Compare objects with respect to a given attribute
such as length, area, and capacity.

6.4.14 Explain how the components of a coordinate
system are used to determine location.


6.4.15 Explore properties of paths between points.



6.4.16 Examine transformations in the coordinate plane.
6.4.17 Predict the results of a transformation of a
geometric shape.

6.4.18 Determine whether a geometric shape has line
and/or rotational symmetry.


6.4.19 Design and analyze simple tilings and tessellations.


6.4.20 Draw lines of symmetry in 2-dimensional figures.

6.4.21 Recognize two-dimensional faces of three-
dimensional shapes.


           State Performance Indicators:
SPI 6.4.1 Classify lines and line segments as parallel,
perpendicular, or intersecting.
SPI 6.4.2 Graph and interpret points with whole number
or letter coordinates on grids or in the first quadrant of
the coordinate plane.

SPI 6.4.3 Construct geometric figures with vertices at
points on a coordinate grid.
SPI 6.4.4 Identify acute, obtuse, and right angles in 2-
dimensional shapes.

SPI 6.4.5 Identify attributes of simple and compound
figures composed of 2- and 3- dimensional shapes.
SPI 6.4.6 Determine situations in which a highly accurate
measurement is important.
SPI 6.4.7 Determine appropriate size of unit of
measurement in problem situations involving length,
capacity or weight.
SPI 6.4.8 Convert measurements within a single system
that are common in daily life (e.g., hours and minutes,
inches and feet, centimeters and meters, quarts and
gallons, liters and milliliters).
SPI 6.4.9 Solve problems involving area and/or perimeter
of rectangular figures.
SPI 6.4.10 Identify images resulting from reflections,
translations, or rotations.
Standard 5 – Data, Probability and Statistics
Grade Level Expectations:

GLE 6.5.1 Collect, record, arrange, present, and interpret data
using tables and various representations.


GLE 6.5.2 Use probability to describe chance events.

Checks for Understanding (Formative/Summative
Assessment):



6.5.1 Create and label appropriate scales for graphs.



6.5.2 Evaluate how well various representations show the
collected data.

6.5.3 Interpret and prepare pie charts using appropriate
measurements of angles.




6.5.4 Develop and use stem-and-leaf plots.




6.5.5 Use measures of central tendency to compare two sets of
related data.


6.5.6 Determine a simple probability.



6.5.7 Express a probability pictorially.




                 State Performance Indicators:
SPI 6.5.1 Depict data using various representations (e.g., tables,
pictographs, line graphs, bar graphs).
SPI 6.5.2 Solve problems using estimation and comparison within a
single set of data.


SPI 6.5.3 Given a set of data or a graph, describe the distribution of
the data using median, range, or mode.


SPI 6.5.4 List all possible outcomes of a given situation or event.
                                                            Standard 2 - Number and
Standard 1 – Mathematical Processes                         Operations
Grade Level Expectations:                                   Grade Level Expectations:

                                                            GLE 6.2.1 Extend the understanding of place
GLE 6.1.1 Use mathematical language, symbols, and           value through millions and millionths in various
definitions while developing mathematical reasoning.        contexts and representations.

GLE 6.1.2 Apply and adapt a variety of appropriate          GLE 6.2.2 Write natural numbers (to 50) as a
strategies to problem solving, including estimation, and    product of prime factors and understand that
reasonableness of the solution.                             this is unique (apart from order).

                                                            GLE 6.2.3 Develop fluency with division of
GLE 6.1.3 Develop independent reasoning to                  whole numbers. Understand the relationship of
communicate mathematical ideas and derive algorithms        divisor, dividend, and quotient in terms of
and/or formulas.                                            multiplication and division.
GLE 6.1.4 Move flexibly between concrete and abstract       GLE 6.2.4 Develop fluency with addition and
representations of mathematical ideas in order to solve     subtraction of proper and improper fractions
problems, model mathematical ideas, and communicate         and mixed numbers; explain and model the
solution strategies.                                        algorithm.

GLE 6.1.5 Use mathematical ideas and processes in           GLE 6.2.5 Develop fluency in solving multi-step
different settings to formulate patterns, analyze graphs,   problems using whole numbers, fractions,
set up and solve problems and interpret solutions.          mixed numbers, and decimals.

GLE 6.1.6 Read and interpret the language of
mathematics and use written/oral communication to           Checks for Understanding
express mathematical ideas precisely.                       (Formative/Summative Assessment):

GLE 6.1.7 Recognize the historical development of
mathematics, mathematics in context, and the
connections between mathematics and the real world.         6.2.1 Identify prime numbers up to 50.

GLE 6.1.8 Use technologies/manipulatives appropriately
to develop understanding of mathematical algorithms, to 6.2.2 Use the prime factorization of two whole
facilitate problem solving, and to create accurate and  numbers to determine the greatest common
reliable models of mathematical concepts.               factor and the least common multiple.
                                                        6.2.3 Use visual models, benchmarks, and
Checks for Understanding                                equivalent forms to add and subtract
(Formative/Summative Assessment):                       commonly used fractions and decimals.
6.1.1 Make and test conjectures about geometric
properties and develop logical arguments to justify
conclusions.                                            6.2.4 Use divisibility rules to factor numbers.

6.1.2 Make reasonable estimates of fraction and decimal 6.2.5 Make reasonable estimates of fraction
sums or differences using models.                       and decimal sums and differences.
6.1.3 Explore different methods of estimation including
rounding and truncating.                                    6.2.6 Add and subtract mixed numbers.

                                                            6.2.7 Understand the placement of the decimal
                                                            point in calculations of multiplication and long
6.1.4 Explore problems in different contexts to interpret   division, including the placement in the
the meaning of remainders as discrete values or not.        estimation of the answer.

6.1.5 Solve problems in more than one way and explain       6.2.8 Understand that division by zero is
why one process may be more effective than another.         undefined.

                                                            6.2.9 Explore numbers less than 0 by extending
6.1.6 Communicate answers in correct verbal and             the number line through familiar applications
numerical form; including use of mixed numbers or           (e.g., temperatures below zero, owing money,
fractions and use of units.                                 measuring elevation below sea level).
6.1.7 Organize and consolidate verbal statements
involving fractions and mixed numbers into diagrams,        6.2.10 Use exponential notation to represent
symbols, and numerical expressions.                         repeated multiplication of whole numbers.

6.1.8 Use patterns, models, and relationships as contexts
for writing inequalities and simple equations.                   State Performance Indicators:
6.1.9 Use age-appropriate books, stories, and videos to   SPI 6.2.1 Read and write numbers from millions
convey ideas of mathematics.                              to millionths in various contexts.
                                                          SPI 6.2.2 Write the prime factorization of
                                                          numbers through 50 using both exponential
             State Performance Indicators:                and standard notation.
                                                          SPI 6.2.3 Select a reasonable solution to a real-
SPI 6.1.1 Given a series of geometric statements, draw a world division problem in which the remainder
conclusion about the figure described.                    must be considered.

                                                            SPI 6.2.4 Solve problems involving the division
SPI 6.1.2 Estimate fraction and decimal sums or             of two- and three-digit whole numbers by one-
differences.                                                and two-digit whole numbers.
SPI 6.1.3 Recognize the unit associated with the
remainder in a division problem or the meaning of the
fractional part of a whole given in either decimal or       SPI 6.2.5 Solve addition and subtraction
fraction form.                                              problems involving both fractions and decimals.

SPI 6.1.4 Identify missing information and/or too much      SPI 6.2.6 Add and subtract proper and
information in contextual problems.                         improper fractions as well as mixed numbers.


                                                            SPI 6.2.7 Recognize equivalent representations
                                                            for the same number.
SPI 6.2.8 Write terminating decimals in the
form of fractions or mixed numbers.

SPI 6.2.9 Compare whole numbers, decimals
and fractions using the symbols <, >, and =.
Standard 3 – Algebra
Grade Level Expectations:



GLE 6.3.1 Understand and use order of operations.




GLE 6.3.2 Develop and apply the concept of variable.




GLE 6.3.3 Understand and apply the substitution property.



GLE 6.3.4 Solve single-step linear equations and
inequalities.


Checks for Understanding
(Formative/Summative Assessment):
6.3.1 Evaluate an expression by substituting non-negative
rational number values for letter variables in the
expression.



6.3.2 Use variables appropriately to represent numbers
whose values are not yet known.




6.3.3 Solve single-step linear equations using inverse
operations.

6.3.4 Solve single-step linear inequalities and graph
solutions on a number line.

6.3.5 Determine if a given value is a solution to a linear
equation/inequality.

6.3.6 Recognize there are many numbers between any
two whole numbers on the number line.
            State Performance Indicators:



SPI 6.3.1 Evaluate algebraic expressions involving decimals
and fractions using order of operations.

SPI 6.3.2 Evaluate multi-step numerical expressions
involving fractions using order of operations.




SPI 6.3.3 Find the unknown in single-step equations
involving fractions and mixed numbers.

SPI 6.3.4 Given a set of values, identify those that make an
inequality a true statement.
Standard 4 – Geometry and
Measurement
Grade Level Expectations:


GLE 6.4.1 Use basic formulas and visualization to find the
area of geometric figures.


GLE 6.4.2 Describe polyhedral solids and analyze their
properties, including volume and surface area.




GLE 6.4.3 Describe length/distance relationships using
the first quadrant of the coordinate system.



GLE 6.4.4 Solve problems that require attention to both
approximation and precision of measurement.


Checks for Understanding
(Formative/Summative Assessment):

6.4.1 Develop the formula for the area of a triangle as it
relates to the area of a parallelogram/rectangle.



6.4.2 Find the area of a convex polygon by decomposing
it into triangles/rectangles.




6.4.3 Build, draw, and work with prisms by means of
orthogonal views, projective views, and nets.
6.4.4 Describe and identify the five regular (Platonic)
solids and their properties with respect to faces, shapes
of faces, edges, and vertices.

6.4.5 Quantify total volume as filling space with same-
sized units of volume without gaps or overlap.

6.4.6 Decompose prisms to calculate surface area and
volume.
6.4.7 Understand, select and use units of appropriate size
and type to measure angles, lengths/distances, area,
surface area and volume.




6.4.8 Identify characteristics of the set of points that
define vertical and horizontal line segments.

6.4.9 Correctly interpret significant digits in the accuracy
of measurements and associated calculations.




6.4.10 Recognize that measurements are never exact.


6.4.11 Understand the usefulness of approximations.

6.4.12 Develop strategies for choosing correct tools of
measurement.
6.4.13 Recognize and use measures of weight and
temperature.


            State Performance Indicators:

SPI 6.4.1 Solve contextual problems that require
calculating the area of triangles and parallelograms.


SPI 6.4.2 Decompose irregular shapes to find perimeter
and area.


SPI 6.4.3 Identify a three-dimensional object from two-
dimensional representations of that object and vice versa.

SPI 6.4.4 Solve problems involving surface area and
volume of rectangular prisms and polyhedral solids.
SPI 6.4.5 Find the length of vertical or horizontal line
segments in the first quadrant of the coordinate system,
including problems that require the use of fractions and
decimals.
SPI 6.4.6 Record measurements in context to reasonable
degree of accuracy using decimals and/or fractions.
Standard 5 – Data, Probability and Statistics
Grade Level Expectations:


GLE 6.5.1 Make, record, display and interpret data and graphs that
include whole numbers, decimals, and fractions.


GLE 6.5.2 Describe the shape and important features of a set of
data using the measures of central tendency.



Checks for Understanding (Formative/Summative
Assessment):



6.5.1 Construct and analyze double bar and line graphs.


6.5.2 Represent data using ordered pairs in the first quadrant of
the coordinate system.


6.5.3 Design investigations to address a question and consider how
data collection methods affect the nature of the data set.



6.5.4 Recognize the differences in representing categorical and
numerical data.




6.5.5 Evaluate how different measures of central tendency
describe data.

6.5.6 Identify outliers and determine their effect on mean, median,
mode and range.



                State Performance Indicators:

SPI 6.5.1 Depict data using various representations, including
decimal and/or fractional data.
SPI 6.5.2 Make predictions based on various data representations,
including double bar and line graphs.




SPI 6.5.3 Calculate measures of central tendency to analyze data.
                                                            Standard 2 – Number &
Standard 1 – Mathematical Processes                         Operations
Grade Level Expectations:                                   Grade Level Expectations:

                                                            GLE 6.2.1 Understand and explain the
GLE 6.1.1 Use mathematical language, symbols, and           procedures for multiplication and division of
definitions while developing mathematical reasoning.        fractions, mixed numbers, and decimals.
GLE 6.1.2 Apply and adapt a variety of appropriate          GLE 6.2.2 Solve multi-step mathematical,
strategies to problem solving, including estimation, and    contextual and verbal problems using fractions,
reasonableness of the solution.                             mixed numbers, and decimals.

GLE 6.1.3 Develop independent reasoning to
communicate mathematical ideas and derive algorithms        GLE 6.2.3 Understand and use ratios, rates and
and/or formulas.                                            percents.
GLE 6.1.4 Move flexibly between concrete and abstract
representations of mathematical ideas in order to solve     GLE 6.2.4 Understand and convert between
problems, model mathematical ideas, and communicate         fraction, decimal, and percent forms of rational
solution strategies.                                        numbers.

GLE 6.1.5 Use mathematical ideas and processes in           GLE 6.2.5 Develop meaning for integers;
different settings to formulate patterns, analyze graphs,   represent and compare quantities with
set up and solve problems and interpret solutions.          integers.

GLE 6.1.6 Read and interpret the language of
mathematics and use written/oral communication to           Checks for Understanding
express mathematical ideas precisely.                       (Formative/Summative Assessment):

GLE 6.1.7 Recognize the historical development of           6.2.1 Efficiently compare and order fractions,
mathematics, mathematics in context, and the                decimals and percents; determine their
connections between mathematics and the real world.         approximate locations on a number line.

GLE 6.1.8 Use technologies/manipulatives appropriately
to develop understanding of mathematical algorithms, to
facilitate problem solving, and to create accurate and  6.2.2 Use area models to represent
reliable models of mathematical concepts.               multiplication of fractions.

Checks for Understanding                                    6.2.3 Create and solve contextual problems
(Formative/Summative Assessment):                           that lead naturally to division of fractions.
6.1.1 Recognize different conventions used in calculator
and computer spreadsheets (e.g., * for multiplication, ^
for exponent), but use mathematical notation in written     6.2.4 Understand ratio as a fraction used to
work.                                                       compare two quantities by division.


6.1.2 Recognize when an estimate is more appropriate        6.2.5 Recognize a:b, a/b, and “a to b” as
than an exact answer in a variety of problem situations.    notations for ratios.
                                                            6.2.6 Recognize common percentages as ratios
                                                            based on fractions whose denominators are 2,
6.1.3 Recognize errors generated by rounding.               3, 4, 5, or 10.
6.1.4 Describe how changes in one quantity or variable      6.2.7 Connect ratio and rate to multiplication
result in changes in another.                               and division.
6.1.5 Illustrate properties of operations by showing that
two expressions are equivalent in a given context (e.g.,
using an area model for distributive property, and          6.2.8 Recognize that a terminating decimal
grouping/set models for commutative and associative         equals a fraction with a denominator that is a
properties).                                                power of ten.

6.1.6 Model situations by devising and carrying out         6.2.9 Recognize that the decimal form of a
experiments and simulations.                                rational number either terminates or repeats.
                                                            6.2.10 Explore contexts that can be described
6.1.7 Formulate questions, design studies, and collect      with negative numbers (such as money,
real world data.                                            elevation, and temperature).

6.1.8 Determine an appropriate sample to test an
hypothesis.                                                       State Performance Indicators:




6.1.9 Use age-appropriate books, stories, and videos to     SPI 6.2.1 Solve problems involving the
convey ideas of mathematics.                                multiplication and division of fractions.
6.1.10 Use various methods (such as dynamic geometry        SPI 6.2.2 Solve problems involving the addition,
software) to explore properties of triangles and            subtraction, multiplication, and division of
quadrilaterals.                                             mixed numbers.
                                                            SPI 6.2.3 Solve problems involving the addition,
6.1.11 Model algebraic expressions with manipulatives,      subtraction, multiplication, and division of
technology, and pencil and paper.                           decimals.

                                                            SPI 6.2.4 Solve multi-step arithmetic problems
           State Performance Indicators:                    using fractions, mixed numbers, and decimals.

                                                          SPI 6.2.5 Transform numbers from one form to
                                                          another (fractions, decimals, percents, and
SPI 6.1.1 Make conjectures and predictions based on data. mixed numbers).

SPI 6.1.2 Judge the reasonableness of the results of        SPI 6.2.6 Solve problems involving ratios, rates
rational number estimates and/or computations.              and percents.

SPI 6.1.3 Use concrete, pictorial, and symbolic             SPI 6.2.7 Locate positive rational numbers on
representation for integers.                                the number line.
SPI 6.1.4 Select the representation that models one of
the arithmetic properties (commutative, associative, or
distributive).                                               SPI 6.2.8 Locate integers on the number line.


SPI 6.1.5 Model algebraic expressions using algebra tiles.
Standard 3 – Algebra
Grade Level Expectations:


GLE 6.3.1 Write and solve two-step equations and
inequalities.
GLE 6.3.2 Interpret and represent algebraic relationships
with variables in expressions, simple equations and
inequalities.


GLE 6.3.3 Extend order of operations to include grouping
symbols and exponents.



GLE 6.3.4 Use expressions, equations and formulas to
solve problems.

GLE 6.3.5 Use multiple representations including symbolic
algebra to model and/or solve contextual problems that
involve linear relationships.


GLE 6.3.6 Understand and use the Cartesian coordinate
system.


Checks for Understanding
(Formative/Summative Assessment):


6.3.1 Write and solve two-step linear equations
corresponding to given situations (non-negative numbers
only).

6.3.2 Write and solve one-step inequalities corresponding
to given situations (non-negative numbers only).

6.3.3 Recognize the use of juxtaposition (such as 3x, ab) to
stand for multiplication, and the convention in these cases
of writing numbers before letters.

6.3.4 Generate data and graph relationships concerning
measurement of length, area, volume, weight, time,
temperature, money, and information.
6.3.5 Use the commutative, associative and distributive
properties to show that two expressions are equivalent.
6.3.6 Use equations to describe simple relationships
shown in a table or graph.


6.3.7 Move fluently between different representations
(such as verbal, tabular, numerical, algebraic, and
graphical) of equations and expressions.

6.3.8 Represent patterns using words, graphs, and simple
symbolic notation.


6.3.9 Write a contextual story modeled by a given graph.
6.3.10 Understand that in an ordered pair (x, y), the x
represents horizontal location and y represents vertical
location.




6.3.11 Identify the quadrant of the coordinate system in
which a point lies.


            State Performance Indicators:

SPI 6.3.1 Represent on a number line the solution of a
linear inequality.

SPI 6.3.2 Use order of operations and parentheses to
simplify expressions and solve problems.



SPI 6.3.3 Write equations that correspond to given
situations or represent a given mathematical relationship.

SPI 6.3.4 Rewrite expressions to represent quantities in
different ways.

SPI 6.3.5 Translate between verbal expressions/sentences
and algebraic expressions/equations.
SPI 6.3.6 Solve two-step linear equations using number
sense, properties, and inverse operations.

SPI 6.3.7 Use algebraic expressions and properties to
analyze numeric and geometric patterns.
SPI 6.3.8 Select the qualitative graph that models a
contextual situation (e.g., water filling then draining from
a bathtub).
SPI 6.3.9 Graph ordered pairs of integers in all four
quadrants of the Cartesian coordinate system.
Standard 4 – Geometry & Measurement
Grade Level Expectations:


GLE 6.4.1 Understand and use basic properties of
triangles, quadrilaterals, and other polygons.
GLE 6.4.2 Use the concepts of translation, rotation,
reflection, and symmetry to understand congruence in
the plane.
GLE 6.4.3 Develop and use formulas to determine the
circumference and area of circles, and the area of
trapezoids, and develop strategies to find the area of
composite shapes.



GLE 6.4.4 Develop and use formulas for surface area and
volume of 3-dimensional figures.


Checks for Understanding
(Formative/Summative Assessment):

6.4.1 Investigate the sum of the angles in a triangle and a
quadrilateral using various methods.



6.4.2 Relate the sum of the angles in a triangle to the sum
of the angles in polygons.




6.4.3 Verify the basic properties of triangles and
quadrilaterals using a protractor and ruler.
6.4.4 Classify triangles by side lengths (scalene, isosceles,
and equilateral) and angle measure (acute, right, obtuse,
isosceles and equiangular).




6.4.5 Model and use the Triangle Inequality Theorem.


6.4.6 Use the properties of interior and exterior angles of
polygons to solve problems.
6.4.7 Work with transformations in a plane and explore
their meanings through drawings and manipulatives.
6.4.8 Understand scaling, dilation and their relation to
similarity.




6.4.9 Analyze the differences between congruence and
similarity.

6.4.10 Describe the effect of a transformation on a 2-
dimensional figure and the resulting symmetry.

6.4.11 Relate the circumference of a circle with the
perimeter of a polygonal figure.

6.4.12 Derive the meaning of Pi using concrete models
and/or appropriate technology.

6.4.13 Understand the relationships among the radius,
diameter, circumference and area of a circle, and that the
ratio of the circumference to the diameter is the same as
the ratio of the area to the square of the radius, and that
this ratio is called Pi.

6.4.14 Relate the area of a trapezoid to the area of a
parallelogram.

6.4.15 Find lengths given areas or volumes, and vice
versa.
6.4.16 Solve contextual problems involving area and
circumference of circles, surface areas and volumes of
prisms, pyramids, cones, and cylinders.

6.4.17 Use manipulatives to discover the volume of a
pyramid is one-third the volume of the related prism (the
heights and base areas are equal).
6.4.18 Use manipulatives to discover the volume of a
cone is one-third the volume of the related cylinder (the
heights and base areas are equal).


            State Performance Indicators:
SPI 6.4.1 Identify, define or describe geometric shapes
given a visual representation or a written description of
its properties.

SPI 6.4.2 Find a missing angle measure in problems
involving interior/exterior angles and/or their sums.

SPI 6.4.3 Solve problems using the Triangle Inequality
Theorem.
SPI 6.4.4 Calculate with circumferences and areas of
circles.
SPI 6.4.5 Determine the surface area and volume of
prisms, pyramids and cylinders.

SPI 6.4.6 Given the volume of a cone/pyramid, find the
volume of the related cylinder/prism or vice versa.
Standard 5 – Data Analysis, Statistics, &
Probability
Grade Level Expectations:


GLE 6.5.1 Understand the meaning of probability and how it is
expressed.
GLE 6.5.2 Interpret representations of data from surveys and polls,
and describe sample bias and how data representations can be
misleading.


Checks for Understanding (Formative/Summative
Assessment):

6.5.1 Understand that the probability of an event is a number
between zero and one that expresses the likelihood of its
occurrence.

6.5.2 Identify the probability of an event as the ratio of the
number of its actual occurrences to the total number of its
possible occurrences.



6.5.3 Express probabilities in different ways.




6.5.4 Understand the difference between probability and odds.




6.5.5 Analyze a situation that involves probability of an
independent event.

6.5.6 Estimate the probability of simple and compound events
through experimentation or simulation.



6.5.7 Apply procedures to calculate the probability of
complimentary events.


6.5.8 Connect data sets and their graphical representations (such
as bar graphs, circle, graphs, and stem-and-leaf plots).
6.5.9 Determine the sample space for a given situation.

6.5.10 Distinguish between a random and nonrandom sample.




6.5.11 Select the appropriate measure of center to describe a data
set.

6.5.12 Predict the characteristics of a population based on the
analysis of sample data.


                State Performance Indicators:

SPI 6.5.1 Determine the theoretical probability of simple and
compound events in familiar contexts.




SPI 6.5.2 Identify features of graphs that may be misleading.


SPI 6.5.3 Determine whether or not a sample is biased.
                                                            Standard 2 – Number &
Standard 1 – Mathematical Processes                         Operations
Grade Level Expectations:                                   Grade Level Expectations:
                                                            GLE 6.2.1 Extend understandings of addition,
GLE 6.1.1 Use mathematical language, symbols, and           subtraction, multiplication and division to
definitions while developing mathematical reasoning.        integers.

GLE 6.1.2 Apply and adapt a variety of appropriate          GLE 6.2.2 Understand and work with the
strategies to problem solving, including estimation, and    properties of and operations on the system of
reasonableness of the solution.                             rational numbers.

GLE 6.1.3 Develop independent reasoning to
communicate mathematical ideas and derive algorithms        GLE 6.2.3 Develop an understanding of and
and/or formulas.                                            apply proportionality.
GLE 6.1.4 Move flexibly between concrete and abstract
representations of mathematical ideas in order to solve     GLE 6.2.4 Use ratios, rates and percents to
problems, model mathematical ideas, and communicate         solve single- and multi-step problems in various
solution strategies.                                        contexts.

GLE 6.1.5 Use mathematical ideas and processes in
different settings to formulate patterns, analyze graphs,   GLE 6.2.5 Understand and work with squares,
set up and solve problems and interpret solutions.          cubes, square roots and cube roots.

GLE 6.1.6 Read and interpret the language of
mathematics and use written/oral communication to           GLE 6.2.6 Introduce the concept of negative
express mathematical ideas precisely.                       exponents.

GLE 6.1.7 Recognize the historical development of
mathematics, mathematics in context, and the                GLE 6.2.7 Understand and use scientific
connections between mathematics and the real world.         notation.


GLE 6.1.8 Use technologies/manipulatives appropriately
to develop understanding of mathematical algorithms, to
facilitate problem solving, and to create accurate and      Checks for Understanding
reliable models of mathematical concepts.                   (Formative/Summative Assessment):
                                                            6.2.1 Understand that the set of rational
                                                            numbers includes any number that can be
Checks for Understanding                                    written as a ratio of two integers in which the
(Formative/Summative Assessment):                           denominator is not zero.
                                                             6.2.2 Develop and analyze algorithms and
6.1.1 Recognize common abbreviations (such as gcd/gcf        compute efficiently with integers and rational
and lcm).                                                    numbers.
                                                             6.2.3 Recognize that rational numbers satisfy
                                                             the commutative and associative laws of
6.1.2 Recognize round-off error and the inaccuracies it      addition and multiplication and the distributive
introduces.                                                  law.

                                                             6.2.4 Understand that a and –a are additive
6.1.3 Check answers both by estimation and by                inverses and are located the same distance
appropriate independent calculations, using calculators      from zero on the number line; relate distance
or computers judiciously.                                    from zero to absolute value.

6.1.4 Recognize quantities that are inversely proportional
(such as the relationship between the lengths of the base 6.2.5 Understand that –(–a) = a for any number
and the side of a rectangle with fixed area).              a.

6.1.5 Understand that a linear function in which f(0) = 0 is 6.2.6 Use the number line to demonstrate
called a directly proportional relationship.                 addition and subtraction with integers.
                                                             6.2.7 Write number sentences to solve
6.1.6 Develop meaning of intercept and rate of change in contextual problems involving ratio and
contextual problems.                                         percent.
                                                             6.2.8 Apply ratios, rates, proportions and
                                                             percents (such as discounts, interest, taxes,
6.1.7 Explain and demonstrate how scale in maps and          tips, distance/rate/time, and percent increase
drawings shows relative size and distance.                   or decrease).
                                                             6.2.9 Efficiently compare and order rational
6.1.8 Recognize the applications of scale factor by          numbers and roots of perfect squares/cubes;
exploring blueprints, shadow measuring, and scale            determine their approximate locations on a
models.                                                      number line.
                                                             6.2.10 Recognize that when a whole number is
                                                             not a perfect square, then its square root is not
6.1.9 Use age-appropriate books, stories, and videos to      rational and cannot be written as the ratio of
convey ideas of mathematics.                                 two integers.
6.1.10 Model algebraic equations with manipulatives,         6.2.11 Estimate square/cube roots and use
technology, and pencil and paper.                            calculators to find approximations.
6.1.11 Translate from calculator notation to
scientific/standard notation.                                6.2.12 Recognize nmmn•= and .)(2mm=

                                                             6.2.13 Use the meaning of negative exponents
6.1.12 Use dynamic geometry software to explore scale        to represent small numbers; translate between
factor and similarity.                                       scientific and standard notation.
                                                           6.2.14 Express numbers in scientific notation
                                                           and recognize its importance in representing
            State Performance Indicators:                  the magnitude of a number.
                                                           6.2.15 Report results of calculations
                                                           appropriately in a given context (i.e. using rules
SPI 6.1.1 Use proportional reasoning to solve              of rounding, degree of accuracy, and/or
mixture/concentration problems.                            significant digits).
SPI 6.1.2 Generalize a variety of patterns to a symbolic
rule from tables, graphs, or words.                               State Performance Indicators:

SPI 6.1.3 Recognize whether information given in a table,
graph, or formula suggests a directly proportional, linear, SPI 6.2.1 Simplify numerical expressions
inversely proportional, or other nonlinear relationship.    involving rational numbers.
                                                            SPI 6.2.2 Compare rational numbers using
SPI 6.1.4 Use scales to read maps.                          appropriate inequality symbols.
                                                            SPI 6.2.3 Use rational numbers and roots of
                                                            perfect squares/cubes to solve contextual
                                                            problems.

                                                           SPI 6.2.4 Determine the approximate location
                                                           of square/cube roots on a number line.
                                                           SPI 6.2.5 Solve contextual problems that
                                                           involve operations with integers.
                                                           SPI 6.2.6 Express the ratio between two
                                                           quantities as a percent, and a percent as a ratio
                                                           or fraction.

                                                           SPI 6.2.7 Use ratios and proportions to solve
                                                           problems.
Standard 3 – Algebra
Grade Level Expectations:

GLE 6.3.1 Recognize and generate equivalent forms for
simple algebraic expressions.


GLE 6.3.2 Understand and compare various
representations of relations and functions.

GLE 6.3.3 Understand the concept of function as a rule
that assigns to a given input one and only one number (the
output).


GLE 6.3.4 Use function notation where f(x) represents the
output that the function f assigns to the input x.




GLE 6.3.5 Understand and graph proportional relationships.



GLE 6.3.6 Conceptualize the meanings of slope using
various interpretations, representations, and contexts.



GLE 6.3.7 Use mathematical models involving linear
equations to analyze real-world phenomena.




GLE 6.3.8 Use a variety of strategies to efficiently solve
linear equations and inequalities.


Checks for Understanding
(Formative/Summative Assessment):
6.3.1 Perform basic operations on linear expressions
(including grouping, order of operations, exponents,
simplifying and expanding).


6.3.2 Represent and analyze mathematical situations using
algebraic symbols.




6.3.3 Identify a function from a written description, table,
graph, rule, set of ordered pairs, and/or mapping.

6.3.4 Make tables of inputs x and outputs f(x) for a variety
of rules that include rational numbers (including negative
numbers) as inputs.

6.3.5 Plot points to represent tables of linear function
values.
6.3.6 Understand that the graph of a linear function f is
the set of points on a line representing the ordered pairs
(x, f(x)).

6.3.7 Distinguish proportional relationships (y/x = k, or y =
kx) from other relationships, including inverse
proportionality (xy = k, or y = k/x).


6.3.8 Understand slope as the ratio of vertical change to
horizontal change.

6.3.9 Identify a function exhibiting a constant rate of
change as a linear function and identify the slope as a unit
rate.
6.3.10 Solve problems involving unit rates (e.g., miles per
hour, words per minute).
6.3.11 Relate the features of a linear equation to a table
and/or graph of the equation.

6.3.12 Use linear equations to solve problems and
interpret the meaning of slope, m, and the y-intercept, b,
in f(x)= mx + b in terms of the context.
6.3.13 Given a graph that exhibits the intersection of a line
and the y-axis, write a linear function in slope-intercept
form: y = mx + b.

6.3.14 Understand that when solving linear inequalities,
multiplication or division by a negative reverses the
inequality symbol.

             State Performance Indicators:


SPI 6.3.1 Evaluate algebraic expressions involving rational
values for coefficients and/or variables.
SPI 6.3.2 Determine whether a relation (represented in
various ways) is a function.

SPI 6.3.3 Given a table of inputs x and outputs f(x), identify
the function rule and continue the pattern.

SPI 6.3.4 Interpret the slope of a line as a unit rate given
the graph of a proportional relationship.
SPI 6.3.5 Represent proportional relationships with
equations, tables and graphs.

SPI 6.3.6 Solve linear equations with rational coefficients
symbolically or graphically.
SPI 6.3.7 Translate between verbal and symbolic
representations of real-world phenomena involving linear
equations.
SPI 6.3.8 Solve contextual problems involving two-step
linear equations.

SPI 6.3.9 Solve linear inequalities in one variable with
rational coefficients symbolically or graphically.
Standard 4 – Geometry & Measurement
Grade Level Expectations:

GLE 6.4.1 Understand the application of proportionality
with similar triangles.

GLE 6.4.2 Apply proportionality to converting among
different units of measurements to solve problems
involving rates such as motion at a constant speed.


GLE 6.4.3 Understand and use scale factor to describe the
relationships between length, area, and volume.


GLE 6.4.4 Understand and use ratios, derived quantities,
and indirect measurements.


Checks for Understanding
(Formative/Summative Assessment):

6.4.1 Solve problems involving indirect measurement
such as finding the height of a building by comparing its
shadow with the height and shadow of a known object.



6.4.2 Use similar triangles and proportionality to find the
lengths of unknown line segments in a triangle.
6.4.3 Understand that if a scale factor describes how
corresponding lengths in two similar objects are related,
then the square of the scale factor describes how
corresponding areas are related, and the cube of the
scale factor describes how corresponding volumes are
related.



6.4.4 Compare angles, side lengths, perimeters and areas
of similar shapes.
6.4.5 Solve problems using ratio quantities: velocity
(measured in units such as miles per hour), density
(measured in units such as kilograms per liter), pressure
(measured in units such as pounds per square foot), and
population density (measured in units such as persons
per square mile).




           State Performance Indicators:



SPI 6.4.1 Solve contextual problems involving similar
triangles.


SPI 6.4.2 Use SSS, SAS, and AA to determine if two
triangles are similar.

SPI 6.4.3 Apply scale factor to solve problems involving
area and volume.
Standard 5 – Data Analysis, Statistics, &
Probability
Grade Level Expectations:

GLE 6.5.1 Collect, organize, and analyze both single- and two-
variable data.


GLE 6.5.2 Select, create, and use appropriate graphical
representations of data.

GLE 6.5.3 Formulate questions and design studies to collect data
about a characteristic shared by two populations, or different
characteristics within one population.


GLE 6.5.4 Use descriptive statistics to summarize and compare
data.




GLE 6.5.5 Understand and apply basic concepts of probability.


Checks for Understanding (Formative/Summative
Assessment):


6.5.1 Create and interpret box-and-whisker plots and stem-and-
leaf plots.




6.5.2 Interpret and solve problems using information presented in
various visual forms.



6.5.3 Predict and compare the characteristics of two populations
based on the analysis of sample data.
6.5.4 Use proportional reasoning to make predictions about results
of experiments and simulations.




6.5.5 Evaluate the design of an experiment.




6.5.5 Apply percentages to make and interpret histograms and
circle graphs.


6.5.6 Use a tree diagram or organized list to determine all possible
outcomes of a simple probability experiment.


                State Performance Indicators:

SPI 6.5.1 Interpret and employ various graphs and charts to
represent data.
SPI 6.5.2 Select suitable graph types (such as bar graphs,
histograms, line graphs, circle graphs, box-and-whisker plots, and
stem-and-leaf plots) and use them to create accurate
representations of given data.


SPI 6.5.3 Calculate and interpret the mean, median, upper-quartile,
lower-quartile, and interquartile range of a set of data.




SPI 6.5.4 Use theoretical probability to make predictions.
                                                            Standard 2 – Number &
Standard 1 – Mathematical Processes                         Operations
Grade Level Expectations:                                   Grade Level Expectations:

GLE 6.1.1 Use mathematical language, symbols, and           GLE 6.2.1 Extend understanding of the real
definitions while developing mathematical reasoning.        number system to include irrational numbers.
GLE 6.1.2 Apply and adapt a variety of appropriate          GLE 6.2.2 Solve problems involving exponents
strategies to problem solving, including estimation, and    and scientific notation using technology
reasonableness of the solution.                             appropriately.
GLE 6.1.3 Develop independent reasoning to
communicate mathematical ideas and derive algorithms        GLE 6.2.3 Solve real-world problems using
and/or formulas.                                            rational and irrational numbers.
GLE 6.1.4 Move flexibly between concrete and abstract
representations of mathematical ideas in order to solve
problems, model mathematical ideas, and communicate         GLE 6.2.4 Understand and use the laws of
solution strategies.                                        exponents.

GLE 6.1.5 Use mathematical ideas and processes in
different settings to formulate patterns, analyze graphs,   Checks for Understanding
set up and solve problems and interpret solutions.          (Formative/Summative Assessment):
GLE 6.1.6 Read and interpret the language of
mathematics and use written/oral communication to           6.2.1 Recognize and use exponential, scientific,
express mathematical ideas precisely.                       and calculator notation.

GLE 6.1.7 Recognize the historical development of
mathematics, mathematics in context, and the                6.2.2 Square numbers and simplify square
connections between mathematics and the real world.         roots.

GLE 6.1.8 Use technologies/manipulatives appropriately
to develop understanding of mathematical algorithms, to
facilitate problem solving, and to create accurate and  6.2.3 Solve contextual problems involving
reliable models of mathematical concepts.               powers and roots.

Checks for Understanding                                    6.2.4 Use a Venn diagram to represent the
(Formative/Summative Assessment):                           subsets of the real number system.

6.1.1 Relate nonlinear functions to geometric contexts of 6.2.5 Identify the subset(s) of the real number
length, area, and volume.                                 system to which a number belongs.


6.1.2 Draw qualitative graphs (trend graphs) of functions   6.2.6 Simplify expressions using the laws of
and describe their general shape/trend.                     exponents.

6.1.3 Research the contributions of Pythagoras to           6.2.7 Add, subtract, multiply, and divide
mathematics.                                                numbers expressed scientific notation.
6.1.4 Relate data concepts to relevant concepts in the
earth and space, life, and physical sciences.                    State Performance Indicators:
                                                           SPI 6.2.1 Order and compare rational and
6.1.5 Use age-appropriate books, stories, and videos to    irrational numbers and locate on the number
convey ideas of mathematics.                               line.

6.1.6 Use models (such as dynamic geometry software,
patty paper and geo boards) to explore relationships
among angles (complementary, supplementary, interior,      SPI 6.2.2 Identify numbers and square roots as
exterior, vertical, and corresponding).                    rational or irrational.

6.1.7 Use a graphing calculator or spreadsheet to create   SPI 6.2.3 Use scientific notation to compute
scatterplots of data and approximate lines of best fit.    products and quotients.

6.1.8 Use a variety of methods to solve real-world
problems involving multi-step linear equations (e.g.,      SPI 6.2.4 Solve real-world problems requiring
manipulatives, technology, pencil and paper).              scientific notation.


           State Performance Indicators:

SPI 6.1.1 Solve problems involving rate/time/distance
(i.e., d = rt).
SPI 6.1.2 Interpret a qualitative graph representing a
contextual situation.
SPI 6.1.3 Calculates rates involving cost per unit to
determine the best buy.
Standard 3 – Algebra
Grade Level Expectations:

GLE 6.3.1 Recognize and generate equivalent forms for
algebraic expressions.
GLE 6.3.2 Represent, analyze, and solve problems
involving linear equations and inequalities in one and two
variables.

GLE 6.3.3 Solve systems of linear equations in two
variables.


GLE 6.3.4 Translate among verbal, tabular, graphical and
algebraic representations of linear functions.



GLE 6.3.5 Use slope to analyze situations and solve
problems.

GLE 6.3.6 Compare and contrast linear and nonlinear
functions.


Checks for Understanding
(Formative/Summative Assessment):


6.3.1 Perform basic operations on algebraic expressions
(including grouping, order of operations, exponents,
square/cube roots, simplifying and expanding).

6.3.2 Represent algebraic relationships with equations and
inequalities.
6.3.3 Solve systems of linear equations in two variables
and relate the systems to pairs of lines that intersect, are
parallel, or are the same line.


6.3.4 Understand the relationship between the graph of a
linear inequality and its solutions.
6.3.5 Solve linear inequalities in two variables (including
those whose solutions require multiplication or division by
a negative number).
6.3.6 Identify x- and y-intercepts and slope of linear
equations from an equation, graph or table.

6.3.7 Analyze situations and solve problems involving
constant rate of change.

6.3.8 Recognize a proportion as a special case of a linear
equation and understand that the constant of
proportionality is the slope, and the resulting graph is a
line through the origin.

6.3.9 Given a function rule, create tables of values for x
and y, and plot graphs of nonlinear functions.


6.3.10 Distinguish quadratic and exponential functions as
nonlinear using a graph and/or a table of values.
6.3.11 Distinguish between the equations of linear,
quadratic, and exponential functions (e.g. function families
such as y=x2, y=2x, and y=2x).
6.3.12 Understand how rates of change of nonlinear
functions contrast with constant rates of change of linear
functions.
6.3.13 Represent situations and solve real-world problems
using symbolic algebra.

            State Performance Indicators:
SPI 6.3.1 Find solutions to systems of two linear equations
in two variables.
SPI 6.3.2 Solve the linear equation f(x) = g(x).
SPI 6.3.3 Solve and graph linear inequalities in two
variables.
SPI 6.3.4 Translate between various representations of a
linear function.
SPI 6.3.5 Determine the slope of a line from an equation,
two given points, a table or a graph.
SPI 6.3.6 Analyze the graph of a linear function to find
solutions and intercepts.
SPI 6.3.7 Identify, compare and contrast functions as linear
or nonlinear.
Standard 4 – Geometry & Measurement
Grade Level Expectations:

GLE 6.4.1 Derive the Pythagorean theorem and
understand its applications.

GLE 6.4.2 Understand the relationships among the angles
formed by parallel lines cut by transversals.

GLE 6.4.3 Understand the necessary levels of accuracy
and precision in measurement.


GLE 6.4.4 Understand both metric and customary units of
measurement.

GLE 6.4.5 Use visualization to describe or identify
intersections, cross-sections, and various views of
geometric figures.

Checks for Understanding
(Formative/Summative Assessment):



6.4.1 Model the Pythagorean Theorem.




6.4.2 Use the converse of the Pythagorean Theorem to
determine if a triangle is a right triangle.
6.4.3 Select or use the appropriate measurement
instrument to determine or create a given length, area,
volume, angle, weight, or mass.
6.4.4 Understand how the precision of measurement
influences accuracy of quantities derived from these
measurements.
6.4.5 Analyze the congruent and supplementary
relationships of angles formed by parallel lines and
transversals (such as alternate interior, alternate exterior,
corresponding, and adjacent).
6.4.6 Make within-system and between-system
conversions of derived quantities including distance,
temperature, and money.
6.4.7 Visualize or describe the cross-section resulting
from the intersection of a plane with a 3-dimensional
figure.
6.4.8 Build, draw, and work with 2- and 3-dimensional
figures by means of orthogonal views, projective views,
and/or nets.




           State Performance Indicators:

SPI 6.4.1 Use the Pythagorean Theorem to solve
contextual problems.

SPI 6.4.2 Apply the Pythagorean theorem to find
distances between points in the coordinate plane to
measure lengths and analyze polygons and polyhedra.

SPI 6.4.3 Find measures of the angles formed by parallel
lines cut by a transversal.

SPI 6.4.4 Convert between and within the U.S. Customary
System and the metric system.
SPI 6.4.5 Identify the intersection of two or more
geometric figures in the plane.
Standard 5 – Data Analysis, Statistics, &
Probability
Grade Level Expectations:

GLE 6.5.1 Explore probabilities for compound, independent and/or
dependent events.
GLE 6.5.2 Select, create, and use appropriate graphical
representations of data (including scatterplots with lines of best
fit) to make and test conjectures.


GLE 6.5.3 Evaluate the use of statistics in media reports.


Checks for Understanding (Formative/Summative
Assessment):


6.5.1 Solve simple problems involving probability and relative
frequency.

6.5.2 Compare probabilities of two or more events and recognize
when certain events are equally likely.



6.5.3 Recognize common misconceptions associated with
dependent and independent events.



6.5.4 Explain the benefits and the limitations of various
representations (i.e., bar graphs, line graphs, circle graphs,
histograms, stem-and-leaf plots, box plots, scatterplots) of data.


6.5.5 Create and interpret box-and-whisker plots and scatterplots.
6.5.6 Use observations about differences between two or more
samples to make conjectures about the populations from which
the samples were taken.




6.5.7 Estimate lines of best fit to make and test conjectures.

6.5.8 Consider the source, design, analysis, and display of data to
evaluate statistics reported in the media.
                State Performance Indicators:

SPI 6.5.1 Calculate probabilities of events for simple experiments
with equally probable outcomes.


SPI 6.5.2 Use a variety of methods to compute probabilities for
compound events (e.g., multiplication, organized lists, tree
diagrams, area models).

SPI 6.5.3 Generalize the relationship between two sets of data
using scatterplots and lines of best fit.


SPI 6.5.4 Recognize misrepresentations of published data in the
media.
                                                            Standard 2 – Number &
Standard 1 – Mathematical Processes                         Operations
Course Level Expectations:                                  Grade Level Expectations:
CLE 3102.1.1 Use mathematical language, symbols,            CLE 3102.2.1 Understand computational results
definitions, proofs and counterexamples correctly and       and operations involving real numbers in
precisely in mathematical reasoning.                        multiple representations.

CLE 3102.1.2 Apply and adapt a variety of appropriate
strategies to problem solving, including testing cases,     CLE 3102.2.2 Understand properties of and
estimation, and then checking induced errors and the        relationships between subsets and elements of
reasonableness of the solution.                             the real number system.

CLE 3102.1.3 Develop inductive and deductive reasoning
to independently make and evaluate mathematical
arguments and construct appropriate proofs; include         Checks for Understanding
various types of reasoning, logic, and intuition.           (Formative/Summative Assessment):

CLE 3102.1.4 Move flexibly between multiple
representations (contextual, physical, written, verbal,
iconic/pictorial, graphical, tabular, and symbolic), to solve
problems, to model mathematical ideas, and to                  3102.2.1 Recognize and use like terms to
communicate solution strategies.                              simplify expressions.

CLE 3102.1.5 Recognize and use mathematical ideas and
processes that arise in different settings, with an
emphasis on formulating a problem in mathematical
terms, interpreting the solutions, mathematical ideas,       3102.2.2 Apply the order of operations to
and communication of solution strategies.                   simplify and evaluate algebraic expressions.

CLE 3102.1.6 Employ reading and writing to recognize the
major themes of mathematical processes, the historical       3102.2.3 Operate with and simplify radicals
development of mathematics, and the connections             (index 2, 3, n) and radical expressions including
between mathematics and the real world.                     rational numbers and variables in the radicand.
CLE 3102.1.7 Use technologies appropriately to develop
understanding of abstract mathematical ideas, to
facilitate problem solving, and to produce accurate and     3102.2.4 Operate efficiently with both rational
reliable models.                                            and irrational numbers.


Checks for Understanding                                     3102.2.5 Perform operations with numbers in
(Formative/Summative Assessment):                           scientific notation (multiply, divide, powers).



                                                      3102.2.6 Use appropriate technologies to
3102.1.1 Develop meaning for mathematical vocabulary. apply scientific notation to real-world problems.
                                                               3102.2.7 Identify the subsets in the real
                                                              number system and understand their
3102.1.2 Use the terminology of mathematics correctly.        relationships.

                                                               3102.2.8 Use multiple strategies to
 3102.1.3 Understand and use mathematical symbols,            approximate the value of an irrational number
notation, and common mathematical abbreviations               including irrational square roots and including
correctly.                                                    location on the real number line.


3102.1.4 Write a rule with variables that expresses a
pattern.                                                            State Performance Indicators:
                                                              SPI 3102.2.1 Operate (add, subtract, multiply,
 3102.1.5 Use formulas, equations, and inequalities to        divide, simplify, powers) with radicals and
solve real-world problems including time/rate/distance,       radical expressions including radicands
percent increase/decrease, ratio/proportion, and mixture      involving rational numbers and algebraic
problems.                                                     expressions.

 3102.1.6 Use a variety of strategies to estimate and         SPI 3102.2.2 Multiply, divide, and square
compute solutions, including real-world problems.             numbers expressed in scientific notation.
                                                              SPI 3102.2.3 Describe and/or order a given set
3102.1.7 Identify missing or irrelevant information in        of real numbers including both rational and
problems.                                                     irrational numbers.


3102.1.8 Recognize and perform multiple steps in
problem solving when necessary.

 3102.1.9 Identify and use properties of the real numbers
(including commutative, associative, distributive, inverse,
identity element, closure, reflexive, symmetric,
transitive, operation properties of equality).
 3102.1.10 Use algebraic properties to develop a valid
mathematical argument.
 3102.1.11 Use manipulatives to model algebraic
concepts.
 3102.1.12 Create and work flexibly among
representations of relations (including verbal, equations,
tables, mappings, graphs).
 3102.1.13 Change from one representation of a relation
to another representation, for example,


change from a verbal description to a graph.
 3102.1.14 Apply graphical transformations that occur
when changes are made to coefficients and constants in
functions.



 3102.1.15 Apply arithmetic concepts in algebraic
contexts.

 3102.1.16 Understand and express the meaning of the
slope and y-intercept of linear functions in real-world
contexts.

3102.1.17 Connect the study of algebra to the historical
development of algebra.
3102.1.18 Translate syntax of technology to appropriate
mathematical notation.




 3102.1.19 Recognize and practice appropriate use of
technology in representations and in problem solving.

 3102.1.20 Estimate solutions to evaluate the
reasonableness of results and to check technological
computation.


           State Performance Indicators:

SPI 3102.1.1 Interpret patterns found in sequences,
tables, and other forms of quantitative information using
variables or function notation.

SPI 3102.1.2 Write an equation symbolically to express a
contextual problem.

SPI 3102.1.3 Apply properties to evaluate expressions,
simplify expressions, and justify solutions to problems.


SPI 3102.1.4 Translate between representations of
functions that depict real-world situations.

SPI 3102.1.5 Recognize and express the effect of changing
constants and/or coefficients in problem solving.
SPI 3102.1.6 Determine and interpret slope in multiple
contexts including rate of change in real-world problems.




                                                                        Stat




                                                            SPI 3102.3.2 Ope
                                                            SPI 3102.3.3 Fact
Standard 3 – Algebra
Grade Level Expectations:

CLE 3102.3.1 Use algebraic thinking to analyze and
generalize patterns.


CLE 3102.3.2 Understand and apply properties in order to
perform operations with, evaluate, simplify, and factor
expressions and polynomials.




CLE 3102.3.3 Understand and apply operations with
rational expressions and equations.




CLE 3102.3.4 Solve problems involving linear equations
and linear inequalities.




CLE 3102.3.5 Manipulate formulas and solve literal
equations.




CLE 3102.3.6 Understand and use relations and functions
in various representations to solve contextual problems.

CLE 3102.3.7 Construct and solve systems of linear
equations and inequalities in two variables by various
methods.


CLE 3102.3.8 Solve and understand solutions of quadratic
equations with real roots.



CLE 3102.3.9 Understand and use exponential functions to
solve contextual problems.
Checks for Understanding
(Formative/Summative Assessment):



 3102.3.1 Recognize and extend arithmetic and geometric
sequences.


 3102.3.2 Explore patterns including Pascal’s Triangle and
the Fibonacci sequence.



3102.3.3 Justify correct results of algebraic procedures
using extension of properties of real numbers to algebraic
expressions.

 3102.3.4 Simplify expressions using exponent rules
including negative exponents and zero exponents.

 3102.3.5 Add, subtract, and multiply polynomials
including squaring a binomial.


3102.3.6 Find the quotient of a polynomial and a
monomial.




 3102.3.7 Use various models (including area models) to
represent products of polynomials.

3102.3.8 Find the GCF of the terms in a polynomial.
3102.3.9 Find two binomial factors of a quadratic
expression.

 3102.3.10 Add, subtract, multiply, and divide rational
expressions and simplify results.
 3102.3.11 Solve multi-step linear equations with one
variable.
 3102.3.12 Recognize and articulate when an equation has
no solution, a single solution, or all real numbers as
solutions.
3102.3.13 Solve multi-step linear inequalities with one
variable and graph the solution on a number line.

 3102.3.14 Solve absolute value equations and inequalities
(including compound inequalities) with one variable and
graph their solutions on a number line.

3102.3.15 Determine domain and range of a relation and
articulate restrictions imposed either by the operations or
by the real life situation that the function represents.

3102.3.16 Determine if a relation is a function from its
graph or from a set of ordered pairs.

 3102.3.17 Recognize “families” of functions.
 3102.3.18 Analyze the characteristics of graphs of basic
linear relations and linear functions including constant
function, direct variation, identity function, vertical lines,
absolute value of linear functions. Use technology where
appropriate.
 3102.3.19 Explore the characteristics of graphs of various
nonlinear relations and functions including inverse
variation, quadratic, and square root function. Use
technology where appropriate.
 3102.3.20 Understand that a linear equation has a
constant rate of change called slope and represent slope
in various forms.

 3102.3.21 Determine the equation of a line using given
information including a point and slope, two points, a
point and a line parallel or perpendicular, graph, intercepts.

 3102.3.22 Express the equation of a line in standard form,
slope-intercept, and point-slope form.

 3102.3.23 Determine the graph of a linear equation
including those that depict contextual situations.

 3102.3.24 Interpret the changes in the slope-intercept
form and graph of a linear equation by looking at different
parameters, m and b in the slope-intercept form.

3102.3.25 Find function values using f(x) notation or
graphs.
 3102.3.26 Graph linear inequalities on the coordinate
plane and identify regions of the graph
containing ordered pairs in the solution.
 3102.3.27 Determine the number of solutions for a
system of linear equations (0, 1, or infinitely many
solutions).
 3102.3.28 Solve systems of linear equations graphically,
algebraically, and with technology.
 3102.3.29 Solve contextual problems involving systems of
linear equations or inequalities and interpret solutions in
context.
 3102.3.30 Solve quadratic equations using multiple
methods: factoring, graphing, quadratic formula, or square
root principle.
 3102.3.31 Determine the number of real solutions for a
quadratic equation including using the discriminant and its
graph.

 3102.3.32 Recognize the connection among factors,
solutions (roots), zeros of related functions, and x-
intercepts in equations that arise from quadratic functions.
 3102.3.33 Recognize data that can be modeled by an
exponential function.
 3102.3.34 Graph exponential functions in the form y =
a(bx) where b ≠ 0.

 3102.3.35 Apply growth/decay and simple/compound
interest formulas to solve contextual problems.
            State Performance Indicators:
SPI 3102.3.1 Express a generalization of a pattern in
various representations including algebraic and function
notation.

SPI 3102.3.2 Operate with polynomials and simplify results.
SPI 3102.3.3 Factor polynomials.
SPI 3102.3.4 Operate with, evaluate, and simplify rational
expressions including determining restrictions on the
domain of the variables.
SPI 3102.3.5 Write and/or solve linear equations,
inequalities, and compound inequalities including those
containing absolute value.
SPI 3102.3.6 Interpret various relations in multiple
representations.
SPI 3102.3.7 Determine domain and range of a relation,
determine whether a relation is a function and/or evaluate
a function at a specified rational value.
SPI 3102.3.8 Determine the equation of a line and/or
graph a linear equation.
SPI 3102.3.9 Solve systems of linear equation/inequalities
in two variables.
SPI 3102.3.10 Find the solution of a quadratic equation
and/or zeros of a quadratic function.
SPI 3102.3.11 Analyze nonlinear graphs including quadratic
and exponential functions that model a contextual
situation.
Standard 4 – Geometry & Measurement
Grade Level Expectations:

CLE 3102.4.1 Use algebraic reasoning in applications
involving geometric formulas and contextual problems.




CLE 3102.4.2 Apply appropriate units of measure and
convert measures in problem solving situations.



Checks for Understanding
(Formative/Summative Assessment)



 3102.4.1 Using algebraic expressions solve for measures
in geometric figures as well as for perimeter, area, and
volume.




 3102.4.2 Use the Pythagorean Theorem to find the
missing measure in a right triangle including those from
contextual situations.

 3102.4.3 Understand horizontal/vertical distance in a
coordinate system as absolute value of the difference
between coordinates; develop the distance formula for a
coordinate plane using the Pythagorean Theorem.


3102.4.4 Develop the midpoint formula for segments on
a number line or in the coordinate plane.

 3102.4.5 Use dimensional analysis to convert rates and
measurements both within a system and between
systems and check the appropriateness of the solution.




           State Performance Indicators:
SPI 3102.4.1 Develop and apply strategies to estimate the
area of any shape on a plane grid.




SPI 3102.4.2 Solve contextual problems using the
Pythagorean Theorem.


SPI 3102.4.3 Solve problems involving the distance
between points or midpoint of a segment.




SPI 3102.4.4 Convert rates and measurements.
Standard 5 – Data Analysis, Statistics, &
Probability
Grade Level Expectations:


CLE 3102.5.1 Describe and interpret quantitative information.




CLE 3102.5.2 Use statistical thinking to draw conclusions and make
predictions.




CLE 3102.5.3 Understand basic counting procedures and concepts
of probability.




Checks for Understanding (Formative/Summative
Assessment):




3102.5.1 Identify patterns or trends in data.




3102.5.2 Develop a meaning for and identify outliers in a data set
and verify.


3102.5.3 When a set of data is changed, identify effects on
measures of central tendency, range, and inter-quartile range.


 3102.5.4 Explore quartiles, deciles, and percentiles of a
distribution.
 3102.5.5 Construct and interpret various forms of data
representations, (including line graphs, bar graphs, circle graphs,
histograms, scatter-plots, box-and-whiskers, stem-and-leaf, and
frequency tables).
3102.5.6 Draw qualitative graphs of functions and describe a
general trend or shape.




 3102.5.7 Compare two data sets using graphs and descriptive
statistics.
 3102.5.8 Examine real-world graphical relationship (including
scatter-plots) to determine type of relationship (linear or
nonlinear) and any association (positive, negative or none)
between the variables of the data set.



 3102.5.9 Determine an equation for a line that fits real-world
linear data; interpret the meaning of the slope and y-intercept in
context of the data.
 3102.5.10 Using technology with a set of contextual linear data to
examine the line of best fit; determine and interpret the
correlation coefficient.


 3102.5.11 Use an equation that fits data to make a prediction.
 3102.5.12 Use techniques (Venn Diagrams, tree diagrams, or
counting procedures) to identify the possible outcomes of an
experiment or sample space and compute the probability of an
event.




3102.5.13 Determine the complement of an event and the
probability of that complement.

3102.5.14 Determine if two events are independent or dependent.

3102.5.15 Explore joint and conditional probability.

3102.5.16 Identify situations for which the Law of Large Numbers
applies.

3102.5.17 Perform simulations to estimate probabilities.

3102.5.18 Make informed decisions about practical situations
using probability concepts.
                 State Performance Indicators:

SPI 3102.5.1 Interpret displays of data to answer questions about
the data set(s) (e.g., identify pattern, trends, and/or outliers in a
data set).


SPI 3102.5.2 Identify the effect on mean, median, mode, and range
when values in the data set are changed.

SPI 3102.5.3 Using a scatter-plot, determine if a linear relationship
exists and describe the association between variables.
SPI 3102.5.4 Generate the equation of a line that fits linear data
and use it to make a prediction.


SPI 3102.5.5 Determine theoretical and/or experimental
probability of an event and/or its complement including using
relative frequency.
                                                                Standard 2 – Number &
Standard 1 – Mathematical Processes                             Operations
Course Level Expectations:                                      Course Level Expectations:
                                                                CLE3108.2.1 Establish the relationships
CLE 3108.1.1 Use mathematical language, symbols,                between the real numbers and geometry;
definitions, proofs and counterexamples correctly and           explore the importance of irrational numbers
precisely in mathematical reasoning.                            to geometry.

CLE 3108.1.2 Apply and adapt a variety of appropriate
strategies to problem solving, including testing cases,         CLE3108.2.2 Explore vectors as a numeric
estimation, and then checking induced errors and the            system, focusing on graphic representations
reasonableness of the solution.                                 and the properties of the operation.

CLE 3108.1.3 Develop inductive and deductive reasoning          CLE3108.2.3 Establish an ability to estimate,
to independently make and evaluate mathematical                 select appropriate units, evaluate accuracy of
arguments and construct appropriate proofs; include             calculations and approximate error in
various types of reasoning, logic, and intuition.               measurement in geometric settings.

CLE 3108.1.4 Move flexibly between multiple
representations (contextual, physical written, verbal,
iconic/pictorial, graphical, tabular, and symbolic), to solve
problems, to model mathematical ideas, and to                   Checks for Understanding
communicate solution strategies.                                (Formative/Summative Assessment):

CLE 3108.1.5 Recognize and use mathematical ideas and
processes that arise in different settings, with an             3108.2.1 Analyze properties and aspects of pi
emphasis on formulating a problem in mathematical               (e.g. classical methods of approximating pi,
terms, interpreting the solutions, mathematical ideas,          irrational numbers, Buffon’s needle, use of
and communication of solution strategies.                       dynamic geometry software).

CLE 3108.1.6 Employ reading and writing to recognize the
major themes of mathematical processes, the historical 3108.2.2 Approximate pi from a table of values
development of mathematics, and the connections          for the circumference and diameter of circles
between mathematics and the real world.                  using various methods (e.g. line of best fit).

                                                                3108.2.3 Recognize and apply real number
CLE 3108.1.7 Use technologies appropriately to develop          properties to vector operations and geometric
understanding of abstract mathematical ideas, to                proofs (e.g. reflexive, symmetric, transitive,
facilitate problem solving, and to produce accurate and         addition, subtraction, multiplication, division,
reliable models.                                                distributive, and substitution properties).


Checks for Understanding                                        3108.2.4 Add vectors graphically and
(Formative/Summative Assessment):                               algebraically.
3108.1.1 Check solutions after making reasonable
estimates in appropriate units of quantities encountered     3108.2.5 Multiply a vector by a scalar
in contextual situations.                                    graphically and algebraically.


3108.1.2 Determine position using spatial sense with two 3108.2.6 Analyze precision, accuracy, and
and three-dimensional coordinate systems.                approximate error in measurement situations.

3108.1.3 Comprehend the concept of length on the
number line.                                                       State Performance Indicators:

                                                             SPI 3108.2.1 Analyze, apply, or interpret the
                                                             relationships between basic number concepts
                                                             and geometry (e.g. rounding and pattern
3108.1.4 Recognize that a definition depends on              identification in measurement, the relationship
undefined terms and on previous definitions.                 of pi to other rational and irrational numbers)


3108.1.5 Use technology, hands-on activities, and
manipulatives to develop the language and the concepts
of geometry, including specialized vocabulary (e.g.
graphing calculators, interactive geometry software such
as Geometer’s Sketchpad and Cabri, algebra tiles, pattern
blocks, tessellation tiles, MIRAs, mirrors, spinners,
geoboards, conic section models, volume demonstration
kits, Polydrons, measurement tools, compasses,            SPI 3108.2.2 Perform operations on vectors in
PentaBlocks, pentominoes, cubes, tangrams).               various representations.

3108.1.6 Use inductive reasoning to write conjectures
and/or conditional statements.

3108.1.7 Recognize the capabilities and the limitations of
calculators and computers in solving problems.
3108.1.8 Understand how the similarity of right triangles
allows the trigonometric functions sine, cosine, and
tangent to be defined as ratio of sides.

3108.1.9 Expand analysis of units of measure to include
area and volume.

3108.1.10 Use visualization, spatial reasoning, and
geometric modeling to solve problems.

3108.1.11 Identify and sketch solids formed by revolving
two-dimensional figures around lines.
3108.1.12 Connect the study of geometry to the
historical development of geometry.

3108.1.13 Use proofs to further develop and deepen the
understanding of the study of geometry (e.g. two-
column, paragraph, flow, indirect, coordinate).

3108.1.14 Identify and explain the necessity of
postulates, theorems, and corollaries in a mathematical
system.




           State Performance Indicators:




SPI 3108.1.1 Give precise mathematical descriptions or
definitions of geometric shapes in the plane and space.




SPI 3108.1.2 Determine areas of planar figures by
decomposing them into simpler figures without a grid.

SPI 3108.1.3 Use geometric understanding and spatial
visualization of geometric solids to solve problems and/or
create drawings.

SPI 3108.1.4 Use definitions, basic postulates, and
theorems about points, lines, angles, and planes to
write/complete proofs and/or to solve problems.
Standard 3 – Algebra
Course Level Expectations:

CLE 3108.3.1 Use analytic geometry tools to explore
geometric problems involving parallel and perpendicular
lines, circles, and special points of polygons.




CLE 3108.3.2 Explore the effect of transformations on
geometric figures and shapes in the coordinate plane.



Checks for Understanding
(Formative/Summative Assessment):




3108.3.1 Prove two lines are parallel, perpendicular, or
oblique using coordinate geometry.




3108.3.2 Connect coordinate geometry to geometric
figures in the plane (e.g. midpoints, distance formula,
slope, and polygons).




3108.3.3 Find the equation of a circle given its center and
radius and vice versa.




3108.3.4 Apply the midpoint and distance formulas to
points and segments to find midpoints, distances, and
missing information in two and three dimensions.



3108.3.5 Use mapping notation to identify the image of a
transformation given the coordinates of the pre-image.
3108.3.6 Identify a transformation given its mapping
notation.




            State Performance Indicators:
SPI 3108.3.1 Use algebra and coordinate geometry to
analyze and solve problems about geometric figures
(including circles).




SPI 3108.3.2 Use coordinate geometry to prove
characteristics of polygonal figures.




SPI 3108.3.3 Describe algebraically the effect of a single
transformation (reflections in the x- or y-axis, rotations,
translations, and dilations) on two-dimensional geometric
shapes in the coordinate plane.
State Performance Indicators:
Standard 4 – Geometry & Measurement
Course Level Expectations:

CLE 3108.4.1 Develop the structures of geometry, such as
lines, angles, planes, and planar figures, and explore their
properties and relationships.


CLE 3108.4.2 Describe the properties of regular polygons,
including comparative classification of them and special
points and segments.


CLE 3108.4.3 Develop an understanding of the tools of
logic and proof, including aspects of formal logic as well
as construction of proofs.




CLE 3108.4.4 Develop geometric intuition and
visualization through performing geometric constructions
with straightedge/compass and with technology.




CLE 3108.4.5 Extend the study of planar figures to three-
dimensions, including the classical solid figures, and
develop analysis through cross-sections.


CLE 3108.4.6 Generate formulas for perimeter, area, and
volume, including their use, dimensional analysis, and
applications.




CLE 3108.4.7 Apply the major concepts of transformation
geometry to analyzing geometric objects and symmetry.
CLE 3108.4.8 Establish processes for determining
congruence and similarity of figures, especially as related
to scale factor, contextual applications, and
transformations.
CLE 3108.4.9 Develop the role of circles in geometry,
including angle measurement, properties as a geometric
figure, and aspects relating to the coordinate plane.

CLE 3108.4.10 Develop the tools of right triangle
trigonometry in the contextual applications, including the
Pythagorean Theorem, Law of Sines and Law of Cosines

Checks for Understanding
(Formative/Summative Assessment):



3108.4.1 Recognize that there are geometries, other than
Euclidean geometry, in which the parallel postulate is not
true and discuss unique properties of each.




3108.4.2 Compare and contrast inductive reasoning and
deductive reasoning for making predictions and valid
conclusions based on contextual situations.
3108.4.3 Solve problems involving betweeness of points
and distance between points (including segment
addition).

3108.4.4 Describe and recognize minimal conditions
necessary to define geometric objects.
3108.4.5 Use vertical, adjacent, complementary, and
supplementary angle pairs to solve problems and write
proofs.

3108.4.6 Describe the intersection of lines (in the plane
and in space), a line and a plane, or of two planes.
3108.4.7 Identify perpendicular planes, parallel planes, a
line parallel to a plane, skew lines, and a line
perpendicular to a plane.
3108.4.8 Apply properties and theorems about angles
associated with parallel and perpendicular lines to solve
problems.
3108.4.9 Classify triangles, quadrilaterals, and polygons
(regular, non-regular, convex and concave) using their
properties.

3108.4.10 Identify and apply properties and relationships
of special figures (e.g., isosceles and equilateral triangles,
family of quadrilaterals, polygons, and solids).
3108.4.11 Use the triangle inequality theorems (e.g.,
Exterior Angle Inequality Theorem, Hinge Theorem, SSS
Inequality Theorem, Triangle Inequality Theorem) to
solve problems.

3108.4.12 Apply the Angle Sum Theorem for polygons to
find interior and exterior angle measures given the
number of sides, to find the number of sides given angle
measures, and to solve contextual problems.

3108.4.13 Locate, describe, and draw a locus in a plane or
space (e.g., fixed distance from a point on a plane, fixed
distance from a point in space, fixed distance from a line,
equidistant from two points, equidistant from two
parallel lines, and equidistant from two intersecting lines).

3108.4.14 Identify and use medians, midsegments,
altitudes, angle bisectors, and perpendicular bisectors of
triangles to solve problems (e.g., find segment lengths,
angle measures, points of concurrency).

3108.4.15 Identify, write, and interpret conditional and bi-
conditional statements along with the converse, inverse,
and contra-positive of a conditional statement.

3108.4.16 Analyze and create truth tables to evaluate
conjunctions, disjunctions, conditionals, inverses, contra-
positives, and bi-conditionals.
3108.4.17 Use the Law of Detachment, Law of Syllogism,
conditional statements, and bi-conditional statements to
draw conclusions.
3108.4.18 Use counterexamples, when appropriate, to
disprove a statement.
3108.4.19 Use coordinate geometry to prove properties
of plane figures.
3108.4.20 Prove key basic theorems in geometry (i.e.,
Pythagorean Theorem, the sum of the angles of a triangle
is 180 degrees, characteristics of quadrilaterals, and the
line joining the midpoints of two sides of a triangle is
parallel to the third side and half its length).

3108.4.21 Use properties of and theorems about parallel
lines, perpendicular lines, and angles to prove basic
theorems in Euclidean geometry (e.g., two lines parallel
to a third line are parallel to each other, the
perpendicular bisectors of line segments are the set of all
points equidistant from the endpoints, and two lines are
parallel when the alternate interior angles they make
with a transversal are congruent).

3108.4.22 Perform basic geometric constructions using a
straight edge and a compass, paper folding, graphing
calculator programs, and computer software packages
(i.e., bisect and trisect segments, congruent angles,
congruent segments, a line parallel to a given line
through a point not on the line, angle bisector, and
perpendicular bisector).

3108.4.23 Describe the polyhedron or solid that can be
made from a given net including the Platonic Solids.
3108.4.24 Develop and use special formulas relating to
polyhedra (e.g., Euler’s Formula).

3108.4.25 Use properties of prisms, pyramids, cylinders,
cones, spheres, and hemispheres to solve problems.
3108.4.26 Describe and draw cross-sections (including
the conic sections) of prisms, cylinders, pyramids,
spheres, and cones.

3108.4.27 Use right triangle trigonometry to find the area
and perimeter of quadrilaterals (e.g. square, rectangle,
rhombus, parallelogram, trapezoid, and kite).
3108.4.28 Derive and use the formulas for the area and
perimeter of a regular polygon. (A=1/2 ap)
3108.4.29 Extend the effect of a scale factor k in similar
objects to include the impact on volume calculations and
transformations.
3108.4.30 Use right triangle trigonometry to find the
lateral area (if possible), surface area, and volume of
prisms, cylinders, cones, pyramids, spheres, and
hemispheres.
3108.4.31 Use properties of single transformations and
compositions of transformations to determine their
effect on geometric figures (e.g. reflections across lines of
symmetry, rotations, translations, glide reflections, and
dilations).
3108.4.32 Recognize, identify and apply types of
symmetries (point, line, rotational) of two- and three-
dimensional figures.
3108.4.33 Use transformations to create and analyze
tessellations and investigate the use of tessellations in
architecture, mosaics, and artwork.
3108.4.34 Create and analyze geometric designs using
rigid motions (compositions of reflections, translations,
and rotations).
3108.4.35 Prove that two triangles are congruent by
applying the SSS, SAS, ASA, AAS, and HL congruence
statements.
3108.4.36 Use several methods, including AA, SSS, and
SAS, to prove that two triangles are similar.
3108.4.37 Identify similar figures and use ratios and
proportions to solve mathematical and real-world
problems (e.g., Golden Ratio).

3108.4.38 Use the principle that corresponding parts of
congruent triangles are congruent to solve problems.
3108.4.39 Identify lines and line segments associated
with circles.
3108.4.40 Find angle measures, intercepted arc
measures, and segment lengths formed by radii, chords,
secants, and tangents intersecting inside and outside
circles.
3108.4.41 Use inscribed and circumscribed polygons to
solve problems concerning segment length and angle
measures.

3108.4.42 Use geometric mean to solve problems
involving relationships that exist when the altitude is
drawn to the hypotenuse of a right triangle.
3108.4.43 Apply the Pythagorean Theorem and its
converse to triangles to solve mathematical and
contextual problems in two- or three-dimensional
situations.
3108.4.44 Identify and use Pythagorean triples in right
triangles to find lengths of an unknown side in two- or
three-dimensional situations.
3108.4.45 Use the converse of the Pythagorean Theorem
to classify a triangle by its angles (right, acute, or obtuse).
3108.4.46 Apply properties of 30° - 60° - 90° and 45° - 45°
- 90° to determine side lengths of triangles.

3108.4.47 Find the sine, cosine and tangent ratios of an
acute angle of a right triangle given the side lengths.

3108.4.48 Define, illustrate, and apply angles of elevation
and angles of depression in real-world situations.

3108.4.49 Use the Law of Sines (excluding the ambiguous
case) and the Law of Cosines to find missing side lengths
and/or angle measures in non-right triangles.
            State Performance Indicators:
SPI 3108.4.1 Differentiate between Euclidean and non-
Euclidean geometries.

SPI 3108.4.2 Define, identify, describe, and/or model
plane figures using appropriate mathematical symbols
(including collinear and non-collinear points, lines,
segments, rays, angles, triangles, quadrilaterals, and
other polygons).

SPI 3108.4.3 Identify, describe and/or apply the
relationships and theorems involving different types of
triangles, quadrilaterals and other polygons.
SPI 3108.4.4 Analyze different types and formats of
proofs.
SPI 3108.4.5 Describe solids and/or surfaces in three-
dimensional space when given two-dimensional
representations for the surfaces of three-dimensional
objects.
SPI 3108.4.6 Use various area of triangle formulas to
solve contextual problems (e.g., Heron’s formula, the
area formula for an equilateral triangle and A = ½ ab sin
C).
SPI 3108.4.7 Compute the area and/or perimeter of
triangles, quadrilaterals and other polygons when one or
more additional steps are required (e.g. find missing
dimensions given area or perimeter of the figure, using
trigonometry).
SPI 3108.4.8 Solve problems involving area,
circumference, area of a sector, and/or arclength of a
circle.
SPI 3108.4.9 Use right triangle trigonometry and cross-
sections to solve problems involving surface areas and/or
volumes of solids.
SPI 3108.4.10 Identify, describe, and/or apply
transformations on two and three dimensional geometric
shapes.
SPI 3108.4.11 Use basic theorems about similar and
congruent triangles to solve problems.
SPI 3108.4.12 Solve problems involving congruence,
similarity, proportional reasoning and/or scale factor of
two similar figures or solids.

SPI 3108.4.13 Identify, analyze and/or use basic
properties and theorems of circles to solve problems
(including those relating right triangles and circles).
SPI 3108.4.14 Use properties of right triangles to solve
problems (such as involving the relationship formed
when the altitude to the hypotenuse of a right triangle is
drawn).
SPI 3108.4.15 Determine and use the appropriate
trigonometric ratio for a right triangle to solve a
contextual problem.
Standard 5 – Data Analysis, Statistics, &
Probability
Course Level Expectations:


CLE 3108.5.1 Analyze, interpret, employ and construct accurate
statistical graphs.




CLE 3108.5.2 Develop the basic principles of geometric probability.



Checks for Understanding (Formative/Summative
Assessment):




3108.5.1 Determine the area of each sector and the degree
measure of each intercepted arc in a pie chart.




3108.5.2 Translate from one representation of data to another
(e.g., bar graph to pie graph, pie graph to bar graph, table to pie
graph, pie graph to chart) accurately using the area of a sector.




3108.5.3 Estimate or calculate simple geometric probabilities (e.g.,
number line, area model, using length, circles).




                 State Performance Indicators:

SPI 3108.5.1 Use area to solve problems involving geometric
probability (e.g. dartboard problem, shaded sector of a circle,
shaded region of a geometric figure).
                                                            Standard 2 – Number &
Standard 1 – Mathematical Processes                         Operations
Course Level Expectations:                                  Course Level Expectations:
                                                            CLE 3.2.1 Understand the hierarchy of the
CLE 3.1.1 Use mathematical language, symbols,               complex number system and relationships
definitions, proofs and counterexamples correctly and       between the elements, properties and
precisely in mathematical reasoning.                        operations.
CLE 3.1.2 Apply and adapt a variety of appropriate
strategies to problem solving, including testing cases,     CLE 3.2.2 Connect numeric, analytic, graphical
estimation, and then checking induced errors and the        and verbal representations of both real and
reasonableness of the solution.                             complex numbers.

CLE 3.1.3 Develop inductive and deductive reasoning to      CLE 3.2.3 Use appropriate technology
independently make and evaluate mathematical                (including graphing calculators and computer
arguments and construct appropriate proofs; include         spreadsheets) to solve problems, recognize
various types of reasoning, logic, and intuition.           patterns and collect and analyze data.

CLE 3.1.4 Move flexibly between multiple representations
(contextual, physical, written, verbal, iconic/pictorial,   CLE 3.2.4 Understand the capabilities and
graphical, tabular, and symbolic), to solve problems, to    limitations of technology when performing
model mathematical ideas, and to communicate solution       operations, graphing, and solving equations
strategies.                                                 involving complex numbers.

CLE 3.1.5 Recognize and use mathematical ideas and
processes that arise in different settings, with an
emphasis on formulating a problem in mathematical
terms, interpreting the solutions, mathematical ideas,      Checks for Understanding
and communication of solution strategies.                   (Formative/Summative Assessment):

CLE 3.1.6 Employ reading and writing to recognize the       3.2.1 Understand that to solve certain
major themes of mathematical processes, the historical      problems and equations, the real number
development of mathematics, and the connections             system needs to be extended from real
between mathematics and the real world.                     numbers to complex numbers.
CLE 3.1.7 Use technologies appropriately to develop
understanding of abstract mathematical ideas, to            3.2.2 Define and give examples of each of the
facilitate problem solving, and to produce accurate and     types of numbers in the complex number
reliable models.                                            system.
                                                            3.2.3 Identify and apply properties of complex
Checks for Understanding                                    numbers (including simplification and standard
(Formative/Summative Assessment):                           form).

3.1.1 Create and analyze scatter-plots of non-linear and
transcendental functions.                                   3.2.4 Add and subtract complex numbers.
3.1.2 Compare and contrast sampling techniques and
identify the best technique for a given situation.           3.2.5 Multiply complex numbers.
                                                             3.2.6 Define and utilize the complex conjugates
3.1.3 Use calculators to identify regression equations for   to write the quotient of two complex numbers
nonlinear data.                                              in standard form.
3.1.4 Identify the weaknesses of calculators and other
technologies in representing non-linear data, such as        3.2.7 Graph complex numbers in the complex
graphs approaching vertical asymptotes, and use              plane and recognize differences and similarities
alternative techniques to identify these issues and          with the graphical representations of real
correctly solve problems.                                    numbers graphed on the number line.

3.1.5 Determine the accuracy and reliability of a            3.2.8 Solve quadratic equations over the
mathematical model.                                          complex number system.



3.1.6 Use graphical representations to perform               3.2.9 Find and describe geometrically the
operations on complex numbers.                               absolute value of a complex number.

                                                             3.2.10 Draw conclusions based on number
3.1.7 Use the unit circle to determine the exact value of    concepts, algebraic properties, and/or
trigonometric functions for commonly used angles (0°,        relationships between expressions and
30°, 45°, 60°…).                                             numbers over complex numbers.

                                                             3.2.11 Understand the capabilities and
3.1.8 Understand and describe the inverse relationship       limitations of technology. Make estimations
between exponential and logarithmic functions.               without a calculator to detect potential errors.

3.1.9 Translate the syntax of technology to appropriate  3.2.12 Select and use appropriate methods to
mathematical notation for non-linear and transcendental make estimations without technology when
functions.                                               solving contextual problems.
                                                         3.2.13 Analyze and evaluate contextual
3.1.10 Interpret the results of mathematical modeling in situations involving any type of number from
various contexts to answer questions.                    the complex number system.

           State Performance Indicators:                           State Performance Indicators:

SPI 3.1.1 Move flexibly between multiple representations
(contextual, physical, written, verbal, iconic/pictorial,
graphical, tabular, and symbolic) of non-linear and
transcendental functions to solve problems, to model
mathematical ideas, and to communicate solution           SPI 3.2.1 Describe any number in the complex
strategies.                                               number system.
SPI 3.1.2 Recognize and describe errors in data collection
and analysis as well as identifying representations of data SPI 3.2.2 Compute with all real and complex
as being accurate or misleading.                            numbers.

SPI 3.1.3 Use technology tools to identify and describe
patterns in data using non-linear and transcendental       SPI 3.2.3 Use the number system, from real to
functions that approximate data as well as using those     complex, to solve equations and contextual
functions to solve contextual problems.                    problems.

SPI 3.1.4 Use mathematical language, symbols,
definitions, proofs and counterexamples correctly and
precisely to effectively communicate reasoning in the
process of solving problems via mathematical modeling
with both linear and non-linear functions.
Standard 3 – Algebra
Course Level Expectations:

CLE 3.3.1 Understand and apply properties of rational
exponents and perform basic operations to simplify
algebraic expressions.

CLE 3.3.2 Understand, analyze, transform and generalize
mathematical patterns, relations and functions using
properties and various representations.


CLE 3.3.3 Analyze and apply various methods to solve
equations, absolute values, inequalities, and systems of
equations over complex numbers.


CLE 3.3.4 Graph and compare equations and inequalities in
two variables. Identify and understand the relationships
between the algebraic and geometric properties of the
graph.


CLE 3.3.5 Use mathematical models involving equations
and systems of equations to represent, interpret and
analyze quantitative relationships, change in various
contexts, and other real-world phenomena.




Checks for Understanding
(Formative/Summative Assessment)


3.3.1 Perform operations on algebraic expressions and
justify the procedures.

3.3.2 Determine the domain of a function represented in
either symbolic or graphical form.

3.3.3 Determine and graph the inverse of a function with
and without technology.
3.3.4 Analyze the effect of changing various parameters on
functions and their graphs.


3.3.5 Graph piece-wise and step functions.




3.3.6 Simplify expressions and solve equations containing
radicals.
3.3.7 Solve quadratic equations by factoring, graphing,
completing the square, extracting square roots and using
the quadratic formula.

3.3.8 Solve a three by three system of linear equations
algebraically and by using inverse matrices and
determinants with and without technology.




3.3.9 Find an equation for a parabola when given its graph
or when given its roots.


3.3.10 Given a quadratic equation use the discriminant to
determine the nature of the roots.


3.3.11 Describe and articulate the characteristics and
parameters of a parent function.

3.3.12 Understand the relationship between real zeros of
a function and the x-intercepts of its graph.
3.3.13 Solve problems using exponential functions
requiring the use of logarithms for their solutions.




3.3.14 Define and use arithmetic and geometric sequences
and series including using sigma and pi notation.
3.3.15 Find the sum of an geometric series whose
common ratio, r, is in the interval (-1,1).


3.3.16 Prove basic properties of logarithms using
properties of exponents and apply those properties to
solve problems.




3.3.17 Know that the logarithm and exponential functions
are inverses and use this information to solve real-world
problems.
3.3.18 Solve compound inequalities involving disjunction
and conjunction and linear inequalities containing
absolute values.


3.3.19 Solve linear programming problems.
3.3.20 Understand the relationships between the
equations of conic sections and their graphs.

3.3.21 Factor polynomials using a variety of methods
including the factor theorem, synthetic division, long
division, sums and differences of cubes, and grouping.

3.3.22 Determine the number and possible types of zeros
for a polynomial function and find the rational roots.
3.3.23 Understand the connection between the roots,
zeros, x-intercepts, factors of polynomials, and solutions
of polynomial equations.
            State Performance Indicators
SPI 3.3.1 Add, subtract and multiply polynomials; divide a
polynomial by a lower degree polynomial.
SPI 3.3.2 Solve quadratic equations and systems, and
determine roots of a higher order polynomial.
SPI 3.3.3 Add, subtract, multiply, divide and simplify
rational expressions including those with rational and
negative exponents.
SPI 3.3.4 Use the formulas for the general term and
summation of finite arithmetic and both finite and infinite
geometric series.
SPI 3.3.5 Describe the domain and range of functions and
articulate restrictions imposed either by the operations or
by the contextual situations which the functions represent.

SPI 3.3.6 Combine functions (such as polynomial, rational,
radical and absolute value expressions) by addition,
subtraction, multiplication, division, or by composition and
evaluate at specified values of their variables.

SPI 3.3.7 Identify whether a function has an inverse,
whether two functions are inverses of each other, and/or
explain why their graphs are reflections over the line y = x.
SPI 3.3.8 Solve systems of three linear equations in three
variables.
SPI 3.3.9 Graph the solution set of two or three linear or
quadratic inequalities.
SPI 3.3.10 Identify and/or graph a variety of functions and
their transformations.

SPI 3.3.11 Graph conic sections (circles, parabolas, ellipses
and hyperbolas) and understand the relationship between
the standard form and the key characteristics of the graph.
SPI 3.3.12 Interpret graphs that depict real-world
phenomena.

SPI 3.3.13 Solve contextual problems using quadratic,
rational, radical and exponential equations, finite
geometric series or systems of equations.
SPI 3.3.14 Solve problems involving the binomial theorem
and its connection to Pascal’s Triangle, combinatorics, and
probability.
Standard 4 – Geometry & Measurement
Course Level Expectations:


CLE 3.4.1 Understand the trigonometric functions and
their relationship to the unit circle.


CLE 3.4.2 Know and use the basic identities of sine,
cosine, and tangent as well as their reciprocals.




CLE 3.4.3 Graph all six trigonometric functions and
identify their key characteristics.




CLE 3.4.4 Know and use the Law of Sines to find missing
sides and angles of a triangle, including the ambiguous
case.




CLE 3.4.5 Use trigonometric concepts, properties and
graphs to solve problems.




Checks for Understanding
(Formative/Summative Assessment):


3.4.1 Convert between radians and degrees and vice
versa.

3.4.2 Determine the period and the amplitude of a
periodic function.
3.4.3 Extend the trigonometric functions to periodic
functions on the real line by defining them as functions
on the unit circle.
3.4.4 Understand the relationship between the radius,
the central angle, and radian measure.

3.4.5 Determine the domain and range of the six
trigonometric functions given a graph.

3.4.6 Know and be able to use the fundamental
trigonometric identities, including the Pythagorean
identities, reciprocal identities, sum of sine and cosine,
and odd and even identities.


            State Performance Indicators:



SPI 3.4.1 Exhibit knowledge of unit circle trigonometry.




SPI 3.4.2 Match graphs of basic trigonometric functions
with their equations.

SPI 3.4.3 Describe and articulate the characteristics and
parameters of parent trigonometric functions to solve
contextual problems.
Standard 5 – Data Analysis, Statistics, &
Probability
Course Level Expectations:



CLE 3.5.1 Describe, interpret, and apply quantitative data.


CLE 3.5.2 Evaluate and critique various ways of collecting data and
using information based on data published in the media.


CLE 3.5.3 Use data and statistical thinking to draw inferences,
make predictions, justify conclusions and identify and explain
misleading uses of data.




CLE 3.5.4 Develop an understanding of probability concepts in
order to make informed decisions.




Checks for Understanding (Formative/Summative
Assessment):



3.5.1 Collect, represent and describe both linear and non-linear
data developed from contextual situations.

3.5.2 Organize and display data using appropriate methods
(including spreadsheets and technology tools) to detect patterns
and departures from patterns.


3.5.3 Read and interpret data from a two-way table.

3.5.4 Understand the impact of various sampling methods and use
them to draw valid conclusions.
3.5.5 Calculate measures of central tendency and spread (variance
and standard deviation).

3.5.6 Use technology to find the appropriate regression equation
for both linear and non-linear data.




3.5.7 Recognize when the correlation coefficient measures
goodness of fit and does not imply causation.

3.5.8 Know the Empirical Rule for one, two and three standard
deviations for a normal distribution.




3.5.9 Use data to detect patterns.




3.5.10 Design simple experiments to collect data to answer
questions of interest.

3.5.11 Evaluate published data by considering the source, the
design of the study and the analysis and representation (or
misrepresentation) of the data.


3.5.12 Investigate bias and the phrasing of questions during data
acquisition to formulate reasonable conclusions.

3.5.13 Apply both theoretical and experimental probability to
analyze the likelihood of an event.

                State Performance Indicators:




SPI 3.5.1 Compute, compare and explain summary statistics for
distributions of data including measures of center and spread.
SPI 3.5.2 Compare data sets using graphs and summary statistics.




SPI 3.5.3 Analyze patterns in a scatter-plot and describe
relationships in both linear and non-linear data.




SPI 3.5.4 Apply the characteristics of the normal distribution.

SPI 3.5.5 Determine differences between randomized experiments
and observational studies.
SPI 3.5.6 Find the regression curve that best fits both linear and
non-linear data (using technology such as a graphing calculator)
and use it to make predictions.
SPI 3.5.7 Determine/recognize when the correlation coefficient
measures goodness of fit.


SPI 3.5.8 Apply probability concepts such as conditional probability
and independent events to calculate simple probability.
                                                            Standard 2 – Number &
Standard 1 – Mathematical Processes                         Operations
Course Level Expectations                                   Course Level Expectations

CLE 6.1.1 Use mathematical language, symbols,               CLE 6.2.1 Understand the capabilities and the
definitions, proofs and counterexamples correctly and       limitations of calculators and computers in
precisely in mathematical reasoning.                        solving problems.

CLE 6.1.2 Apply and adapt a variety of appropriate
strategies to problem solving, including testing cases,     CLE 6.2.2 Represent, interpret or compare
estimation, and then checking induced errors and the        expressions for real numbers, including
reasonableness of the solution.                             expressions utilizing exponents and logarithms.

                                                            CLE 6.2.3 Develop the ability to recognize the
CLE 6.1.3 Develop inductive and deductive reasoning to      difference between algebraic and
independently make and evaluate mathematical                transcendental expressions; be able to classify
arguments and construct appropriate proofs; include         a number (Natural, integer, rational, etc.)
various types of reasoning, logic, and intuition.           written in a complex format.

CLE 6.1.4 Move flexibly between multiple representations
(contextual, physical, written, verbal, iconic/pictorial,   CLE 6.2.4 Develop facility with simplification of
graphical, tabular, and symbolic), to solve problems, to    complex algebraic expressions involving
model mathematical ideas, and to communicate solution       exponential notation, logarithmic notation,
strategies.                                                 rational notation, and radicals

CLE 6.1.5 Recognize and use mathematical ideas and
processes that arise in different settings, with an
emphasis on formulating a problem in mathematical
terms, interpreting the solutions, mathematical ideas,      CLE 6.2.5 Be able to calculate vector arithmetic
and communication of solution strategies.                   and vector length.


CLE 6.1.6 Employ reading and writing to recognize the       CLE 6.2.6 Recognize vectors as elements (i.e.
major themes of mathematical processes, the historical      numbers) that have their own form of
development of mathematics, and the connections             arithmetic operations in their own system of
between mathematics and the real world.                     elements.
CLE 6.1.7 Use technologies appropriately to develop
understanding of abstract mathematical ideas, to            CLE 6.2.7 Recognize series as an identification
facilitate problem solving, and to produce accurate and     of a number which can be identified as a
reliable models.                                            specific numeral or only approximated.


Check for Understanding                                     Check for Understanding
(Formative/Summative Assessment)                            (Formative/Summative Assessment)
 6.1.1 Give a sequence of algebraic or mathematical         6.2.1 Use calculators appropriately and make
reasons to justify the validity of the steps in a           estimations without a calculator regularly to
mathematical proof.                                         detect potential errors.

                                                            6.2.2 Demonstrate round-off error, over-flow
 6.1.2 Use algebraic properties to develop a valid          error, and errors in mode settings (ex. Degree
sequence of mathematical statements.                        vs. radians) with particular examples.

 6.1.3 Correctly use summation notation; expand and         6.2.3 Compare exponential and logarithmic
collect expressions in both finite and infinite settings.   expressions.


 6.1.4 Derive and apply the formulas for the area of         6.2.4 Recognize the difference between
sector of a circle.                                         continuous and discrete situations.

                                                            6.2.5 Classify real numbers and order real
                                                            numbers that include transcendental
 6.1.5 Conduct simple experiments or investigations to      expressions, including roots and fractions of pi
collect non-linear data to answer questions of interest.    and e.

 6.1.6 Understand the different representations of a          6.2.6 Simplify complex radical and rational
function; discuss the criteria (such as the type of function expressions; discuss and display understanding
and the problem under consideration) for determining         that rational numbers are dense in the real
which representation is most helpful.                        numbers and the integers are not.

 6.1.7 Analyze situations, develop mathematical models,
or solve problems using linear, polynomial, trigonometric,
exponential, or logarithmic equations or inequalities      6.2 .7 Multiply a vector by a scalar both
symbolically or graphically.                               algebraically and graphically.

 6.1.8 Draw qualitative graphs (sketches) of functions
(linear, quadratic, cubic, square root, absolute value,
reciprocal, trigonometric, exponential, logarithmic, and  6.2.8 Add vectors both algebraically and
greatest integer) and describe their general shape/trend. graphically.

 6.1.9 Demonstrate diagrammatically composition of
functions and inverse of functions; discuss similarity to   6.2.9 Calculate magnitude and direction of a
and differences from arithmetic operations of functions.    vector.


6.1.10 Make inferences or predictions using an algebraic 6.2.10 Calculate and interpret the dot product
model of a situation.                                    of two vectors.

                                                            6.2.11Understand that vectors are determined
6.1.11 Discuss interpolation vs. extrapolation and the      by the coordinates of their initial and terminal
validity of the resulting estimates.                        points, or by their components.
 6.1.12 Discuss the changes in mathematics that arose
through the development of function notation, Cartesian
coordinates, base e, and other mathematical ideas       6.2.12 Use vectors to model velocity and
discussed in pre-calculus.                              direction to solve problems.

 6.1.13 Establish accurate and consistent use of units in    6.2.13 Determine whether a given arithmetic
the presentation of answers to applied questions.           or geometric series converges or diverges.
                                                             6.2.14 Demonstrate an understanding of
 6.1.14 Use graphing calculators and computer               sequences by representing them recursively
spreadsheets to analyze qualities of a function             and explicitly.

                                                             6.2.15 Use Sigma notation to represent a
                                                            series.

                                                             6.2.16 Find the sum of a given geometric
                                                            series (both infinite and finite).


                                                             6.2.17 Find the sum of a finite arithmetic
                                                            series.
                                                             6.2.18 Use the laws of exponents and
                                                            logarithms to expand or collect terms in
                                                            expressions; simplify expressions or modify
                                                            them in order to analyze them or compare
                                                            them.
Standard 3 – Algebra
Course Level Expectations
CLE 6.3.1 Develop an understanding of functions as
elements that can be operated upon to get new functions:
addition, subtraction, multiplication, division, and
composition of functions.




CLE 6.3.2 Understand how the algebraic properties of an
equation transform the geometric properties of its graph.




CLE 6.3.3 Analyze the graph of a function, given either a
sketch or a symbolic description.




CLE 6.3.4 Identify or analyze the distinguishing properties
of exponential, polynomial, logarithmic, trigonometric,
and rational functions from tables, graphs, and equations.



CLE 6.3.5Apply appropriate techniques to analyze
mathematical models and functions constructed from
verbal information; interpret the solution obtained in
written form using appropriate units of measurement.
CLE 6.3.6 Solve maximum/minimum value problems by
converting the given verbal information into an
appropriate mathematical model and analyzing the graph
of that model graphically to answer the questions.
Recognize the approximation necessary when solving
graphically.


CLE 6.3.7 Solve nonlinear inequalities (quadratic,
trigonometric, conic, exponential, and logarithmic).

CLE 6.3.8 Understand the properties of conic sections
(whether displayed in equation or graphical form) and
apply conic sections to model real-world phenomena.
CLE 6.3.9 Simulate motion using parametric equations.

CLE 6.3.10 Derive and use the formulas for the general
term and summation of finite or infinite arithmetic and
geometric series, if they exist.

CLE 6.3.11 Develop the concept of a limit by examining
sequences and series.


Check for Understanding
(Formative/Summative Assessment)

6.3.1 Calculate the inverse of a function with respect to
each of the functional operations; in other words, the
additive inverse, the multiplicative inverse, and the inverse
with respect to composition.




 6.3.2 Recognize the role that domain of function plays in
the combination of functions by composition of functions.


 6.3.3 Identify whether a function has an inverse with
respect to composition and when functions are inverses of
each other with respect to composition.




6.3.4 Explain why the graph of a function and its inverse
are reflections of one another over the line y = x.

 6.3.5 Explain the relationship between the real zeros and
the x-intercept of the graph of a function (polynomial,
rational, exponential, logarithmic, and trigonometric).

 6.3.6 Identify the real zeros of the graph of a function
(polynomial, rational, exponential, logarithmic, and
trigonometric) in equation or graphical form.


 6.3.7 Identify characteristics of graphs based on a set of
conditions or on a general equation such as y = ax2 + c.
6.3.8 Given a function, describe the transformation of the
graph resulting from the manipulation of the algebraic
properties of the equation (i.e., translations, stretches,
and changes in periodicity and amplitude)

 6.3.9 Determine the asymptotes and end behaviors of
functions.

 6.3.10 Determine whether a function is even, odd, or
neither.
 6.3.11 Prove basic properties of a logarithm using
properties of its inverse and apply those properties to
solve problems.

 6.3.12 Find the inverse of an exponential or a logarithmic
function.

6.3.13 Visually locate critical points on the graphs of
polynomial functions and determine if each critical point is
a minimum, a maximum, or point of inflection.


 6.3.14 For a given sketch of a graph of a function, describe
the concavity and locate maximums, minimums,
increasing and decreasing intervals, and zeroes.
 6.3.15 Sketch the graph of a given a rational function and
locate vertical, horizontal, and slant asymptotes, and holes
in the graph if they exist.

 6.3.16 Solve real world problems that can be modeled
using quadratic, exponential, or logarithmic functions (by
hand and with appropriate technology).
 6.3.17 Solve nonlinear inequalities by graphing (solutions
in interval notation if one-variable) by hand and with
appropriate technology.

6.3.18 Solve systems of nonlinear inequalities by graphing.

6.3.19 Graph ellipses and hyperbolas and demonstrate
understanding of the relationship between their standard
algebraic form and the graphical characteristics.

 6.3.20 Graph circles and demonstrate an understanding of
the relationship between their standard algebraic form
and the graphical characteristics.
 6.3.21 From an equation in standard form, graph the
appropriate conic section.
 6.3.22 Graph curves parametrically (by hand and with
appropriate technology).
 6.3.23 Eliminate parameters by rewriting parametric
equations as a single equation.
 6.3.24 Understand the series represent the approximation
of a number when truncated; estimate truncation error in
specific examples.
 6.3.25 Understand that lengths of curves and areas of
curved regions can be defined using the informal notion of
limit.

 6.3.26 Construct the difference quotient for a given
function and simplify the resulting expression.
Standard 4 – Geometry & Measurement
Course Level Expectations:


CLE 6.4.1 Understand basic right triangle trigonometry
and use it to solve problems.

CLE 6.4.2 Know how the trigonometric functions can be
extended to the periodic functions on the real number
line, derive basic formulas of these functions, and use
these functions and formulas to solve problems.




CLE 6.4.3 Solve trigonometric equations and inequalities
algebraically and graphically, by hand and with
appropriate technology.




CLE 6.4.4 Apply trigonometric identities to rewrite
expressions and solve equations.




CLE 6.4.5 Apply vectors to solve real world problems.




CLE 6.4.6 Represent situations and solve problems
involving polar coordinates.


CLE 6.4.7 Interpret transformations of trigonometric
functions.


CLE 6.4.8 Understand the geometric interpretation of
vectors and their use in real life analysis of problems.
CLE 6.4.9 Develop an understanding of the graphic
representation of vectors and vector arithmetic.


Check for Understanding
(Formative/Summative Assessment)
 6.4.1 Solve problems using the fact that trigonometric
ratios (sine, cosine, and tangent) stay constant in similar
triangles.

6.4.2 Use the definitions of the six trigonometric ratios
as ratios of sides in a right triangle to solve problems
about lengths of sides and measures of angles.




6.4.3 Match a trigonometric equation with its graph.




6.4.4 7 Know that the six trigonometric functions can be
extended to periodic functions on the real number line.




 6.4.5 Convert from radians to degrees and from degrees
to radians.


 6.4.6 Determine the difference made by choice of units
for angle measurement when graphing a trigonometric
function.


6.4. 7 Find values of inverse trigonometric functions,
applying appropriate domain and range restrictions.

 6.4.8 Know and use the following trigonometric
identities in verifying other identities: Pythagorean,
Reciprocal, Quotient, Sum/Difference, Double Angle
 6.4.9 Know and use the following trigonometric
identities in solving trigonometric equations:
Pythagorean, Reciprocal, Quotient, Sum/Difference,
Double Angle
 6.4.10 Apply the Pythagorean and Reciprocal Identities
to verify identities and solve equations.


6.4.11 Graph functions in polar coordinates.

 6.4.12 Convert between rectangular and polar
coordinates.

 6.4.13 Graph the inverse trigonometric functions,
identify their key characteristics.
 6.4.14 Graph the six trigonometric function and identify
characteristics such as period, amplitude, phase shift, and
asymptotes.


 6.4.15 Determine the appropriate domains for each of
the inverse trigonometric functions.


 6.4.16 Understand that vectors are determined by the
coordinates of their initial and terminal points, or by their
components.

 6.4.17 Use vectors to model velocity and direction to
solve problems.

 6.4.18 Approximate the area under a curve geometrically
by constructing a finite number of rectangles and
calculating the total area in those rectangles.

6.4.19 Compare two different approximations of area
under a curve by using a different number of rectangles.
Standard 5 – Data Analysis, Statistics, &
Probability
Course Level Expectations

CLE 6.5.1 Create scatter plots, analyze patterns and describe
relationships that exist in a set of linear and non-linear paired data
to model real-world phenomena and make predictions.




CLE 6.5.2 Model a data using a variety of transcendental and
polynomial models; when possible, determine the best model.




CLE 5.5.3 Recognize and explain the potential errors caused by
extrapolating from data.




Check for Understanding (Formative/Summative
Assessment)




6.5.1 Explain how to determine the best regression equation
model that approximates a particular data set.




6.5.2 Find the quadratic or exponential regression equations for a
data set using a graphing calculator, spreadsheet, and/or
estimation.


6.5.3 Find the equation of the regression line that best fits data
with a linear trend.




6.5.4 Find the regression equation that best fits exponential data.
6.5.5Use interpolation to calculate a new data point between two
existing data points and identify potential errors.


6.5.6 Use extrapolation to construct new data points that fit a
given trend and identify potential errors.
Standard 1 – Mathematical Processes                          Standard 2 – Exploring Data
Course Level Expectations                                    Course Level Expectations
CLE 6.1.1 Use mathematical language, symbols,                CLE 6.2.1 Understand histograms, parallel box
definitions, proofs and counterexamples correctly and        plots, and scatterplots, and use them to
precisely in mathematical reasoning.                         compare display data.
 CLE 6.1.2 Apply and adapt a variety of appropriate
strategies to problem solving, including testing cases,
estimation, and then checking induced errors and the         CLE 6.2.2 Summarize distributions of univariate
reasonableness of the solution.                              data

CLE 6.1.3 Develop inductive and deductive reasoning to
independently make and evaluate mathematical
arguments and construct appropriate proofs; include
various types of reasoning, logic, and intuition.            CLE 6.2.3 Explore bivariate data

 CLE 6.1.4 Move flexibly between multiple
representations (contextual, physical, written, verbal,
iconic/pictorial, graphical, tabular, and symbolic), to solve
problems, to model mathematical ideas, and to
communicate solution strategies.                              CLE 6.2.4 Explore categorical data

 CLE 6.1.5 Recognize and use mathematical ideas and
processes that arise in different settings, with an
emphasis on formulating a problem in mathematical
terms, interpreting the solutions, mathematical ideas,       Check for Understanding
and communication of solution strategies.                    (Formative/Summative Assessment)

CLE 6.1.6 Employ reading and writing to recognize the        6.2.1 Understand the term 'variable' and
major themes of mathematical processes, the historical       differentiate between the data types:
development of mathematics, and the connections              measurement, categorical, univariate and
between mathematics and the real world.                      bivariate.
CLE 6.1.7 Use technologies appropriately to develop
understanding of abstract mathematical ideas, to             6.2.2 Compute basic statistics and understand
facilitate problem solving, and to produce accurate and      the distinction between a statistic and a
reliable models.                                             parameter.

                                                             6.2.3 For univariate measurement data, be able
Check for Understanding                                      to display the distribution, describe its shape;
(Formative/Summative Assessment)                             select and calculate summary statistics.

                                                             6.2.4 For bivariate measurement data, be able
6.1.1 Formulate questions that can be addressed with         to display a scatterplot and describe its shape;
data and collect, organize, and display relevant data to     use technological tools to determine regression
answer them.                                                 equations and correlation coefficients.
6.1.2 Select and use appropriate statistical methods to   6.2.5 Display and discuss bivariate data where
analyze data.                                             at least one variable is categorical.
                                                          6.2.6 Recognize how linear transformations of
6.1.3 Compute statistics and analyze data using various   univariate data affect shape, center, and
statistical tools, with appropriate technology.           spread.
                                                          6.2.7 Identify trends in bivariate data; find
                                                          functions that model the data and that
6.1.4 Analyze data/statistical analysis from newspaper    transform the data so that they can be
and other sources.                                        modeled.
                                                          6.2.8 Analyze the effect of changing units on
                                                          summary measures
                                                          6.2.9 Construct and analyze frequency tables
                                                          and bar charts
Standard 3 – Sampling &
Experimentation
Course Level Expectations
CLE 6.3.1 Understand the differences among various kinds
of studies and which types of inferences can be
legitimately drawn from each.


 CLE 6.3.2 Select a method to collect data and plan and
conduct surveys and experiments.




CLE 6.3.3 Analyze results and make conclusions from
observational studies, experiments, and surveys.




Check for Understanding
(Formative/Summative Assessment)




6.3.1 Compare census, sample survey, experiment, and
observational study.




6.3.2 Describe the role of randomization in surveys and
experiments.




6.3.3 Demonstrate an understanding of bias in sampling.

6.3.4 Compare and use sampling methods, including
simple random sampling, stratified random sampling, and
cluster sampling.




6.3.5 Know the characteristics of well-designed studies.
6.3.6 Design and conduct a statistical experiment to study
a problem, then interpret and communicate the outcomes.


6.3.7 Test hypotheses using appropriate statistics.
Standard 4 – Anticipating Patterns
Course Level Expectations:

CLE 6.4.1 Understand and apply basic concepts of
probability.




CLE 6.4.2 Design appropriate probability models.




CLE 6.4.3 Understand the normal distribution.




CLE 6.4.4 Describe the sampling distribution of a statistic
and define the standard error of a statistic.




Check for Understanding
(Formative/Summative Assessment)



6.4.1 Demonstrate an understanding of the Law of Large
Numbers (Strong and Weak).

6.4.2 Demonstrate an understanding of the addition rule,
the multiplication rule, conditional probability, and
independence.


6.4.3 Design a simulation of random behavior and
probability distributions.



6.4.4 Analyze discrete random variables and their
probability distributions, including binomial and
geometric.
6.4.5 Calculate the mean (expected value) and standard
deviation of both a random variable and a linear
transformation of a random variable.

6.4.6 Demonstrate an understanding of the Central Limit
Theorem.
Standard 5 – Statistical Inference
Course Level Expectations

CLE 6.5.1 Develop and evaluate inferences and predictions that are
based on data.




CLE 6.5.2 Understand and use confidence intervals.



Check for Understanding (Formative/Summative
Assessment)




6.5.1 Use properties of point estimators, including
biased/unbiased, and variability.




6.5.2 Understand the meaning of confidence level, of confidence
intervals, and the properties of confidence intervals.




6.5.3 Describe individual performances in terms of percentiles, z-




6.5.4 Construct and interpret a large sample confidence interval
for a proportion and for a difference between two proportions.


6.5.5 Construct the confidence interval for a mean and for a
difference between two means.



6.5.6 Apply the properties of a Chi-square distribution in
appropriate situations in order to make inferences about a data
set.
6.5.7 Apply the properties of the normal distribution in
appropriate situations in order to make inferences about a data
set.

6.5.8 Interpret the t-distribution and determine the appropriate
degrees of freedom.
                                                           Standard 2 – Functions, Graphs,
Standard 1 – Mathematical Processes                        & Limits
Course Level Expectations                                  Course Level Expectations
CLE 3.1.1 Use mathematical language, symbols,              CLE 3.2.1 Use calculus to predict and to explain
definitions, proofs and counterexamples correctly and      the observed local and global behavior of a
precisely in mathematical reasoning.                       function.
CLE 3.1.2 Apply and adapt a variety of appropriate
strategies to problem solving, including testing cases,
estimation, and then checking induced errors and the       CLE 3.2.2 Demonstrate an understanding of the
reasonableness of the solution.                            concept of the limit of a function.

CLE 3.1.3 Develop inductive and deductive reasoning to
independently make and evaluate mathematical
arguments and construct appropriate proofs; include        CLE 3.2.3 Describe the asymptotic and
various types of reasoning, logic, and intuition.          unbounded behavior of functions.

CLE 3.1.4 Move flexibly between multiple representations
(contextual, physical, written, verbal, iconic/pictorial,
graphical, tabular, and symbolic), to solve problems, to
model mathematical ideas, and to communicate solution CLE 3.2.4 Develop an intuitive understanding of
strategies.                                               continuity.

CLE 3.1.5 Recognize and use mathematical ideas and
processes that arise in different settings, with an
emphasis on formulating a problem in mathematical
terms, interpreting the solutions, mathematical ideas,     Check for Understanding
and communication of solution strategies.                  (Formative/Summative Assessment)

                                                           3.2.1 Analyze the graphs of polynomial,
                                                           rational, radical, piecewise, and transcendental
CLE 3.1.6 Employ reading and writing to recognize the      functions using appropriate technology.
major themes of mathematical processes, the historical     Discuss which functions behave nicely with
development of mathematics, and the connections            respect to algebraic properties and which do
between mathematics and the real world.                    not. Justify your discussions.
CLE 3.1.7 Use technologies appropriately to develop
understanding of abstract mathematical ideas, to
facilitate problem solving, and to produce accurate and    3.2.2 Represent complex numbers in both
reliable models.                                           rectangular and polar form.
Check for Understanding                                    3.2.3 Apply the trigonometric form of complex
(Formative/Summative Assessment)                           numbers in calculations.
3.1.1 Model a written description of a physical situation
in each of the following contexts: a function, a differential 3.2.4 Apply DeMoivre’s Theorem to find roots
equation, and an integral.                                    and powers of complex numbers.
                                                            3.2.5 Describe asymptotic behavior
3.1.2 Develop an appreciation of calculus as a coherent     (analytically and graphically) in terms of infinite
body of knowledge and as a human accomplishment.            limits and limits at infinity.

3.1.3 Recognize the applications of calculus concepts in    3.2.6 Define continuity at a point using limits;
the world.                                                  define continuous functions.

3.1.4 Evaluate definite integrals and numeric derivatives   3.2.7 Apply Intermediate Value Theorem and
of functions by hand and with appropriate technology;       Extreme Value Theorem to continuous
illustrate each with appropriate diagrams and/or graphs.    functions.
3.1.5 Use appropriate notation to represent derivatives     3.2.8 Calculate limits (including limits at
and integrals.                                              infinity) using algebra.
                                                            3.2.9 Estimate limits of functions (including
3.1.6 Use appropriate technology (i.e., spreadsheet) to     one-sided limits) from graphs or tables of data.
approximate definite integrals (Riemann sums,               Apply the definition to a variety of piece-wise
Trapezoidal rule, or Simpson’s rule).                       functions.

3.1.7 Discuss the historical synergies accompanying the
discovery of calculus and the impact of politics and
rivalries on its development. Identify major
mathematicians who influenced the development and
understanding of calculus and place it in the context of    3.2.10 Determine whether a given function is
events in world history.                                    continuous at a specific point.

                                                            3.2.11 Given a complete set of algebraic
                                                            information and calculus information,
                                                            construct a sketch of a function that matches
                                                            that data. Display several functions that each
3.1.8 Correctly expand and contract formulas expressed      satisfy one set of data; describe their
in summation notation and in open form                      differences and their similarities.

                                                            3.2.12 Given a sketch of a graph of a function,
                                                            completely describe the function in
                                                            mathematical terms so that the sketch could
                                                            be replicated from the description and would
                                                            be close to the original graph.
                                                            3.2.13 Draw a sketch that illustrates the
                                                            definition of the limit; develop multiple real
                                                            world scenarios that illustrate the definition of
                                                            the limit.

                                                            3.2.14 Discuss the various types of end
                                                            behavior of functions; identify prototypical
                                                            functions for each type of end behavior.
Standard 3 – Derivatives
Course Level Expectations

CLE 3.3.1 Demonstrate an understanding of the concept of
derivative.


CLE 3.3.2 Recognize the derivative as the slope of the
tangent line to a curve at a given point.




CLE 3.3.3 Use the first and second derivatives of a function
to characterize the function and vice versa.




CLE 3.3.4 Apply derivatives in problem solving situations.




CLE 3.3.5 Apply basic rules for differentiation.




Check for Understanding
(Formative/Summative Assessment)


3.3.1 Represent and interpret the derivative of a function
graphically, numerically, and analytically.
3.3.2 Interpret the derivative as an instantaneous rate of
change.

3.3.3 Define the derivative as the limit of the difference
quotient; illustrate with the sketch of a graph.
3.3.4 Approximate both the instantaneous rate of change
and the average rate of change given a graph.

3.3.5 Relate the increasing and decreasing behavior of f to
the sign of ′ f both analytically and graphically.




3.3.6 Apply the Mean Value Theorem.
3.3.7 Understand the relationship between Rolle’s
Theorem and the Mean Value Theorem.


3.3.8 Relate the concavity of f to the sign of ′ f both
analytically and graphically.




3.3.9 Model rates of change, including related rates
problems. In each case, include a discussion of units.




3.3.10 Illustrate the relationship between differentiability
and continuity.




3.3.11 Write the equation of the tangent line to a curve at
a given point.


3.3.12 Analytically locate the intervals on which a function
is increasing or decreasing.


3.3.13 Translate verbal descriptions into equations
involving derivatives and vice versa.
3.3.14 Identify critical points, maxima and minima, and
points of inflection on graphs of functions and using
formulas of functions; include information about
asymptotes when appropriate.
3.3.15 Use optimization to find extreme values (relative
and absolute).

3.3.16 Find the derivative of the inverse of a function.
3.3.17 Use differentiation to solve problems involving
velocity, speed, and acceleration.

3.3.18 Calculate the derivative of basic functions (power,
exponential, logarithmic, and trigonometric).
3.3.19 Calculate the derivatives of sums, products, and
quotients of basic functions.
3.3.20 Apply the chain rule to find the derivative of a
composite function.
3.3.21 Implicitly differentiate an equation in two or more
variables.
3.3.22 Set up and solve related rates problems and
max/min problems. Where applicable, solve both
symbolically and graphically.
3.3.23 Use tangent lines to approximate function values
and changes in function values when inputs change
(linearization).

3.3.24 Describe in detail how the basic derivative rules are
used to differentiate a function; discuss the difference
between using limits and the definition of the derivative
and using the derivative rules.
Standard 4 – Integrals
Course Level Expectations
CLE 3.4.1 Explore the meaning of the definite integral
both as a limit of Riemann sums and as the net
accumulation of change.




CLE 3.4.2 Apply techniques of antidifferentiation.



Check for Understanding
(Formative/Summative Assessment)



3.4.1 Use integrals to solve a variety of problems (e.g.,
distance traveled by a particle along a line, exponential
growth/decay, volume).




3.4.2 Recognize differentiation and antidifferentiation as
inverse operations.




3.4.3 Evaluate definite integrals using the Fundamental
Theorem of Calculus.




3.4.4 Apply basic properties of definite integrals.
3.4.5 Use Riemann sums and the Trapezoidal Rule to
approximate definite integrals.



3.4.6 Use a definite integral to find the area of a region.
3.4.7 Use substitution of variables to calculate an
antiderivative.


3.4.8 Develop facility with finding antiderivatives.


3.4.9 Correctly write a Riemann sum that represents the
definition of a definite integral.
Kindergarten   1st Grade           2nd Grade
air            adult               Celsius/Fahrenheit
animal         balance             compare/contrast
change         classify            depend

cloud          environment         dissolve
collect        extinct             distance
color          freezing            Earth resource
day/night      heat                energy
food           insect              evaporation
growth         invent              fossil
moon           investigate         habitat
natural        life cycle          infer
observe        light               investigate
ocean          living/non-living   observation
parts          location            offspring
seasons        magnet              organism
senses         matter              parent

shape          mixed               reasoning
size           planet              renewable/non-renewable
soil           plant               scientific inquiry

solid/liquid   precipitation       scientist
star           prediction          similarities/differences
sun            property            sound
temperature    push/pull           temperature pattern
thermometer    shelter             transform
tools          texture             type
water          weather data        universe
weather                            vibration
3rd Grade           4th Grade                              5th Grade
anemometer          behavioral adaptation                  chemical properties
atmosphere          camouflage                             commensalism
barometer           carnivore                              conduction
                    cell and cell parts (wall, membrane,
cirrus              cytoplasm,                             constellation
cross section       nucleus, vacuoles)                     convection
cumulonimbus        chemical energy                        core
cumulus             climate                                crust
conductor           condensation                           dissipate
conservation        deposition                             earthquake
crystallize         eclipse (solar/lunar)                  faulting
decomposer          ecosystem                              gravity
endangered          electricity                            hurricane
force               energy pyramid                         inherited traits
heredity            erosion                                kinetic energy
mixture             food web                               parasite
natural resources   friction                               parasitism

orbit               herbivore                              photosynthesis
physical change     lunar cycle                            plane
pitch/volume        mass                                   plate movement
                    metamorphosis
predator/prey       (complete/incomplete)                  potential energy
rain gauge          migration                              radiation
revolution          mimicry                                states of matter
rotation            omnivore                               symbiosis
solar system        opaque                                 tornado
stratus             physical adaptation                    tsunami
threatened          physical change                        volcano
thriving            producer/consumer

water cycle         radiant energy
wind vane           reflection
                    refraction

                    reproduction
                    transparent
                    translucent
                    weathering
6th Grade                   7th Grade                    8th Grade
abiotic                     acceleration                 acid
atmospheric convection      amplitude                    atom (electron, neutron,
adaptive engineered         asexual reproduction         proton)

technologies                cell division                atomic mass
assistive engineered        cell organelles (ribosome,   atomic number
technologies                mitochondria,                base
asteroid                    chloroplast, vacuole,        biodiversity
bias                        lysosome)                    chemical change
biome                       chromosome                   chemical equation
biosphere                   crest                        class
biotic                      diffusion                    compound
cause and effect            dominant trait               density
chemical potential energy   gene                         dichotomous key
climate change              genetic characteristic       diffusion
conductivity                genetic engineering          domain
control                     genotype                     electromagnet

criteria                    igneous                      electron
design constraint           longitudinal wave            element
elastic potential           mechanical advantage         endothermic

electrical conductor        metamorphic                  exothermic
energy transformation       minerals                     family
gravitational potential     mitosis                      genus
energy                      momentum                     gravitation (universal law)
hygrometer                  monohybrid cross             kingdom
meterological data          organ system                 magnetic field
ocean current               osmosis                      neutral
protocol                    phenomenon                   neutron

prototype                   phenotype                    order
psychrometer                Punnett square               particle motion
scavengers                  recessive trait              physiological adaptation

simple circuits             respiration                  phylum
tides                       rock cycle                   product
variable                    sedimentary                  proton
                            semi-permeable               reactant
                            sexual reproduction          species

                            simple machines              variation

                            speed
                            synthesize
tissue
transverse wave
trough
velocity




                  RNA
Biology                          Earth Science                  Physical Science
ATP synthesis                    absolute time                  ampere
active/passive transport         acid rain                      Archimedes principle
aerobic/ anaerobic respiration   atmospheric cycle              (buoyancy,

allele                           Big Bang Theory                buoyant force)
analogous                        cleavage                       atomic theory
autotroph/heterotroph            convection currents            balanced equation
biogeochemical cycle             Earth’s inclination            Bernoulli’s principle
biological succession            fossil record                  buffer
biomass                          fracture                       catalyst
carrying capacity                geochemical cycle              chemical formula
catalyst                         geologic cycle                 chemical symbol
cell organelles (nucleolus,      glaciers                       coefficient
Golgi apparatus,                 global warming                 colloid
endoplasmic reticulum)           gravitational effects          covalent bonding
cloning                          greenhouse effect              current
concentration gradient           hydrologic cycle               diffraction

convergent/divergent evolution   Mohs scale                     efficiency
DNA fingerprint                  oscillating/pulsating theory   electron cloud
dihybrid cross                   ozone depletion                extensive/intensive property

diploid/haploid                  paleoclimates                  friction (sliding, rolling, static)
dynamic equilibrium              paleomagnetism                 gas laws (Boyles, Charles)
endo/exocytosis                  physiographic region           gravitational potential energy
enzyme                           plate tectonics                heterogeneous
eukaryote/prokaryote             plate boundaries               homogeneous
evolution                        (convergent, divergent)        indicator
hetero/homozygous                radioactive decay              ion
homeostasis                      relative time                  isotopes
                                                                interference (constructive,
homologous                       topographic map                destructive)
hyper/hypotonic solution         tsunami                        ionic bonding
innate/learned behavior          solar flares                   Kelvin

karyotype                        superposition                  kinetic theory (phase change, heat,
Linnean taxonomy                 tectonic cycle                 molecular motion)
macromolecules                   uniformitarianism              metalloid
meiosis                                                         nuclear fission
mitochondrial DNA                                               nuclear fusion

modes of inheritance                                            Pascal’s principle (fluid, pressure)
                                                                periodic table (groups, periods,
(incomplete dominance,                                          oxidation number)
multiple alleles,                                               plasma
polygenic)                refraction
mutation                  resistance
natural selection         solution
nucleic acid              specific heat
pedigree                  suspension
phylogeny                 subscript
plasmolysis               thermodynamics
population growth curve   (conduction, convection,
protein synthesis         radiation)
RNA                       valence electron
                          voltage
                          waves (transverse,
                          longitudinal,
                          compression,
                          mechanical,
                          electromagnetic)
                                                            Embedded Technology &
Embedded Inquiry                                            Engineering
Grade Level Expectations                                    Grade Level Expectations

                                                            GLE 7.T/E.1 Recognize that both natural
GLE 7.Inq.1 Observe the world of familiar objects using     materials and human-made tools have specific
the senses and tools.                                       characteristics that determine their use.

GLE 7.Inq.2 Ask questions, make logical predictions, plan   GLE 7.T/E.2 Apply engineering design and
investigations, and represent data.                         creative thinking to solve practical problems.




GLE 7.Inq.3 Explain the data from an investigation.         Checks for Understanding



                                                            7.T/E.1 Explain how simple tools are used to
                                                            extend the senses, make life easier, and solve
Checks for Understanding                                    everyday problems.




7.Inq.1 Use senses and simple tools to make observations. 7.T/E.2 Invent designs for simple products.


7.Inq.2 Communicate interest in simple phenomena and 7.T/E.3 Use tools to measure materials and
plan for simple investigations.                           construct simple products.
7.Inq.3 Communicate understanding of simple data using
age-appropriate vocabulary.
7.Inq.4 Collect, discuss, and communicate findings from a
variety of investigations.
Life Science: Standard 1 - Cells
Grade Level Expectations



GLE 7.1.1 Recognize that many things are made of parts.


Checks for Understanding



7.1.1 Use puzzles to determine that there are many parts
that make up a whole.




7.1.2 Use building blocks to create a whole from the parts.



7.1.3 Take apart an object and describe how the parts
work together.
Life Science: Standard 2 -
Interdependence
Grade Level Expectations


GLE 7.2.1 Recognize that some things are living and some
are not.

GLE 7.2.2 Know that people interact with their
environment through their senses.




Checks for Understanding




7.2.1 Categorize objects or images of objects as living or
non-living according to their characteristics.




7.2.2 Use the senses to investigate and describe an object.
Life Science: Standard 3 - Flow of Matter and
Energy
Grade Level Expectations



GLE 7.3.1 Recognize that living things require water, food, and air.


Checks for Understanding



7.3.1 Observe plants and animals and make records of their
similarities and differences.




7.3.2 Record information about the care, feeding, and
maintenance of a living thing.
Life Science: Standard 4 - Heredity
Grade Level Expectations



GLE 7.4.1 Observe how plants and animals change as they grow.


GLE 7.4.2 Observe that offspring resemble their parents.




Checks for Understanding



7.4.1 Observe a plant to identify how it changes as it grows from a
seed to the adult plant and record data using non-standard
measurement devices.



7.4.2 Match pictures of seedlings to adult plants and a juvenile to
the adult animal.
Life Science: Standard 5 - Biodiversity and
Change
Grade Level Expectations



GLE 7.5.1 Compare the basic features of plants and animals.


Checks for Understanding



7.5.1 Use a variety of representations to describe similarities and
differences among plants and animals.




7.5.2 Create a mural of an ecosystem and compare the
characteristics of animals and plants within that environment.



7.5.3 Match pictures of animal and plant characteristics needed for
survival to appropriate environments.
Earth and Space Science:                      Earth and Space Science:
Standard 6 - The Universe                     Standard 7 – The Earth
Grade Level Expectations                      Grade Level Expectations


GLE 0007.6.1 Know the different objects that GLE 0007.7.1 Identify non-living materials
are visible in the day and night sky.        found on the surface of the earth.

                                              GLE 0007.7.2 Recognize that some objects
Checks for Understanding                      aremanmade and that some occur naturally.



0007.6.1 Create a Venn diagram to compare
the objects that can be seen in the day and
night sky.                                    Checks for Understanding



                                              0007.7.1 Identify non-living materials found
0007.6.2 Observe, discuss, and draw objects   on the school site and discuss how these
found in the day and night sky.               materials are similar and different.



                                              0007.7.2 Investigate and compare a variety
                                              of non-living materials using simple tools.


                                              0007.7.3 Observe familiar environments and
                                              make lists of natural and man-made objects.
Earth and Space Science:                      Physical Science: Standard 9 -
Standard 8 - The Atmosphere                   Matter
Grade Level Expectations                      Grade Level Expectations


GLE 0007.8.2 Collect daily weather data at    GLE 0007.9.1 Describe an object by its
different times of the year.                  observable properties.

                                              GLE 0007.9.2 Identify objects and materials
Checks for Understanding                      as solids or liquids.




0007.8.1 Collect, compare, and record daily
weather data during different seasons.        Checks for Understanding

0007.8.2 Infer the relationship between
temperature and seasonal change by
maintaining a paper chain on which dates are 0007.9.1 Observe, identify, and compare the
recorded and temperature described           properties of various objects such as color,
according to different colors.               shape, and size.



                                              0007.9.2 Observe, discuss, and compare
                                              characteristics of various solids and liquids.
Physical Science: Standard 10 - Physical Science: Standard 11 -
Energy                          Motion
Grade Level Expectations                      Grade Level Expectations


GLE 0007.10.1 Identify the sun as the source GLE 0007.11.1 Explore different ways that
of heat and light.                           objects move.

GLE 0007.10.2 Investigate the effect of the
sun on a variety of materials.                Checks for Understanding

                                              0007.11.1 Use a variety of objects to
                                              demonstrate different types of movement.
                                              (e.g., straight line/zigzag, backwards/forward,
Checks for Understanding                      side to side, in circles, fast/slow).

0007.10.1 Place a thermometer in a sunny
window and one in a shady area of the
classroom and record the temperatures over
time. Compare, discuss, and record any
temperature differences.

0007.10.2 Investigate the temperature
differences in various locations around the
school. Discuss and record the results.
0007.10.3 Place a thermometer under pieces
of different colored paper on a sunny
window. Compare results and discuss
possible causes.
Physical Science: Standard 12 -
Forces in Nature
Grade Level Expectations



       None for this Grade Level.


Checks for Understanding




       None for this Grade Level.
                                                            Embedded Technology &
Embedded Inquiry                                            Engineering
Grade Level Expectations                                    Grade Level Expectations

                                                            GLE 7.T/E.1 Recognize that both natural
GLE 7.Inq.1 Observe the world of familiar objects using     materials and human-made tools have specific
the senses and tools.                                       characteristics that determine their use.


GLE 7.Inq.2 Ask questions, make logical predictions, plan   GLE 7.T/E.2 Apply engineering design and
investigations, and represent data.                         creative thinking to solve practical problems.




GLE 7.Inq.3 Explain the data from an investigation.         Checks for Understanding


                                                            7.T/E.1 Explain how simple tools are used to
                                                            extend the senses, make life easier, and solve
Checks for Understanding                                    everyday problems.




7.Inq.1 Use senses and simple tools to make observations. 7.T/E.2 Invent designs for simple products.


7.Inq.2 Communicate interest in simple phenomena and        7.T/E.3 Use tools to measure materials and
plan for simple investigations.                             construct simple products.


7.Inq.3 Communicate understanding of simple data using
age-appropriate vocabulary.
7.Inq.4 Collect, discuss, and communicate findings from a
variety of investigations.
Life Science: Standard 1 - Cells
Grade Level Expectations


GLE 7.1.1 Recognize that living things have parts that work
together.


GLE 7.1.2 Use tools to examine major bodyparts and plant
structures.




Checks for Understanding



7.1.1 Combine pictures of major body parts to assemble a
complete animal.




7.1.2 Communicate the effect of using tools like magnifiers
when examining different body parts.


7.1.3 Make diagrams to record and communicate
observations.
Life Science: Standard 2 -
Interdependence
Grade Level Expectations


GLE 7.2.1 Distinguish between living and
non-living things in an environment.




Checks for Understanding



7.2.1 Identify the basic characteristics of
living things.




7.2.2 Record information about living or
non-living objects in local environments.



7.2.3 Sort and classify a variety of living
and non-living materials based on their
characteristics.
Life Science: Standard 3 - Flow of Matter and
Energy
Grade Level Expectations


GLE 7.3.1 Recognize that plants and animals
are living things that grow and change over time.




Checks for Understanding


7.3.1 Conduct investigations and record
data about the growth of different plants
under varying conditions.




7.3.2 Describe what plants and animals
need in order to grow and remain healthy.
Life Science: Standard 4 - Heredity
Grade Level Expectations


GLE 7.4.1 Observe and illustrate the life
cycle of animals.


GLE 7.4.2 Describe ways in which animals
closely resemble their parents.




Checks for Understanding



7.4.1 Observe, describe, and record the
life cycle of a particular animal.



7.4.2 Match pictures of parents and
related offspring by identifying common
characteristics.
Life Science: Standard 5 - Biodiversity and
Change
Grade Level Expectations

GLE 7.5.1 Investigate how plants and
animals can be grouped according to their
habitats.

GLE 7.5.2 Recognize that some organisms
which formerly lived are no longer found on
earth.




Checks for Understanding


7.5.1 Observe plants and animals on the
school grounds and group them according to
where they are found.




7.5.2 Create a chart of different habitats
and match animals to specific locations.
7.5.3 Sort pictures or illustrations of
animals into groups that are extinct and those
that still exist and offer possible explanations
for extinction.
Earth and Space Science:                     Earth and Space Science:
Standard 6 - The Universe                    Standard 7 – The Earth
Grade Level Expectations                     Grade Level Expectations

                                             GLE 7.7.1 Realize that water, rocks, soil,
GLE 7.6.1 Compare and describe features of   living organisms, and man-made objects
the day and night sky.                       make up the earth’s surface.

GLE 7.6.2 Realize that the sun can only be
seen during the day, while the moon can be GLE 7.7.2 Classify earth materials according
seen at night and sometimes during the day. to their physical properties.




Checks for Understanding                     Checks for Understanding

                                             7.7.1 Create a diagram of the school
                                             grounds to identify where water, rocks, soil,
7.6.1 Create a chart of things that can be   living organisms, and man-made objects are
observed in the day and night sky.           found.



7.6.2 Identify objects in the sky and        7.7.2 Sample areas of the school
describe their observable similarities and   grounds to identify where different materials
differences.                                 are found.

                                             7.7.3 Use bagged samples of earth
                                             materials or pictures from different areas to
                                             classify materials according to their use.
Earth and Space Science:                     Physical Science: Standard 9 -
Standard 8 - The Atmosphere                  Matter
Grade Level Expectations                     Grade Level Expectations


GLE 7.8.1 Gather and interpret daily         GLE 7.9.1 Classify objects according to their
weather data.                                physical properties.


                                             GLE 7.9.2 Distinguish between the
Checks for Understanding                     properties of solids and liquids.



7.8.1 Collect daily weather information to
predict what conditions might occur on the   GLE 7.9.3 Predict the changes that may
following day.                               occur when different materials are mixed.




7.8.2 Discuss what makes a weather
prediction accurate or inaccurate.           Checks for Understanding

                                             7.9.1 Classify solids according to their size,
                                             shape, color, texture, hardness, ability to
                                             change shape, magnetic attraction, whether
                                             they sink or float, and use.

                                             7.9.2 Compare liquids according to their
                                             color, ability to flow, solubility in water, and
                                             use.
                                             7.9.3 Investigate and describe the results of
                                             mixing different substances such as salt and
                                             pepper, water and sand, water and oil, and
                                             water and salt.
Physical Science: Standard 10 - Physical Science: Standard 11 -
Energy                          Motion
Grade Level Expectations                       Grade Level Expectations

                                               GLE 7.11.1 Investigate how forces (push,
GLE 7.10.1 Investigate the effect of the sun   pull) can move an object or change its
on land, water, and air.                       direction.




Checks for Understanding                       Checks for Understanding

7.10.1 Predict and determine what
happens over the course of a school day
when containers of sand, soil, and water with 7.11.1 Use familiar objects to explore how
thermometers are placed in a sunny window. the movement can be changed.

7.10.2 Predict and determine what
happens over the course of a school day       7.11.2 Investigate and explain how
when containers of sand, soil and water with different surfaces affect the movement of an
thermometers are placed in a shady location. object.
7.10.3 Compare the temperature at
different places around the school such as
black top driveway, lawn, concrete areas,
side of the building, under a shade tree, wet
area, in the ground.
Physical Science: Standard 12 -
Forces in Nature
Grade Level Expectations


GLE 7.12.1 Investigate materials that are
attracted to magnets.




Checks for Understanding



7.12.1 Identify and classify objects in
the classroom as magnetic or non-magnetic.




7.12.2 Make predictions about how
various objects will be affected by a magnet.
                                                            Embedded Technology &
Embedded Inquiry                                            Engineering
Grade Level Expectations                                    Grade Level Expectations

                                                            GLE 7.T/E.1 Recognize that both natural
GLE 7.Inq.1 Observe the world of familiar objects using     materials and human-made tools have specific
the senses and tools.                                       characteristics that determine their uses.

GLE 7.Inq.2 Ask questions, make logical predictions, plan   GLE 7.T/E.2 Apply engineering design and
investigations, and represent data.                         creative thinking to solve practical problems.




GLE 7.Inq.3 Explain the data from an investigation.         Checks for Understanding

                                                            7.T/E.1 Explain how simple tools are
                                                            used to extend the senses, make life easier,
Checks for Understanding                                    and solve everyday problems.



7.Inq.1 Use senses and simple tools to make                 7.T/E.2 Invent designs for simple
observations.                                               products.


7.Inq.2 Communicate interest in simple phenomena and 7.T/E.3 Use tools to measure materials
plan for simple investigations.                      and construct simple products.

7.Inq.3 Communicate understanding of simple data using
ageappropriate vocabulary.
7.Inq.4 Collect, discuss, and communicate findings from
a variety of investigations.
Life Science: Standard 1 - Cells
Grade Level Expectations

GLE 7.1.1 Recognize that plants and animals
are made up of smaller parts and use food, water,
and air to survive.


Checks for Understanding

7.1.1 Design a new living thing and
explain how it would acquire food, water, and
air.
Life Science: Standard 2 -
Interdependence
Grade Level Expectations


GLE 7.2.1 Investigate the habitats of
different kinds of local plants and animals.

GLE 7.2.2 Investigate living things found in
different places.



GLE 7.2.3 Identify basic ways that plants and animals
depend on each other.




Checks for Understanding


7.2.1 Draw or use pictures of a local
environment to label the plants and animals.


7.2.2 Investigate ways that plants and
animals depend on each other.
7.2.3 Construct a flow chart that demonstrates how
plants, animals, and the environment interact to provide
basic life requirements.
Life Science: Standard 3 - Flow of Matter and
Energy
Grade Level Expectations


GLE 7.3.1 Recognize that animals eat plants
or other animals for food.


Checks for Understanding

7.3.1 Describe the habitat of a particular
organism based on its food, water, and air
requirements.

7.3.2 Design a model of a habitat for an
organism in which all of its needs would be
met.
Life Science: Standard 4 - Heredity
Grade Level Expectations


GLE 7.4.1 Compare the life cycles of
various organisms.

GLE 7.4.2 Realize that parents pass along
physical characteristics to their offspring.




Checks for Understanding
7.4.1 Compare and contrast the life
cycles of different organisms such as a
chicken, butterfly, meal worm, frog, or
human.

7.4.2 Sequence a collection of pictures
or illustrations into the correct stages of an
organism’s life cycle.


7.4.3 Look for similarities in pictures of
members from the same human family.
7.4.4 Create a graphic organizer that
compares observable traits that offspring
share with their parents.
Life Science: Standard 5 - Biodiversity and
Change
Grade Level Expectations

GLE 7.5.1 Investigate the relationship
between an animal’s characteristics and the
features of the environment where it lives.

GLE 7.5.2 Draw conclusions from fossils
about organisms that lived in the past.




Checks for Understanding

7.5.1 Compare and contrast the
characteristics of organisms from two
different environments.

7.5.2 Infer the characteristics needed by
an organism to survive in a particular
environment.

7.5.3 Observe fossils or pictures of
fossils and make inferences about the
organisms from which they originated.

7.5.4 Compare pictures of fossils with
animals or plants that are living today.
Earth and Space Science:                        Earth and Space Science:
Standard 6 - The Universe                       Standard 7 – The Earth
Grade Level Expectations                        Grade Level Expectations

GLE 7.6.1 Realize that the sun is our nearest
star and that its position in the sky appears to GLE 7.7.1 Compare and record the
change.                                          components of a variety of soil types.

GLE 7.6.2 Make observations of changes in       GLE 7.7.2 Describe rocks according to their
the moon’s appearance over time.                origin, size, shape, texture, and color.



                                                GLE 7.7.3 Differentiate between renewable
Checks for Understanding                        and non–renewable resources.



7.6.1 Observe and collect data on the
sun’s position at different times of the day.   Checks for Understanding

7.6.2 Use science journals to draw and
record changes in the moon over a period of 7.7.1 Sort, analyze, and compare a
time.                                       variety of soil types.

                                                7.7.2 Observe rocks of different sizes
                                                with a hand lens and describe these
                                                materials according to their basic features.
                                                7.7.3 Identify and categorize items in
                                                the classroom made from renewable or
                                                nonrenewable resources.
                                                7.7.4 Identify simple methods for
                                                reusing the earth’s resources.
Earth and Space Science:                   Physical Science: Standard 9 -
Standard 8 - The Atmosphere                Matter
Grade Level Expectations                   Grade Level Expectations


GLE 7.8.1 Associate temperature patterns   GLE 7.9.1 Use tools to observe the physical
with seasonal changes.                     properties of objects.

                                           GLE 7.9.2 Investigate how temperature
Checks for Understanding                   changes affect the state of matter.
7.8.1 Use records and graphs of
seasonal temperature changes to draw
conclusions about the weather during
different times of the year.               GLE 7.9.3 Recognize that air takes up space




                                           Checks for Understanding
                                           7.9.1 Use tools such as hand lenses,
                                           measurement devices, and simple arm
                                           balances to gather data about the physical
                                           properties of different objects.


                                           7.9.2 Describe what happens when ice
                                           changes from a solid to a liquid

                                           7.9.3 Describe what happens when
                                           water is heated to the point of evaporation.
                                           7.9.4 Explain what happens when a
                                           balloon is blown up and pops.
Physical Science: Standard 10 - Physical Science: Standard 11 -
Energy                          Motion
Grade Level Expectations                       Grade Level Expectations


GLE 7.10.1 Explain why the sun is the          GLE 7.11.1 Investigate how vibrating
primary source of the earth’s energy.          objects produce sound.

                                               GLE 7.11.2 Classify sounds according to their
Checks for Understanding                       loudness and pitch.



7.10.1 Identify and explain how the sun
affects objects on the surface of the earth.   Checks for Understanding

                                               7.11.1 Use a variety of objects that
7.10.2 Investigate how the sun affects         vibrate to demonstrate how sounds are
various objects and materials.                 produced.



                                               7.11.2 Describe the sounds produced by
                                               different types of vibrating objects.
Physical Science: Standard 12 -
Forces in Nature
Grade Level Expectations

GLE 7.12.1 Experiment with magnets to
determine that objects can move without
being touched.

GLE 7.12.2 Realize that things fall toward the
ground unless something holds them up.




Checks for Understanding


7.12.1 Explain how two magnets
interact.

7.12.2 Describe what happens when an
object is dropped and record the
observations in a science notebook.
                                                              Embedded Technology &
Embedded Inquiry                                              Engineering
Grade Level Expectations                                      Grade Level Expectations

GLE 7.Inq.1 Explore different scientific phenomena by         GLE 7.T/E.1 Describe how tools, technology,
asking questions, making logical predictions, planning        and inventions help to answer questions and
investigations, and recording data.                           solve problems.

                                                           GLE 7.T/E.2 Recognize that new tools,
GLE 7.Inq.2 Select and use appropriate tools and simple    technology, and inventions are always being
equipment to conduct an investigation.                     developed.
                                                           GLE 7.T/E.3 Identify appropriate materials,
                                                           tools, and machines that can extend or
GLE 7.Inq.3 Organize data into appropriate tables, graphs, enhance the ability to solve a specified
drawings, or diagrams.                                     problem.

GLE 7.Inq.4 Identify and interpret simple patterns of         GLE 7.T/E.4 Recognize the connection between
evidence to communicate the findings of multiple              scientific advances, new knowledge, and the
investigations.                                               availability of new tools and technologies.
                                                              GLE 7.T/E.5 Apply a creative design strategy to
GLE 7.Inq.5 Recognize that people may interpret the           solve a particular problem generated by
same results in different ways.                               societal needs and wants.



GLE 7.Inq.6 Compare the results of an investigation with
what scientists already accept about this question.           Checks for Understanding

                                                              7.T/E.1 Explain how different inventions and
                                                              technologies impact people and other living
Checks for Understanding                                      organisms.

7.Inq.1 Identify specific investigations that could be used   7.T/E.2 Design a tool or a process that
to answer a particular question and identify reasons for      addresses an identified problem caused by
this choice.                                                  human activity.
                                                              7.T/E.3 Determine criteria to evaluate the
7.Inq.2 Identify tools needed to investigate specific         effectiveness of a solution to a specified
questions.                                                    problem.
                                                              7.T/E.4 Evaluate an invention that solves a
7.Inq.3 Maintain a science notebook that includes             problem and determine ways to improve the
observations, data, diagrams, and explanations.               design.
7.Inq.4 Analyze and communicate findings from multiple
investigations of similar phenomena to reach a
conclusion.                                                         State Performance Indicators:
                                                            SPI 7.T/E.1 Select a tool, technology, or
                                                            invention that was used to solve a human
            State Performance Indicators:                   problem.

                                                            SPI 7.T/E.2 Recognize the connection between
SPI 7.Inq.1 Select an investigation that could be used to   a scientific advance and the development of a
answer a specific question.                                 new tool or technology.
Life Science: Standard 1 - Cells
Grade Level Expectations


GLE 7.1.1 Use magnifiers to make observations of specific
plant and animal body parts and describe their functions.




Checks for Understanding


7.1.1 Use a magnifier to investigate and describe the
function of root hairs, stem cross sections, and leaf veins.

7.1.2 Use a magnifier to investigate and describe the
function of skin pores, hair follicles, finger nails, veins, and
cuticles, etc.



             State Performance Indicators:


SPI 7.1.1 Identify specific parts of a plant and describe
their function.
Life Science: Standard 2 -
Interdependence
Grade Level Expectations



GLE 7.2.1 Categorize things as living or non-living.


GLE 7.2.2 Explain how organisms with similar needs
compete with one another for resources.




Checks for Understanding


7.2.1 Use a T-Chart to compare and contrast the
characteristics of living and non-living things.

7.2.2 Label a drawing of an environment to illustrate
interrelationships among plants and animals.

7.2.3 Construct a diagram to demonstrate how plants,
animals, and the environment interact to provide basic
life requirements.




            State Performance Indicators:



SPI 7.2.1 Distinguish between living and non-living things.

SPI 7.2.2 Determine how plants and animals compete for
resources such as food, space, water, air, and shelter.
Life Science: Standard 3 - Flow of Matter and
Energy
Grade Level Expectations


GLE 7.3.1 Describe how animals use food to obtain energy and
materials for growth and repair.




Checks for Understanding


7.3.1 Label a diagram to illustrate the food relationships that exist
between plant and animals.



7.3.2 Create a chart to show how plants and animals satisfy their
energy requirements.

7.3.3 Identify structures used by different plants and animals to
meet their basic energy requirements.



7.3.4 Use a piece of text to obtain basic information about how
plants and animals obtain food.




                 State Performance Indicators:



SPI 7.3.1 Identify the basic needs of plants and animals.

SPI 7.3.2 Recognize that animals obtain their food by eating plants
and other animals.
Life Science: Standard 4 - Heredity
Grade Level Expectations


GLE 7.4.1 Identify the different life stages through which plants
and animals pass.


GLE 7.4.2 Recognize common human characteristics that are
transmitted from parents to offspring.




Checks for Understanding


7.4.1 Sequence diagrams that illustrate various stages in the
development of an organism.

7.4.2 Create a timeline to depict the changes that occur during an
organism’s life cycle.



7.4.3 Differentiate among the stages in the life cycle of a butterfly,
mealworm, frog, and plant.



7.4.4 Draw conclusions about the similarities and differences
between parents and their offspring.



7.4.5 Make a list of human characteristics that are transmitted
from parents to their offspring.



                 State Performance Indicators:

SPI 7.4.1 Select an illustration that shows how an organism
changes as it develops.

SPI 7.4.2 Distinguish between characteristics that are transmitted
from parents to offspring and those that are not.
Life Science: Standard 5 - Biodiversity and
Change
Grade Level Expectations


GLE 7.5.1 Explore the relationship between an organism’s
characteristics and its ability to survive in a particular environment.


GLE 7.5.2 Classify organisms as thriving, threatened, endangered,
or extinct.




Checks for Understanding


7.5.1 Create representations of animals that have characteristics
necessary to survive in a particular environment.

7.5.2 Investigate the connection between an organism’s
characteristics and its ability to survive in a specific environment.



7.5.3 Describe how environmental factors change over place and
time.



7.5.4 Determine how changes in an environmental variable can
affect plants and animals of an area.



7.5.5 Construct a diorama that shows plants and animals in an
appropriate environment.

7.5.6 Identify evidence used to determine the previous existence
of an organism.

7.5.7 Use a data chart or informational text to classify organisms as
thriving, threatened, endangered, or extinct.



                 State Performance Indicators:
SPI 7.5.1 Investigate an organism’s characteristics and evaluate
how these features enable it to survive in a particular environment.



SPI 7.5.2 Investigate populations of different organisms and
classify them as thriving, threatened, endangered, or extinct.

SPI 7.5.3 Match the organism with evidence of its prior existence.
Earth and Space Science:                     Earth and Space Science:
Standard 6 - The Universe                    Standard 7 – The Earth
Grade Level Expectations                     Grade Level Expectations

                                             GLE 7.7.1 Use information and illustrations to
GLE 7.6.1 Identify and compare the major     identify the earth’s major landforms and
components of the solar system.              water bodies.


                                             GLE 7.7.2 Recognize that rocks can be
Checks for Understanding                     composed of one or more minerals.

7.6.1 Create a model of the solar system
depicting the major components and their     GLE 7.7.3 Distinguish between natural and
relative positions and sizes.                man-made objects.

                                             GLE 7.7.4 Design a simple investigation to
7.6.2 Use a table to compare and contrast    demonstrate how earth materials can be
the major solar system components.           conserved or recycled.



     State Performance Indicators:           Checks for Understanding

SPI 7.6.1 Identify the major components of   7.7.1 Use a Venn diagram to compare and
the solar system, i.e., sun, planets and     contrast two different landforms or bodies of
moons.                                       water.



                                             7.7.2 Analyze the physical characteristics of
                                             different kinds of rocks.

                                             7.7.3 Use a magnifier to observe, describe,
                                             and compare materials to determine if they
                                             are natural or man-made.

                                             7.7.4 Design and evaluate a method for
                                             reusing or recycling classroom materials.
                                             7.7.5 Create a web that demonstrates the
                                             link between basic human needs and the
                                             earth’s resources.



                                                  State Performance Indicators:
SPI 7.7.1 Classify landforms and bodies of
water according to their geological features
and identify them on a map.



SPI 7.7.2 Describe how rocks can be classified
according to their physical characteristics.
SPI 7.7.3 Identify an object as natural or man-
made.
SPI 7.7.4 Determine methods for conserving
natural resources.
Earth and Space Science:                     Physical Science: Standard 9 -
Standard 8 - The Atmosphere                  Matter
Grade Level Expectations                     Grade Level Expectations
                                              GLE 7.9.1 Design a simple experiment to
GLE 7.8.1 Recognize that that there are a     determine how the physical properties of
variety of atmospheric conditions that can be matter can change over time and under
measured.                                     different conditions.

GLE 7.8.2 Use tools such as the barometer,
thermometer, anemometer, and rain gauge      GLE 7.9.2 Investigate different types of
to measure atmospheric conditions.           mixtures.



GLE 7.8.3 Identify cloud types associated    GLE 7.9.3 Describe different methods to
with particular atmospheric conditions.      separate mixtures.



GLE 7.8.4 Predict the weather based on
cloud observations.                          Checks for Understanding

                                             7.9.1 Use physical properties to compare and
Checks for Understanding                     contrast substances.

7.8.1 Select appropriate tools used for      7.9.2 Compare and contrast events that
collecting weather data that correspond to   demonstrate evaporation, crystallization,
the atmospheric condition being measured.    and melting.
                                             7.9.3 Make predictions and conduct
7.8.2 Identify major cloud types and         experiments about conditions needed to
associate them with particular weather       change the physical properties of particular
conditions.                                  substances.

                                             7.9.4 Classify combinations of materials
                                             according to whether they have retained or
     State Performance Indicators:           lost their individual properties.
SPI 7.8.1 Choose the correct tool for        7.9.5 Investigate different ways to separate
measuring a particular atmospheric           mixtures such as filtration, evaporation,
condition.                                   settling, or using a sieve.

SPI 7.8.2 Match major cloud types with
specific atmospheric conditions.                  State Performance Indicators:

                                             SPI 7.9.1 Describe a substance in terms of its
                                             physical properties.
SPI 7.9.2 Identify methods for separating
different types of mixtures.
Physical Science: Standard 10 - Physical Science: Standard 11 -
Energy                          Motion
Grade Level Expectations                     Grade Level Expectations

                                             GLE 7.11.1 Explore how the direction of a
GLE 7.10.1 Investigate phenomena that        moving object is affected by unbalanced
produce heat.                                forces.

GLE 7.10.2 Design and conduct an             GLE 7.11.2 Recognize the relationship
experiment to investigate the ability of     between the mass of an object and the force
different materials to conduct heat.         needed to move it.



                                             GLE 7.11.3 Investigate how the pitch and
Checks for Understanding                     volume of a sound can be changed.



7.10.1 Associate the sun’s energy with the
melting of an ice cube placed in a window.   Checks for Understanding

7.10.2 Investigate various materials to      7.11.1 Plan an investigation to illustrate how
explore heat conduction.                     changing the mass affects a balanced system.



                                             7.11.2 Use a variety of materials to produce
     State Performance Indicators:           sounds of different pitch and volume.



SPI 7.10.1 Use an illustration to identify   7.11.3 Classify a variety of taped sounds
various sources of heat energy.              according to their pitch and volume.



SPI 7.10.2 Classify materials according to
their ability to conduct heat.                    State Performance Indicators:

                                             SPI 7.11.1 Identify how the direction of a
                                             moving object is changed by an applied force.

                                             SPI 7.11.2 Demonstrate how changing the
                                             mass affects a balanced system.

                                             SPI 7.11.3 Distinguish between pitch and
                                             volume.
SPI 7.11.4 Identify how sounds with different
pitch and volume are produced.
Physical Science: Standard 12 -
Forces in Nature
Grade Level Expectations


GLE 7.12.1 Explore how magnets attract
objects made of certain metals.




Checks for Understanding

7.12.1 Experiment with magnets to
determine how distance affects magnetic
attraction.



7.12.2 Determine that only certain types of
objects are attracted to magnets.



     State Performance Indicators:


SPI 7.12.1 Recognize that magnets can move
objects without touching them.



SPI 7.12.2 Identify objects that are attracted
to magnets.
                                                           Embedded Technology &
Embedded Inquiry                                           Engineering
Grade Level Expectations                                   Grade Level Expectations
GLE 7.Inq.1 Explore different scientific
phenomena by asking questions, making logical              GLE 7.T/E.1 Describe how tools,
predictions, planning investigations, and                  technology, and inventions help to answer
recording data.                                            questions and solve problems.

GLE 7.Inq.2 Select and use appropriate                     GLE 7.T/E.2 Recognize that new tools,
tools and simple equipment to conduct an                   technology, and inventions are always being
investigation.                                             developed.
                                                           GLE 7.T/E.3 Identify appropriate materials,
                                                           tools, and machines that can extend or
GLE 7.Inq.3 Organize data into appropriate                 enhance the ability to solve a specified
tables, graphs, drawings, or diagrams.                     problem.
                                                           GLE 7.T/E.4 Recognize the connection
GLE 7.Inq.4 Identify and interpret simple                  between scientific advances, new knowledge,
patterns of evidence to communicate the findings           and the availability of new tools and
of multiple investigations.                                technologies.

                                                           GLE 7.T/E.5 Apply a creative design
GLE 7.Inq.5 Recognize that people may                      strategy to solve a particular problem
interpret the same results in different ways.              generated by societal needs and wants.



GLE 7.Inq.6 Compare the results of an investigation with
what scientists already accept
about this question.                                       Checks for Understanding

                                                           7.T/E.1 Explain how different
                                                           inventions and technologies impact people
Checks for Understanding                                   and other living organisms.

7.Inq.1 Identify specific investigations                   7.T/E.2 Design a tool or a process that
that could be used to answer a particular                  addresses an identified problem caused by
question and identify reasons for this choice.             human activity.

                                                           7.T/E.3 Determine criteria to evaluate
7.Inq.2 Identify tools needed to                           the effectiveness of a solution to a specified
investigate specific questions.                            problem.
7.Inq.3 Maintain a science notebook                        7.T/E.4 Evaluate an invention that
that includes observations, data, diagrams,                solves a problem and determine ways to
and explanations.                                          improve the design.
7.Inq.4 Analyze and communicate
findings from multiple investigations of
similar phenomena to reach a conclusion.             State Performance Indicators:
                                               SPI 7.T/E.1 Select a tool, technology, or
                                               invention that was used to solve a human
           State Performance Indicators:       problem.

                                               SPI 7.T/E.2 Recognize the connection
SPI 7.Inq.1 Select an investigation that       between a scientific advance and the
could be used to answer a specific question.   development of a new tool or technology.
Life Science: Standard 1 - Cells
Grade Level Expectations


GLE 7.1.1 Recognize that cells are the
building blocks of all living things.




Checks for Understanding

7.1.1 Use illustrations or direct
observations to compare and contrast the
basic structures of plant and animal cells.

7.1.2 Create a basic model of the cell
that illustrates different cell structures and
describes their functions.




             State Performance Indicators:



SPI 7.1.1 Compare basic structures of
plant and animal cells.
Life Science: Standard 2 -
Interdependence
Grade Level Expectations


GLE 7.2.1 Analyze the effects of changes in
the environment on the stability of an ecosystem.




Checks for Understanding

7.2.1 Analyze how an increase or
decrease in competition or predation affects
an ecosystem.

7.2.2 Design a simple experiment to
illustrate the effects of competition, predation,
and interdependency among living things.




            State Performance Indicators:



SPI 7.2.1 Recognize the impact of
predation and competition on an ecosystem.
Life Science: Standard 3 - Flow of Matter and
Energy
Grade Level Expectations


GLE 7.3.1 Demonstrate that plants require
light energy to grow and survive.


GLE 7.3.2 Investigate different ways that
organisms meet their energy needs.




Checks for Understanding
7.3.1 Create a food web that illustrates
the energy relationships between plants and
animals and the key issues or assumptions
found in the model.



7.3.2 Classify organisms as carnivores,
herbivores, or omnivores.




7.3.3 Identify how a variety of
organisms meet their energy needs.




                State Performance Indicators:

SPI 7.3.1 Determine how different
organisms function within an environment in
terms of their location on an energy pyramid.
Life Science: Standard 4 - Heredity
Grade Level Expectations

GLE 7.4.1 Recognize the relationship
between reproduction and the continuation of a
species.


GLE 7.4.2 Differentiate between complete and incomplete
metamorphosis.




Checks for Understanding

7.4.1 Design a simple demonstration
that illustrates the relationship between
reproduction and survival of a species.

7.4.2 Study the life cycles of a variety of organisms and determine
whether these processes illustrate complete or incomplete
metamorphosis.




                State Performance Indicators:

SPI 7.4.1 Draw conclusions about the
relationship between reproduction and the
survival of a species.



SPI 7.4.2 Distinguish between complete and incomplete
metamorphosis.
Life Science: Standard 5 - Biodiversity and
Change
Grade Level Expectations

GLE 7.5.1 Analyze physical and behavioral
adaptations that enable organisms to survive in
their environment.

GLE 7.5.2 Describe how environmental
changes caused the extinction of various plant
and animal species.




Checks for Understanding
7.5.1 Classify animals according to their
physical adaptations for obtaining food,
oxygen, and surviving within a particular
environment.
7.5.2 Describe how animal behaviors
such as migration, defense, means of
locomotion, and hibernation enable them to
survive in an environment.



7.5.3 Investigate tropisms that plants
exhibit in response to changes in their
environment.



7.5.4 Gather fossil information to draw
conclusions about organisms that exist today.
7.5.5 Analyze the common causes of
extinction and explain how human actions
sometimes result in the extinction of a
species.




                State Performance Indicators:
SPI 7.5.1 Determine how a physical or
behavioral adaptation can enhance the
chances of survival.
SPI 7.5.2 Infer the possible reasons why a
species became endangered or extinct.
Earth and Space Science:                     Earth and Space Science:
Standard 6 - The Universe                    Standard 7 – The Earth
Grade Level Expectations                     Grade Level Expectations
                                             GLE 7.7.1 Investigate how the Earth’s
GLE 7.6.1 Analyze patterns, relative         geological features change as a result of
movements, and relationships among the       erosion (weathering and transportation) and
sun, moon, and earth.                        deposition.

                                             GLE 7.7.2 Evaluate how some earth
                                             materials can be used to solve human
Checks for Understanding                     problems and enhance the quality of life.
7.6.1 Chart the movements of the sun,
moon, and earth to develop an explanation
for the phases of the moon and solar and
lunar eclipses.                              Checks for Understanding

                                             7.7.1 Prepare a demonstration to
7.6.2 Sequence the major phases of the       illustrate how wind and water affect the
moon during a lunar cycle.                   earth’s surface features.

                                             7.7.2 Design an investigation to
                                             demonstrate how erosion and deposition
     State Performance Indicators:           change the earth’s surface.




SPI 7.6.1 Organize the phases of the         7.7.3 List factors that determine the
moon in the correct sequence.                appropriate use of an earth material.

SPI 7.6.2 Infer that the moon’s phases are   7.7.4 Use data from a variety of
caused by the revolution of the moon and     informational texts to analyze and evaluate
earth around the sun.                        man’s impact on non-renewable resources.




                                                  State Performance Indicators:

                                             SPI 7.7.1 Design a simple model to
                                             illustrate how the wind and movement of
                                             water alter the earth’s surface.
                                             SPI 7.7.2 Analyze how different earth
                                             materials are utilized to solve human
                                             problems or improve the quality of life.
Earth and Space Science:                        Physical Science: Standard 9 -
Standard 8 - The Atmosphere                     Matter
Grade Level Expectations                        Grade Level Expectations
                                                GLE 7.9.1 Collect data to illustrate that the
                                                physical properties of matter can be
GLE 7.8.1 Recognize the major components        described with tools that measure weight,
of the water cycle.                             mass, length, and volume.


GLE 7.8.2 Differentiate between weather and GLE 7.9.2 Explore different types of
climate.                                    physical changes in matter.




Checks for Understanding                        Checks for Understanding

                                                7.9.1 Use appropriate tools to measure and
7.8.1 Prepare a model that illustrates the      compare the physical properties of various
basic features of the water cycle.              solids and liquids.



7.8.2 Use long term weather data to             7.9.2 Compare the causes and effects of
distinguish between weather and climate.        various physical changes in matter.



7.8.3 Use an illustration to predict and draw
conclusions about how weather and climate
affect the water cycle.                              State Performance Indicators:

                                                SPI 7.9.1 Choose an appropriate tool for
                                                measuring a specific physical property of
     State Performance Indicators:              matter.

SPI 7.8.1 Identify the basic features of the SPI 7.9.2 Determine the mass, volume, and
water cycle and describe their importance to temperature of a substance or object using
life on earth.                               proper units of measurement.



SPI 7.8.2 Distinguish between weather           SPI 7.9.3 Interpret the causes and effects of a
and climate.                                    physical change in matter.
Physical Science: Standard 10 - Physical Science: Standard 11 -
Energy                          Motion
Grade Level Expectations                        Grade Level Expectations

                                                GLE 7.11.1 Recognize that the position of an
GLE 7.10.1 Distinguish among heat, radiant,     object can be described relative to other
and chemical forms of energy.                   objects or a background.

GLE 7.10.2 Investigate how light travels and    GLE 7.11.2 Design a simple investigation to
is influenced by different types of materials   demonstrate how friction affects the
and surfaces.                                   movement of an object.
                                                GLE 7.11.3 Investigate the relationship
                                                between the speed of an object and the
                                                distance traveled during a certain time
Checks for Understanding                        period.

7.10.1 Design an investigation to
demonstrate how different forms of energy
release heat or light.                          Checks for Understanding

7.10.2 Design an experiment to
investigate how different surfaces determine 7.11.1 Identify the position of objects
if light is reflected, refracted, or absorbed relative to fixed reference points.



7.10.3 Gather and organize information       7.11.2 Design an investigation to
about a variety of materials to categorize   identify factors that affect the speed and
them as translucent, transparent, or opaque. distance traveled by an object in motion.



                                                7.11.3 Complete a coordinate graph to
     State Performance Indicators:              describe the relative positions of objects.

                                                7.11.4 Plan and execute an investigation that
SPI 7.10.1 Identify different forms of          demonstrates how friction affects the
energy, such as heat, light, and chemical.      movement of an object.
                                                7.11.5 Design and implement an
                                                investigation to determine that the speed of
SPI 7.10.2 Determine which surfaces             an object is equal to the distance traveled
reflect, refract, or absorb light.              over time.

SPI 7.10.3 Determine whether a material is
transparent, translucent, or opaque.                 State Performance Indicators:
SPI 7.11.1 Describe the position of an
object relative to fixed reference points.

SPI 7.11.2 Identify factors that influence the
motion of an object.

SPI 7.11.3 Determine the relationship
between speed and distance traveled over
time.
Physical Science: Standard 12 -
Forces in Nature
Grade Level Expectations


GLE 7.12.1 Explore the interactions between
magnets.


GLE 7.12.2 Observe that electrically charged
objects exert a pull on other materials.

GLE 7.12.3 Explain how electricity in a
simple circuit requires a complete loop
through which current can pass.




Checks for Understanding

7.12.1 Explore the interactions between an
electrically charged object and other
materials.



7.12.2 Design an experiment to
investigate how a simple electromagnet
affects common objects.

7.12.3 Describe how electricity passes
through a simple circuit that includes a
battery, wire, switch, and bulb.




     State Performance Indicators:


SPI 7.12.1 Identify how magnets attract or
repel one another.

SPI 7.12.2 Determine how an electrically
charged material interacts with other objects.
SPI 7.12.3 Determine the path of an
electrical current in a simple circuit.
                                                           Embedded Technology &
Embedded Inquiry                                           Engineering
Grade Level Expectations                                   Grade Level Expectations
GLE 7.Inq.1 Explore different scientific
phenomena by asking questions, making logical              GLE 7.T/E.1 Describe how tools,
predictions, planning investigations, and                  technology, and inventions help to answer
recording data.                                            questions and solve problems.

GLE 7.Inq.2 Select and use appropriate                     GLE 7.T/E.2 Recognize that new tools,
tools and simple equipment to conduct an                   technology, and inventions are always being
investigation.                                             developed.
                                                           GLE 7.T/E.3 Identify appropriate materials,
                                                           tools, and machines that can extend or
GLE 7.Inq.3 Organize data into appropriate                 enhance the ability to solve a specified
tables, graphs, drawings, or diagrams.                     problem.
                                                           GLE 7.T/E.4 Recognize the connection
GLE 7.Inq.4 Identify and interpret simple                  between scientific advances, new knowledge,
patterns of evidence to communicate the findings           and the availability of new tools and
of multiple investigations.                                technologies.

                                                           GLE 7.T/E.5 Apply a creative design
GLE 7.Inq.5 Recognize that people may                      strategy to solve a particular problem
interpret the same results in different ways.              generated by societal needs and wants.




GLE 7.Inq.6 Compare the results of an investigation with
what scientists already accept
about this question.                                       Checks for Understanding

                                                           7.T/E.1 Explain how different
                                                           inventions and technologies impact people
Checks for Understanding                                   and other living organisms.

7.Inq.1 Identify specific investigations                   7.T/E.2 Design a tool or a process that
that could be used to answer a particular                  addresses an identified problem caused by
question and identify reasons for this choice.             human activity.
                                                           7.T/E.3 Determine criteria to evaluate
7.Inq.2 Identify tools needed to                           the effectiveness of a solution to a specified
investigate specific questions.                            problem.

7.Inq.3 Maintain a science notebook                        7.T/E.4 Evaluate an invention that
that includes observations, data, diagrams,                solves a problem and determine ways to
and explanations.                                          improve the design.
7.Inq.4 Analyze and communicate
findings from multiple investigations of
similar phenomena to reach a conclusion.             State Performance Indicators:
                                               SPI 7.T/E.1 Select a tool, technology, or
                                               invention that was used to solve a human
           State Performance Indicators:       problem.



                                               SPI 7.T/E.2 Recognize the connection
SPI 7.Inq.1 Select an investigation that       between a scientific advance and the
could be used to answer a specific question.   development of a new tool or technology.
Life Science: Standard 1 - Cells
Grade Level Expectations

GLE 7.1.1 Distinguish between the basic
structures and functions of plant and animal
cells.




Checks for Understanding


7.1.1 Label drawings of plant and
animals cells.

7.1.2 Compare and contrast the basic
structures and functions of plant and animal
cells.




            State Performance Indicators:



SPI 7.1.1 Identify the major parts of plant
and animal cells such as, the nucleus, cell
membrane, cell wall, and cytoplasm.

SPI 7.1.2 Compare and contrast basic
structures and functions of plant and animal
cells.
Life Science: Standard 2 -
Interdependence
Grade Level Expectations


GLE 7.2.1 Investigate different nutritional
relationships among organisms in an ecosystem.

GLE 7.2.2 Explain how organisms interact
through symbiotic, commensal, and parasitic
relationships.

GLE 7.2.3 Establish the connections
between human activities and natural disasters
and their impact on the environment.




Checks for Understanding


7.2.1 Evaluate producer/consumer,
predator/prey, and parasite/host relationships




7.2.2 Classify interspecific relationships
within an ecosystem as mutualism,
commensalism, or parasitism.

7.2.3 Create a simple model illustrating
the interspecific relationships within an
ecosystem.
7.2.4 Analyze basic information from a
body of text to identify key issues or
assumptions about the relationships among
organisms in an ecosystem.
7.2.5 Create a poster to illustrate how
human activities and natural disasters affect
the environment.




            State Performance Indicators:
SPI 7.2.1 Describe the different types of
nutritional relationships that exist among
organisms.

SPI 7.2.2 Distinguish among symbiotic,
commensal, and parasitic relationships.
SPI 7.2.3 Use information about the
impact of human actions or natural disasters
on the environment to support a simple
hypothesis, make a prediction, or draw a
conclusion.
Life Science: Standard 3 - Flow of Matter and
Energy
Grade Level Expectations

GLE 7.3.1 Demonstrate how all living things
rely on the process of photosynthesis to obtain
energy.




Checks for Understanding


7.3.1 Identify the cell structures that
enable plants to conduct photosynthesis.
7.3.2 Design a graphic organizer that
illustrates the difference between plants and
animals in the movement of food energy
through an ecosystem.




                State Performance Indicators:




SPI 7.3.1 Identify photosynthesis as the
food manufacturing process in plants.



SPI 7.3.2 Compare how plants and
animals obtain energy.
Life Science: Standard 4 - Heredity
Grade Level Expectations

GLE 7.4.1 Describe how genetic information
is passed from parents to offspring during
reproduction.

GLE 7.4.2 Recognize that some
characteristics are inherited while others result
from interactions with the environment.




Checks for Understanding


7.4.1 Explain how genetic information
is transmitted from parents to offspring.



7.4.2 Create a chart that compares
hereditary and environmental traits.




7.4.3 Distinguish between a scar and a
birthmark in terms of their origins.




                State Performance Indicators:

SPI 7.4.1 Recognize that information is
passed from parent to offspring during
reproduction.
SPI 7.4.2 Distinguish between inherited
traits and those that can be attributed to the
environment.
Life Science: Standard 5 - Biodiversity and
Change
Grade Level Expectations

GLE 7.5.1 Investigate physical
characteristics associated with different groups
of animals.
GLE 7.5.2 Analyze fossils to demonstrate
the connection between organisms and
environments that existed in the past and those
that currently exist.




Checks for Understanding


7.5.1 Classify animals according to their
physical characteristics.

7.5.2 Design a model to illustrate how
an animal’s physical characteristics enable it
to survive in a particular environment.




7.5.3 Identify the processes associated
with fossil formation.



7.5.4 Use fossil evidence to describe an
environment from the past.



7.5.5 Use fossils to match a previously
existing organism with one that exists today.



                 State Performance Indicators:
SPI 7.5.1 Identify physical and behavioral
adaptations that enable animals such as, amphibians, reptiles,
birds, fish, and mammals to survive in a particular
environment.
SPI 7.5.2 Explain how fossils provide
information about the past.
Earth and Space Science:                        Earth and Space Science:
Standard 6 - The Universe                       Standard 7 – The Earth
Grade Level Expectations                        Grade Level Expectations

                                                GLE 7.7.1 Compare geologic events
GLE 7.6.1 Compare planets based on their        responsible for the earth’s major geological
known characteristics.                          features.


GLE 7.6.2 Recognize that charts can be used
to locate and identify star patterns.           Checks for Understanding

                                                7.7.1 Create a model to illustrate
                                                geologic events responsible for changes in
Checks for Understanding                        the earth’s crust.
                                                7.7.2 Prepare a chart to compare how
7.6.1 Develop a chart that                      volcanoes, earthquakes, faulting, and plate
communicates the major characteristics of       movements affect the earth’s surface
each planet.                                    features.



7.6.2 Use images of the night sky to
identify different seasonal star patterns.           State Performance Indicators:

                                                SPI 7.7.1 Describe internal forces such as
                                                volcanoes, earthquakes, faulting, and plate
                                                movements that are responsible for the
7.6.3 Research a star pattern using a           earth’s major geological features such as
chart.                                          mountains, valleys, etc.




     State Performance Indicators:
SPI 7.6.1 Distinguish among the planets
according to their known characteristics such
as appearance, location, composition, and
apparent motion.
SPI 7.6.2 Select information from a
complex data representation to draw
conclusions about the planets.



SPI 7.6.3 Identify methods and tools for
identifying star patterns
Earth and Space Science:                      Physical Science: Standard 9 -
Standard 8 - The Atmosphere                   Matter
Grade Level Expectations                      Grade Level Expectations

GLE 7.8.1 Analyze and predict how major
landforms and bodies of water affect          GLE 7.9.1 Observe and measure the simple
atmospheric conditions.                       chemical properties of common substances.

                                              GLE 7.9.2 Design and conduct an
                                              experiment to demonstrate how various
Checks for Understanding                      types of matter freeze, melt, or evaporate.
7.8.1 Compare the climates of coastal and
inland areas at similar latitudes to      GLE 7.9.3 Investigate factors that affect the
demonstrate the ocean’s impact on weather rate at which various materials freeze, melt,
and climate.                              or evaporate.



7.8.2 Use land maps to demonstrate how
mountain ranges affect weather and climate.   Checks for Understanding

7.8.3 Use weather maps of the United States
to graph temperature and precipitation for  7.9.1 Compare the simple chemical
inland and coastal regions.                 properties of common substances.



7.8.4 Use local environmental information to
analyze how weather and                      7.9.2 Investigate how different types of
climate are affected by landforms and bodies materials freeze, melt, evaporate, or
of water.                                    dissipate
                                             7.9.3 Use data from a simple
                                             investigation to determine how temperature
                                             change affects the rate of evaporation and
      State Performance Indicators:          condensation.



SPI 7.8.1 Describe the effects of the
oceans on weather and climate.                     State Performance Indicators:

SPI 7.8.2 Explain how mountains affect        SPI 7.9.1 Distinguish between physical
weather and climate.                          and chemical properties.



                                              SPI 7.9.2 Describe the differences among
                                              freezing, melting, and evaporation.
SPI 7.9.3 Describe factors that influence the
rate at which different types of material
freeze, melt, or evaporate.
Physical Science: Standard 10 - Physical Science: Standard 11 -
Energy                          Motion
Grade Level Expectations                        Grade Level Expectations
                                                GLE 7.11.1 Design an investigation, collect
GLE 7.10.1 Design an experiment to              data and draw conclusions about the
illustrate the difference between potential     relationship among mass, force, and distance
and kinetic energy.                             traveled.

GLE 7.10.2 Conduct experiments on the
transfer of heat energy through conduction,
convection, and radiation.                      Checks for Understanding

                                                7.11.1 Predict how the amount of mass
                                                affects the distance traveled given the same
Checks for Understanding                        amount of applied force.

7.10.1 Design and conduct an                    7.11.2 Prepare statements about the
investigation to demonstrate the difference     relationship among mass, applied force, and
between potential and kinetic energy.           distance traveled.
                                                7.11.3 Design and conduct experiments using
7.10.2 Create a graphic organizer that          a simple experimental design to demonstrate
illustrates different types of potential and    the relationship among mass, force, and
kinetic energy.                                 distance traveled.




7.10.3 Describe the differences among
conduction, convection, and radiation.               State Performance Indicators:


7.10.4 Create a poster to illustrate the major SPI 7.11.1 Explain the relationship that exist
forms of energy.                               among mass, force, and distance traveled.

7.10.5 Demonstrate different ways that
energy can be transferred from one object to
another.



     State Performance Indicators:


SPI 7.10.1 Differentiate between potential
and kinetic energy.
SPI 7.10.2 Use data from an investigation to
determine the method by which heat energy
is transferred from one object or material to
another.
Physical Science: Standard 12 -
Forces in Nature
Grade Level Expectations


GLE 7.12.1 Recognize that the earth attracts
objects without directly touching them.

GLE 7.12.2 Investigate how the shape of an
object influences the way that it falls toward
the earth.



GLE 7.12.3 Provide examples of how forces
can act at a distance.




Checks for Understanding


7.12.1 Explain and give examples of
how forces act at a distance.




7.12.2 Demonstrate how the shape of an
object affects how it falls toward the earth.

7.12.3 Design and explain an
investigation exploring the earth’s pull on
objects.




     State Performance Indicators:

SPI 7.12.1 Recognize that the earth
attracts objects without touching them.



SPI 7.12.2 Identify the force that causes
objects to fall to the earth.
SPI 7.12.3 Use data to determine how
shape affects the rate at which a material
falls to earth.
                                                            Embedded Technology &
Embedded Inquiry                                            Engineering
Grade Level Expectations                                    Grade Level Expectations

GLE 7.Inq.1 Design and conduct open-ended scientific        GLE 7.T/E.1 Explore how technology responds
investigations.                                             to social, political, and economic needs.
                                                            GLE 7.T/E.2 Know that the engineering design
                                                            process involves an ongoing series of events
                                                            that incorporate design constraints, model
GLE 7.Inq.2 Use appropriate tools and techniques to         building, testing, evaluating, modifying, and
gather, organize, analyze, and interpret data.              retesting.

GLE 7.Inq.3 Synthesize information to determine cause       GLE 7.T/E.3 Compare the intended benefits
and effect relationships between evidence and               with the unintended consequences of a new
explanations.                                               technology.
GLE 7.Inq.4 Recognize possible sources of bias and error,
alternative explanations, and questions for further         GLE 7.T/E.4 Describe and explain adaptive and
exploration.                                                assistive bioengineered products.

GLE 7.Inq.5 Communicate scientific understanding using
descriptions, explanations, and models.                     Checks for Understanding


                                                            7.T/E.1 Use appropriate tools to test for
Checks for Understanding                                    strength, hardness, and flexibility of materials.

7.Inq.1 Design and conduct an open-ended scientific        7.T/E.2 Apply the engineering design process to
investigation to answer a question that includes a control construct a prototype that meets certain
and appropriate variables.                                 specifications.



7.Inq.2 Identify tools and techniques needed to gather,     7.T/E.3 Explore how the unintended
organize, analyze, and interpret data collected from a      consequences of new technologies can impact
moderately complex scientific investigation.                society.

                                                            7.T/E.4 Research bioengineering technologies
7.Inq.3 Use evidence from a dataset to determine cause      that advance health and contribute to
and effect relationships that explain a phenomenon.         improvements in our daily lives.
7.Inq.4 Review an experimental design to determine
possible sources of bias or error, state alternative
explanations, and identify questions for further            7.T/E.5 Develop an adaptive design and test its
investigation.                                              effectiveness.
7.Inq.5 Design a method to explain the results of an
investigation using descriptions, explanations, or models.           State Performance Indicators:
                                                               SPI 7.T/E.1 Identify the tools and procedures
                                                               needed to test the design features of a
            State Performance Indicators:                      prototype.
                                                               SPI 7.T/E.2 Evaluate a protocol to determine if
SPI 7.Inq.1 Design a simple experimental procedure with        the engineering design process was
an identified control and appropriate variables.               successfully applied.
                                                               SPI 7.T/E.3 Distinguish between the intended
SPI 7.Inq.2 Select tools and procedures needed to              benefits and the unintended consequences of a
conduct a moderately complex experiment.                       new technology.
                                                               SPI 7.T/E.4 Differentiate between adaptive and
                                                               assistive engineered products (e.g., food,
SPI 7.Inq.3 Interpret and translate data in a table, graph,    biofuels, medicines, integrated pest
or diagram.                                                    management).

SPI 7.Inq.4 Draw a conclusion that establishes a cause
and effect relationship supported by evidence.

SPI 7.Inq.5 Identify a faulty interpretation of data that is
due to bias or experimental error.
Life Science: Standard 1 - Cells
Grade Level Expectations


       (NOT ADDRESSED AT THIS GRADE LEVEL)




Checks for Understanding



       (NOT ADDRESSED AT THIS GRADE LEVEL)



         State Performance Indicators:


       (NOT ADDRESSED AT THIS GRADE LEVEL)
Life Science: Standard 2 -
Interdependence
Grade Level Expectations

GLE 7.2.1 Examine the roles of consumers, producers,
and decomposers in a biological community.




GLE 7.2.2 Describe how matter and energy are
transferred through an ecosystem.

GLE 7.2.3 Draw conclusions from data about interactions
between the biotic and abiotic elements of a particular
environment.
GLE 7.2.4 Analyze the environments and the
interdependence among organisms found in the world’s
major biomes.



Checks for Understanding

7.2.1 Compare and contrast the different methods used
by organisms to obtain nutrition in a biological
community.



7.2.2 Create a graphic organizer that illustrates how
biotic and abiotic elements of an environment interact.



7.2.3 Use a food web or energy pyramid to demonstrate
the interdependence of organisms within a specific
biome.



7.2.4 Create poster presentations to illustrate differences
among the world’s major biomes.




           State Performance Indicators:
SPI 7.2.1 Classify organisms as producers, consumers,
scavengers, or decomposers according to their role in a
food chain or food web.

SPI 7.2.2 Interpret how materials and energy are
transferred through an ecosystem.

SPI 7.2.3 Identify the biotic and abiotic elements of the
major biomes.
SPI 7.2.4 Identify the environmental conditions and
interdependencies among organisms found in the major
biomes.
Life Science: Standard 3 - Flow of Matter and
Energy
Grade Level Expectations


          (NOT ADDRESSED AT THIS GRADE LEVEL)




Checks for Understanding



          (NOT ADDRESSED AT THIS GRADE LEVEL)



            State Performance Indicators:


          (NOT ADDRESSED AT THIS GRADE LEVEL)
Life Science: Standard 4 - Heredity
Grade Level Expectations


          (NOT ADDRESSED AT THIS GRADE LEVEL)




Checks for Understanding



          (NOT ADDRESSED AT THIS GRADE LEVEL)



            State Performance Indicators:


          (NOT ADDRESSED AT THIS GRADE LEVEL)
Life Science: Standard 5 - Biodiversity and
Change
Grade Level Expectations


          (NOT ADDRESSED AT THIS GRADE LEVEL)




Checks for Understanding



          (NOT ADDRESSED AT THIS GRADE LEVEL)



            State Performance Indicators:


          (NOT ADDRESSED AT THIS GRADE LEVEL)
Earth and Space Science:                          Earth and Space Science:
Standard 6 - The Universe                         Standard 7 – The Earth
Grade Level Expectations                          Grade Level Expectations

GLE 7.6.1 Analyze information about the
major components of the universe.                  (NOT ADDRESSED AT THIS GRADE LEVEL)




GLE 7.6.2 Describe the relative distance of
objects in the solar system from earth.           Checks for Understanding
GLE 7.6.3 Explain how the positional
relationships among the earth, moon, and
sun control the length of the day, lunar cycle,
and year.                                          (NOT ADDRESSED AT THIS GRADE LEVEL)

GLE 7.6.4 Describe the different stages in the
lunar cycle.                                          State Performance Indicators:

GLE 7.6.5 Produce a model to demonstrate
how the moon produces tides.                       (NOT ADDRESSED AT THIS GRADE LEVEL)



GLE 7.6.6 Illustrate the relationship between
the seasons and the earth-sun system.



GLE 7.6.7 Describe the causes of lunar and
solar eclipses.




Checks for Understanding


7.6.1 Use data to draw conclusions about the
major components of the universe.

7.6.2 Construct a model of the solar system
showing accurate positional relationships
and relative distances.
7.6.3 Investigate how the earth, sun, and
moon are responsible for a day, lunar cycle,
and year.
7.6.4 Explain why the positions of the earth,
moon, and sun were used to develop
calendars and clocks.
7.6.5 Illustrate the positions of the earth,
moon, and sun during specific tidal
conditions.

7.6.6 Diagram the relationship of the earth
and sun that accounts for the seasons.

7.6.7 Model the positions of the earth,
moon, and sun during solar and lunar
eclipses.


     State Performance Indicators:

SPI 7.6.1 Use data to draw conclusions about
the major components of the universe.
SPI 7.6.2 Explain how the relative distance of
objects from the earth affects how they
appear.

SPI 7.6.3 Distinguish among a day, lunar
cycle, and year based on the movements of
the earth, sun, and moon.
SPI 7.6.4 Explain the different phases of the
moon using a model of the earth, moon, and
sun.
SPI 7.6.5 Predict the types of tides that occur
when the earth and moon occupy various
positions.
SPI 7.6.6 Use a diagram that shows the
positions of the earth and sun to explain the
four seasons.
SPI 7.6.7 Explain the difference between a
solar and a lunar eclipse.
Earth and Space Science:                      Physical Science: Standard 9 -
Standard 8 - The Atmosphere                   Matter
Grade Level Expectations                      Grade Level Expectations
GLE 7.8.1 Design and conduct an
investigation to determine how the sun
drives atmospheric convection.                 (NOT ADDRESSED AT THIS GRADE LEVEL)




GLE 7.8.2 Describe how the sun’s energy
produces the wind.                            Checks for Understanding

GLE 7.8.3 Investigate the relationship
between currents and oceanic temperature
differences.                                   (NOT ADDRESSED AT THIS GRADE LEVEL)

GLE 7.8.4 Analyze meteorological data to
predict weather conditions.                       State Performance Indicators:


Checks for Understanding                       (NOT ADDRESSED AT THIS GRADE LEVEL)



7.8.1 Recognize how convection currents in
the atmosphere produce wind.
7.8.2 Design an experiment to investigate
differences in the amount of the sun’s
energy absorbed by a variety of surface
materials.



7.8.3 Design an experiment to demonstrate
how ocean currents are associated with the
sun’s energy.

7.8.4 Analyze ocean temperature data to
demonstrate how these conditions affect the
weather in nearby land masses.



7.8.5 Interpret data found on ocean current
maps.
7.8.6 Use data collected from instruments
such as a barometer, thermometer,
psychrometer, and anemometer to describe
local weather conditions.



     State Performance Indicators:
SPI 7.8.1 Analyze data to identify events
associated with heat convection in the
atmosphere.

SPI 7.8.2 Recognize the connection between
the sun’s energy and the wind.


SPI 7.8.3 Describe how temperature
differences in the ocean account for currents.

SPI 7.8.4 Interpret meteorological data to
make predictions about the weather.
Physical Science: Standard 10 - Physical Science: Standard 11 -
Energy                          Motion
Grade Level Expectations                       Grade Level Expectations

GLE 7.10.1 Compare and contrast the three
forms of potential energy.                      (NOT ADDRESSED AT THIS GRADE LEVEL)




GLE 7.10.2 Analyze various types of energy
transformations.                               Checks for Understanding


GLE 7.10.3 Explain the principles underlying
the Law of Conservation of Energy.              (NOT ADDRESSED AT THIS GRADE LEVEL)



Checks for Understanding                           State Performance Indicators:


7.10.1 Compare potential and kinetic energy.    (NOT ADDRESSED AT THIS GRADE LEVEL)



7.10.2 Create a poster that illustrates
different forms of potential energy.



7.10.3 Design a model that demonstrates a
specific energy transformation.



7.10.4 Explain why a variety of energy
transformations illustrate the Law of
Conservation of Energy.




     State Performance Indicators:

SPI 7.10.1 Distinguish among gravitational
potential energy, elastic potential energy,
and chemical potential energy.
SPI 7.10.2 Interpret the relationship between
potential and kinetic energy.

SPI 7.10.3 Recognize that energy can be
transformed from one type to another.
SPI 7.10.4 Explain the Law of Conservation of
Energy using data from a variety of energy
transformations.
Physical Science: Standard 12 -
Forces in Nature
Grade Level Expectations
GLE 7.12.1 Describe how simple circuits are
associated with the transfer of electrical
energy.


GLE 7.12.2 Explain how simple electrical
circuits can be used to determine which
materials conduct electricity.




Checks for Understanding
7.12.1 Prepare a poster that illustrates how
electricity passes though a simple circuit to
produce heat, light, or sound.
7.12.2 Determine a material’s electrical
conductivity by testing it with a simple
battery/bulb circuit.
7.12.3 Compare and contrast the
characteristics of objects and materials that
conduct electricity with those that are
electrical insulators.




     State Performance Indicators:

SPI 7.12.1 Identify how simple circuits are
associated with the transfer of electrical
energy when heat, light, sound, and chemical
changes are produced.



SPI 7.12.2 Identify materials that can conduct
electricity.
                                                             Embedded Technology &
Embedded Inquiry                                             Engineering
Grade Level Expectations                                     Grade Level Expectations

GLE 7.Inq.1 Design and conduct open-ended scientific         GLE 7.T/E.1 Explore how technology responds
investigations.                                              to social, political, and economic needs.
                                                             GLE 7.T/E.2 Know that the engineering design
                                                             process involves an ongoing series of events
                                                             that incorporate design constraints, model
GLE 7.Inq.2 Use appropriate tools and techniques to          building, testing, evaluating, modifying, and
gather, organize, analyze, and interpret data.               retesting.
GLE 7.Inq.3 Synthesize information to determine cause        GLE 7.T/E.3 Compare the intended benefits
and effect relationships between evidence and                with the unintended consequences of a new
explanations.                                                technology.

GLE 7.Inq.4 Recognize possible sources of bias and error,
alternative explanations, and questions for further          GLE 7.T/E.4 Describe and explain adaptive and
exploration.                                                 assistive bioengineered products.

GLE 7.Inq.5 Communicate scientific understanding using
descriptions, explanations, and models.                      Checks for Understanding

                                                           7.T/E.1 Use appropriate tools to test for
Checks for Understanding                                   strength, hardness, and flexibility of materials.
7.Inq.1 Design and conduct an open-ended scientific        7.T/E.2 Apply the engineering design process to
investigation to answer a question that includes a control construct a prototype that meets certain
and appropriate variables.                                 specifications.

7.Inq.2 Identify tools and techniques needed to gather,      7.T/E.3 Explore how the unintended
organize, analyze, and interpret data collected from a       consequences of new technologies can impact
moderately complex scientific investigation.                 society.

                                                             7.T/E.4 Research bioengineering technologies
7.Inq.3 Use evidence from a dataset to determine cause       that advance health and contribute to
and effect relationships that explain a phenomenon.          improvements in our daily lives.
7.Inq.4 Review an experimental design to determine
possible sources of bias or error, state alternative
explanations, and identify questions for further             7.T/E.5 Develop an adaptive design and test its
investigation.                                               effectiveness.


7.Inq.5 Design a method to explain the results of an
investigation using descriptions, explanations, or models.         State Performance Indicators:
                                                               SPI 7.T/E.1 Identify the tools and procedures
                                                               needed to test the design features of a
            State Performance Indicators:                      prototype.
                                                               SPI 7.T/E.2 Evaluate a protocol to determine if
SPI 7.Inq.1 Design a simple experimental procedure with        the engineering design process was
an identified control and appropriate variables.               successfully applied.
                                                               SPI 7.T/E.3 Distinguish between the intended
SPI 7.Inq.2 Select tools and procedures needed to              benefits and the unintended consequences of a
conduct a moderately complex experiment.                       new technology.
                                                               SPI 7.T/E.4 Differentiate between adaptive and
                                                               assistive engineered products (e.g., food,
SPI 7.Inq.3 Interpret and translate data in a table, graph,    biofuels, medicines, integrated pest
or diagram.                                                    management).

SPI 7.Inq.4 Draw a conclusion that establishes a cause
and effect relationship supported by evidence.

SPI 7.Inq.5 Identify a faulty interpretation of data that is
due to bias or experimental error.
Life Science: Standard 1 - Cells
Grade Level Expectations

GLE 7.1.1 Make observations and describe the structure
and function of organelles found in plant and animal cells.




GLE 7.1.2 Summarize how the different levels of
organization are integrated within living systems.
GLE 7.1.3 Describe the function of different organ systems
and how collectively they enable complex multicellular
organisms to survive.



GLE 7.1.4 Illustrate how cell division occurs in sequential
stages to maintain the chromosome number of a species.

GLE 7.1.5 Observe and explain how materials move
through simple diffusion.



Checks for Understanding

7.1.1 Examine and describe plant and animal cells using
compound microscopes.



7.1.2 Identify the function of the major plant and animal
cellular organelles.


7.1.3 Make a Venn diagram to compare the structures and
functions of an animal cell with a city or school.




7.1.4 Build a 3-D model of a cell.

7.1.5 Construct a poster that illustrates the hierarchy
among cells, tissues, organs, organ systems, and
organisms.
7.1.6 Describe the function of different organ systems.

7.1.7 Explain how different organ systems interact to
enable complex multicellular organisms to survive.
7.1.8 Apply the idea of the division of labor to explain why
living things are organized into cells, tissues, organs, and
organ systems.



7.1.9 Model the movement of chromosomes during plant
cell division.
7.1.10 Design a demonstration that illustrates how
materials move across a semi-permeable membrane by
simple diffusion.


            State Performance Indicators:

SPI 7.1.1 Identify and describe the function of the major
plant and animal cell organelles.
SPI 7.1.2 Interpret a chart to explain the integrated
relationships that exist among cells, tissues, organs, and
organ systems.


SPI 7.1.3 Explain the basic functions of a major organ
system.

SPI 7.1.4 Sequence a series of diagrams that depict
chromosome movement during plant cell division.


SPI 7.1.5 Explain how materials move through simple
diffusion.
Life Science: Standard 2 -
Interdependence
Grade Level Expectations


      (NOT ADDRESSED AT THIS GRADE LEVEL)




Checks for Understanding


      (NOT ADDRESSED AT THIS GRADE LEVEL)




        State Performance Indicators:


      (NOT ADDRESSED AT THIS GRADE LEVEL)
Life Science: Standard 3 - Flow of Matter and
Energy
Grade Level Expectations

GLE 7.3.1 Distinguish between the basic features of photosynthesis
and respiration.




GLE 7.3.2 Investigate the exchange of oxygen and carbon dioxide
between living things and the environment.



Checks for Understanding


7.3.1 Associate the fundamental processes of photosynthesis and
respiration with appropriate cell structures.



7.3.2 Examine and identify the chloroplasts in a leaf cell.



7.3.3 Identify the materials used by plants to make food.

7.3.4 Create a chart that compares the reactants and products of
photosynthesis and respiration.



7.3.5 Model the pathways of water, oxygen, and carbon dioxide
through a plant.


7.3.6 Describe the movement of oxygen and carbon dioxide
between living things and the environment.




7.3.7 Describe structures that animals use to obtain oxygen.




                 State Performance Indicators:
SPI 7.3.1 Compare the chemical compounds that make up the
reactants and products of photosynthesis and respiration.

SPI 7.3.2 Interpret a diagram to explain how oxygen and carbon
dioxide are exchanged between living things and the environment.
Life Science: Standard 4 - Heredity
Grade Level Expectations

GLE 7.4.1 Compare and contrast the fundamental features of
sexual and asexual reproduction.




GLE 7.4.2 Demonstrate an understanding of sexual reproduction in
flowering plants.

GLE 7.4.3 Explain the relationship among genes, chromosomes,
and inherited traits.



GLE 7.4.4 Predict the probable appearance of offspring based on
the genetic characteristics of the parents.



Checks for Understanding

7.4.1 Classify organisms according to whether they reproduce
sexually or asexually.

7.4.2 Label and explain the function of the reproductive parts of a
flower.




7.4.3 Describe various methods of plant pollination.


7.4.4 Investigate the relationship among DNA, genes, and
chromosomes.


7.4.5 Explain the differences between dominant and recessive
traits.


7.4.6 Use a Punnett square to predict the genotypes of offspring
resulting from a monohybrid cross.
7.4.7 Draw a phenotypically accurate picture of an individual
whose traits are modeled by the role of a die.



                State Performance Indicators:


SPI 7.4.1 Classify methods of reproduction as sexual or asexual.




SPI 7.4.2 Match flower parts with their reproductive functions.

SPI 7.4.3 Describe the relationship among genes, chromosomes,
and inherited traits.
SPI 7.4.4 Interpret a Punnett square to predict possible genetic
combinations passed from parents to offspring during sexual
reproduction.
Life Science: Standard 5 - Biodiversity and
Change
Grade Level Expectations


          (NOT ADDRESSED AT THIS GRADE LEVEL)




Checks for Understanding


          (NOT ADDRESSED AT THIS GRADE LEVEL)




            State Performance Indicators:


          (NOT ADDRESSED AT THIS GRADE LEVEL)
Earth and Space Science:               Earth and Space Science:
Standard 6 - The Universe              Standard 7 – The Earth
Grade Level Expectations               Grade Level Expectations

                                       GLE 7.7.1 Describe the physical properties of
 (NOT ADDRESSED AT THIS GRADE LEVEL)   minerals.




                                       GLE 7.7.2 Summarize the basic events that
Checks for Understanding               occur during the rock cycle.
                                       GLE 7.7.3 Analyze the characteristics of the
                                       earth’s layers and the location of the major
 (NOT ADDRESSED AT THIS GRADE LEVEL)   plates.
                                       GLE 7.7.4 Explain how earthquakes,
                                       mountain building, volcanoes, and sea floor
                                       spreading are associated with movements of
    State Performance Indicators:      the earth’s major plates.
                                       GLE 7.7.5 Differentiate between renewable
                                       and nonrenewable resources in terms of
 (NOT ADDRESSED AT THIS GRADE LEVEL)   their use by man.
                                       GLE 7.7.6 Evaluate how human activities
                                       affect the earth’s land, oceans, and
                                       atmosphere.



                                       Checks for Understanding


                                       7.7.1 Organize and explain information about
                                       the properties of minerals and their uses.


                                       7.7.2 Label a diagram that depicts the major
                                       processes of the rock cycle.

                                       7.7.3 Distinguish among sedimentary,
                                       igneous, and metamorphic rocks and relate
                                       these to a simple diagram of the rock cycle.

                                       7.7.4 Recognize that the earth’s layers have
                                       different thickness, states of matter,
                                       densities, and chemical makeup.
7.7.5 Analyze the relationship between plate
movements and areas of earthquake activity.

7.7.6 Analyze the relationship between plate
movements and mountain building.
7.7.7 Analyze the relationship between plate
movements, volcanoes, and sea floor
spreading.

7.7.8 Determine the impact of man’s use of
renewable and nonrenewable resources on
future supplies.
7.7.9 Evaluate how human activities affect
the condition of the earth’s land, water, and
atmosphere.


     State Performance Indicators:

SPI 7.7.1 Use a table of physical properties to
classify minerals.

SPI 7.7.2 Label a diagram that depicts the
three different rock types.


SPI 7.7.3 Identify the major processes that
drive the rock cycle.

SPI 7.7.4 Differentiate among the
characteristics of the earth’s three layers.
SPI 7.7.5 Recognize that lithospheric plates
on the scale of continents and oceans
continually move at rates of centimeters per
year.
SPI 7.7.6 Describe the relationship between
plate movements and earthquakes,
mountain building, volcanoes, and sea floor
spreading.
SPI 7.7.7 Analyze and evaluate the impact of
man’s use of earth’s land, water, and
atmospheric resources.
Earth and Space Science:               Physical Science: Standard 9 -
Standard 8 - The Atmosphere            Matter
Grade Level Expectations               Grade Level Expectations


 (NOT ADDRESSED AT THIS GRADE LEVEL)    (NOT ADDRESSED AT THIS GRADE LEVEL)




Checks for Understanding               Checks for Understanding


 (NOT ADDRESSED AT THIS GRADE LEVEL)    (NOT ADDRESSED AT THIS GRADE LEVEL)




    State Performance Indicators:          State Performance Indicators:


 (NOT ADDRESSED AT THIS GRADE LEVEL)    (NOT ADDRESSED AT THIS GRADE LEVEL)
Physical Science: Standard 10 - Physical Science: Standard 11 -
Energy                          Motion
Grade Level Expectations               Grade Level Expectations

                                       GLE 7.11.1 Identify six types of simple
 (NOT ADDRESSED AT THIS GRADE LEVEL)   machines.

                                       GLE 7.11.2 Apply the equation for work in
                                       experiments with simple machines to
                                       determine the amount of force needed to do
Checks for Understanding               work.

                                       GLE 7.11.3 Distinguish between speed and
 (NOT ADDRESSED AT THIS GRADE LEVEL)   velocity.



                                       GLE 7.11.4 Investigate how Newton’s laws of
    State Performance Indicators:      motion explain an object’s movement.

                                       GLE 7.11.5 Compare and contrast the basic
 (NOT ADDRESSED AT THIS GRADE LEVEL)   parts of a wave.

                                       GLE 7.11.6 Investigate the types and
                                       fundamental properties of waves.



                                       Checks for Understanding


                                       7.11.1 Compare the six types of simple
                                       machines.

                                       7.11.2 Compete an investigation to
                                       determine how machines reduce the amount
                                       of force needed to do work.

                                       7.11.3 Summarize the difference between
                                       the speed and velocity based on the distance
                                       and amount of time traveled.


                                       7.11.4 Recognize how a net force impacts an
                                       object’s motion.
7.11.5 Create a graphic organizer to illustrate
and describe the basic parts of a wave.
7.11.6 Compare how transverse and
longitudinal waves are produced and
transmitted.



     State Performance Indicators:


SPI 7.11.1 Differentiate between the six
simple machines.
SPI 7.11.2 Determine the amount of force
needed to do work using different simple
machines.
SPI 7.11.3 Apply proper equations to solve
basic problems pertaining to distance, time,
speed, and velocity.
SPI 7.11.4 Identify and explain how Newton’s
laws of motion relate to the movement of
objects.

SPI 7.11.5 Compare and contrast the
different parts of a wave.

SPI 7.11.6 Differentiate between transverse
and longitudinal waves in terms of how they
are produced and transmitted.
Physical Science: Standard 12 -
Forces in Nature
Grade Level Expectations


 (NOT ADDRESSED AT THIS GRADE LEVEL)




Checks for Understanding


 (NOT ADDRESSED AT THIS GRADE LEVEL)




    State Performance Indicators:


 (NOT ADDRESSED AT THIS GRADE LEVEL)
                                                             Embedded Technology &
Embedded Inquiry                                             Engineering
Grade Level Expectations                                     Grade Level Expectations

GLE 7.Inq.1 Design and conduct open-ended scientific         GLE 7.T/E.1 Explore how technology responds
investigations.                                              to social, political, and economic needs.
                                                             GLE 7.T/E.2 Know that the engineering design
                                                             process involves an ongoing series of events
                                                             that incorporate design constraints, model
GLE 7.Inq.2 Use appropriate tools and techniques to          building, testing, evaluating, modifying, and
gather, organize, analyze, and interpret data.               retesting.
GLE 7.Inq.3 Synthesize information to determine cause        GLE 7.T/E.3 Compare the intended benefits
and effect relationships between evidence and                with the unintended consequences of a new
explanations.                                                technology.
GLE 7.Inq.4 Recognize possible sources of bias and error,
alternative explanations, and questions for further          GLE 7.T/E.4 Describe and explain adaptive and
exploration.                                                 assistive bioengineered products.

GLE 7.Inq.5 Communicate scientific understanding using
descriptions, explanations, and models.                      Checks for Understanding

                                                           7.T/E.1 Use appropriate tools to test for
Checks for Understanding                                   strength, hardness, and flexibility of materials.
7.Inq.1 Design and conduct an open-ended scientific        7.T/E.2 Apply the engineering design process to
investigation to answer a question that includes a control construct a prototype that meets certain
and appropriate variables.                                 specifications.

7.Inq.2 Identify tools and techniques needed to gather,      7.T/E.3 Explore how the unintended
organize, analyze, and interpret data collected from a       consequences of new technologies can impact
moderately complex scientific investigation.                 society.

                                                             7.T/E.4 Research bioengineering technologies
7.Inq.3 Use evidence from a dataset to determine cause       that advance health and contribute to
and effect relationships that explain a phenomenon.          improvements in our daily lives.
7.Inq.4 Review an experimental design to determine
possible sources of bias or error, state alternative
explanations, and identify questions for further             7.T/E.5 Develop an adaptive design and test its
investigation.                                               effectiveness.

7.Inq.5 Design a method to explain the results of an
investigation using descriptions, explanations, or models.         State Performance Indicators:
                                                             SPI 7.T/E.1 Identify the tools and procedures
                                                             needed to test the design features of a
           State Performance Indicators:                     prototype.
                                                               SPI 7.T/E.2 Evaluate a protocol to determine if
SPI 7.Inq.1 Design a simple experimental procedure with        the engineering design process was
an identified control and appropriate variables.               successfully applied.
                                                               SPI 7.T/E.3 Distinguish between the intended
SPI 7.Inq.2 Select tools and procedures needed to              benefits and the unintended consequences of a
conduct a moderately complex experiment.                       new technology.
                                                               SPI 7.T/E.4 Differentiate between adaptive and
                                                               assistive engineered products (e.g., food,
SPI 7.Inq.3 Interpret and translate data in a table, graph,    biofuels, medicines, integrated pest
or diagram.                                                    management).

SPI 7.Inq.4 Draw a conclusion that establishes a cause
and effect relationship supported by evidence.


SPI 7.Inq.5 Identify a faulty interpretation of data that is
due to bias or experimental error.
Life Science: Standard 1 - Cells
Grade Level Expectations


       (NOT ADDRESSED AT THIS GRADE LEVEL)




Checks for Understanding


       (NOT ADDRESSED AT THIS GRADE LEVEL)


         State Performance Indicators:


       (NOT ADDRESSED AT THIS GRADE LEVEL)
Life Science: Standard 2 -
Interdependence
Grade Level Expectations


      (NOT ADDRESSED AT THIS GRADE LEVEL)




Checks for Understanding


      (NOT ADDRESSED AT THIS GRADE LEVEL)


        State Performance Indicators:


      (NOT ADDRESSED AT THIS GRADE LEVEL)
Life Science: Standard 3 - Flow of Matter and
Energy
Grade Level Expectations


          (NOT ADDRESSED AT THIS GRADE LEVEL)




Checks for Understanding


          (NOT ADDRESSED AT THIS GRADE LEVEL)


            State Performance Indicators:


          (NOT ADDRESSED AT THIS GRADE LEVEL)
Life Science: Standard 4 - Heredity
Grade Level Expectations


          (NOT ADDRESSED AT THIS GRADE LEVEL)




Checks for Understanding


          (NOT ADDRESSED AT THIS GRADE LEVEL)


            State Performance Indicators:


          (NOT ADDRESSED AT THIS GRADE LEVEL)
Life Science: Standard 5 - Biodiversity and
Change
Grade Level Expectations

GLE 7.5.1 Identify various criteria used to classify organisms into
groups.




GLE 7.5.2 Use a simple classification key to identify a specific
organism.
GLE 7.5.3 Analyze how structural, behavioral, and physiological
adaptations within a population enable it to survive in a given
environment.

GLE 7.5.4 Explain why variation within a population can enhance
the chances for group survival.

GLE 7.5.5 Describe the importance of maintaining the earth’s
biodiversity.

GLE 7.5.6 Investigate fossils in sedimentary rock layers to gather
evidence of changing life forms.



Checks for Understanding


7.5.1 Select characteristics of plants and animals that serve as the
basis for developing a classification key.


7.5.2 Create and apply a simple classification key to identify an
organism.


7.5.3 Compare and contrast the ability of an organism to survive
under different environmental conditions.

7.5.4 Collect and analyze data relating to variation within a
population of organisms.

7.5.5 Prepare a poster that illustrates the major factors
responsible for reducing the amount of global biodiversity.
7.5.6 Prepare graphs that demonstrate how the amount of
biodiversity has changed in a particular continent or biome.

7.5.6 Prepare graphs that demonstrate how the amount of
biodiversity has changed in a particular continent or biome.




                State Performance Indicators:

SPI 7.5.1 Use a simple classification key to identify an unknown
organism.

SPI 7.5.2 Analyze structural, behavioral, and physiological
adaptations to predict which populations are likely to survive in a
particular environment
SPI 7.5.3 Analyze data on levels of variation within a population to
make predictions about survival under particular environmental
conditions.


SPI 7.5.4 Identify several reasons for the importance of
maintaining the earth’s biodiversity.


SPI 7.5.5 Compare fossils found in sedimentary rock to determine
their relative age.
Earth and Space Science:               Earth and Space Science:
Standard 6 - The Universe              Standard 7 – The Earth
Grade Level Expectations               Grade Level Expectations


 (NOT ADDRESSED AT THIS GRADE LEVEL)    (NOT ADDRESSED AT THIS GRADE LEVEL)




Checks for Understanding               Checks for Understanding


 (NOT ADDRESSED AT THIS GRADE LEVEL)    (NOT ADDRESSED AT THIS GRADE LEVEL)


    State Performance Indicators:          State Performance Indicators:


 (NOT ADDRESSED AT THIS GRADE LEVEL)    (NOT ADDRESSED AT THIS GRADE LEVEL)
Earth and Space Science:               Physical Science: Standard 9 -
Standard 8 - The Atmosphere            Matter
Grade Level Expectations               Grade Level Expectations

                                       GLE 7.9.1 Understand that all matter is made
 (NOT ADDRESSED AT THIS GRADE LEVEL)   up of atoms.


                                       GLE 7.9.2 Explain that matter has properties
                                       that are determined by the structure and
Checks for Understanding               arrangement of its atoms.
                                       GLE 7.9.3 Interpret data from an
                                       investigation to differentiate between
 (NOT ADDRESSED AT THIS GRADE LEVEL)   physical and chemical changes.

                                       GLE 7.9.4 Distinguish among elements,
    State Performance Indicators:      compounds, and mixtures.
                                       GLE 7.9.5 Apply the chemical properties of
                                       the atmosphere to illustrate a mixture of
 (NOT ADDRESSED AT THIS GRADE LEVEL)   gases.

                                       GLE 7.9.6 Use the periodic table to
                                       determine the characteristics of an element.

                                       GLE 7.9.7 Explain the Law of Conservation of
                                       Mass.



                                       GLE 7.9.8 Interpret the events represented
                                       by a chemical equation.


                                       GLE 7.9.9 Explain the basic difference
                                       between acids and bases.




                                       Checks for Understanding

                                       7.9.1 Identify atoms as the fundamental
                                       particles that make up matter.
                                       7.9.2 Illustrate the particle arrangement and
                                       type of motion associated with different
                                       states of matter.
7.9.3 Measure or calculate the mass, volume,
and temperature of a given substance.


7.9.4 Calculate the density of various objects.



7.9.5 Distinguish between elements and
compounds by their symbols and formulas.

7.9.6 Differentiate between physical and
chemical changes.

7.9.7 Describe how the characteristics of a
compound are different than the
characteristics of their component parts.
7.9.8 Determine the types of interactions
between substances that result in a chemical
change.


7.9.9 Explain how the chemical makeup of
the atmosphere illustrates a mixture of gases.
7.9.10 Identify the atomic number, atomic
mass, number of protons, neutrons, and
electrons in an atom of an element using the
periodic table.
7.9.11 Use investigations of chemical and
physical changes to describe the Law of
Conservation of Mass.

7.9.12 Differentiate between the reactants
and products of a chemical equation.

7.9.13 Determine whether a substance is an
acid or a base by its reaction to an indicator.
     State Performance Indicators:
SPI 7.9.1 Recognize that all matter consists of
atoms.
SPI 7.9.2 Identify the common outcome of all
chemical changes.
SPI 7.9.3 Classify common substances as
elements or compounds based on their
symbols or formulas.
SPI 7.9.4 Differentiate between a mixture
and a compound.
SPI 7.9.5 Describe the chemical makeup of
the atmosphere.

SPI 7.9.6 Compare the particle arrangement
and type of particle motion associated with
different states of matter.
SPI 7.9.7 Apply an equation to determine the
density of an object based on its mass and
volume.

SPI 7.9.8 Interpret the results of an
investigation to determine whether a
physical or chemical change has occurred.

SPI 7.9.9 Use the periodic table to determine
the properties of an element.
SPI 7.9.10 Identify the reactants and
products of a chemical reaction.
SPI 7.9.11 Recognize that in a chemical
reaction the mass of the reactants is equal to
the mass of the products (Law of
Conservation of Mass).
SPI 7.9.12 Identify the basic properties of
acids and bases.
Physical Science: Standard 10 - Physical Science: Standard 11 -
Energy                          Motion
Grade Level Expectations               Grade Level Expectations


 (NOT ADDRESSED AT THIS GRADE LEVEL)    (NOT ADDRESSED AT THIS GRADE LEVEL)




Checks for Understanding               Checks for Understanding


 (NOT ADDRESSED AT THIS GRADE LEVEL)    (NOT ADDRESSED AT THIS GRADE LEVEL)


    State Performance Indicators:          State Performance Indicators:


 (NOT ADDRESSED AT THIS GRADE LEVEL)    (NOT ADDRESSED AT THIS GRADE LEVEL)
Physical Science: Standard 12 -
Forces in Nature
Grade Level Expectations

GLE 7.12.1 Investigate the relationship
between magnetism and electricity.




GLE 7.12.2 Design an investigation to change
the strength of an electromagnet.
GLE 7.12.3 Compare and contrast the earth’s
magnetic field to that of a magnet and an
electromagnet.
GLE 7.12.4 Identify factors that influence the
amount of gravitational force between
objects.
GLE 7.12.5 Recognize that gravity is the force
that controls the motion of objects in the
solar system.



Checks for Understanding
7.12.1 Create a diagram to explain the
relationship between electricity and
magnetism.



7.12.2 Produce an electromagnet using a bar
magnet and a wire coil.


7.12.3 Experiment with an electromagnet to
determine how to vary its strength.

7.12.4 Create a chart to distinguish among
the earth’s magnetic field, and fields that
surround a magnet and an electromagnet.

7.12.5 Explain the difference between mass
and weight.
7.12.6 Identify factors that influence the
amount of gravitational force between
objects.
7.12.7 Explain how the motion of objects in
the solar system is affected by gravity.


     State Performance Indicators:


SPI 7.12.1 Recognize that electricity can be
produced using a magnet and wire coil.

SPI 7.12.2 Describe the basic principles of an
electromagnet.

SPI 7.12.3 Distinguish among the Earth’s
magnetic field, a magnet, and the fields that
surround a magnet and an electromagnet.
SPI 7.12.4 Distinguish between mass and
weight using appropriate measuring
instruments and units.
SPI 7.12.5 Determine the relationship among
the mass of objects, the distance between
these objects, and the amount of
gravitational attraction.


SPI 7.12.6 Illustrate how gravity controls the
motion of objects in the solar system.
                                                              Embedded Technology &
Embedded Inquiry                                              Engineering
Course Level Expectations                                     Course Level Expectations
CLE 0.Inq.1 Recognize that science is a progressive
endeavor that reevaluates and extends what is already         CLE 0.T/E.1 Explore the impact of technology
accepted.                                                     on social, political, and economic systems.

CLE 0.Inq.2 Design and conduct scientific investigations to   CLE 0.T/E.2 Differentiate among elementsof
explore new phenomena, verify previous results, test          the engineering design cycle: design
how well a theory predicts, and compare opposing              constraints, model building, testing, evaluating,
theories.                                                     modifying, and retesting.

                                                              CLE 0.T/E.3 Explain the relationship between
CLE 0.Inq.3 Use appropriate tools and technology to           the properties of a material and the use of the
collect precise and accurate data.                            material in the application of a technology.

                                                            CLE 0.T/E.4 Describe the dynamic interplay
CLE 0.Inq.4 Apply qualitative and quantitative measures among science, technology, and engineering
to analyze data and draw conclusions that are free of bias. within living, earth-space, and physical systems
CLE 0.Inq.5 Compare experimental evidence and
conclusions with those drawn by others about the same
testable question.                                          Checks for Understanding


                                                              0.T/E.1 Select appropriate tools to conduct a
CLE 0.Inq.6 Communicate and defend scientific findings.       scientific inquiry.

                                                              0.T/E.2 Apply the engineering design process to
                                                              construct a prototype that meets
Checks for Understanding                                      developmentally appropriate specifications.

0.Inq.1 Trace the historical development of a scientific    0.T/E.3 Explore how the unintended
principle or theory, such as cell theory, evolution, or DNA consequences of new technologies can impact
structure.                                                  human and non-human communities.

0.Inq.2 Conduct scientific investigations that include        0.T/E.4 Present research on current
testable questions, verifiable hypotheses, and                bioengineering technologies that advance
appropriate variables to explore new phenomena or             health and contribute to improvements in our
verify the experimental results of others.                    daily lives.

                                                           0.T/E.5 Design a series of multi-view drawings
0.Inq.3 Select appropriate tools and technology to collect that can be used by other students to construct
precise and accurate quantitative and qualitative data.    an adaptive design and test its effectiveness.
0.Inq.4 Determine if data supports or contradicts a
hypothesis or conclusion.                                         State Performance Indicators:
                                                      SPI 0.T/E.1 Distinguish among tools and
0.Inq.5 Compare or combine experimental evidence from procedures best suited to conduct a specified
two or more investigations.                           scientific inquiry.

                                                            SPI 0.T/E.2 Evaluate a protocol to determine
0.Inq.6 Recognize, analyze, and evaluate alternative        the degree to which an engineering design
explanations for the same set of observations.              process was successfully applied.

0.Inq.7 Analyze experimental results and identify possible SPI 0.T/E.3 Evaluate the overall benefit to cost
sources of experimental error.                             ratio of a new technology.

                                                            SPI 0.T/E.4 Use design principles to determine
0.Inq.8 Formulate and revise scientific explanations and    how a new technology will improve the quality
models using logic and evidence.                            of life for an intended audience.



            State Performance Indicators:

SPI 0 Inq.1 Select a description or scenario that
reevaluates and/or extends a scientific finding.

SPI 0 Inq.2 Analyze the components of a properly
designed scientific investigation.
SPI 0 Inq.3 Determine appropriate tools to gather precise
and accurate data.


SPI 0 Inq.4 Evaluate the accuracy and precision of data.
SPI 0 Inq.5 Defend a conclusion based on scientific
evidence.


SPI 0 Inq.6 Determine why a conclusion is free of bias.
SPI 0 Inq.7 Compare conclusions that offer different, but
acceptable explanations for the same set of experimental
data.
Embedded Mathematics                             Life Science: Standard 1 - Cells
Course Level Expectations                        Course Level Expectations

CLE 0.Math.1 Understand the mathematical          CLE 0.1.1 Compare the structure and function of cellular
principles associated with the science of biology organelles in both prokaryotic and eukaryotic cells.


CLE 0.Math.2 Utilize appropriate mathematical CLE 0.1.2 Distinguish among the structure and function of
equations and processes to understand         the four major organic macromolecules found in living
biological concepts.                          things.


                                                 CLE 0.1.3 Describe how enzymes regulate chemical
Checks for Understanding                         reactions in the body.



0.Math.1 Choose and construct appropriate        CLE 0.1.4 Describe the processes of cell growth and
graphical representations for a data set.        reproduction.

0.Math.2 Analyze graphs to interpret biological CLE 0.1.5 Compare different models to explain the
events.                                         movement of materials into and out of cells.

0.Math.3 Make decisions about units, scales,
and measurement tools that are appropriate
for investigations involving measurement.        Checks for Understanding

0.Math.4 Select and apply an appropriate
method to evaluate the reasonableness of
results.                                         0.1.1 Investigate cells using a compound microscope.



0.Math.5 Apply and interpret rates of change
from graphical and numerical data.               0.1.2 Construct a model of a prokaryotic or eukaryotic cell.




0.Math.6 Apply probabilistic reasoning to solve 0.1.3 Design a graphic organizer that compares proteins,
genetic problems.                               carbohydrates, lipids, and nucleic acids.


                                                 0.1.4 Conduct tests to detect the presence of proteins,
      State Performance Indicators:              carbohydrates, and lipids.
SPI 0.Math.1 Interpret a graph that depicts a
biological phenomenon.                          0.1.5 Design a model that illustrates enzyme function.

SPI 0.Math.2 Predict the outcome of a cross     0.1.6 Demonstrate the movement of chromosomes during
between parents of known genotype.              mitosis in plant and animal cells.

                                                0.1.7 Design and conduct an experiment to investigate the
                                                effect of various solute concentrations on water
                                                movement in cells.

                                                0.1.8 Analyze experimental data to distinguish between
                                                active and passive transport.




                                                             State Performance Indicators:

                                                SPI 0.1.1 Identify the cellular organelles associated with
                                                major cell processes.

                                                SPI 0.1.2 Distinguish between prokaryotic and eukaryotic
                                                cells.

                                                SPI 0.1.3 Distinguish among proteins, carbohydrates,
                                                lipids, and nucleic acids.
                                                SPI 0.1.4 Identify positive tests for carbohydrates, lipids,
                                                and proteins.

                                                SPI 0.1.5 Identify how enzymes control chemical reactions
                                                in the body.
                                                SPI 0.1.6 Determine the relationship between cell growth
                                                and cell reproduction.

                                                SPI 0.1.7 Predict the movement of water and other
                                                molecules across selectively permeable membranes.

                                                SPI 0.1.8 Compare and contrast active and passive
                                                transport.
Life Science: Standard 2 -
Interdependence
Course Level Expectations
CLE 0.2.1 Investigate how the dynamic equilibrium of an
ecological community is associated with interactions
among its organisms.




CLE 0.2.2 Analyze and interpret population data, graphs,
or diagrams.

CLE 0.2.3 Predict how global climate change, human
activity, geologic events, and the introduction of non-
native species impact an ecosystem.



CLE 0.2.4 Describe the sequence of events associated
with biological succession.


Checks for Understanding

0.2.1 Analyze human population distribution graphs to
predict the impact on global resources, society, and the
economy.




0.2.2 Construct and maintain a model of an ecosystem.




0.2.3 Monitor and evaluate changes in a yeast population.



0.2.4 Investigate an outdoor habitat to identify the
abiotic and biotic factors, plant and animal populations,
producers, consumers, and decomposers.

0.2.5 Conduct research on how human influences have
changed an ecosystem and communicate findings
through written or oral presentations.
0.2.6 Describe a sequence of events that illustrates
biological succession



           State Performance Indicators:


SPI 0.2.1 Predict how population changes of organisms at
different trophic levels affect an ecosystem.

SPI 0.2.2 Interpret the relationship between
environmental factors and fluctuations in population size.


SPI 0.2.3 Determine how the carrying capacity of an
ecosystem is affected by interactions among organisms.

SPI 0.2.4 Predict how various types of human activities
affect the environment.
SPI 0.2.5 Make inferences about how a specific
environmental change can affect the amount of
biodiversity.

SPI 0.2.6 Predict how a specific environmental change
may lead to the extinction of a particular species.
SPI 0.2.7 Analyze factors responsible for the changes
associated with biological succession.
Life Science: Standard 3 - Flow of Matter and
Energy
Course Level Expectations


CLE 0.3.1 Analyze energy flow through an ecosystem.




CLE 0.3.2 Distinguish between aerobic and anaerobic respiration.


CLE 0.3.3 Investigate the relationship between the processes of
photosynthesis and cellular respiration.



CLE 0.3.4 Describe the events which occur during the major
biogeochemical cycles.


Checks for Understanding



0.3.1 Track energy flow through an ecosystem.



0.3.2 Construct a concept map to differentiate between aerobic
and anaerobic respiration.



0.3.3 Conduct experiments to investigate photosynthesis and
cellular respiration.




0.3.4 Investigate the process of fermentation.


0.3.5 Construct models of the carbon, oxygen, nitrogen,
phosphorous, and water cycles.
                 State Performance Indicators:

SPI 0.3.1 Interpret a diagram that illustrates energy flow in an
ecosystem.




SPI 0.3.2 Distinguish between aerobic and anaerobic respiration.

SPI 0.3.3 Compare and contrast photosynthesis and cellular
respiration in terms of energy transformation.


SPI 0.3.4 Predict how changes in a biogeochemical cycle can affect
an ecosystem.
Life Science: Standard 4 - Heredity
Course Level Expectations

CLE 0.4.1 Investigate how genetic information is encoded in nucleic
acids.




CLE 0.4.2 Describe the relationships among genes, chromosomes,
proteins, and hereditary traits.




CLE 0.4.3 Predict the outcome of monohybrid and dihybrid crosses.

CLE 0.4.4 Compare different modes of inheritance: sex linkage, co-
dominance, incomplete dominance, multiple alleles, and polygenic
traits.

CLE 0.4.5 Recognize how meiosis and sexual reproduction
contribute to genetic variation in a population.



CLE 0.4.6 Describe the connection between mutations and human
genetic disorders.



CLE 0.4.7 Assess the scientific and ethical ramifications of
emerging genetic technologies.




Checks for Understanding



0.4.1 Use models of DNA, RNA, and amino acids to explain
replication and protein synthesis.

0.4.2 Complete and interpret genetic problems that illustrate sex
linkage, co-dominance, incomplete dominance, multiple alleles,
and polygenic inheritance.
0.4.3 Apply data to complete and interpret a genetic pedigree.

0.4.4 Describe how the process of meiosis controls the number of
chromosomes in a gamete.




0.4.5 Associate gene mutation with changes in a DNA molecule.

0.4.6 Design an informational brochure to describe a human
genetic disorder.


0.4.7 Conduct research to explore the scientific and ethical issues
associated with emerging gene technologies.



                 State Performance Indicators:


SPI 0.4.1 Identify the structure and function of DNA.

SPI 0.4.2 Associate the process of DNA replication with its
biological significance.
SPI 0.4.3 Recognize the interactions between DNA and RNA during
protein synthesis.
SPI 0.4.4 Determine the probability of a particular trait in an
offspring based on the genotype of the parents and the particular
mode of inheritance.
SPI 0.4.5 Apply pedigree data to interpret various modes of genetic
inheritance.

SPI 0.4.6 Describe how meiosis is involved in the production of egg
and sperm cells.

SPI 0.4.7 Describe how meiosis and sexual reproduction contribute
to genetic variation in a population.
SPI 0.4.8 Determine the relationship between mutations and
human genetic disorders.

SPI 0.4.9 Evaluate the scientific and ethical issues associated with
gene technologies: genetic engineering, cloning, transgenic
organism production, stem cell research, and DNA fingerprinting.
Life Science: Standard 5 - Biodiversity and
Change
Course Level Expectations
CLE 0.5.1 Associate structural, functional, and behavioral
adaptations with the ability of organisms to survive under various
environmental conditions.




CLE 0.5.2 Analyze the relationship between form and function in
living things.

CLE 0.5.3 Explain how genetic variation in a population and
changing environmental conditions are associated with adaptation
and the emergence of new species.



CLE 0.5.4 Summarize the supporting evidence for the theory of
evolution.

CLE 0.5.5 Explain how evolution contributes to the amount of
biodiversity.



CLE 0.5.6 Explore the evolutionary basis of modern classification
systems.




Checks for Understanding


0.5.1 Create graphic organizers to demonstrate the relationship
between form and function in representative organisms.




0.5.2 Explain how natural selection operates in the development of
a new species.


0.5.3 Associate fossil data with biological and geological changes in
the environment.
0.5.4 Analyze a variety of models, samples, or diagrams to
demonstrate the genetic relatedness of organisms.



0.5.5 Use a dichotomous key to identify an unknown organism.




                State Performance Indicators:
SPI 0.5.1 Compare and contrast the structural, functional, and
behavioral adaptations of animals or plants found in different
environments.


SPI 0.5.2 Recognize the relationship between form and function in
living things.
SPI 0.5.3 Recognize the relationships among environmental
change, genetic variation, natural selection, and the emergence of
a new species.
SPI 0.5.4 Describe the relationship between the amount of
biodiversity and the ability of a population to adapt to a changing
environment.
SPI 0.5.5 Apply evidence from the fossil record, comparative
anatomy, amino acid sequences, and DNA structure that support
modern classification systems.
SPI 0.5.6 Infer relatedness among different organisms using
modern classification systems.
                                                              Embedded Technology &
Embedded Inquiry                                              Engineering
Course Level Expectations                                     Course Level Expectations
CLE 6.Inq.1 Recognize that science is a progressive
endeavor that reevaluates and extends what is already         CLE 6.T/E.1 Explore the impact of technology
accepted.                                                     on social, political, and economic systems.

CLE 6.Inq.2 Design and conduct scientific investigations to   CLE 6.T/E.2 Differentiate among elements of
explore new phenomena, verify previous results, test          the engineering design cycle: design
how well a theory predicts, and compare opposing              constraints, model building, testing, evaluating,
theories.                                                     modifying, and retesting.




                                                              CLE 6.T/E.3 Explain the relationship between
CLE 6.Inq.3 Use appropriate tools and technology to           the properties of a material and the use of the
collect precise and accurate data.                            material in the application of a technology.

                                                            CLE 6.T/E.4 Describe the dynamic interplay
CLE 6.Inq.4 Apply qualitative and quantitative measures among science, technology, and engineering
to analyze data and draw conclusions that are free of bias. within living, earth-space, and physical systems.
CLE 6.Inq.5 Compare experimental evidence and
conclusions with those drawn by others about the same
testable question.                                          Checks for Understanding

                                                              6.T/E.1 Distinguish among tools and
                                                              procedures best suited to conduct a specified
CLE 6.Inq.6 Communicate and defend scientific findings.       scientific inquiry.

                                                            6.T/E.2 Apply the engineering design process to
                                                            construct a prototype that meets
Checks for Understanding                                    developmentally appropriate specifications
6.Inq.1 Trace the historical development of a scientific    6.T/E.3 Evaluate a protocol to determine the
principle or theory, such as cell theory, evolution, or DNA degree to which an engineering design process
structure.                                                  was successfully applied.

6.Inq.2 Conduct scientific investigations that include
testable questions, verifiable hypotheses, and                6.T/E.4 Explore how the unintended
appropriate variables to explore new phenomena or             consequences of new technologies can impact
verify the experimental results of others.                    human and non-human communities.
6.Inq.3 Analyze the components of a properly designed      6.T/E.5 Evaluate the overall benefit to cost
scientific investigation.                                  ratio of a new technology.
                                                           6.T/E.6 Present research on current
                                                           bioengineering technologies that advance
6.Inq.4 Select appropriate tools and technology to collect health and contribute to improvements in our
precise and accurate quantitative and qualitative data.    daily lives.

                                                            6.T/E.7 Design a series of multi-view drawings
6.Inq.5 Determine if data supports or contradicts a         that can be used by other students to construct
hypothesis or conclusion.                                   an adaptive design and test its effectiveness.

6.Inq.6 Recognize, analyze, and evaluate alternative
explanations for the same set of observations.

6.Inq.7 Evaluate the accuracy and precision of data.

6.Inq.8 Defend a conclusion based on scientific evidence.

6.Inq.9 Determine why a conclusion is free of bias.
6.Inq.10 Analyze experimental results and identify
possible sources of experimental error.
6.Inq.11 Formulate and revise scientific explanations and
models using logic and evidence.
6.Inq.12 Compare conclusions that offer different, but
acceptable explanations for the same set of experimental
data.
Embedded Mathematics                            Life Science: Standard 1 - Cells
Course Level Expectations                       Course Level Expectations
CLE 6.Math.1 Understand the mathematical
principles associated with the science of       CLE 6.1.1 Compare the characteristics of prokaryotic and
biology.                                        eukaryotic cells.


CLE 6.Math.2 Utilize appropriate mathematical CLE 6.1.2 Describe how fundamental life processes depend
equations and processes to understand         on chemical reactions that occur in specialized parts of the
biological concepts.                          cell.




Checks for Understanding                        CLE 6.1.3 Explain how materials move into and out of cells.

6.Math.1 Choose, construct, and analyze
appropriate graphical representations for a
data set.                                       CLE 6.1.4 Describe the enzyme-substrate relationship.
                                                CLE 6.1.5 Investigate how proteins regulate the internal
6.Math.2 Analyze graphs to interpret biological environment of a cell through communication and
events.                                         transport.

6.Math.3 Make decisions about units, scales,
and measurement tools that are appropriate    CLE 6.1.6 Describe the relationship between viruses and
for problem situations involving measurement. their host cells.

6.Math.4 Select and apply an appropriate
method to evaluate the reasonableness of
results.                                        Checks for Understanding

6.Math.5 Apply and interpret rates of change    6.1.1 Compare the organization and function of
from graphical and numerical data.              prokaryotic and eukaryotic cells.


6.Math.6 Apply geometric properties,            6.1.2 Conduct an experiment or simulation to
formulas, and relationships to interpret        demonstrate the movement of molecules through
biological phenomena.                           diffusion, facilitated diffusion, and active transport.
6.Math.7 Use length, area, and volume to
estimate and explain real-world problems.      6.1.3 Describe the composition and function of enzymes.

                                               6.1.4 Analyze the rate of reactions in which variables such
6.Math.8 Make predictions from a linear data   as temperature, pH, and substrate and enzyme
set using a line of best fit.                  concentration are manipulated.


6.Math.9 Interpret a set of data using the     6.1.5 Develop a flow chart that tracks a protein molecule
appropriate measure of central tendency.       from transcription through export from the cell.
                                               6.1.6 Describe the role of the ribosomes, endoplasmic
                                               reticulum, and Golgi apparatus in the production and
                                               packaging of proteins.
                                               6.1.7 Describe how carbohydrates, proteins, lipids, and
                                               nucleic acids function in the cell.
                                               6.1.8 Illustrate the interactions between a virus and a host
                                               cell.
Life Science: Standard 2 -
Interdependence
Course Level Expectations

CLE 6.2.1 Describe how the stability of an ecosystem is
maintained.




CLE 6.2.2 Investigate the major factors that influence
population size and age distribution.




CLE 6.2.3 Describe the varying degrees to which
individual organisms are able to accommodate changes in
the environment.

CLE 6.2.4 Distinguish between the accommodation of
individual organisms and the adaptation of a population
to environmental change.



Checks for Understanding

6.2.1 Analyze the ecological impact of a change in
climate, human activity, introduction of non-native
species, and changes in population size over time.

6.2.2 Investigate how fluctuations in population size in an
ecosystem are determined by the relative rates of birth,
death, immigration, and emigration.
6.2.3 Investigate how human changes to the environment
have led populations to adapt, migrate, or become
extinct.




6.2.4 Contrast accommodations of individual organisms
with the adaptation of a species.
Life Science: Standard 3 - Flow of Matter and
Energy
Course Level Expectations

CLE 6.3.1 Describe the role of biotic and abiotic factors in the
cycling of matter in the ecosystem.




CLE 6.3.2 Explain how sunlight is captured by plant cells and
converted into usable energy.




CLE 6.3.3 Describe how mitochondria make stored chemical
energy available to cells.



CLE 6.3.4 Examine how macromolecules are synthesized from
simple precursor molecules.

CLE 6.3.5 Analyze the role of ATP in the storage and release of
cellular energy.




Checks for Understanding


6.3.1 Describe how water, carbon, oxygen, and nitrogen cycle
between the biotic and abiotic elements of the environment.

6.3.2 Calculate the amount of energy transfer through an
ecosystem.




6.3.3 Design an experiment to separate plant leaf pigments.
6.3.4 Develop a concept map or flow chart to compare the
sequence of molecular events during photosynthesis and cellular
respiration.


6.3.5 Sequence the steps involved in sugar production during
photosynthesis.


6.3.6 Trace the breakdown of sugar molecules during cellular
respiration.

6.3.7 Compare the amount of ATP produced during aerobic and
anaerobic respiration.

6.3.8 Build models of macromolecules from simple precursors.
Life Science: Standard 4 - Heredity
Course Level Expectations

CLE 6.4.1 Describe how mutation and sexual reproduction
contribute to the amount of genetic variation in a population.




CLE 6.4.2 Describe the relationship between phenotype and
genotype.




CLE 6.4.3 Predict the probable outcome of genetic crosses based
on Mendel’s laws of segregation and independent assortment.

CLE 6.4.4 Describe the relationship among genes, the DNA code,
production of protein molecules, and the characteristics of an
organism.
CLE 6.4.5 Explain how the different shapes and properties of
proteins are determined by the type, number, and sequence of
amino acids.



CLE 6.4.6 Explain how the genetic makeup of cells can be
engineered.




Checks for Understanding

6.4.1 Illustrate the movement of chromosomes and other cellular
organelles involved in meiosis.




6.4.2 Provide a detailed explanation of how meiosis and
fertilization result in new genetic combinations.
6.4.3 Compare the expected outcome with the actual results of a
cross in an organism such as a fruit fly or fast plant.




6.4.4 Develop a model to illustrate the stages of protein synthesis.


6.4.5 Apply the genetic coding rules to predict the sequence of
amino acids from a sequence of codons in RNA.
6.4.6 Recognize how various types of mutations affect gene
expression and the sequence of amino acids in the encoded
protein.
6.4.7 Distinguish among the characteristics of various structural
levels found in protein molecules.

6.4.8 Describe the formation of recombinant DNA molecules.
6.4.9 Recognize that genetic engineering can be applied to develop
novel biomedical and agricultural products.
Life Science: Standard 5 - Biodiversity and
Change
Course Level Expectations

CLE 6.5.1 Identify factors that determine the frequency of an allele
in the gene pool of a population.




CLE 6.5.2 Determine how mutation, gene flow, and migration
influence population structure.




Checks for Understanding


6.5.1 Predict how variation within a population affects the survival
of a species.

6.5.2 Recognize that natural selection acts on an organism’s
phenotype rather than its genotype.



6.5.3 Describe how reproductive and geographic isolation affect
speciation.



6.5.4 Analyze population changes in terms of the Hardy-Weinberg
principle.

6.5.5 Explain how amount of biodiversity is affected by habitat
alteration.


6.5.6 Use fossil evidence, DNA structure, amino acid sequences,
and other data sources to construct a cladogram that illustrates
evolutionary relationships.
Standard 6 – Comparative
Anatomy and Physiology                            Standard 7 – Botany
Course Level Expectations                         Course Level Expectations
                                                  CLE 6.7.1 Describe different plant types
CLE 6.6.1 Investigate the unity and the           plants based on their anatomy and
diversity among living things.                    physiology.


CLE 6.6.2 Describe the events associated          CLE 6.7.2 Investigate the relationship
with reproduction from gamete production          between form and function for the major
through birth.                                    plant structures.

CLE 6.6.3 Compare organ systems of
representative animal phyla that: regulate
gas exchange, process and distribute              CLE 6.7.3 Examine the anatomical and
nutrients, remove wastes, transmit chemical       physiological differences between plants and
and electrical information, and respond to        their growth, reproduction, survival, and co-
environmental stimuli.                            evolution.



                                                  CLE 6.7.4 Describe the difference between
Checks for Understanding                          plants and fungi.

6.6.1 Describe how the activities of major        CLE 6.7.5 Investigate the impact of plants on
body systems help to maintain homeostasis.        humans.



6.6.2 Distinguish between various methods
of sexual and asexual reproduction.               Checks for Understanding


6.6.3 Create a model that illustrates stages of   6.7.1 Describe the function of plant cellular
embryological development.                        organelles.
6.6.4 Develop a representation of the             6.7.2 Employ a dichotomous key to identify
different germ layers and the tissue type into    plants based on their structural
which they develop.                               characteristics.

                                                  6.7.3 Distinguish between the following:
6.6.5 Describe how the nervous and                vascular and nonvascular plants, spore and
endocrine systems coordinate various body         seed, gymnosperms and angiosperms, and
functions.                                        monocots and dicots.
6.6.6 Develop a multimedia product for an
immune disorder or infectious disease to
demonstrate the impact on the individual     6.7.4 Investigate the significance of structural
organism.                                    and physiological adaptations of plants.

6.6.7 Observe, model, manipulate, and/or
dissect representative specimens of major    6.7.5 Compare and contrast spore and seed
animal groups.                               production.

6.6.8 Compare and contrast the function of
the major organ systems found in             6.7.6 Design an experiment to investigate
representative animal species.               the function of plant hormones.

                                             6.7.7 Prepare a presentation about plants
                                             that are harmful or beneficial to humans.
                                             6.7.8 Describe co-evolution among various
                                             plant and animal species.
                                                              Embedded Technology &
Embedded Inquiry                                              Engineering
Course Level Expectations                                     Course Level Expectations

CLE 1.Inq.1 Recognize that science is a progressive
endeavor that reevaluates and extends what is already         CLE 1.T/E.1 Explore the impact of technology
accepted.                                                     on social, political, and economic systems.

CLE 1.Inq.2 Design and conduct scientific investigations to   CLE 1.T/E.2 Differentiate among elements of
explore new phenomena, verify previous results, test          the engineering design cycle: design
how well a theory predicts, and compare opposing              constraints, model building, testing, evaluating,
theories.                                                     modifying, and retesting.

                                                              CLE 1.T/E.3 Explain the relationship between
CLE 1.Inq.3 Use appropriate tools and technology to           the properties of a material and the use of the
collect precise and accurate data.                            material in the application of a technology.

                                                            CLE 1.T/E.4 Describe the dynamic interplay
CLE 1.Inq.4 Apply qualitative and quantitative measures among science, technology, and engineering
to analyze data and draw conclusions that are free of bias. within living, earth-space, and physical systems.
CLE 1.Inq.5 Compare experimental evidence and
conclusions with those drawn by others about the same
testable question.                                          Checks for Understanding
                                                            1.T/E.1 Distinguish among tools and
                                                            procedures best suited to conduct a specified
CLE 1.Inq.6 Communicate and defend scientific findings. scientific inquiry.

                                                              1.T/E.2 Apply the engineering design process to
                                                              construct a prototype that meets
Checks for Understanding                                      developmentally appropriate specifications.
1.Inq.1 Trace the historical development of a scientific      1.T/E.3 Evaluate a protocol to determine the
principle or theory, such as the cell theory, evolution, or   degree to which an engineering design process
DNA structure.                                                was successfully applied.

                                                              1.T/E.4 Explore how the unintended
1.Inq.2 Select a description or scenario that reevaluates     consequences of new technologies can impact
and/or extends a scientific finding.                          human and non-human communities.

1.Inq.3 Conduct scientific investigations that include
testable questions, verifiable hypotheses, and
appropriate variables to explore new phenomena or             1.T/E.5 Evaluate the overall benefit to cost
verify the experimental results of others.                    ratio of a new technology.
                                                           1.T/E.6 Present research on current
                                                           bioengineering technologies that advance
1.Inq.4 Select appropriate tools and technology to collect health and contribute to improvements in our
precise and accurate quantitative and qualitative data.    daily lives.

                                                             1.T/E.7 Design a series of multi-view drawings
                                                             that can be used by other students to construct
1.Inq.5 Evaluate the accuracy and precision of data.         an adaptive design and test its effectiveness.
1.Inq.6 Determine if data supports or contradicts a
hypothesis or conclusion.

1.Inq.7 Compare or combine experimental evidence from
two or more investigations.

1.Inq.8 Recognize, analyze, and evaluate alternative
explanations for the same set of observations.
1.Inq.9 Analyze experimental results and identify possible
sources.
1.Inq.10 Compare conclusions that offer different, but
acceptable explanations for the same set of experimental
data.
1.Inq.11 Formulate and revise scientific explanations and
models using logic and evidence.
Standard 1 - Anatomical                          Standard 2 - Protection, Support,
Orientation                                      Movement
Course Level Expectations                        Course Level Expectations

                                                CLE 1.2.1 Identify structures of the integumentary,
CLE 1.1.1 Distinguish between anatomy and       skeletal, and muscular systems and show the relationship
physiology.                                     between these structures and their functions.


CLE 1.1.2 Investigate the interrelationship     CLE 1.2.2 Investigate physiological mechanisms that allow
between the structures and functions of the     the integumentary, skeletal, and muscular systems to
body systems.                                   function.

CLE 1.1.3 Investigate the body cavities, the
subdivisions of each cavity, and the organs
within each area.                                Checks for Understanding

CLE 1.1.4 Use correct anatomical terminology
when discussing body structures, sections, and 1.2.1 Identify the structures of the skin and explain their
regions.                                       role in protecting the body and maintaining homeostasis.

CLE 1.1.5 Describe the body mechanisms that     1.2.2 Explain the physiological processes involved in
maintain homeostasis.                           healing the skin and disorders of the skin.

                                                1.2.3 Construct a labeled model of the skin with
Checks for Understanding                        descriptions of its functions.



1.1.1 Illustrate the interconnections between
anatomy and physiology using a concept map.     1.2.4 Distinguish between the different types of bones.
1.1.2 Sequence the levels of structural
organization from the molecular level through   1.2.5 Describe the physiological mechanisms involved in
the organismic level.                           bone development, growth, and repair.



1.1.3 Use prepared slides to distinguish among
different types of tissues.                    1.2.6 Identify the major muscles of the body.

1.1.4 Classify organ systems of the body as
either (1) protection, support, and movement,
(2) regulation and integration (3) transport,   1.2.7 Compare and contrast the axial and appendicular
and (4) absorption and excretion.               skeletons using a graphic organizer.
1.1.5 Identify the major organs and describe     1.2.8 Observe, draw, and label the different types of
the functions of each body system.               muscle tissue noting their functions and structure.


1.1.6 Identify and label the body cavities       1.2.9 Illustrate the major steps of the sliding filament
including the subdivisions and organs of each.   theory of muscle contraction.
1.1.7 Apply correct terminology to reference
anatomical orientation.

1.1.8 Provide examples of bodily mechanisms
that serve to maintain homeostasis.
1.1.9 Explain how the body regulates
temperature, blood carbon dioxide levels, and
blood glucose levels.
Standard 3 – Integration & Regulation
Course Level Expectations


CLE 1.3.1 Compare and contrast the anatomy and
physiology of the central and peripheral nervous systems.


CLE 1.3.2 Describe the structure, function, and
developmental aspects of neurons and their supporting
glial cells.


CLE 1.3.3 Investigate the physiology of electrochemical
impulses and neural integration.



CLE 1.3.4 Investigate organs for perception of external
stimuli and to the maintenance of homeostasis.
CLE 1.3.5 Identify the major organs of the endocrine
system and the associated hormonal production and
regulation.



Checks for Understanding


1.3.1 Identify the major areas of the brain and the major
structures of the spinal cord.

1.3.2 Identify the structure and function of cranial nerves,
neurons, neuroglia, and neuromuscular junctions.

1.3.3 Use a graphic organizer to trace the pathways and
biochemical changes associated with conduction of an
electrochemical impulse.


1.3.4 Construct a model to describe the molecular
neurophysiology of membrane potentials in terms of
electrolyte function and active transport.
1.3.5 Identify the structures and functions of the body’s
sensory organs.


1.3.6 Differentiate among the major organs and tissues
that comprise the endocrine system.
1.3.7 Explain how the hormones secreted by endocrine
glands regulate the body.

1.3.8 Interpret graphs of blood sugar levels in terms of
pancreatic function.

1.3.9 Analyze a case study of a neurological disorder to
make a speculative diagnosis or prognosis.
Standard 4 - Transport
Course Level Expectations


CLE 1.4.1 Identify the molecular and cellular components of the
blood and the functions of the blood.




CLE 1.4.2 Explore the anatomy of the heart and describe the
pathway of blood through this organ.


CLE 1.4.3 Describe the biochemical and physiological nature of
heart function.



CLE 1.4.4 Describe the relationship between the structure and
function of different types of blood vessels.

CLE 1.4.5 Describe the physiological basis of circulation and blood
pressure.



CLE 1.4.6 Identify the structures of the lymphatic system.




CLE 1.4.7 Describe the details of the immune response.



Checks for Understanding



1.4.1 Describe the different types of blood vessels.




1.4.2 Identify the major arteries and veins.
1.4.3 Describe the cellular components and physical characteristics
of blood.




1.4.4 Determine blood types in the ABO system.
1.4.5 Prepare a model that illustrates the layers, chambers, and
valves of the heart.

1.4.6 Describe the biochemical and physiological events associated
with heart contraction, blood pressure, and blood clotting.


1.4.7 Measure blood pressure and the pulse rates.
1.4.8 Draw a diagram that traces the pathway of blood through the
heart and lungs.

1.4.9 Compare the molecular affinity of hemoglobin to oxygen and
carbon monoxide in terms of maintaining homeostasis.
1.4.10 Describe the immune response mechanisms at the cellular
level.
1.4.11 Relate nonspecific cellular and chemical defenses of the
body to environmental factors.

1.4.12 Identify the causes of imbalances in the immune system.
Standard 5 – Absorption & Excretion
Course Level Expectations


CLE 1.5.1 Identify organs of the digestive and urinary systems and
describe their functions.




CLE 1.5.2 Investigate mechanisms of digestion and food absorption.


CLE 1.5.3 Describe how nutrition, metabolism, and body
temperature are related.



CLE 1.5.4 Explain how the kidneys function to remove wastes from
the blood.



Checks for Understanding

1.5.1 Compare the structure and function of organs in the
digestive system.




1.5.2 Contrast mechanical and chemical digestion



1.5.3 Trace a selected food through the alimentary canal.



1.5.4 Identify the enzymes and biochemical reactions that facilitate
digestion.




1.5.5 Explain how the products of digestion are absorbed.
1.5.6 Compare and contrast the male and female urinary systems.




1.5.7 Explain how the kidneys act to maintain homeostasis.
1.5.8 Identify the parts of a nephron and describe how they assist
in urine formation.


1.5.9 Describe the composition of urine.

1.5.10 Describe a countercurrent mechanism and explain how it
concentrates urine.

1.5.11 Discuss the importance of water and electrolyte balance.


1.5.12 Describe how body temperature is regulated.
Standard 6 – Reproduction, Growth, and
Development
Course Level Expectations


CLE 1.6.1 Identify the essential and accessory organs of the male
and female reproductive systems and describe their functions.




CLE 1.6.2 Explain hormonal regulation during a typical 28 day
menstrual cycle.


CLE 1.6.3 Summarize the principal events that occur during
prenatal development.




Checks for Understanding

1.6.1 Relate the structures of the male and female reproductive
systems to their functions.

1.6.2 Describe the role of hormones in controlling the secondary
sex characteristics.



1.6.3 Compare and contrast the processes and products of
oogenesis and spermatogenesis.

1.6.4 Trace the pathway that sperm travel from the testes to the
exterior of the body.




1.6.5 Summarize the events of the menstrual cycle.




1.6.6 Describe the hormonal control mechanisms that regulate the
menstrual cycle.
1.6.7 Sequence the stages of human development from
fertilization to birth.




1.6.8 Describe the functions of the placenta.
1.6.9 Research and describe methods of controlling human
fertility, and describe their relative effectiveness.
                                                              Embedded Technology &
Embedded Inquiry                                              Engineering
Course Level Expectations                                     Course Level Expectations
CLE 1.Inq.1 Recognize that science is a progressive
endeavor that reevaluates and extends what is already         CLE 1.T/E.1 Explore the impact of technology
accepted.                                                     on social, political, and economic systems.

CLE 1.Inq.2 Design and conduct scientific investigations to   CLE 1.T/E.2 Differentiate among elements of
explore new phenomena, verify previous results, test          the engineering design cycle: design
how well a theory predicts, and compare opposing              constraints, model building, testing, evaluating,
theories.                                                     modifying, and retesting.

                                                              CLE 1.T/E.3 Explain the relationship between
CLE 1.Inq.3 Use appropriate tools and technology to           the properties of a material and the use of the
collect precise and accurate data.                            material in the application of a technology.

                                                            CLE 1.T/E.4 Describe the dynamic interplay
CLE 1.Inq.4 Apply qualitative and quantitative measures among science, technology, and engineering
to analyze data and draw conclusions that are free of bias. within living, earth-space, and physical systems.



CLE 1.Inq.5 Compare experimental evidence and
conclusions with those drawn by others.                       Checks for Understanding




                                                              1.1 Select appropriate tools to conduct a
CLE 1.Inq.6 Communicate and defend scientific findings.       scientific inquiry.

                                                              1.2 Apply the engineering design process to
                                                              construct a prototype that meets
Checks for Understanding                                      developmentally appropriate specifications.



                                                              1.3 Explore how the unintended consequences
1.Inq.1 Trace the historical development of a scientific      of new technologies can impact human and
principle or theory.                                          non-human communities.
                                                            1.4 Present research on current bioengineering
1.Inq.2 Identify an answerable question and formulate a     technologies that advance health and
hypothesis to guide a scientific investigation.             contribute to improvements in our daily lives.




                                                         1.5 Design a series of multi-view drawings that
1.Inq.3 Design a simple experiment including appropriate can be used by other students to construct an
controls.                                                adaptive design and test its effectiveness.


1.Inq.4 Perform and understand laboratory procedures
directed at testing hypothesis.                                   State Performance Indicators:

                                                           SPI 1.T/E.1 Distinguish among tools and
1.Inq.5 Select appropriate tools and technology to collect procedures best suited to conduct a specified
precise and accurate quantitative and qualitative data.    scientific inquiry.

                                                            SPI 1.T/E.2 Evaluate a protocol to determine
1.Inq.6 Correctly read a thermometer, balance, metric       the degree to which an engineering design
ruler, graduated cylinder, pipette, and burette.            process was successfully applied.


1.Inq.7 Record observations and/or data using correct       SPI 1.T/E.3 Evaluate the overall benefit to cost
scientific units and significant figures.                   ratio of a new technology.

                                                            SPI 1.T/E.4 Use design principles to determine
1.Inq.8 Export data into the appropriate form of data       if a new technology will improve the quality of
presentation (e.g., equation, table, graph, or diagram).    life for an intended audience.


1.Inq.9 Translate data into the correct units and
dimension using conversion factors and scientific
notation.
1.Inq.10 Analyze information in a table, graph or diagram
(e.g., compute the mean of a series of values or
determine the slope of a line).
1.Inq.11 If accepted values are known, calculate the
percent error for an experiment.

1.Inq.12 Determine the accuracy and precision of
experimental results.

1.Inq.13 Analyze experimental results and identify
possible sources of bias or experimental error.


1.Inq.14 Recognize, analyze, and evaluate alternative
explanations for the same set of observations.


1.Inq.15 Design a model based on the correct hypothesis
that can be used for further investigation.




            State Performance Indicators:

SPI 1 Inq.1 Select a description or scenario that
reevaluates and/or extends a scientific finding.




SPI 1 Inq.2 Analyze the components of a properly
designed scientific investigation.


SPI 1 Inq.3 Determine appropriate tools to gather precise
and accurate data.

SPI 1 Inq.4 Evaluate the accuracy and precision of data.

SPI 1 Inq.5 Defend a conclusion based on scientific
evidence.



SPI 1 Inq.6 Determine why a conclusion is free of bias.
SPI 1 Inq.7 Compare conclusions that offer different, but
acceptable explanations for the same set of experimental
data.
Embedded Mathematics                                Standard 1 – Atomic Structure
Course Level Expectations                           Course Level Expectations
CLE 1.Math.1 Understand the mathematical
principles associated with the science of           CLE 1.1.1 Compare and contrast historical models of the
chemistry.                                          atom.


CLE 1.Math.2 Utilize appropriate mathematical
equations and processes to solve chemistry    CLE 1.1.2 Analyze the organization of the modern periodic
problems.                                     table.


                                                    CLE 1.1.3 Describe an atom in terms of its composition and
Checks for Understanding                            electron characteristics.

1.Math.1 Use a variety of appropriate
notations (e.g., exponential, functional, square
root).                                              Checks for Understanding

1.Math.2 Select and apply appropriate
methods for computing with real numbers and 1.1.1 Identify the contributions of major atomic theorists:
evaluate the reasonableness of the results. Bohr, Chadwick, Dalton, Planck, Rutherford, and Thomson.

1.Math.3 Apply algebraic properties, formulas,
and relationships to perform operations on
real-world problems (e.g., solve for density,
determine the concentration of a solution in a
variety of units: ppm, ppb, molarity, molality,
and percent composition) calculate heats of
reactions and phase changes, and manipulate 1.1.2 Compare the Bohr model and the quantum
gas law equations.                              mechanical electron-cloud models of the atom.
1.Math.4 Interpret rates of change from
graphical and numerical data (e.g., phase
diagrams, solubility graphs, colligative
properties, nuclear decay or half-life).        1.1.3 Draw Bohr models of the first 18 elements.

1.Math.5 Analyze graphs to describe the
behavior of functions (e.g., concentration of a     1.1.4 Interpret a Bohr model of an electron moving
solution, phase diagrams, solubility graphs,        between its ground and excited states in terms of the
colligative properties, nuclear decay half-life).   absorption or emission of energy.
1.Math.6 Model real-world phenomena using        1.1.5 Use the periodic table to identify an element as a
functions and graphs.                            metal, nonmetal, or metalloid.


1.Math.7 Apply and interpret algebraic
properties in symbolic manipulation (e.g.,
density, concentration of a solution, chemical
equations, effect of volume, temperature or
pressure on behavior of a gas, percent
composition of elements in a compound, molar
mass, number of moles, and molar volume,
amount of products or reactants given mole,
molarity, volume at STP or mass amounts, heat
loss or gain using mass, temperature change      1.1.6 Apply the periodic table to determine the number of
and specific heat, and half-life of an isotope). protons and electrons in a neutral atom.

1.Math.8 Apply and communicate
measurement units, concepts and relationships    1.1.7 Determine the number of protons and neutrons for a
in algebraic problem-solving situations.         particular isotope of an element.
1.Math.9 Select appropriate units, scales, and
measurement tools for problem situations         1.1.8 Explain the formation of anions and cations, and
involving proportional reasoning and             predict the charge of an ion formed by the main-group
dimensional analysis.                            elements.

1.Math.10 Select, construct, and analyze
appropriate graphical representations for a      1.1.9 Sequence selected atoms from the main-group
data set.                                        elements based on their atomic or ionic radii.

1.Math.11 Identify and solve different types of 1.1.10 Sequence selected atoms from the main-group
stoichiometry problems (e.g., volume at STP to elements based on first ionization energy, electron
mass, moles to mass, molarity).                 affinity, or electronegativity.

1.Math.12 Calculate the amount of product        1.1.11 Determine an atom’s Lewis electron-dot structure
expected in an experiment and determine          or number of valence electrons from an element’s atomic
percent yield.                                   number or position in the periodic table.


1.Math.13 Convert among the quantities of a      1.1.12 Represent an atom’s electron arrangement in terms
substance: mass, number of moles, number of      of orbital notation, electron configuration notation, and
particles, molar volume at STP.                  electron-dot notation.
                                                 1.1.13 Compare s and p orbitals in terms of their shape,
                                                 and order the s, p, d and f orbitals in terms of energy and
      State Performance Indicators:              number of possible electrons.
SPI 1.Math.1 Use real numbers to represent
real-world applications (e.g., slope, rate of
change, probability, and proportionality).                    State Performance Indicators:
SPI 1.Math.2 Perform operations on algebraic      SPI 1.1.1 Compare and contrast the major models of the
expressions and informally justify the selected   atom (e.g., Democritus, Thomson, Rutherford, Bohr, and
procedures.                                       the quantum mechanical model).

SPI 1.Math.3 Interpret graphs that depict real-   SPI 1.1.2 Interpret the periodic table to describe an
world phenomena.                                  element’s atomic makeup.
SPI 1.Math.4 Apply measurement unit
relationships including Avogadro’s number,        SPI 1.1.3 Describe the trends found in the periodic table
molarity, molality, volume, and mass to           with respect to atomic size, ionization energy, electron
balance chemical equations.                       affinity, or electronegativity.
                                                  SPI 1.1.4 Determine the Lewis electron-dot structure or
SPI 1.Math.5 Use concepts of mass, length,        number of valence electrons for an atom of any main-
area, and volume to estimate and solve real-      group element from its atomic number or position in the
world problems.                                   periodic table.

                                                  SPI 1.1.5 Represent an electron’s location in the quantum
                                                  mechanical model of an atom in terms of the shape of
                                                  electron clouds (s and p orbitals in particular), relative
                                                  energies of orbitals, and the number of electrons possible
                                                  in the s, p, d and f orbitals.
Standard 2 - Matter and Energy
Course Level Expectations

CLE 1.2.1 Investigate the characteristic properties of
matter.




CLE 1.2.2 Explore the interactions between matter and
energy.


CLE 1.2.3 Apply the kinetic molecular theory to describe
solids, liquids, and gases.



CLE 1.2.4 Investigate characteristics associated with the
gaseous state.



CLE 1.2.5 Discuss phase diagrams of one-component
systems.




Checks for Understanding
1.2.1 Identify a material as an element, compound or
mixture; identify a mixture as homogeneous or
heterogeneous; and/or identify a mixture as a solution,
colloid or suspension.




1.2.2 Identify the solute and solvent composition of a
solid, liquid or gaseous solution.
1.2.3 Express the concentration of a solution in units of
ppm, ppb, molarity, molality, and percent composition.




1.2.4 Describe how to prepare solutions of given
concentrations expressed in units of ppm, ppb, molarity,
molality, and percent composition.




1.2.5 Investigate factors that affect the rate of solution.



1.2.6 Describe how to prepare a specific dilution from a
solution of known molarity.

1.2.7 Determine the colligative properties of a solution
based on the molality and freezing point or boiling points
of the solvent.

1.2.8 Use a solubility graph, composition of a solution
and temperature to determine if a solution is saturated,
unsaturated or supersaturated.


1.2.9 Classify properties and changes in matter as
physical, chemical, or nuclear.
1.10 Use calorimetry to: identify unknown substances
through specific heat, determine the heat changes in
physical and chemical changes, determine the mass of an
object, and determine the change in temperature of a
material.
1.2.11 Perform calculations on heat of solvation, heat of
reaction, and heat of formation, and heat of phase
change.
1.2.12 Use particle spacing diagrams to identify solids,
liquids, or gases.
1.2.13 Distinguish among solid, liquid, and gaseous states
of a substance in terms of the relative kinetic energy of
its particles.

1.2.14 Use a phase diagram to correlate changes in
temperature and energy with phases of matter.

1.2.15 Graph and interpret the results of experiments
that explore relationships among pressure, temperature,
and volume of gases.




1.2.16 Solve gas law problems.




            State Performance Indicators:

SPI 1.2.1 Distinguish among elements, compounds,
solutions, colloids, and suspensions.

SPI 1.2.2 Identify properties of a solution: solute and
solvent in a solid, liquid or gaseous solution; procedure to
make or determine the concentration of a solution in
units of ppm, ppb, molarity, molality, percent
composition, factors that affect the rate of solution, and
colligative properties.

SPI 1.2.3 Classify a solution as saturated, unsaturated, or
supersaturated based on its composition and
temperature and a solubility graph.
SPI 1.2.4 Classify a property of change in matter as
physical, chemical, or nuclear.

SPI 1.2.5 Compare and contrast heat and temperature
changes in chemical and physical processes.
SPI 1.2.6 Investigate similarities and differences among
solids, liquids and gases in terms of energy and particle
spacing.
SPI 1.2.7 Predict how changes in volume, temperature,
and pressure affect the behavior of a gas.
                                                        SPI 1.3.3 Predict the products of a chemical reaction.

                                                        SPI 1.3.4 Balance a chemical equation to determine molar ratios.




                                                        SPI 1.3.9 Compare and contrast nuclear fission and fusion.
Standard 3 – Interactions of Matter
Course Level Expectations


CLE 1.3.1 Investigate chemical bonding.




CLE 1.3.2 Analyze chemical and nuclear reactions.


CLE 1.3.3 Explore the mathematics of chemical formulas and
equations.




CLE 1.3.4 Explain the law of conservation of mass/energy.




Checks for Understanding




1.3.1 Determine the type of chemical bond that occurs in a
chemical compound.




1.3.2 Differentiate between ionic and covalent bond models.




1.3.3 Identify the chemical formulas of common chemical
compounds.
1.3.4 Employ a table of polyvalent cations and polyatomic ions to
name and describe the chemical formula of ionic compounds.




1.3.5 Convert percent composition information into the empirical
or molecular formula of a compound.


1.3.6 Apply information about the molar mass, number of moles,
and molar volume to the number of particles of the substance.




1.3.7 Balance an equation for a chemical reaction.


1.3.8 Classify a chemical reaction as composition, decomposition,
single replacement, double replacement, and combustion.


1.3.9 Use activity series or solubility product table information to
predict the products of a chemical reaction.


1.3.10 Predict the products of a neutralization reaction involving
inorganic acids and bases.




1.3.11 Interpret a chemical equation to determine molar ratios.
1.3.12 Convert between the following quantities of a substance:
mass, number of moles, number of particles, and molar volume at
STP.
1.3.13 Solve different types of stoichiometry problems (e.g.,
volume at STP to mass, moles to mass, molarity).

1.3.14 Determine the amount of expected product in an
experiment and calculate percent yield.
1.3.15 Calculate the amount of heat lost or gained by a substance
based on its mass, change in temperature, and specific heat during
physical and chemical processes.


1.3.16 Research applications of thermal changes in nuclear
reactions.


1.3.17 Identify a substance as an acid or base according to its
formula.




1.3.18 Investigate the acidity/basicity of substances with various
indicators.
1.3.19 Write the nuclear equation involving alpha or beta particles
based on the mass number of the parent isotope and complete
symbols for alpha or beta emissions.




1.3.20 Determine the half-life of an isotope by examining a graph
or with an appropriate equation.


1.3.21 Write a balanced nuclear equation to compare nuclear
fusion and fission.

1.3.22 Describe the benefits and hazards of nuclear energy.


                State Performance Indicators:
SPI 1.3.1 Analyze ionic and covalent compounds in terms of how
they form, names, chemical formulas, percent composition, and
molar masses.
SPI 1.3.2 Identify the reactants, products, and types of different
chemical reactions: composition, decomposition, double
replacement, single replacement, combustion.
SPI 1.3.3 Predict the products of a chemical reaction.

SPI 1.3.4 Balance a chemical equation to determine molar ratios.

SPI 1.3.5 Convert among the following quantities of a substance:
mass, number of moles, number of particles, molar volume at STP.
SPI 1.3.6 Identify and solve stoichiometry problems: volume at STP
to mass, moles to mass, and molarity.
SPI 1.3.7 Classify substances as acids or bases based on their
formulas and how they react with various indicators.

SPI 1.3.8 Describe radioactive decay through a balanced nuclear
equation and through an analysis of the half-life concept.
SPI 1.3.9 Compare and contrast nuclear fission and fusion.
SPI 1.3.10 Relate the laws of conservation of mass/energy to
thermal changes that occur during physical, chemical or nuclear
processes.
                                                         Embedded Technology &
 Embedded Inquiry                                        Engineering
Course Level Expectations                                Course Level Expectations
CLE 3224.Inq.1 Recognize that science is a progressive   CLE 3224.T/E.1 Explore the impact of
endeavor that reevaluates and extends what is already    technology on social, political, and economic
accepted.                                                systems.

CLE 3224.Inq.2 Design and conduct scientific             CLE 3224.T/E.2 Differentiate among elements
investigations to explore new phenomena, verify          of the engineering design cycle: design
previous results, test how well a theory predicts, and   constraints, model building, testing, evaluating,
compare opposing theories.                               modifying, and retesting.
                                                         CLE 3224.T/E.3 Explain the relationship
                                                         between the properties of a material and the
CLE 3224.Inq.3 Use appropriate tools and technology to   use of the material in the application of a
collect precise and accurate data.                       technology.

CLE 3224.Inq.4 Apply qualitative and quantitative        CLE 3224.T/E.4 Describe the dynamic interplay
measures to analyze data and draw conclusions that are   among science, technology, and engineering
free of bias.                                            within living, earth-space, and physical systems.

CLE 3224.Inq.5 Compare experimental evidence and
conclusions with those drawn by others about the same
testable question.                                       Checks for Understanding




CLE 3224.Inq.6 Communicate and defend scientific         procedures best suited to conduct a specified
findings.                                                scientific inquiry.




                                                         process to construct a prototype that meets
Checks for Understanding                                 developmentally appropriate specifications.




                                                         the degree to which an engineering design
scientific principle or theory.                          process was successfully applied.
                                                            consequences of new technologies can impact
formulate a hypothesis to guide a scientific investigation. human and non-human communities.




appropriate controls.                                         cost ratio of a new technology.

                                                              bioengineering technologies that advance
                                                              health and contribute to improvements in our
procedures directed at testing hypothesis.                    daily lives.


                                                              drawings that can be used by other students to
collect precise and accurate quantitative and qualitative     construct an adaptive design and test its
data.                                                         effectiveness.




metric ruler, graduated cylinder, pipette, and burette.




correct scientific units and significant figures.




scientific principle or theory.




formulate a hypothesis to guide a scientific investigation.


appropriate controls.
procedures directed at testing hypothesis.

collect precise and accurate quantitative and qualitative
data.




metric ruler, graduated cylinder, pipette, and burette.




correct scientific units and significant figures.
Embedded Mathematics                                Standard 1 – Structure of Matter
Course Level Expectations                           Course Level Expectations
CLE 3224.Math.1 Understand the mathematical
principles associated with the science of   CLE 3224.1.1 Explain and illustrate the arrangement of
chemistry.                                  electrons surrounding an atom.


CLE 3224.Math.2 Utilize appropriate
mathematical equations and processes to solve CLE 3224.1.2 Relate the arrangement of electrons
chemistry problems.                           surrounding an atom with observed periodic trends.

                                                    CLE 3224.1.3 Describe the structure, shape, and
                                                    characteristics of polyatomic ions, ionic and molecular
Checks for Understanding                            compounds.



notations (e.g., exponential, functional, square
root).                                              Checks for Understanding


methods for computing with real numbers and
evaluate the reasonableness of the results. of a photon of electromagnetic radiation.

formulas, and relationships to perform
operations on real-world problems such as:
solving for density, determining the
concentration of a solution in a variety of units
(e.g., ppm, ppb, molarity, molality, and percent
composition), calculating heats of reactions
and phase changes, and manipulating gas law electron for a particular wavelength of electromagnetic
equations.                                        radiation.



graphical and numerical data (e.g., phase
diagrams, solubility graphs, colligative
properties, nuclear decay or half-life).            hydrogen atom to their respective energy-level transitions.



behavior of functions (e.g., concentration of a
solution, phase diagrams, solubility graphs,        atom using orbital diagrams, electron configuration
colligative properties, nuclear decay half-life).   notation, and Lewis structures.
                                                  elements including atomic and ionic radii, ionization
using functions and graphs.                       energies, and electron affinities.




properties in symbolic manipulation (e.g.,
density, concentration of a solution, chemical
equations, effect of volume, temperature or
pressure on behavior of a gas, percent
composition of elements in a compound, molar
mass, number of moles, and molar volume,
amount of products or reactants given mole,
molarity, volume at STP or mass amounts, heat effective nuclear charge in determining the atomic and
loss or gain using mass, temperature change      ionic radii, ionization energy, and electron affinities of an
and specific heat, and half-life of an isotope). atom or ion.

                                              quantum number of the valence electrons and the atomic
measurement units, concepts and relationships and ionic radii, ionization energy, and electron affinities of
in algebraic problem-solving situations.      an atom or ion.


and measurement tools for problem situations
involving proportional reasoning and         shape, and characteristics of polyatomic ions, ionic and
dimensional analysis.                        molecular compounds.




appropriate graphical representations for a
data set.                                         using VSEPR theory.


types of stoichiometry problems (e.g., volume
at STP to mass, moles to mass, molarity).         compound by examining its bond dipoles and shape.


product expected in a lab experience and          analysis to determine if a compound or polyatomic ion
determine percent yield.                          forms resonance structures.


of a substance: mass, number of moles,            orbitals in molecular compounds using VSEPR and valence
number of particles, molar volume at STP.         bond theory.


                                                  between atoms in a molecular compound.
organic molecules.


molecules.
Standard 2 - States of Matter
Course Level Expectations


CLE 3224.1 Explain the kinetic-molecular theory.




CLE 3224.2 Determine the intermolecular forces that
exist between ions and molecules.

CLE 3224.3 Explain how the physical characteristics of
matter are governed by kinetic molecular theory and
intermolecular forces.




Checks for Understanding



motion of particles within a substance.




terms of the motion of the particles within the substance.




affects the pressure.




the pressure of a gas.
volume of a gas.




problems to quantitatively explain the behavior of gases.




molecules using Graham’s Law of Effusion.




deviate from their ideal behavior.




interactions that occur in a pure substance or between
the components of a mixture.


forces between ions, molecules, and ion-molecule
mixtures.


with the viscosity, surface tension and physical state of
the substance at a given temperature.


determining the vapor pressure, volatility and boiling
point of a substance.


point, critical temperature, and pressure of a substance.
effects of temperature and pressure on the phase of a
substance.


on vapor pressure using Raoult’s Law.

boiling point elevation of a solution based on appropriate
constants, quantities of solute and solvent, and type of
solute.




solution, appropriate constants, and the amount solute
or solvent to calculate the molar mass of a solute.
Standard 3 – Reactions
Course Level Expectations

CLE 3224.3.1 Use the reactants of a chemical reaction to predict
the products.




CLE 3224.3.2 Fully analyze the quantitative aspects of a chemical
reaction in terms of the amounts of products and reactants.




CLE 3224.3.3 Analyze the kinetics of a chemical reaction.




CLE 3224.3.4 Describe parameters of chemical equilibria.




CLE 3224.3.5 Explain the thermodynamics of a chemical reaction.




Checks for Understanding



ionic reactions that identify spectator ions in a single-replacement
reaction.




ionic reactions that identify spectator ions in a double-
replacement reaction.
reduction reaction.




neutral, acidic, or basic environments.


cathode reactions in an electrochemical cell, and calculate its
standard reduction potential.




reducing agents and determine their relative strengths.


atoms, and molecules, volume, and pressure of reactants and
products in a chemical reaction based on appropriate constants
and quantitative information about reaction components.




products in which one of the reactants is limiting.


ionic reactions that identify spectator ions in a single-replacement
reaction.


ionic reactions that identify spectator ions in a double-
replacement reaction.


reduction reaction.
neutral, acidic, or basic environments.

cathode reactions in an electrochemical cell, and calculate its
standard reduction potential.




reducing agents and determine their relative strengths.


atoms, and molecules, volume, and pressure of reactants and
products in a chemical reaction based on appropriate constants
and quantitative information about reaction components.

products in which one of the reactants is limiting.


identifying the Ka or Kb and the pH at the equivalence point.

exploring their chemical structures.

concentration of soluble ions.


constant in terms of the solubility of the substance.


enthalpy, entropy, and Gibb’s free energy of a chemical reaction.

change of a chemical reaction in terms of heat changes and order
of the reaction components.

of spontaneity of the chemical reaction.

equilibrium condition and reduction potential of a chemical
reaction.
                                                              Embedded Technology &
Embedded Inquiry                                              Engineering
Course Level Expectations                                     Course Level Expectations
CLE 5.Inq.1 Recognize that science is a progressive
endeavor that reevaluates and extends what is already         CLE 5.T/E.1 Explore the impact of technology
accepted.                                                     on social, political, and economic systems.

CLE 5.Inq.2 Design and conduct scientific investigations to   CLE 5.T/E.2 Differentiate among elements of
explore new phenomena, verify previous results, test          the engineering design cycle: design
how well a theory predicts, and compare opposing              constraints, model building, testing, evaluating,
theories.                                                     modifying, and retesting.

                                                              CLE 5.T/E.3 Explain the relationship between
CLE 5.Inq.3 Use appropriate tools and technology to           the properties of a material and the use of the
collect precise and accurate data.                            material in the application of a technology.

                                                            CLE 5.T/E.4 Describe the dynamic interplay
CLE 5.Inq.4 Apply qualitative and quantitative measures among science, technology, and engineering
to analyze data and draw conclusions that are free of bias. within living, earth-space, and physical systems
CLE 5.Inq.5 Compare experimental evidence and
conclusions with those drawn by others about the same
testable question.                                          Checks for Understanding
                                                            5.T/E.1 Distinguish among tools and
                                                            procedures best suited to conduct a specified
CLE 5.Inq.6 Communicate and defend scientific findings. scientific inquiry.

                                                              5.T/E.2 Apply the engineering design process to
                                                              construct a prototype that meets
Checks for Understanding                                      developmentally appropriate specifications.

5.Inq.1 Trace the historical development of a scientific      5.T/E.3 Evaluate a protocol to determine the
principle or theory, such as plate tectonics, evolution of    degree to which an engineering design process
landforms, and global climate change.                         was successfully applied.

5.Inq.2 Conduct scientific investigations that include
testable questions, verifiable hypotheses, and                5.T/E.4 Explore how the unintended
appropriate variables to explore new phenomena or             consequences of new technologies can impact
verify the experimental results of others.                    human and non-human communities.

5.Inq.3 Select appropriate tools and technology to collect 5.T/E.5 Evaluate the overall benefit to cost
precise and accurate quantitative and qualitative data.    ratio of a new technology.
                                                             5.T/E.6 Present research on current
                                                             bioengineering technologies that advance
5.Inq.4 Determine if data supports or contradicts a          health and contribute to improvements in our
hypothesis or conclusion.                                    daily lives.

                                                      5.T/E.7 Design a series of multi-view drawings
5.Inq.5 Compare or combine experimental evidence from that can be used by other students to construct
two or more investigations.                           an adaptive design and test its effectiveness

5.Inq.6 Recognize, analyze, and evaluate alternative
explanations for the same set of observations.


5.Inq.7 Evaluate the accuracy and precision of data.

5.Inq.8 Analyze experimental results and identify possible
sources of bias or experimental error.


5.Inq.9 Formulate and revise scientific explanations and
models using logic and evidence.
Standard 1 - Maps                               Standard 2 - Matter and Minerals
Course Level Expectations                       Course Level Expectations

CLE 5.1.1 Read and interpret topographic and    CLE 5.2.1 Describe how atoms serve as building blocks for
geologic maps.                                  all matter.




CLE 5.1.2 Use geologic maps to investigate rock CLE 5.2.2 Apply the periodic table to determine the
types, time periods, and faults and folds.      properties of an element.


CLE 5.1.3 Investigate technologies used to      CLE 5.2.3 Describe the geologic processes that result in
create maps.                                    mineral formation.


CLE 5.1.4 Apply maps for planning purposes      CLE 5.2.4 Distinguish between the physical and chemical
and to investigate land-use problems..          properties of minerals.

                                                CLE 5.2.5 Investigate the structure and geometry of
Checks for Understanding                        crystals.



5.1.1 Identify basic map symbols and legends.   Checks for Understanding


5.1.2 Differentiate between longitude and       5.2.1 Create a model of an atom based on information
latitude.                                       found in the periodic table.



5.1.3 Determine the latitude and longitude of
specific map points.                            5.2.2 Classify a substance as an element or a compound.


                                                5.2.3 Interpret the periodic table to identify groups of
                                                elements as reactive or non-reactive metals, nonmetals,
5.1.4 Investigate the concept of map scale.     or gases.

                                                5.2.4 Explore the physical and chemical properties of
5.1.5 Determine scaled map distances.           minerals.
                                                  5.2.5 Identify mineral samples using simple physical
5.1.6 Explain the concept of elevation.           property tests and a mineral identification table.


5.1.7 Determine the elevations of specific        5.2.6 Recognize that water is a major solvent that releases
points on a topographic map.                      elements and minerals from earth materials.

5.1.8 Construct a 3-D representation of a         5.2.7 Describe the crystal structure of minerals in terms of
topographical map that illustrates contour lines. atomic size, method of bonding, and the environment.

5.1.9 Construct an elevation profile from
topographic map data                           5.2.8 Construct models of the six major crystal systems.
                                               5.2.9 Classify minerals such as silicates, native elements,
5.1.10. Identify landforms and determine       carbonate, and sulfates according to their chemical
stream flow direction using a topographic map. formulas.

                                                  5.2.10 Create a presentation for a mineral that includes its
5.1.11 Use field data to create a topographic     physical properties, an illustration, mining technique,
map of a landform                                 occurrence, and use.
5.1.12 Interpret basic rock types, time periods,
and faults from geologic maps.                   5.2.11 Explore gems and their importance to man.

5.1.13 Determine compass readings at selected 5.2.12 Create a brochure on the mineral resources of
sites.                                        Tennessee.

5.1.14 Investigate methods of remote sensing
used to measure and monitor the earth's crust.

5.1.15 Use a GPS unit to identify latitude,
longitude, and elevation of a location.
Standard 3 - The Rock Cycle
Course Level Expectations

CLE 5.3.1 Identify and differentiate among the three rock
groups.




CLE 5.3.2 Describe the processes responsible for forming
the three rock groups.




CLE 5.3.3 Examine the characteristics of each rock group.




CLE 5.3.4 Explain the rock cycle.



Checks for Understanding

5.3.1 Distinguish among sedimentary, igneous, and
metamorphic rocks.



5.3.2 Diagram the rock cycle including the processes
involved in the formation of each rock group.



5.3.3 Recognize that rocks are composed of various
combinations of minerals.




5.3.4 Distinguish between intrusive (plutonic) and
extrusive (volcanic) igneous rocks.

5.3.5 Differentiate among plutonic bodies such as sills,
dikes, batholiths, and laccoliths.
5.3.6 Identify the properties of igneous rocks such as
granite, rhyolite, basalt, gabbro, obsidian, and pumice.




5.3.7 Understand sedimentary processes.

5.3.8 Distinguish between clastic, chemical, and biogenic
textures and processes forming each.
5.3.9 Identify sedimentary rock features such as
stratification, fossils, graded bedding, ripple marks, and
mudcracks.
5.3.10 Identify the properties of sedimentary rocks such
as sandstone, shale, limestone, coquina, coal, and
conglomerate.


5.3.11 Differentiate between foliated and non-foliated
metamorphic rocks.
5.3.12 Compare and contrast regional and contact
metamorphism.

5.3.13 Identify the properties of metamorphic rocks such
as gneiss, marble, schist, slate, and quartzite.


5.3.14 Interpret Bowen’s reaction series.

5.3.15 Describe gradational metamorphism based on
index minerals and metamorphic rock types.
Standard 4 – Geologic History
Course Level Expectations


CLE 5.4.1 Interpret the nature of geologic time.




CLE 5.4.2 Investigate the evolution of earth.




CLE 5.4.3 Investigate the history of life.


CLE 5.4.4 Interpret the fossil record for evidence of biological
evolution.

CLE 5.4.5 Demonstrate the impact of environmental change on the
origin and extinction of plant and animal species.

CLE 5.4.6 Investigate the long-term aspects of global change and
explain how these events have influenced current global patterns.




Checks for Understanding



5.4.1 Describe how scientists estimate the age of the earth.




5.4.2 Compare and contrast how relative and absolute dating
techniques are used to interpret geologic history.

5.4.3 Construct a geologic timetable that illustrates the evolution
of earth and the history of life.
5.4.4 Explain the law of uniformitarianism.




5.4.5 Recognize that fossils are found in sedimentary rock.

5.4.6 Compare and contrast fossil forms of life with modern
organisms.

5.4.7 Recognize that fossils provide evidence of past life forms,
changes in life forms, and past environmental conditions.

5.4.8 Examine the fossil record to describe the environmental
adaptations in a group of organisms.

5.4.9 Describe the evidence for plate tectonics such as fossil
record, mountain ranges, rock strata, paleomagnetism,
paleoclimates, and the configuration of continents.

5.4.10 Determine the relative age of fossils in sedimentary rock.
5.4.11 Interpret the sequence of rock strata using superposition,
cross- cutting relationships, inclusions, the fossil record, and
absolute data techniques.
5.4.12 Predict how an environmental change will affect the
development of new species or the extinction of an existing
species.
5.4.13 Make a timeline of global change through geologic time
such as sea level change, climate change, paleogeographic change,
and biotas
Standard 5 – Plate Tectonics
Course Level Expectations

CLE 5.5.1 Describe the major evidence to explain the theory of
plate tectonics.




CLE 5.5.2 Recognize different types of plate boundaries.


CLE 5.5.3 Explain how convection currents provide the driving
mechanism for plate movement.


CLE 5.5.4 Describe processes associated with volcanoes,
earthquakes, and mountain building.



Checks for Understanding


5.5.1 Identify plate boundaries on a diagram.



5.5.2 Match continent boundary shapes to provide evidence of
continental drift.




5.5.3 Identify the earth's layers.




5.5.4 Identify geologic features associated with divergent,
convergent, and transform plate boundaries.
5.5.5 Identify the evidence for plate tectonics such as
paleomagnetism, fossil record, continental boundaries, and hot
spots.
5.5.6 Describe how convection currents drive plate movement.


5.5.7 Investigate the relationships among volcanoes, earthquake
activity, and plate boundaries.


5.5.8 Distinguish among reverse, normal, and strike-slip faults.


5.5.9 Distinguish between an anticline and a syncline.

5.5.10 Correlate plate movement by plotting the movement of
plates over hot spots.
Standard 6 - Landforms
Course Level Expectations

CLE 5.6.1 Investigate the hydrosphere and how changes in the
hydrosphere affect various landforms.




CLE 5.6.2 Associate the surface processes responsible for various
landforms.


CLE 5.6.3 Describe the characteristics of groundwater and explain
how human activities affect groundwater quality.




Checks for Understanding


5.6.1 Recognize that the earth’s landforms change over time.
5.6.2 Illustrate the hydrologic cycle and distinguish among
condensation, evaporation, precipitation, transpiration,
groundwater, runoff, and surface water reservoirs.



5.6.3 Compare the impact of water, wind, ice, and living things as
agents of geologic change.



5.6.4 Describe landforms associated with deserts, glaciers,
shorelines, and rivers.




5.6.5 Describe groundwater and its characteristics.

5.6.6 Illustrate stream discharge using the Tennessee River or a
local stream system.
5.6.7 Describe the fluvial processes of erosion and deposition


5.6.8 Describe the characteristics of a river in terms of its velocity,
channel shape, depth, and discharge.

5.6.9 Identify meanders, point bars, cut banks, and cutoffs on a
map.

5.6.10 Explain the processes of grain suspension, saltation, and
settling to produce sedimentary deposits.

5.6.11 Describe a floodplain and demonstrate how stream
channels and natural levees function during flood conditions.




5.6.12 Describe delta formation.
5.6.13 Investigate the influence of landforms on man’s cultural,
social, and economic development.
                                                         Embedded Technology &
Embedded Inquiry                                         Engineering
Course Level Expectations                                Course Level Expectations

CLE 3260.Inq.1 Recognize that science is a progressive   CLE 3260.T/E.1 Explore the impact of
endeavor that reevaluates and extends what is already    technology on social, political, and economic
accepted.                                                systems.

CLE 3260.Inq.2 Design and conduct scientific             CLE 3260.T/E.2 Differentiate among elements
investigations to explore new phenomena, verify          of the engineering design cycle: design
previous results, test how well a theory predicts, and   constraints, model building, testing, evaluating,
compare opposing theories.                               modifying, and retesting.
                                                         CLE 3260.T/E.3 Explain the relationship
                                                         between the properties of a material and the
CLE 3260.Inq.3 Use appropriate tools and technology to   use of the material in the application of a
collect precise and accurate data.                       technology.

CLE 3260.Inq.4 Apply qualitative and quantitative        CLE 3260.T/E.4 Describe the dynamic interplay
measures to analyze data and draw conclusions that are   among science, technology, and engineering
free of bias.                                            within living, earth-space, and physical systems.



CLE 3260.Inq.5 Compare experimental evidence and
conclusions with those drawn by others about the same
testable question.                                       Checks for Understanding


CLE 3260.Inq.6 Communicate and defend scientific          3
                                                         ����260. T/E.1 Select appropriate tools to
findings.                                                conduct a scientific inquiry.



                                                          3
                                                         ����260. T/E.2 Apply the engineering design
                                                         process to construct a prototype that meets
Checks for Understanding                                 developmentally appropriate specifications.



                                                          3
                                                         ����260. T/E.3 Explore how the unintended
  3
����260.Inq.1 Develop a testable question for a scientific consequences of new technologies can impact
investigation.                                           human and non-human communities.
                                                          3
                                                         ����260. T/E.4 Present research on current
                                                         bioengineering technologies that advance
  3
����260.Inq.2 Develop an experimental design for testing a health and contribute to improvements in our
hypothesis.                                              daily lives.
                                                        3
                                                       ����260. T/E.5 Design a series of multi-view
                                                       drawings that can be used by other students to
 3
����260.Inq.3 Select appropriate independent, dependent, construct an adaptive design and test its
or controlled variables for an experiment.             effectiveness.




 3
����260.Inq.4 Perform an experiment to test a prediction.




 3
����260.Inq.5 Gather, organize, and transform data from
an experiment.


 3
����260.Inq.6 Analyze and interpret the results of an
experiment.




 3
����260.Inq.7 Use knowledge and data-interpretation skills
to support a conclusion.

 3
����260.Inq.8 State a conclusion in terms of the
relationship between two or more variables.




  3
����260.Inq.9 Compare the results of an experiment with
what is already known about the topic under
investigation.
  3
����260.Inq.10 Suggest alternative explanations for the
same observations.

 3
����260.Inq.11 Analyze experimental results and identify
possible sources of bias or experimental error.
 3
����260.Inq.12 Formulate and revise scientific explanations
and models using logic and evidence.
 3
����260.Inq.13 Develop a logical argument about cause-
and-effect relationships in an experiment.
Standard 1 – Earth System                        Standard 2 - The Living World
Course Level Expectations                        Course Level Expectations

CLE 3260.1.1 Explain how earth’s position in
the solar system creates global climate          CLE 3260.2.1 Employ the first and second laws of
patterns.                                        thermodynamics to explain energy flow within ecosystems.


CLE 3260.1.2 Use the theory of plate tectonics
to explain the occurrence of earthquakes,        CLE 3260.2.2 Discuss the roles of biodiversity and
volcanoes, and tsunamis.                         coevolution in ecosystems.

                                                 CLE 3260.2.3 Using temperature, latitude and altitude,
CLE 3260.1.3 Explain the rock cycle and its      infer the types of animal and plant life found in each of
association with soil formation.                 earth’s major biomes.


CLE 3260.1.4 Relate the atmosphere,           CLE 3260.2.4 Distinguish between primary and secondary
hydrosphere and lithosphere to the biosphere. biological succession using common plants and animals.




Checks for Understanding                         CLE 3260.2.5 Explain biogeochemical cycling in ecosystems.
  3
����260.1.1 Use a globe to explain the global
circulation of the atmosphere integrating the
uneven heating of Earth’s surface and Earth’s
rotation.                                        Checks for Understanding
  3
����260.1.2 Sketch and label a diagram of the
layers of the atmosphere indicating distance
above Earth’s surface, temperature changes
and other significant characteristics for each    3
                                                 ����260.2.1 Trace energy flow from the sun through living
layer.                                           things.

  3
����260.1.3 Use a one gallon container of water
as a scale model to explain what percentage of
water on Earth occurs as oceans, glaciers,       3
                                               ����260.2.2 Diagram an energy/food pyramid that
freshwater and groundwater.                    illustrates the ‘Rule of 10’.

                                                  3
                                                 ����260.2.3 Create a food web characteristic of a Tennessee
 3
����260.1.4 Compare heat transfer in the           ecoregion composed of at least four trophic levels. Extract
atmosphere and the oceans.                       two different, four trophic level food chains.
 3
����260.1.5 Describe how gases in the             3
                                               ����260.2.4 Describe how species biodiversity relates to
atmosphere affect climate.                     ecosystem stability.




 3
����260.1.6 Differentiate between divergent,      3
                                               ����260.2.5 Describe plant and animal adaptations found in
convergent and transform plate boundaries.     each of earth’s major biomes.




 3
����260.1.7 Create a concept map depicting the    3
                                               ����260.2.6 Identify the locations of earth’s major biomes
rock cycle.                                    using a globe or map.

                                                3
                                               ����260.2.7 Develop a visual display to compare and
  3
����260.1.8 Relate erosion (weathering and       contrast primary and secondary biological succession in
transportation) to soil formation.             one of earth’s major biomes or aquatic habitats.




                                                3
                                               ����260.2.8 Explain how human activities such as lawn
                                               mowing, gardening, farming, logging, planting trees,
 3
����260.1.9 Differentiate between the            mining, and urban development advance, halt, or slow
hydrosphere, lithosphere and atmosphere.       succession.
                                                3
                                               ����260.2.9 Draw and explain diagrams illustrating each of
                                               the following biogeochemical cycles: water, carbon,
                                               nitrogen and phosphorus.
Standard 3 - Human Population
Course Level Expectations
CLE 3260.3.1 Demonstrate how human population
growth over time has been affected by improved food
production, healthcare, sanitation and industrial
advances.


CLE 3260.3.2 Research demographics and economic
status of different countries to infer ecological and
economic consequences of human population growth.

CLE 3260.3.3 Explain how social and economic factors
affect the fertility rate and life expectancy of the human
population.




Checks for Understanding



 3
����260.3.1 Interpret and create graphs depicting human
populations.

 3
����260.3.2 Compare and contrast population growth rates
and demographics for countries at various stages of
economic development.




 3
����260.3.3 Analyze age structure diagrams to predict
population growth rates.




 3
����260.3.4 Describe how the U.S. population experienced
demographic transition.

 3
����260.3.5 Use the concept of the ecological footprint to
predict the ecological consequences of human population
growth.
 3
����260.3.6 Discuss pros and cons of methods used to
manage a country’s population growth.
Standard 4 – Water and Land Resources
Course Level Expectations

CLE 3260.4.1 Examine common resource use practices in
agriculture, forestry, urban/suburban development, mining, and
fishing.




CLE 3260.4.2 Explore best management practices related to water
and soil resources.




CLE 3260.4.3 Compare and contrast preservation and conservation.


CLE 3260.4.4 Evaluate the impact of human activities on natural
resources.




Checks for Understanding


 3
����260.4.1 Differentiate between renewable and nonrenewable
resources.

 3
����260.4.2 Summarize how environmental problems (e.g., erosion,
desertification, acid deposition, simplified ecosystems, and soil
salinization) are associated with farming practices and soil
conservation practices.




 3
����260.4.3 Investigate the impact of the green revolution on world
food production and on the environment.


 3
����260.4.4 Investigate the pros and cons of producing crops
through genetic engineering.
 3
����260.4.5 Summarize the ecological services and economic
benefits provided by forests.




 3
����260.4.6 Summarize the environmental impact of extracting,
processing, and using mineral resources.




 3
����260.4.7 Conduct a controlled experiment to determine effects
of soil salinization on seed germination.

 3
����260.4.8 Use an environmentally significant case study (e.g., oil
exploration in the Alaskan Wildlife Refuge) to explain the
difference between preservation and conservation.

 3
����260.4.9 Summarize the roles of various public and private
organizations (e.g., Nature Conservancy, Sierra Club, National
Wildlife Federation, World Wildlife Fund, U.S. Forest Service, U.S.
Fish and Wildlife, Bureau of Land Management, Department of
Interior, Tennessee Wildlife resource Agency, Tennessee
Department of Environment and Conservation) involved in natural
resource protection and use.
 3
����260.4.10 Research a Tennessee city, such as Chattanooga.
Incorporate green design features into a plan for sustainable
development in your community.

 3
����260.4.11 Research and summarize U.S. environmental laws
related to natural resources (e.g., Resource Conservation and
Recovery Act, Surface Mining Control and Reclamation Act, Food
Quality Protection Act, Endangered Species Act, Soil Conservation
Act, and National Park Service Act).
Standard 5 - Energy Resources and
Consumption
Course Level Expectations



CLE 3260.5.1 Compare and contrast various energy resources.




CLE 3260.5.2 Analyze the past and present use of energy resources.




CLE 3260.5.3 Predict future trends in energy resource use.




Checks for Understanding

 3
����260.5.1 Construct visual displays to illustrate the source, uses,
advantages, disadvantages, availability, and cost of energy
resources (i.e. coal, petroleum, nuclear, solar, hydro, wind,
geothermal, biofuels, Hydrogen, tidal, “OTEC”).



 3
����260.5.2 Explain the concept of full cost pricing as it relates to
electricity production.




 3
����260.5.3 Summarize renewable and nonrenewable energy use
and consumption through time.




 3
����260.5.4 Compare the energy consumption of common
appliances/electronic devices.

 3
����260.5.5 Describe energy saving alternatives to common
appliances and electronic devices and explore energy saving
alternatives.
 3
����260.5.6 Calculate personal carbon footprint and formulate plans
for personal and commercial energy conservation.




 3
����260.5.7 Research technological advances in energy resources.




 3
����260.5.8 Research technological advances in energy conservation.
Standard 6 – Waste Production and Pollution
Course Level Expectations


CLE 3260.6.1 Investigate the causes, environmental effects, and
methods for controlling/preventing land, air and water pollution.




CLE 3260.6.2 Apply case studies to relate land, air, and water
pollution to human health issues.


CLE 3260.6.3 Explore methods used for remediation of land, air
and water pollution.


CLE 3260.6.4 Research local and national environmental legislation
related to protecting land, air and water resources.



CLE 3260.6.5 Research local and state methods used for solid
waste reduction, recycling and disposal; compare them to
methods used in other developed countries.




Checks for Understanding



 3
����260.6.1 Differentiate between point and non-point sources of
pollution as they apply to air and water.



 3
����260.6.2 Conduct a watershed analysis of a local stream. Test for
chemical and biological (infectious) pollutants include a survey of
macro invertebrates.


 3
����260.6.3 Investigate a state or local environmental issue involving
pollution of land, air or water.
 3
����260.6.4 Explore case studies of human health problems related
to pollutants.

 3
����260.6.5 Research major U.S. Environmental Legislation such as
National Environmental Policy Act of 1969 (NEPA), The Clean Air
Act, The Clean Water Act, Comprehensive Environmental
Response, Compensation, and Liability Act (CERCLA or Superfund),
Federal Insecticide, Fungicide and Rodenticide Act (FIFRA), The Oil
Pollution Act of 1990 (OPA), The Pollution Prevention Act (PPA),
The Resource Conservation and Recovery Act (RCRA), The Safe
Drinking Water Act (SWDA), The Toxic Substances Control Act
(TSCA).

 3
����260.6.6 Compare and contrast industrial agricultural practices
emphasizing use of petroleum based pesticides and fertilizers with
organic methods of food production that utilize integrated pest
management and organic composting.
 3
����260.6.7 Conduct a survey about waste management/recycling
habits and opportunities in your community. Report findings in an
article written for a local newspaper, a pod-cast or on a local talk
radio show.




 3
����260.6.8 Investigate what watershed your school is located in
and how wastewater, municipal solid and hazardous wastes are
handled.
Standard 7 – Global Change
And Civic Responsibility
Course Level Expectations
CLE 3260.7.1 Explain how consumer choices
in Tennessee impact jobs, resources,
pollution and waste here and around the
world.


CLE 3260.7.2 Compare and contrast methods
used by various governments to protect
biodiversity.

CLE 3260.7.3 Explain how human activity is
related to ozone depletion and climate
change.

CLE 3260.7.4 Summarize the scientific
explanation for average global temperature
increase




Checks for Understanding

 3
����260.7.1 Interview a senior citizen about
past use and disposal of resources and
compare with common practices today.




 3
����260.7.2 Compare and contrast industrial
agriculture and sustainable agriculture.

  3
����260.7.3 Identify how environmental
protection can be carried out on a local level
and explain choices that can be made to
lessen the impact on the environment.

 3
����260.7.4 Choose three endangered species
and predict how their removal would affect
the ecosystems in which they live.
 3
����260.7.5 Research the effectiveness of the
U.S. Endangered Species Act.




 3
����260.7.6 Research major international
environmental issues and how they are
addressed by international agreements
(Kyoto, Montreal, CITES, etc.).




 3
����260.7.7 Compare and contrast
stratospheric and tropospheric ozone.

 3
����260.7.8 Define chlorofluorocarbons and
explain how they break down ozone
molecules.




  3
����260.7.9 Explain the trend in atmospheric
CO2 levels indicated by ice core data and
CO2 measurements recorded at Mauna Loa
since 1958.

 3
����260.7.10 Predict the consequences of a
warmer earth.
                                                              Embedded Technology &
Embedded Inquiry                                              Engineering
Course Level Expectations                                     Course Level Expectations
CLE 5.Inq.1 Recognize that science is a progressive
endeavor that reevaluates and extends what is already         CLE 5.T/E.1 Explore the impact of technology
accepted.                                                     on social, political, and economic systems.

CLE 5.Inq.2 Design and conduct scientific investigations to   CLE 5.T/E.2 Differentiate among elements of
explore new phenomena, verify previous results, test          the engineering design cycle: design
how well a theory predicts, and compare opposing              constraints, model building, testing, evaluating,
theories.                                                     modifying, and retesting.

                                                              CLE 5.T/E.3 Explain the relationship between
CLE 5.Inq.3 Use appropriate tools and technology to           the properties of a material and the use of the
collect precise and accurate data.                            material in the application of a technology.

                                                            CLE 5.T/E.4 Describe the dynamic interplay
CLE 5.Inq.4 Apply qualitative and quantitative measures among science, technology, and engineering
to analyze data and draw conclusions that are free of bias. within living, earth-space, and physical systems.
CLE 5.Inq.5 Compare experimental evidence and
conclusions with those drawn by others about the same
testable question.                                          Checks for Understanding

                                                              5. T/E.1 Select appropriate tools to conduct a
CLE 5.Inq.6 Communicate and defend scientific findings.       scientific inquiry.



                                                              5. T/E.2 Apply the engineering design process
                                                              to construct a prototype that meets
Checks for Understanding                                      developmentally appropriate specifications.



                                                              5. T/E.3 Explore how the unintended
5.Inq.1 Develop a testable question for a scientific          consequences of new technologies can impact
investigation.                                                human and non-human communities.
                                                              5. T/E.4 Present research on current
                                                              bioengineering technologies that advance
5.Inq.2 Develop an experimental design for testing a          health and contribute to improvements in our
hypothesis.                                                   daily lives.


                                                              5. T/E.5 Design a series of multi-view drawings
5.Inq.3 Select appropriate independent, dependent, or         that can be used by other students to construct
controlled variables for an experiment.                       an adaptive design and test its effectiveness.
5.Inq.4 Perform an experiment to test a prediction.


5.Inq.5 Gather, organize, and transform data from an
experiment.




5.Inq.6 Analyze and interpret the results of an
experiment.

5.Inq.7 Use knowledge and data-interpretation skills to
support a conclusion.
5.Inq.8 State a conclusion in terms of the relationship
between two or more variables.

5.Inq.9 Compare the results of an experiment with what
is already known about the topic under investigation.
5.Inq.10 Suggest alternative explanations for the same
observations.
5.Inq.11 Analyze experimental results and identify the
nature and sources of experimental error.
5.Inq.12 Formulate and revise scientific explanations and
models using logic and evidence.
5.Inq.13 Develop a logical argument about cause-and-
effect relationships in an experiment.
Standard 1 – Individuals                         Standard 2 – Populations
Course Level Expectations                        Course Level Expectations

CLE 5.1.1 Analyze strategies for classifying     CLE 5.2.1 Cite examples of populations limited by natural
organisms.                                       factors, humans or both.




CLE 5.1.2 Identify organisms based on how
they obtain energy.                              CLE 5.2.2 Explain population growth patterns and rates.


CLE 5.1.3 Relate specific animal behaviors and   CLE 5.2.3 Summarize how natural selection influences a
plant tropisms to survival.                      population over time.


CLE 5.1.4 Investigate various approaches to
maintain biodiversity.                           Checks for Understanding

                                                 5.2.1 Define population and describe several examples of
Checks for Understanding                         populations in different ecosystems.
                                                 5.2.2 Identify distribution patterns (random, uniform,
5.1.1 Develop a visual aid to illustrate the     clumped with groups random) and populations that
major characteristics of the six kingdoms.       exhibit each of these patterns.



                                                 5.2.3 Using a population of yeast, duckweed or other
5.1.2 Use a dichotomous key to identify at least suitable species, design and conduct an experiment to
five species found in a local ecosystem.         evaluate population growth and carrying capacity.



                                                 5.2.4 Categorize limiting factors as density dependent or
5.1.3 Distinguish among primary, secondary       density independent, human influenced or non-human
and tertiary consumers.                          influenced, and biotic or abiotic when given scenarios.


5.1.4 Distinguish among herbivores, carnivores, 5.2.5 Evaluate populations based on age structure,
and omnivores.                                  distribution, and density.

5.1.5 Distinguish between photosynthesis and
chemosynthesis and describe organisms that       5.2.6 Draw and/or label population growth curves
occupy these niches in both terrestrial and      representing exponential growth, logistic growth and
aquatic habitats.                                carrying capacity.
5.1.6 Investigate animal behavior by observing
common invertebrates: termites, isopods,         5.2.7 Illustrate the type of survivorship curves created by r-
mealworms or bess beetles.                       strategists and K-strategists.

                                                 5.2.8 Research case studies (Tasmanian sheep, St.
5.1.7 Using simple materials create a living     Matthew’s Island reindeer, Isle Royale) to illustrate the
display of photo-, hydro- and geo- tropisms.     consequences of logistic and exponential growth.

5.1.8 Investigate techniques and findings of the
All Taxa Biodiversity Inventories (ATBI)         5.2.9 Compare case studies of evolution such as Galapagos
underway in the Great Smoky Mountains            finches, peppered moths, and salamanders in the Smoky
National Park and Tennessee State Parks.         Mountains.

5.1.9 Explore careers in conservation biology
and bioinformatics.
Standard 3 – Communities
Course Level Expectations


CLE 5.3.1 Explain ecological niches within various habitats.




CLE 5.3.2 Relate species interactions such as competition,
predation and symbiosis to coevolution.

CLE 5.3.3 Apply the first and second laws of
thermodynamics to explain the flow of energy through a
food chain or web.




CLE 5.3.4 Analyze how biomass is related to trophic levels.



Checks for Understanding

5.3.1 Describe the difference between a fundamental
niche and a realized niche.



5.3.2 Create a chart to compare and contrast specialist
and generalist species and describe environmental
conditions that favor these two approaches.

5.3.3 Distinguish among the following roles and cite
Tennessee examples of each: native species, non-native
species, invasive species, indicator species, “keystone”
species.


5.3.4 Discuss how competition and predation regulate
population size.




5.3.5 Summarize the principles of competitive exclusion
and resource partitioning.
5.3.6 Distinguish among the three forms of symbiotic
relationships.


5.3.7 Describe structural and behavioral adaptations for
survival used by predators and prey.


5.3.8 Explain energy pyramids and the “Rule of 10” as
they relate to the first and second laws of
thermodynamics.

5.3.9 Create a food web characteristic of a Tennessee
ecoregion composed of at least four trophic levels.
Standard 4 - Ecosystems
Course Level Expectations


CLE 5.4.1Describe the flow of energy flow through an ecosystem.




CLE 5.4.2 Describe how matter cycles through various
biogeochemical cycles.




CLE 5.4.3 Evaluate the process of succession.




CLE 5.4.4 Summarize the human impact on ecosystems.

CLE 5.4.5 Describe how biodiversity relates to stability of an
ecosystem.



Checks for Understanding




5.4.1 Trace energy flow from the sun through living organisms.




5.4.2 Illustrate each of the following biogeochemical cycles: water,
carbon, nitrogen, and phosphorus.


5.4.3 Distinguish between primary and secondary biological
succession.




5.4.4 Explore a local area and examine the abiotic and biotic
factors relating to succession and ecosystem structure.
5.4.5 Summarize how disturbance contributes to succession and
ecosystem stability.


5.4.6 Identify how nutrient availability affects terrestrial and
aquatic ecosystems.


5.4.7 Design an ecosystem in the classroom (terrarium, bottle
biology, eco-column, etc.) for making observations, conducting
experiments and long-term monitoring.

5.4.8 Create a concept map relating the events that lead to the
parachuting of cats on Borneo by the World Health Organization.
Standard 5 – Biomes
Course Level Expectations


CLE 5.5.1 Explain how climate influences terrestrial biomes.


CLE 5.5.2 Compare and contrast the major terrestrial biomes:
deserts, temperate grasslands, temperate forests, tropical
grasslands, tropical forests, taiga and tundra.




CLE 5.5.3 Examine the major marine and freshwater biomes.


CLE 5.5.4 Infer how organisms in different biomes occupy similar
niches.



CLE 5.5.5 Identify how humans impact biomes.



Checks for Understanding



5.5.1 Illustrate how temperature, precipitation, latitude, and
altitude influence terrestrial biomes.



5.5.2 Research and create a visual to summarize the climate, soil,
location, plant adaptations, animal adaptations, and human
threats to each of the major terrestrial biomes.

5.5.3 Research and create a visual to summarize abiotic factors,
location, plant adaptations, animal adaptations, and human
threats to marine and freshwater biomes.




5.5.4 Research wetlands in your area and write a persuasive letter
to a public official concerning the protection of wetlands.
5.5.5 Compare two or more ecological equivalents and how they
are specifically adapted to their particular biome (black/grizzly
bears, Asian/African elephants, snowshoe/cottontail/jack rabbit).
Standard 6 – Humans and Sustainability
Course Level Expectations

CLE 5.6.1 Investigate the role of public lands in sustaining
biodiversity.




CLE 5.6.2 Examine state, national, and international efforts to
sustain native species and ecosystems.


CLE 5.6.3 Evaluate the impact of personal actions on the
environment.


CLE 5.6.4 Identify and explain choices you can make to lessen your
impact on the environment



Checks for Understanding

5.6.1 Differentiate the purposes of State and National Parks,
Wildlife Refuges, and Forests.

5.6.2 Design a vacation brochure, poster, slide show presentation
or commercial advertisement that extols the virtues of a given
area (e.g., state or national parks/forests) and ecotourism
opportunities that may be found there.

5.6.3 Research and paraphrase local, national, and international
environmental legislation enacted to sustain biodiversity (e.g., The
Lacy Act, Endangered Species Act, National Marine Fisheries Act,
TWRA Hunting and Fishing Regulations, CITES).

5.6.4 Develop a timeline that illustrates major local, national and
international environmental legislation enacted to sustain
biodiversity.




5.6.5 Find out what watershed your school is located in and how
wastewater, municipal solid, and hazardous wastes are handled.
5.6.6 Research issues surrounding the adoption of environmentally
and socially responsible behaviors (e.g., proper waste disposal,
using fuel efficient transportation, planting native species,
purchasing locally grown food, reducing/eliminating dependence
on ‘one use’ products).


5.6.7 Create a list of the “Five Biggest Threats to the Global
Environment.”
                                                              Embedded Technology &
Embedded Inquiry                                              Engineering
Course Level Expectations                                     Course Level Expectations

CLE 1.Inq.1 Recognize that science is a progressive
endeavor that reevaluates and extends what is already         CLE 1.T/E.1 Explore the impact of technology
accepted.                                                     on social, political, and economic systems.

CLE 1.Inq.2 Design and conduct scientific investigations to   CLE 1.T/E.2 Differentiate among elements of
explore new phenomena, verify previous results, test          the engineering design cycle: design
how well a theory predicts, and compare opposing              constraints, model building, testing, evaluating,
theories.                                                     modifying, and retesting.

                                                              CLE 1.T/E.3 Explain the relationship between
CLE 1.Inq.3 Use appropriate tools and technology to           the properties of a material and the use of the
collect precise and accurate data.                            material in the application of a technology.

                                                            CLE 1.T/E.4 Describe the dynamic interplay
CLE 1.Inq.4 Apply qualitative and quantitative measures among science, technology, and engineering
to analyze data and draw conclusions that are free of bias. within living, earth-space, and physical systems.
CLE 1.Inq.5 Compare experimental evidence and
conclusions with those drawn by others about the same
testable question.                                          Checks for Understanding
                                                            1.T/E.1 Select appropriate tools and
                                                            procedures best suited to conduct a specified
CLE 1.Inq.6 Communicate and defend scientific findings. scientific inquiry.

                                                              1.T/E.2 Apply the engineering design process to
                                                              construct a prototype that meets
Checks for Understanding                                      developmentally appropriate specifications.
                                                              1.T/E.3 Evaluate a protocol to determine the
1.Inq.1 Trace the historical development of a scientific      degree to which an engineering design process
principle or theory.                                          was successfully applied.




1.Inq.2 Conduct scientific investigations that include
testable questions, verifiable hypotheses, and                1.T/E.4 Explore how the unintended
appropriate variables to explore new phenomena or             consequences of new technologies can impact
verify the experimental results of others.                    human and non-human communities.
1.Inq.3 Select appropriate independent, dependent, or        1.T/E.5 Evaluate the overall benefit to cost
controlled variables for an experiment.                      ratio of a new technology.

                                                             1.T/E.6 Present research on current
1.Inq.4 Analyze the components of a properly designed        engineering technologies that contribute to
scientific investigation.                                    improvements in our daily lives.


                                                             1.T/E.7 Design a series of multi-view drawings
                                                             that can be used by others to construct an
1.Inq.5 Perform an experiment to test a prediction.          adaptive design and test its effectiveness.




1.Inq.6 Select appropriate tools and technology to collect
precise and accurate quantitative and qualitative data.            State Performance Indicators:
                                                             SPI 1.T/E.1 Distinguish among tools and
1.Inq.7 Determine if data supports or contradicts a          procedures best suited to conduct a specified
hypothesis or conclusion.                                    scientific inquiry.

                                                             SPI 1.T/E.2 Evaluate a protocol to determine
1.Inq.8 Recognize, analyze, and evaluate alternative         the degree to which an engineering design
explanations for the same set of observations.               process was successfully applied.



                                                             SPI 1.T/E.3 Evaluate the overall benefit to cost
1.Inq.9 Evaluate the accuracy and precision of data.         ratio of a new technology.


                                                             SPI 1.T/E.4 Use design principles to determine
1.Inq.10 State a conclusion in terms of the relationship     if a new technology will improve the quality of
between two or more variables.                               life for an intended audience.




1.Inq.11 Defend a conclusion based on scientific evidence.


1.Inq.12 Analyze experimental results and identify
possible sources of bias or experimental error.
1.Inq.13 Compare the results of an experiment with what
is already known about the topic under investigation.

1.Inq.14 Suggest alternative explanations for the same
set of observations.


1.Inq.15 Formulate and revise scientific explanations and
models using logic and evidence.
1.Inq.16 Compare conclusions that offer different, but
acceptable explanations for the same set of experimental
data.


            State Performance Indicators:




SPI 1.Inq.1 Select a description or scenario that
reevaluates and/or extends a scientific finding.


SPI 1.Inq.2 Analyze the components of a properly
designed scientific investigation.




SPI 1.Inq.3 Determine appropriate tools to gather precise
and accurate data.




SPI 1.Inq.4 Evaluate the accuracy and precision of data.

SPI 1.Inq.5 Defend a conclusion based on scientific
evidence.




SPI 1.Inq.6 Determine why a conclusion is free of bias.
SPI 1.Inq.7 Compare conclusions that offer different, but
acceptable explanations for the same set of experimental
data.
Embedded Mathematics                            Standard 1 - Mechanics
Course Level Expectations                       Course Level Expectations

CLE.1.Math.1 Graph relationships and functions
between manipulated (independent) variables CLE 1.1.1 Investigate fundamental physical quantities of
and responding (dependent) variables.          length, mass, and time.




CLE.1.Math.2 Solve for variables in an algebraic CLE 1.1.2 Analyze and apply Newton’s three laws of
formula.                                         motion.


CLE.1.Math.3 Apply statistical techniques to
manipulate data.                                CLE 1.1.3 Understand work, energy, and power.


CLE.1.Math.4 Investigate trigonometric
connections to physics.                         CLE 1.1.4 Investigate kinematics and dynamics.

CLE.1.Math.5 Utilize calculus to understand
physics principles.                             CLE 1.1.5 Investigate and apply Archimedes’s Principle.



Checks for Understanding                        CLE 1.1.6 Explore Pascal’s Principle.



1.Math.1 Plot points on the Cartesian           CLE 1.1.7 Develop an understanding of Bernoulli’s Principle
coordinate graphing system.                     and its applications.



1.Math.2 Graph basic relations and functions.   Checks for Understanding

                                                1.1.1 Explore displacement, velocity, and acceleration
                                                Average Velocity: vav = (df-di)/ (tf-ti);
                                                Final Velocity: vf = vi+aΔt;
                                                Final Velocity of Falling object:
                                                vf = vi+gΔt;
                                                Average Acceleration: aav = (vf-vi)/(tf -ti);
                                                Displacement of Falling object:
                                                d = vi Δt+(1/2) aΔt2;
1.Math.3 Determine the slope of a linear        Displacement of Falling object:
function.                                       Δd = vi Δt +(1/2)g Δt2.
1.Math.4 Determine the frequency, range,          1.1.2 Analyze vector diagrams and solve composition and
mode, median, and mean from a list of data.       resolution problems for force and momentum.

1.Math.5 Utilize a graphing calculator to enter 1.1.3 Explore characteristics of rectilinear motion and
data and find basic statistics: frequency, range, create displacement-time graphs (velocity), velocity-time
means, mode, median, and standard deviation. graphs (acceleration and distance).
                                                  1.1.4 Investigate the characteristics of centripetal motion
                                                  and centripetal acceleration Centripetal Force: Fc =
                                                  (mv2)/r;
1.Math.6 Solve for all variables based on a       Angular Velocity: ω=Δ θ/Δt;
formula.                                          Angular Acceleration: α = Δω/Δt.

                                                   1.1.5 Evaluate the dynamics of systems in motion
                                                   including friction, gravity, impulse and momentum, change
                                                   in momentum, and conservation of momentum.
1.Math.7 Solve for the t – value, p (probability), Coefficient of Friction: μ = Ff/FN;
and % of confidence between two lists of data Law of Universal Gravitation:
(manipulated variables and responding              FG = (G m1m2)/d2;
variables).                                        Impulse: FΔt = mΔt.

1.Math.8 Reject or accept a null hypothesis       1.1.6 Investigate projectile motion. Parabolic Equations
based on statistical analysis.                    with the Quadratic Formula:

1.Math.9 Find the regression line (equation)
between data for manipulated and responding
variables.                                   1.1.7 Apply mathematics to solve motion problems.

1.Math.10 Utilize trigonometric functions (sine,
cosine, and tangent) to solve simple vector
problems.                                        1.1.8 Experiment with elastic and inelastic collisions.




1.Math.11 Apply the laws of sine and cosine to
solve vector problems.                         1.1.9 Experiment with pendulums Pendulum period:

                                                 1.1.10 Utilize trigonometry and vector analysis to solve
1.Math.12 Solve mechanics problems using the force and momentum problems [Sine, Cosine, Tangent
quadratic formula.                               Functions, Law of Sines, and Law of Cosines].
                                                 1.1.11 Apply elementary calculus to solve motion
                                                 problems:
1.Math.13 Find the derivative (velocity          Velocity = derivative of position
function) of a distance (displacement) function. Acceleration = derivative of velocity.
                                                 1.1.12 Experiment with elastic and inelastic collisions
1.Math.14 Find the derivative (acceleration      Elastic : m1v1 + m2v2 = m1v3+m2v4;
function) of a velocity function.                Inelastic: m1v1+m2v2 = (m1+m2)v3

1.Math.15 Link various calculus procedures to    1.1.13 Distinguish between mass and weight using base
solve physics problems.                          units in the SI system.


                                                 1.1.14 Associate time with the independent variable in
      State Performance Indicators:              most experiments.

SPI.1.Math.1 Graph basic physics relations and   1.1.15 Relate inertia, force, or action-reaction forces to
functions.                                       Newton’s three laws of motion.

SPI.1.Math.2 Determine the slope of a linear     1.1.16 Compare, contrast, and apply characteristic
function that represents physics data.           properties of scalar and vector quantities.
                                                 1.1.17 Investigate the definitions of force, work, power,
                                                 kinetic energy, and potential energy.
                                                 Force: F = ma;
                                                 Work: W = Fd;
SPI.1.Math.3 Given a graph of a physics          Power: P = (FΔd)/ Δt;
relationship, recognize the type of function     Kinetic Energy: EK = 0.5mv2;
that relates to that graph: ie. y = x2.          Potential Energy: EP = mgΔh.
SPI.1.Math.4 Utilize a graphing calculator to
enter physics data and find basic statistics:    1.1.18 Analyze the characteristics of energy, conservation
frequency, range, mean, mode, median, and        of energy including friction, and gravitational potential
standard deviation.                              energy *Gravitational Potential Energy: Ep=mgΔh+.
                                                 1.1.19 Relate work and power to various simple machines,
                                                 mechanical advantage of different machines, and
SPI.1.Math.5 Solve for the t – value, p          recognize simple machines that are combined to form
(probability), and % of confidence between two compound machines
lists of physics data (manipulated variables and Work: W= FΔ d;Power: P = (FΔ d)/Δt;
responding variables).                           Efficiency = (WOUT/WIN )x100%.
                                                 1.1.20 Describe rotational equilibrium and relate this
                                                 factor to torque
SPI.1.Math.6 Reject or accept a null hypothesis Rotational Inertia: T = Iα;
based on statistical analysis.                   Torque: T = Fr
SPI.1.Math.7 Find the regression line            1.1.21 Determine the magnitude of the buoyant force
(equation) between physics data for              exerted on a floating object or a submerged object (FB =
manipulated and responding variables.            mfg = ρfVfg).

SPI.1.Math.8 Find the first derivative of a      1.1.22 Investigate the apparent weight of an object
function that describes the position of an       submerged in a fluid
object moving along a straight line.             (Fnet = FB – Fg).
SPI.1.Math.9 Find the first derivative of a
function that describes the velocity of an    1.1.23 Explain, in terms of force and/or density, why some
object moving along a straight line.          objects float and some objects sink.

                                              1.1.24 Calculate the pressure exerted by a fluid according
                                              to Pascal’s Principle (Pinc = F1/A1 = F2/A2).
                                              1.1.25 Calculate how pressure varies with water depth (P =
                                              P0 + ρgh).
                                              1.1.26 Examine the motion of a fluid using the continuity
                                              equation (A1v1 = A2v2).
                                              1.1.27 Recognize the effects of Bernoulli’s principle on
                                              fluid motion and its applications (i.e. lift, curve balls, and
                                              wind around/over object).
                                                          State Performance Indicators:
                                              SPI.1.1.1 Identify mass and weight data using units in the
                                              SI system.
                                              SPI.1.1.2 Given various examples of quantities, categorize
                                              them as scalar or vector quantities.

                                              SPI.1.1.3 Given Newton’s laws of motion, analyze
                                              scenarios related to inertia, force, and action-reaction.

                                              SPI.1.1.4 Solve motion and conceptual problems regarding
                                              velocity, acceleration, and displacement using
                                              displacement-time graphs and velocity-time graphs.
                                              SPI.1.1.5 Evaluate and describe the phenomena related to
                                              Archimedes’ Principle, Pascal’s Principle, and Bernoulli’s
                                              Principle.

                                              SPI.1.1.6 Given the static and kinetic friction coefficients
                                              (μs and μk); select the appropriate coefficient of friction
                                              and calculate the force necessary to move the object.
                                              SPI.1.1.7 Select the correct vector diagram to illustrate all
                                              forces on an object affected by gravity, friction and an
                                              applied force.

                                              SPI.1.1.8 Given an inclined plane, the required coefficient
                                              of friction and an object of a specific mass, select the
                                              appropriate trigonometry functions to determine whether
                                              the object will slide down the plane or not.

                                              SPI.1.1.9 Given the mass, velocity and time it takes to stop
                                              an object in an inelastic collision, determine the
                                              momentum and impulse of the collision.
SPI.1.1.10 Analyze and solve problems related to elastic
and inelastic collisions related to change in momentum.

SPI.1.1.11 Given a projectile launched at an angle, select
the correct equation from a list for calculating: the
maximum height of travel, time of flight and/or the
maximum horizontal distance covered.
SPI.1.1.12 Given a scenario where a projectile is being
launched at an angle, answer the following conceptual
questions.
• What is the velocity in the y direction when the
projectile is at maximum height?
• What acceleration does the projectile have in the x
direction after launched.
• What forces are acting on the projectile in the y
direction before it reaches maximum height?
SPI.1.1.3 Analyze and solve pendulum problems using the
pendulum period formula:
SPI.1.1.14 Relate the variables of work, power, kinetic
energy, and potential energy to mechanical situations and
solve for these variables.
SPI.1.1.15 Calculate the gravitational attraction between
two objects.
SPI.1.1.16 Calculate the tangential velocity of a satellite’s
motion given the angular speed.
SPI.1.1.17 Solve problems for centripetal force, and
angular acceleration.
SPI.1.1.18 Analyze and solve problems related to
rotational motion and torque.
Standard 2 - Thermodynamics
Course Level Expectations


CLE 1.2.1 Develop an understanding of temperature,
heat, and internal energy.




CLE 1.2.2 Compare Celsius, Kelvin and the Absolute
temperature scales.




CLE 1.2.3 Investigate exchanges in internal energy.




Checks for Understanding

1.2.1 Investigate temperature in relationship to kinetic
energy.

1.2.2 Identify the characteristics of internal energy and
temperature/heat (joules/calories).

1.2.3 Experiment with change in heat content (quantity
of thermal energy) and relate to kinetic energy and
specific heat.
1.2.4 Investigate phase changes of heat of fusion, heat of
vaporization, and heat of sublimation Change in Heat:
ΔQ= mHf and ΔQ= mHv.




1.2.5 Explore thermal expansion and contraction
Linear Expansion: Δl = li αΔT ;
Volumetric Expansion: ΔV= ViβΔT.
1.2.6 Apply the second law of thermodynamics to the
Carnot engine.

1.2.7 Apply the Laws of Thermodynamics to the
atmospheric levels of the earth (i.e., greenhouse effect
and climate change).




1.2.8 Recognize that absolute zero is the absence of
molecular kinetic energy.




1.2.9 Relate the First Law of Thermodynamics as an
application of the Law of Conservation of Energy and
heat transfer through conduction, convection, and
radiation. Heat Lost = Heat Gained, QL= QG.

1.2.10 Investigate calorimetry, kinetic energy, and
specific heat Change in Heat: ΔQ=mCΔT




           State Performance Indicators:


SPI.1.2.1 Relate temperature changes with the changes of
kinetic energy and the flow of heat energy.




SPI.1.2.2 Solve an applied problem of heat exchange with
respect to specific heat.



SPI.1.2.3 Given a schematic of a refrigeration process,
identify the four parts of the process.




SPI.1.2.4 Describe all forms of heat exchange.
SPI.1.2.5 Demonstrate a conceptual understanding of the
First and Second Laws of Thermodynamics and their
implications in natural phenomena.
Standard 3 - Waves
Course Level Expectations


CLE 1.3.1 Explore conditions associated with how waves carry
energy and simple harmonic motion.




CLE 1.3.2 Investigate Hooke’s law.




CLE 1.3.3 Understand wave mechanics.




CLE 1.3.4 Examine the Doppler Effect.



CLE 1.3.5 Explore the characteristics and properties of sound.



Checks for Understanding



1.3.1 Investigate simple harmonic motion.

1.3.2 Investigate and analyze wavelength, frequency, period, and
amplitude of longitudinal and transverse waves.




1.3.3 Describe a wave interaction as reflection, refraction,
diffraction, or interference.
1.3.4 Explore Hooke’s Law.


1.3.5 Investigate reflection, refraction, diffraction, and
interference of sound waves.




1.3.6 Compare mechanical and electromagnetic waves.




1.3.7 Explain the Doppler Effect. Source moving toward stationary
listener, source moving away from stationary listener, listener
moving toward stationary source, listener moving away from
stationary source.

1.3.8 Determine the speed of sound experimentally and describe
the effects various materials and temperatures on sound.




1.3.9 Measure spring constants.
1.3.10 Solve problems related to wave length, frequency, period,
and speed
Wave velocity: v =f λ and
Period: T=1/f.
1.3.11 Determine the speed of sound experimentally using various
materials and temperatures
Sound velocity: vs= f λ;
Sound velocity (using air temperature):
vs= 331.5m/s + (0.56 m/s oC) (T).




1.3.12 Describe simple harmonic motion.


1.3.13 Compare the wave characteristics of natural auditory
phenomena.
                State Performance Indicators:
SPI.1.3.1 Identify the components of standing waves; including
nodes, antinodes, fundamental, numeric harmonics, and
overtones.

SPI.1.3.2 Distinguish between longitudinal and transverse waves
and identify components of all mechanical waves including
wavelength, frequency, period, crest, trough, and amplitude.

SPI.1.3.3 Select the type of mechanical waves that apply to natural
wave phenomena such as sound, water or earthquake.
SPI.1.3.4 Differentiate among the wave interactions of reflection,
refraction, diffraction, or interference (constructive and
destructive interferences).




SPI.1.3.5 Solve sound problems related to speed of sound in air at
various temperatures.


SPI.1.3.6 Demonstrate a proficiency in solving problems related to
wavelength, frequency, period, and speed of mechanical waves.
Standard 4 - Optics
Course Level Expectations


CLE 1.4.1 Describe the characteristics of the electromagnetic
spectrum.




CLE 1.4.2 Investigate the interaction of light waves.




CLE 1.4.3 Explore the optics of lenses.




CLE 1.4.4 Analyze the optics of mirrors.



CLE 1.4.5 Investigate the phenomenon of color



Checks for Understanding



1.4.1 Explore properties of electromagnetic radiation.



1.4.2 Examine properties of light waves.




1.4.3 Investigate the polarization of light.
1.4.4 Investigate the optical properties of plane and curved mirrors
Focal length:1/f =1/do+1/di; Images in mirrors and lens, hi/ho =
di/do.




1.4.5 Investigate the optical properties of plane and curved mirrors.




1.4.6 Draw, explain, and solve problems for the optics of mirrors
and lenses.




1.4.7 Investigate optical phenomena (i.e., mirage, optical illusions,
and dichromatic lens effect).

1.4.8 Solve problems related to Snell’s law Index of refraction: n =
(sin θr / sin θi); Snell’s law: ni sin θi = nr sin θr.


1.4.9 Differentiate among transmission, reflection, refraction,
diffraction, and interference of light waves.
1.4.10 Explore the formation of color (both additive and
subtractive properties) [Additive Color Theory: W= B+G+R: Y= G+R:
=B+G: M = R+B; Subtractive Color Theory: B=W–Y: C= W–R:
M=W–G+.




                 State Performance Indicators:


SPI.1.4.1 Distinguish among the various categories of the
electromagnetic spectrum.




SPI.1.4.2 Explain polarization of light.
SPI.1.4.3 Solve problems related to Snell’s law.
SPI.1.4.4 Given a drawing of a laboratory optics bench with a
singular lens; choose the measurements that will enable the
calculation of focal length.


SPI.1.4.5 Identify the properties of light related to reflection,
refraction, diffraction, and interference of light waves.
SPI.1.4.6 Using light ray diagrams, identify the path of light using a
convex lens, a concave lens, a plane mirror, a concave mirror and a
convex mirror.
Standard 5 - Electricity and Magnetism
Course Level Expectations


CLE 1.5.1 Examine the properties of electric forces, electric
charges, and electric fields.




CLE 1.5.2 Explore the flow of charge and electric currents.




CLE 1.5.3 Investigate Ohm's law.




CLE 1.5.4 Compare and contrast series and parallel circuits.



CLE 1.5.5 Analyze schematic diagrams.

CLE 1.5.6 Understand magnetic poles, magnetic fields, and
investigate electromagnetic induction.




CLE 1.5.7 Understand that moving charges give rise to magnetism.



Checks for Understanding




1.5.1 Create a simple electromagnet.
1.5.2 Draw an electric field, given a scenario of charged particles.


1.5.3 Solve problems of resistance using Ohm's law [E = IR (or
V=IR)].




1.5.4 Draw and explain series and parallel circuits.


1.5.5 Solve problems related to voltage, current, and resistance
Voltage, V = IR;
Series circuits, RT = R1+R2 +…,
IT = I1 = I2 = …, VT =V1+ V2+…;
Parallel circuits, 1/RT =1/R1+1/R2+ …,
IT =I1+I2+ …, VT = V1=V2 = ….

1.5.6 Build series and parallel circuits to demonstrate how they
function.


1.5.7 Demonstrate a generated current by electromagnetic
induction.



1.5.8 Design a lab to demonstrate the flow of charged particles
and an electric current.




1.5.9 Analyze a given group of charges for repulsion and attraction.



1.5.10 Distinguish between charged particles related to repulsion
and attraction.

1.5.11 Describe the electric field that fills the space around a
charged particle or group of charges Coulomb’s law, F= k
(Q1Q2)/d2.
1.5.12 Identify components of series and parallel circuits and solve
problems related to voltage, current, and resistance.

1.5.13 Describe how current is generated by electromagnetic
induction.




                State Performance Indicators:

SPI.1.5.1 Given a scenario of charged particles; predict and sketch
the resulting electric fields.

SPI.1.5.2 Given a diagram of charged particles, sketch arrows that
represent repulsion and attraction.




SPI.1.5.3 Explain the relationship between magnetism and current.


SPI.1.5.4 Identify the equilibrium point between two spheres of
differing charges.




SPI.1.5.5 Find the equivalent resistance for a combination series
and parallel circuit.


SPI.1.5.6 Solve electricity problems related to voltage, current, and
resistance using Ohm’s law.

SPI.1.5.7 Given voltage and current or current and resistance;
calculate power and work.

SPI.1.5.8 Identify common components of electrical circuitry from
a schematic drawing such as batteries, resistors, lamps, ammeters,
voltmeters, and variable resistors.
Standard 6 - Nuclear Physics
Course Level Expectations


CLE 1.6.1 Investigate the properties and
structure of the atom.




CLE 1.6.2 Investigate properties of the
quantum theory.

CLE 1.6.3 Explore the dynamics of the
nucleus: radioactivity, radiocarbon/uranium
dating, and half-life.


CLE 1.6.4 Compare and contrast nuclear
fission and nuclear fusion.



Checks for Understanding

1.6.1 Write and balance equations for the
three forms of radioactive decay.

1.6.2 Solve half-life problems
Decay constant: k=0.693/T(1/2);
Nuclear decay: Af =Aoekt.

1.6.3 Explain dating methods using carbon-
14 or uranium.




1.6.4 Investigate the concept of half-life.
1.6.5 Explain how particles behave like waves.


1.6.6 Distinguish between coherent and
incoherent light.




1.6.7 Recognize how the quantum theory
explains the photoelectric effect.




1.6.8 Investigate the history and current
events associated with nuclear and
radioactive science.



1.6.9 Identify the parts of an atom.


1.6.10 Describe the properties and location
of subatomic particles.




1.6.11 Describe three forms of radioactivity.




1.6.12 Distinguish between nuclear fission
and nuclear fusion.

1.6.13 Investigate and describe quantum
mechanics and the properties of quantum
theory.

1.6.14 Explain the changes in atomic number
or mass number for each form of
radioactivity.
1.6.15 Discuss transmutation and
transuranium.

1.6.16 Explain how particles behave like
waves.




     State Performance Indicators:


SPI.1.6.1 Solve half-life problems.
SPI.1.6.2 Identify parts of an atom (protons,
electrons, neutrons, nucleus, and electron
cloud).




SPI.1.6.3 Describe and identify the three
basic forms of radioactivity (alpha particles,
beta particles, and gamma rays)


SPI.1.6.4 Identify nuclear reactions given
descriptions of the reactions.


SPI.1.6.5 Identify the major historical
achievements of modern nuclear physicists
related to the discovery of atomic particles,
quantum theory, and the standard model.
Visual Arts Glossary of Terms

Abstract art: Artwork in which the subject is often
simplified, distorted, deconstructed, or obscured.
Aesthetics: A branch of philosophy that focuses on the
nature of beauty, the nature and value of art, and the
inquiry processes of human response.
Aesthetic theories: A formal method of criticism used
primarily by art critics and historians (see Emotionalism,
Formalism, Imitationalism).
Analysis: One of the steps in art criticism, analysis is
discovering how the principles of design are used to
organize the elements of art. In art history, analysis is the
step which determines the style and aesthetic meaning of
the artwork.
Architecture: The art and science of designing the
interiors and/or exteriors of structures,
living/environmental spaces, and/or cities.
Armature: Supporting structure for sculpture.
Art Criticism: Describing and evaluating the media,
processes, and meanings of works of visual art and
making comparative judgments. Its four stages are
description, analysis, interpretation, and judgment (see
Aesthetic Theories).
Art Elements: Visual arts components, such as line,
texture, color, form, value, shape, and space (see
Elements of Art).

Art History; A record of the visual arts, incorporating
information, interpretations, and judgments about art
objects, artists, and conceptual influences on
developments in the visual arts.
Artifact: An object from a particular culture or stage of
technological development.
Art Media: (see Medium)
Assemblage: Work created by combining existing objects
into a meaningful whole (see Sculpture).

Atmospheric Perspective: The effect of air and light on
how an object is perceived at a distance by the viewer.

Background: The area of an artwork that appears to be
behind other objects or farther away from the viewer.
Balance: Principle of design used for arranging visual
elements in a work of art.
Symmetrical – Formal balance in which two halves or
sides of a design create a mirror image.
Asymmetrical – A way of organizing the parts of a design
so that one side differs from the other without destroying
the overall harmony.
Radial Balance – Type of balance in which forces or
elements branch out from a central axis in a circular
pattern.
Bas-relief: Sculpture in which areas project from a flat
surface.
Blending: Smooth, gradual application of media.
Carving: A subtractive form of sculpture, in which the
material is cut, chipped, or drilled away from a solid
material to create a sculpture.
Casting: Process of sculpture in which a substance is
poured into a mold and allowed to harden.
Ceramic: Art of making objects with clay fired in a kiln to
produce pottery and sculpture.
Chiaroscuro: Method of arranging light and shadow in
two-dimensional art to create the illusion of a three-
dimensional form which appears to emerge from the
darkness.
Clay: A natural earthly material which is plastic when wet
and becomes hard when fired.
Coil: Long roll of clay joined into a circle or spiral.
Collage: An additive process of gluing or pasting materials
together to create a work of art.

Color: Element of art that is a property of reflected light.
Primary – red, yellow, blue.
Secondary – orange, green, violet (produced by mixing
two primary colors).
Tertiary/Intermediate – produced by mixing a primary
and a secondary color.
Intensity – brightness of a color.
Value – lightness and darkness of a color.
Hue – name of color.
Neutral – black, white, grey, brown, tan.
Tint – to lighten a color using white.
Shade – to darken a color using black.
Color Schemes: Plan for organizing color.
Complementary – colors opposite each other on a
standard color wheel.
Analogous – colors which are closely related to each
other and in which common color can be found (e.g.,
yellow, yellow-orange, orange).
Monochromatic – tones of one color in addition to the
main hue.

Triad – any three colors found on a standard color wheel
that are connected by a triangle (red, yellow, and blue)

Split complement – color on either side of the direct
complement (e.g., blue-green, yellow-green, red).
Cool Colors – Colors in which blue, green or violet
predominate.
Warm Colors – Colors in which red, orange or yellow
predominate.
Color Wheel: A visual diagram featuring a sectioned circle
with colors in a bent spectrum.

Composition: The ordered arrangement of the elements
of art according to the principles of design.
Content: Meaning, significance, and information in a
work of art.

Context: The interrelated conditions (cultural, political,
social, economic) in which something exists or occurs.
Contour Line: A line that defines the edges and surface
ridges of an object.

Contrast: Differences between two or more elements
(e.g., value, color, texture) in a composition.
Craftsmanship: The technique, style, and quality of
working.
Criteria: Standards of judgment.
Critique: A formal or informal system of evaluation
featuring four steps to evaluate artworks: describe,
analyze, interpret, and judge.
Cross Hatching: Superimposed layers of parallel lines
(hatching) at an angle to one another; used to create
shadow and modeling.

Culture: The sum of attitudes, customs, and beliefs that
distinguishes one group of people from another. Culture
is transmitted from one generation to the next through
language, material objects, ritual, institutions, and art.
Decorative: Ornamental; beauty over function.
Design: A compositional plan using the principles of
design to organize the elements of art for a work.
Dimension: Amount of space an object takes up in one
direction.
Diptych: A two-paneled work of art.
Drawing: Mark making using pencil, pen, brush, charcoal,
crayon, pastel, or stylus.
Elements of Art: Visual arts components, such as line,
texture, color, form, value, shape, and space (see Art
Elements).

Emotionalism: A theory of art that places emphasis on
expressive qualities. According to this theory, the most
important thing about a work of art is the vivid
communication of moods, feelings, and ideas.
Emphasis: Principle of design that makes one part
dominant over the other parts.
Enamel: A glass coating, usually colored, fused onto the
surface of metal or glass.
Folio: A page of a manuscript book.
Foreground: In a visual work, the area that appears to be
closest to the viewer.

Foreshortening: Method of drawing or painting an object
or person so that it appears to move forward in space.

Form: Element of art that is three-dimensional and
encloses space. Form has length, width, and depth.
Formalism: A theory of art that emphasizes design
qualities. According to this theory, the most important
thing about a work of art is the effective organization of
the elements of art through the use of the principles of
design.
Freestanding: Work of art surrounded on all sides by
space, in-the-round.

Fresco: A method of painting in which pigments are
applied to wet plaster so that they will be absorbed and
the painting becomes part of the wall.
Function/Functional: Purpose of an art work; utilitarian or
decorative.
Genre: The representation of people, subjects, and
scenes from everyday life.
Gesture Drawing: Quick sketch used to capture the
movement or position of a figure.
Glaze: A gloss or mat coating.
Graphics: Images and words generated by hand or
computer.
Harmony: A principle of design that creates unity in a
work of art by stressing similarities of separate but
related parts.
Drawing: Mark making using pencil, pen, brush, charcoal,
crayon, pastel, or stylus.
Elements of Art: Visual arts components, such as line,
texture, color, form, value, shape, and space (see Art
Elements).

Emotionalism: A theory of art that places emphasis on
expressive qualities. According to this theory, the most
important thing about a work of art is the vivid
communication of moods, feelings, and ideas.
Emphasis: Principle of design that makes one part
dominant over the other parts.
Enamel: A glass coating, usually colored, fused onto the
surface of metal or glass.
Folio: A page of a manuscript book.
Foreground: In a visual work, the area that appears to be
closest to the viewer.

Foreshortening: Method of drawing or painting an object
or person so that it appears to move forward in space.

Form: Element of art that is three-dimensional and
encloses space. Form has length, width, and depth.
Formalism: A theory of art that emphasizes design
qualities. According to this theory, the most important
thing about a work of art is the effective organization of
the elements of art through the use of the principles of
design.
Freestanding: Work of art surrounded on all sides by
space, in-the-round.

Fresco: A method of painting in which pigments are
applied to wet plaster so that they will be absorbed and
the painting becomes part of the wall.
Function/Functional: Purpose of an art work; utilitarian or
decorative.
Genre: The representation of people, subjects, and
scenes from everyday life.
Gesture Drawing: Quick sketch used to capture the
movement or position of a figure.
Glaze: A gloss or matte coating.
Graphics: Images and words generated by hand or
computer.
Harmony: A principle of design that creates unity in a
work of art by stressing similarities of separate but
related parts.

Hatching: Parallel lines made in drawing or engraving.
Icon: Symbol or image of cultural significance.

Imitationalism: A theory of art that places emphasis on
the literal qualities. According to this theory, the most
important thing about a work of art is the realistic
representation of subject matter.
Jewelry: An ornament for personal adornment.
Judgment: In art criticism, determining the degree of
artistic merit. In art history, determining the contribution
of a work of art to the history of art.
Kinetic Art: Any art construction that contains moving
elements.
Line: An element of art that refers to a continuous mark
made on some surface by a moving point.
Linear Perspective: Graphic system that creates the
illusion of depth and volume on a flat surface.

Medium: Material used to make art (Plural is media).

Middleground: The area of an artwork that appears to be
between the foreground and the background.

Mixed Media: Two or more media used in an artwork.
Mobile: A kinetic sculpture with a balanced arrangement
of moveable parts.
Modeling: A process of sculpture in which soft, pliable
material is built up and shaped.
Mosaic: Artwork made with shapes of colored paper,
marble, glass, tile, or found objects set into an adhesive
surface.
Motif: An element of art and/or a symbol that is repeated
in visual rhythm.
Movement: A principle of design used to create the
feeling of action and to guide the viewer’s eye
throughout the work of art.
Mural: Painting on a wall or ceiling.
Negative Space: Empty space surrounding shapes and
forms.
Opaque: Quality of a material that does not let any light
pass through.
Paint: Pigments mixed with a binder.
Palette: Tray for mixing colors of paints; colors used in a
particular work of art.

Papier Mache: Modeling material made of paper and
liquid paste molded over a supporting structure.
Pastels: Pigments held together with a binder and
molded into sticks.

Pattern: A principle of design repeating an element or
combination of elements in a recognizable organization.
Performance Art: A type of art in which events are
planned and enacted before an audience for aesthetic
reasons.
Perspective: A method for representing three
dimensional objects on a two dimensional surface (Linear
or atmospheric).
Photography: The art or process of capturing images on
photosensitive surfaces.
Picture Plane: The surface of an artwork.
Pigment: Finely ground, colored powders that form paint
when mixed with a liquid.
Portfolio: A body of work.
Portrait: Image of a person, especially the face and upper
body.
Positive Space: Shapes or spaces that are or represent
solid objects.
Principles of Design: Used to organize the elements of
art. The principles consist of balance, emphasis,
unity/harmony, variety, movement, pattern, rhythm, and
proportion.
Printmaking: A process in which an artist repeatedly
transfers an original image from one prepared surface to
another.
Proportion: A principle of design illustrating size
relationships of one part to another part
or of one part to the whole.

Relief: Artwork that projects from a flat background.
Repetition: A technique used for creating rhythm and
unity in which a motif appears.
Rhythm: Principle of design, that refers to the placement
of repeated elements in a work of art to create a visual
tempo.
Paint: Pigments mixed with a binder.
Palette: Tray for mixing colors of paints; colors used in a
particular work of art.
Papier Mache: Modeling material made of paper and
liquid paste molded over a supporting structure.
Pastels: Pigments held together with a binder and
molded into sticks.

Pattern: A principle of design repeating an element or
combination of elements in a recognizable organization.
Performance Art: A type of art in which events are
planned and enacted before an audience for aesthetic
reasons.
Perspective: A method for representing three
dimensional objects on a two dimensional surface (Linear
or atmospheric).
Photography: The art or process of capturing images on
photosensitive surfaces.
Picture Plane: The surface of an artwork.
Pigment: Finely ground, colored powders that form paint
when mixed with a liquid.
Portfolio: A body of work.
Portrait: Image of a person, especially the face and upper
body.
Positive Space: Shapes or spaces that are or represent
solid objects.
Principles of Design: Used to organize the elements of
art. The principles consist of balance, emphasis,
unity/harmony, variety, movement, pattern, rhythm, and
proportion.
Printmaking: A process in which an artist repeatedly
transfers an original image from one prepared surface to
another.
Proportion: A principle of design illustrating size
relationships of one part to another part or of one part to
the whole.

Relief: Artwork that projects from a flat background.
Repetition: A technique used for creating rhythm and
unity in which a motif appears.
Rhythm: Principle of design, that refers to the placement
of repeated elements in a work of art to create a visual
tempo.
Standard 1.0 Media, Techniques, and                          Standard 2.0 Structures and
Processes                                                    Functions
Grade Level Expectations                                     Grade Level Expectations

1.1 Use selected tools and media in a safe manner.           2.1 Identify the elements of art.

1.2 Explore a variety of techniques.                         2.2 Identify the principles of design.



1.3 Experiment with a variety of processes.                  2.3 Recognize that art has a purpose.



1.4 Explore levels of craftsmanship.                         2.4 Recognize that art has a context.




Checks for Understanding                                     Checks for Understanding


1.1 Demonstrate developmentally appropriate use of           2.1 Demonstrate developmentally appropriate
tools and media. (e.g., scissors, glue, pencils, markers,    knowledge of the elements of art. Use
crayons, paint brushes, paint, paper.) Use tools in a safe   appropriate vocabulary to identify the
manner.                                                      elements of art.




                                                             2.2 Demonstrate developmentally appropriate
                                                             knowledge of the principles of design. Use
1.2 Paint, glue, cut, sculpt, draw, collage, and print at a  appropriate vocabulary to identify the
developmentally appropriate level.                           principles of design.
1.3 Demonstrate developmentally appropriate
knowledge of art processes (e.g., painting, printing, mixed 2.3 Demonstrate developmentally appropriate
media.)                                                     knowledge of the purposes of art.
1.4 Produce artwork with developmentally appropriate        2.4 Demonstrate developmentally appropriate
craftsmanship. Identify levels of craftsmanship in artwork. knowledge of contexts in art.

          Student Performance Indicators                         Student Performance Indicators

1.1.1 Identify teacher selected tools and media and         2.1.1 Name examples of lines, shapes, colors,
describe how to use them in a safe manner.                  textures, form, and space.

1.1.2 Demonstrate the use of teacher selected tools and     2.1.2 Describe examples of lines, shapes,
media in a safe manner.                                     colors, textures, form, and space.
1.1.3 Demonstrate precision in the use of teacher
selected tools and media in a safe manner.                  2.1.3 Classify examples of the elements of art.
                                                            2.2.1 Experience examples of these principles
                                                            of design: balance, variety, rhythm and
1.2.1 Recognize a variety of teacher selected techniques.   proportion.
1.2.2 Recognize and explain a variety of teacher selected   2.2.2 Experience examples of the principles of
techniques.                                                 design.
1.2.3 Demonstrate a variety of teacher sequenced            2.2.3 Recognize examples of the principles of
techniques.                                                 design.
                                                            2.3.1 Explore purposes of artwork selected by
1.3.1 Recognize a variety of teacher selected processes.    the teacher.
1.3.2 Recognize and explain a variety of teacher selected   2.3.2 Explore and describe purposes of artwork
processes.                                                  selected by the teacher.
1.3.3 Demonstrate a variety of teacher selected             2.3.3 Sort purposes of artwork selected by the
processes.                                                  teacher.
1.4.1 Examine levels of craftsmanship as modeled by the     2.4.1 Explore context of artwork selected by
teacher.                                                    the teacher.
1.4.2 Discuss levels of craftsmanship as modeled by the     2.4.2 Explore and describe context of artwork
teacher.                                                    selected by the teacher.
1.4.3 Identify levels of craftsmanship as modeled by the    2.4.3 Identify context of artwork selected by
teacher.                                                    the teacher.
                                                 Standard 4.0 Historical and Cultural
Standard 3.0 Evaluation                          Relationships
Grade Level Expectations                         Grade Level Expectations
3.1 Select subject matter, symbols, and ideas    4.1 Recognize that art comes from different cultures,
for the student’s own art.                       times, and places.
3.2 Describe subject matter, symbols, and
ideas in the student’s own art.                  Checks for Understanding

3.3 Describe subject matter, symbols, and        4.1 Demonstrate developmentally appropriate knowledge
ideas in others’ art.                            of art from different cultures, times, and places.



Checks for Understanding                                    Student Performance Indicators




3.1 Choose developmentally appropriate
subject matter with teacher guidance. Choose
developmentally appropriate symbols with
teacher guidance. Choose developmentally         4.1.1 Explore teacher selected art from different cultures
appropriate ideas with teacher guidance.         and places.
3.2 Create and explain artwork using
developmentally appropriate subject matter.
Create and explain artwork using
developmentally appropriate symbols. Create
and explain artwork using developmentally        4.1.2 Explore teacher selected art from different cultures,
appropriate ideas.                               times, and places.

3.3 Describe, in a developmentally appropriate
way, subject matter in others’ artwork.
Describe, in a developmentally appropriate
way, symbols in others’ artwork. Describe, in a
developmentally appropriate way, ideas in       4.1.3 Identify teacher selected art from different cultures,
others’ artwork.                                times, and places.


     Student Performance Indicators
3.1.1 Explore teacher selected subject matter,
symbols, and ideas in the student’s own art.
3.1.2 Choose subject matter, symbols, and
ideas for the student’s own art.

3.1.3 Select and apply subject matter, symbols,
and ideas in the student’s own art.

3.2.1 Recognize subject matter and symbols in
the student’s own art.
3.2.2 Identify subject matter, symbols, and
ideas in the student’s own art.

3.2.3 Explain subject matter, symbols, and
ideas in the student’s own art.
3.3.1 Recognize subject matter and symbols in
others art.
3.3.2 Identify subject matter, symbols, and
ideas in others art.
3.3.3 Explain subject matter, symbols, and
ideas in others art.
Standard 5.0 Reflecting and Assessing
Grade Level Expectations
5.1 Recognize the characteristics and merits of the
student’s own work.
5.2 Recognize the characteristics and merits of others’
work.



5.3 Recognize that viewers have various responses to art.



Checks for Understanding




5.1 Discuss, with the teacher, the characteristics and
merits of the student’s own work.




5.2 Discuss, within a group, the characteristics and merits
of others’ work.




5.3 Discuss, with teacher guidance, that viewers may
have various responses to art.


          Student Performance Indicators
5.1.1 Explore the characteristics and merits of the
student’s own work as guided by the teacher.
5.1.2 Recognize the characteristics and merits of the
student’s own work as guided by the teacher.

5.1.3 Recognize and explain the characteristics and merits
of the student’s own work as guided by the teacher.

5.2.1 Explore the characteristics and merits of others’
work as guided by the teacher.
5.2.2 Recognize the characteristics and merits of others’
work as guided by the teacher

5.2.3 Recognize and explain the characteristics and merits
of others’ work as guided by the teacher.
5.3.1 Explore various responses to art as guided by the
teacher.
5.3.2 Recognize various responses to art as guided by the
teacher.
5.3.3 Recognize and identify various responses to art as
guided by the teacher.
Standard 6.0 Interdisciplinary Connections
Grade Level Expectations
6.1 Recognize connections between visual art and other arts
disciplines.
6.2 Recognize connections between visual art and other disciplines
in the curriculum.



Checks for Understanding
6.1 Identify connections between visual art and music.
Identify connections between visual art and theatre.
Identify connections between visual art and dance.




6.2 Identify connections between visual art and language arts.
Identify connections between visual art and physical education.
Identify connections between visual art and mathematics.
Identify connections between visual art and social studies.
Identify connections between visual art and science.
Identify connections between visual art and technology.
Identify connections between visual art and school counseling and
career guidance.
Identify connections between visual art and health education.
Identify connections between visual art and world languages.




               Student Performance Indicators




6.1.1 Explore connections between visual art and other arts
disciplines as guided by the teacher.

6.1.2 Recognize connections between visual art and other arts
disciplines as guided by the teacher.
6.1.3 Recognize and identify connections between visual art and
other arts disciplines as guided by the teacher.
6.2.1 Explore connections between visual art and other disciplines
in the curriculum as guided by the teacher.

6.2.2 Recognize connections between visual art and other
disciplines in the curriculum as guided by the teacher.

6.2.3 Recognize and identify connections between visual art and
other disciplines in the curriculum as guided by the teacher.
Standard 1.0 Media, Techniques, and                          Standard 2.0 Structures and
Processes                                                    Functions
Grade Level Expectations                                     Grade Level Expectations

1.1 Use tools and media in a safe and responsible manner. 2.1 Identify and understand the elements of art.
1.2 Demonstrate an understanding of a variety of          2.2 Identify and understand the principles of
techniques.                                               design.

1.3 Explore a variety of processes.                          2.3 Understand that art has a purpose.



1.4 Recognize levels of craftsmanship.                       2.4 Understand that art has a context.




Checks for Understanding                                     Checks for Understanding



1.1 Demonstrate developmentally appropriate use of           2.1 Demonstrate developmentally appropriate
tools and media (e.g., scissors, glue, pencils, markers,     knowledge of the elements of art. Use
crayons, paint brushes, paint, paper). Use tools in a safe   appropriate vocabulary to identify the
and responsible manner.                                      elements of art.




                                                             2.2 Demonstrate developmentally appropriate
1.2 Paint, glue, cut, sculpt, draw, collage, and print at a  knowledge of the principles of design. Use
developmentally appropriate level. Use appropriate           appropriate vocabulary to identify the
vocabulary to describe a technique.                          principles of design.
1.3 Demonstrate developmentally appropriate
knowledge of art processes (e.g., painting, printing, mixed 2.3 Demonstrate developmentally appropriate
media.)                                                     knowledge of the purposes of art.
1.4 Produce artwork with developmentally appropriate
levels of craftsmanship. Identify levels of craftsmanship in 2.4 Demonstrate developmentally appropriate
artwork.                                                     knowledge of contexts in art.


          Student Performance Indicators                         Student Performance Indicators

1.1.1 Demonstrate the use of teacher selected tools and     2.1.1 Name and describe examples of lines,
media in a safe manner.                                     shapes, colors, textures, value, form, and space.

1.1.2 Demonstrate a precision in the use of teacher
selected tools and media in a safe manner.                  2.1.2 Classify examples of the elements of art.

1.1.3 Demonstrate a precision in and explore the use of
teacher selected tools and media in a safe manner.          2.1.3 Use chosen elements of art.
1.2.1 Recognize and explain a variety of teacher selected   2.2.1 Experience examples of the principles of
techniques.                                                 design.
1.2.2 Demonstrate a variety of teacher sequenced            2.2.2 Recognize examples of the principles of
techniques.                                                 design.
1.2.3 Demonstrate a precision in a variety of teacher       2.2.3 Recognize and describe examples of the
sequenced techniques.                                       principles of design.
1.3.1 Recognize and explain a variety of teacher selected   2.3.1 Explore and describe purposes of artwork
processes.                                                  selected by the teacher.
1.3.2 Demonstrate a variety of teacher selected             2.3.2 Identify and classify purposes of artwork
processes.                                                  selected by the teacher.
1.3.3 Demonstrate a precision in a variety of teacher       2.3.3 Classify and explain a purpose of an
selected processes.                                         artwork selected by the teacher.
1.4.1 Discuss levels of craftsmanship as modeled by the     2.4.1 Explore and describe context of artwork
teacher.                                                    selected by the teacher.
1.4.2 Identify levels of craftsmanship as modeled by the    2.4.2 Identify context of artwork selected by
teacher.                                                    the teacher.
                                                            2.4.3 Identify and compare context of artwork
1.4.3 Identify and apply levels of craftsmanship.           selected by the teacher.
                                                 Standard 4.0 Historical and Cultural
Standard 3.0 Evaluation                          Relationships
Grade Level Expectations                         Grade Level Expectations
3.1 Select subject matter, symbols, and ideas    4.1 Understand that art comes from different cultures,
for the student’s own art.                       times, and places.
3.2 Explain subject matter, symbols, and ideas
in the student’s own art.                        4.2 Understand that culture and history influence art.
3.3 Explain subject matter, symbols, and ideas
in others’ art.                                  Checks for Understanding

                                                 4.1 Demonstrate developmentally appropriate knowledge
Checks for Understanding                         of art from different cultures, times, and places.




3.1 Choose developmentally appropriate
subject matter with teacher guidance.
Choose developmentally appropriate symbols
with teacher guidance.
Choose developmentally appropriate ideas         4.2 Demonstrate developmentally appropriate knowledge
with teacher guidance.                           of how culture and history influence art.

3.2 Create and explain artwork using
developmentally appropriate subject matter.
Create and explain artwork using
developmentally appropriate symbols.
Create and explain artwork using
developmentally appropriate ideas.                          Student Performance Indicators


3.3 Explain, in a developmentally appropriate
way, subject matter in others’ artwork
Explain, in a developmentally appropriate way,
symbols in others’ artwork
Explain, in a developmentally appropriate way, 4.1.1 Explore teacher selected art from different cultures,
ideas in others’ artwork                       times, and places.

                                                 4.1.2 Identify teacher selected art from different cultures,
     Student Performance Indicators              times, and places.
3.1.1 Experiment with subject matter, symbols, 4.1.3 Compare and contrast teacher selected art from
and ideas in the student’s own art.            different cultures, times, and places.

3.1.2 Choose subject matter, symbols, and        4.2.1 Explore the influences of culture and history in
ideas for the student’s own art.                 teacher selected artwork.

3.1.3 Select and apply subject matter, symbols, 4.2.2 Recognize the influences of culture and history in
and ideas in the student’s own art.             teacher selected artwork.

3.2.1 Identify subject matter and symbols in     4.2.3 Identify the influences of culture and history in
the student’s own art.                           teacher selected artwork.

3.2.2 Summarize subject matter, symbols, and
ideas in the student’s own art.
3.2.3 Analyze subject matter, symbols, and
ideas in the student’s own art.
3.3.1 Identify subject matter and symbols in
others’ art.
3.3.2 Summarize subject matter, symbols, and
ideas in others’ art.
3.3.3 Analyze subject matter, symbols, and
ideas in others’ art.
Standard 5.0 Reflecting and Assessing
Grade Level Expectations
5.1 Recognize and explain the characteristics and merits
of the student’s own work.
5.2 Recognize and explain the characteristics and merits
of other’s work.

5.3 Recognize that viewers have various responses to art.



Checks for Understanding




5.1 Discuss, with the teacher, the characteristics and
merits of the student’s own work.




5.2 Discuss, within a group, the characteristics and merits
of others’ work.




5.3 Discuss, with teacher guidance, that viewers may
have various responses to art.


          Student Performance Indicators
5.1.1 Recognize the characteristics and merits of the
student’s own work as guided by the teacher.

5.1.2 Recognize and explain the characteristics and merits
of the student’s own work as guided by the teacher.

5.1.3 Recognize and explain the characteristics and merits
of the student’s own work as modeled by the teacher.

5.2.1 Recognize the characteristics and merits of others’
work as guided by the teacher.

5.2.2 Recognize and explain the characteristics and merits
of others’ work as guided by the teacher.
5.2.3 Recognize and explain the characteristics and merits
of others’ work as modeled by the teacher.
5.3.1 Recognize various responses to art as guided by the
teacher.
5.3.2 Recognize various responses to art as modeled by
the teacher.
5.3.3 Recognize and identify various responses to art as
modeled by the teacher.
Standard 6.0 Interdisciplinary Connections
Grade Level Expectations
6.1 Identify connections between visual art and other arts
disciplines.
6.2 Identify connections between visual art and other disciplines in
the curriculum.

Checks for Understanding
6.1 Identify connections between visual art and music.
Identify connections between visual art and theater.
Identify connections between visual art and dance.




6.2 Identify connections between visual art and language arts.
Identify connections between visual art and physical education.
Identify connections between visual art and mathematics.
Identify connections between visual art and social studies.
Identify connections between visual art and science. Identify
connections between visual art and technology.
Identify connections between visual art and school counseling and
career guidance.
Identify connections between visual art and health ducation.
Identify connections between visual art and world languages.




               Student Performance Indicators




6.1.1 Recognize connections between visual art and other arts
disciplines as guided by the teacher.

6.1.2 Identify connections between visual art and other arts
disciplines as guided by the teacher.
6.1.3 Identify and explain connections between visual art and
other arts disciplines as guided by the teacher.

6.2.1 Recognize connections between visual art and other
disciplines in the curriculum as guided by the teacher.

6.2.2 Identify connections between visual art and other disciplines
in the curriculum as guided by the teacher.

6.2.3 Identify and explain connections between visual art and
other disciplines in the curriculum as guided by the teacher.
Standard 1.0 Media, Techniques, and                         Standard 2.0 Structures and
Processes                                                   Functions
Grade Level Expectations                                    Grade Level Expectations
1.1 Use tools and media consistently in a safe and          2.1 Identify, understand, and apply the
responsible manner.                                         elements of art.
1.2 Demonstrate an understanding of a variety of            2.2 Identify, understand, and apply the
techniques.                                                 principles of art.

1.3 Explore a variety of processes.                         2.3 Understand and apply purpose in art.



1.4 Recognize and demonstrate levels of craftsmanship.      2.4 Understand and apply context in art.




Checks for Understanding                                    Checks for Understanding



                                                            2.1 Demonstrate developmentally appropriate
1.1 Demonstrate, consistently, a developmentally            knowledge of the elements of art. Use
appropriate use of tools and media (e.g., scissors, glue,   appropriate vocabulary to identify the
pencils, markers, crayons, paint brushes, paint, paper).    elements of art.




                                                            2.2 Demonstrate developmentally appropriate
1.2 Paint, glue, cut, sculpt, draw, collage, and print at a knowledge of the principles of design. Use
developmentally appropriate level. Use appropriate          appropriate vocabulary to identify the
vocabulary to describe a technique.                         principles of design.
1.3 Demonstrate developmentally appropriate
knowledge of art processes (e.g., painting, printing, mixed 2.3 Demonstrate developmentally appropriate
media).                                                     knowledge of the purposes of art.
1.4 Produce artwork with developmentally appropriate
levels of craftsmanship. Identify levels of craftsmanship in 2.4 Demonstrate developmentally appropriate
artwork.                                                     knowledge of contexts in art.


Use tools in a safe and responsible manner.                    Student Performance Indicators


          Student Performance Indicators                  2.1.1 Classify examples of the elements of art.
1.1.1 Demonstrate a precision in the use of teacher
selected tools and media in a safe manner.                2.1.2 Use chosen elements of art.

1.1.2 Demonstrate a precision in and explore the use of
teacher selected tools and media in a safe manner.        2.1.3 Demonstrate chosen elements of art.

1.1.3 Execute the intended use of tools and media as      2.2.1 Recognize examples of the principles of
modeled by the teacher.                                   design.
1.2.1 Demonstrate a variety of teacher sequenced          2.2.2 Recognize and describe examples of the
techniques.                                               principles of design.
1.2.2 Demonstrate a precision in a variety of teacher     2.2.3 Classify and use examples of the
sequenced techniques.                                     principles of design.
                                                          2.3.1 Classify and explain purposes of artwork
1.2.3 Execute a variety of teacher selected techniques.   selected by the teacher.
1.3.1 Demonstrate a variety of teacher selected           2.3.2 Explain selected purposes and apply in
processes.                                                student’s art.
1.3.2 Demonstrate a precision in a variety of teacher     2.3.3 Implement selected purposes in student’s
selected processes.                                       art.
                                                          2.4.1 Identify context of artwork selected by
1.3.3 Execute a variety of teacher selected processes.    the teacher
1.4.1 Recognize levels of craftsmanship as modeled by     2.4.2 Identify selected context and apply in
the teacher.                                              student’s art.
                                                          2.4.3 Implement selected context in student’s
1.4.2 Identify and apply levels of craftsmanship.         art.
1.4.3 Apply levels of craftsmanship.
                                                 Standard 4.0 Historical and Cultural
Standard 3.0 Evaluation                          Relationships
Grade Level Expectations                         Grade Level Expectations
3.1 Select subject matter, symbols, and ideas    4.1 Understand that art comes from different cultures,
for the student’s own art.                       times, and places.
3.2 Analyze subject matter, symbols, and ideas   4.2 Understand that culture, history, and art influence one
in the student’s own art.                        another.
3.3 Analyze subject matter, symbols, and ideas
in others’ art.                                  Checks for Understanding

                                                 4.1 Demonstrate developmentally appropriate knowledge
Checks for Understanding                         of art from different cultures, times, and places.




3.1 Choose developmentally appropriate
subject matter with teacher guidance.
Choose developmentally appropriate symbols
with teacher guidance.
Choose developmentally appropriate ideas         4.2 Demonstrate developmentally appropriate knowledge
with teacher guidance.                           of how culture and history influence art.

3.2 Create and analyze artwork using
developmentally appropriate subject matter.
Create and analyze artwork using
developmentally appropriate symbols.
Create and analyze artwork using
developmentally appropriate ideas.                          Student Performance Indicators


3.3 Analyze, in a developmentally appropriate
way, subject matter in others’ artwork.
Analyze, in a developmentally appropriate way,
symbols in others’ artwork.
Analyze, in a developmentally appropriate way, 4.1.1 Identify teacher selected art from different cultures,
ideas in others’ artwork.                      times, and places.

                                                 4.1.2 Compare and contrast teacher selected art from
     Student Performance Indicators              different cultures, times, and places.
3.1.1 Choose subject matter, symbols, and       4.1.3 Analyze teacher selected art from different cultures,
ideas in the student’s own art.                 times, and places.

3.1.2 Select and apply subject matter, symbols, 4.2.1 Recognize and identify the influences of culture and
and ideas for the student’s own art.            history in teacher selected artwork.

3.1.3 Implement chosen subject matter,          4.2.2 Recognize and identify that culture, history and art
symbols, and ideas in the student’s own art.    influence one another.
3.2.1 Summarize subject matter and symbols in   4.2.3 Discuss that culture, history, and art influence one
the student’s own art.                          another.

3.2.2 Examine subject matter, symbols, and
ideas in the student’s own art.

3.2.3 Analyze and evaluate subject matter,
symbols, and ideas in the student’s own art.
3.3.1 Summarize subject matter and symbols in
others’ art.
3.3.2 Examine subject matter, symbols, and
ideas in others’ art.
3.3.3 Analyze and evaluate matter, symbols,
and ideas in others’ art.
Standard 5.0 Reflecting and Assessing
Grade Level Expectations
5.1 Analyze the characteristics and merits of the
student’s own work.

5.2 Analyze the characteristics and merits of other’s work.
5.3 Understand that viewers have various responses to
art.



Checks for Understanding




5.1 Explain the characteristics and merits of the student’s
own work to the teacher and/or peers.




5.2 Interpret the characteristics and merits of others’
work in a teacher-guided group.




5.3 Compare and contrast various responses to art with
teacher guidance.


          Student Performance Indicators
5.1.1 Recognize and explain the characteristics and merits
of the student’s own work as modeled by the teacher.

5.1.2 Analyze the characteristics and merits of the
student’s own work as guided by the teacher.

5.1.3 Analyze the characteristics and merits of the
student’s own work as modeled by the teacher.
5.2.1 Recognize and explain the characteristics and merits
of others’ work as modeled by the teacher.

5.2.2 Analyze the characteristics and merits of others’
work as guided by the teacher.

5.2.3 Analyze the characteristics and merits of others’
work as modeled by the teacher.
5.3.1 Recognize and identify various responses to art as
modeled by the teacher.
5.3.2 Compare and contrast various responses to art as
modeled by the teacher.

5.3.3 Explain various responses to art.
Standard 6.0 Interdisciplinary Connections
Grade Level Expectations
6.1 Understand connections between visual art and other arts
disciplines.
6.2 Understand connections between visual art and other
disciplines in the curriculum.

Checks for Understanding
6.1 Identify connections between visual art and music.
Identify connections between visual art and theater.
Identify connections between visual art and dance.




6.2 Identify connections between visual arts and language arts.
Identify connections between visual art and physical education.
Identify connections between visual art and mathematics.
Identify connections between visual art and social studies.
Identify connections between visual art and science. Identify
connections between visual art and technology.
Identify connections between visual art and school counseling and
career guidance.
Identify connections between visual art and health education.
Identify connections between visual art and world languages.




               Student Performance Indicators




6.1.1 Identify and explain connections between visual art and
other standards based arts disciplines as guided by the teacher.

6.1.2 Compare and contrast connections between visual art and
other standards based arts disciplines as guided by the teacher.
6.1.3 Explain connections between visual art and other standards
based arts disciplines as guided by the teacher.

6.2.1 Identify connections between visual art and other standards
based disciplines in as guided by the teacher.

6.2.2 Compare and contrast connections between visual art and
other standards based disciplines as guided by the teacher.
6.2.3 Explain connections between visual art and other standards
based disciplines as guided by the teacher.
Standard 1.0 Media, Techniques, and                      Standard 2.0 Structures and
Processes                                                Functions
Grade Level Expectations                                 Grade Level Expectations

1.1 Use a variety of tools in a safe and responsible
manner.                                                  2.1 Classify elements of art.

1.2 Use a variety of media.                              2.2 Apply elements of art.

1.3 Demonstrate and explain a variety of techniques.     2.3 Classify principles of design.




1.4 Investigate and apply a variety of processes.        2.4 Apply principles of design.




1.5 Recognize and demonstrate levels of craftsmanship.   2.5 Understand purpose in art.




Checks for Understanding                                 2.6 Apply purpose in art.

1.1 Demonstrate developmentally-appropriate use of
tools (e.g., drawing implements, painting implements,
sculpting implements, printmaking implements, and
technological sources). Demonstrate developmentally-
appropriate care for tools and work space. Demonstrate
safe use of tools in making art.                         2.7 Understand context in art.
1.2 Demonstrate developmentally-appropriate use of
media (e.g., drawing, painting, sculpting, printmaking,
and technology).                                         2.8 Apply context in art.
1.3 Demonstrate developmentally-appropriate
proficiency in a variety of techniques (e.g. cutting,
pasting, assemblage, mixing color, drawing using contour
lines, working in relief, dry brushing, working with
monochromatic scheme, painting wet into wet, mixing
applications of various techniques, and sourcing
technology). Use correct vocabulary to describe
techniques of making art.                                Checks for Understanding
                                                           2.1 Categorize the perceived intent of the
1.4 Explore and implement various ways of sequentially     elements of art in others’ works of art.
developing art from a concept to a teacher-selected        Categorize the intended purpose of the
outcome.                                                   elements of art in one’s own works of art.

1.5 Evaluate levels of craftsmanship of one’s own and
others’ (peer and master) artwork through teacher-
facilitated methods such as rubrics or critique. Model     2.2 Create artwork using the elements of art
developmentally-appropriate craftsmanship.                 with specific intent.


                                                           2.3 Categorize the perceived intent of the
                                                           principles of design in other’s works of art.
                                                           Categorize the intended purpose of the
          Student Performance Indicators                   principles of design in one’s own works of art.

1.1.1 Demonstrate a precision in and explore the use of   2.4 Create artwork using the principles of
tools as modeled by the teacher.                          design with specific intent.
                                                          2.5 Summarize the perceived reasons for the
1.1.2 Execute the intended use of tools as modeled by     creation of artwork using teacher-given
the teacher.                                              guidelines.
1.1.3 Execute the intended use of tools as coached by the 2.6 Create works of art with an intended
teacher.                                                  purpose or combination of purposes.

1.2.1 Demonstrate media in the intended manner as          2.7 Summarize the perceived meaning of
modeled by the teacher.                                    artwork using teacher-given guidelines.
1.2.2 Execute a variety of media in the intended manner
as modeled by the teacher.                                 2.8 Create works of art with intended meaning.
1.2.3 Execute a variety of media in the intended manner
as coached by the teacher.                                      Student Performance Indicators
1.3.1 Demonstrate a precision in the use of a variety of   2.1.1 Explain the elements of art found in
teacher sequenced techniques.                              selected artwork.

                                                         2.1.2 Classify and make inferences about the
1.3.2 Execute a variety of teacher sequenced techniques. elements of art found in selected artwork
                                                         2.1.3 Compare the elements of art found in
1.3.3 Execute a variety of teacher selected techniques.  selected artwork.
1.4.1 Demonstrate a precision in the use of a variety of 2.2.1 Use chosen elements of art in one’s own
processes as modeled by the teacher.                     artwork.
1.4.2 Execute a variety of processes as modeled by the   2.2.2 Demonstrate chosen elements of art in
teacher.                                                 one’s own artwork.
1.4.3 Organize and execute a variety of processes as     2.2.3 Integrate chosen elements in one’s own
modeled by the teacher.                                  artwork.
                                                         2.3.1 Explain the principles of design found in
1.5.1 Recognize and demonstrate levels of craftsmanship. selected artwork.
                                                         2.3.2 Identify and make inferences about the
1.5.2 Demonstrate levels of craftsmanship.               principles of design found in selected artwork
                                                         2.3.3 Compare the principles of design found in
1.5.3 Execute craftsmanship as modeled by the teacher.   selected artwork.
                                                         2.4.1 Use chosen principles of design in one’s
                                                         own artwork.
                                                         2.4.2 Demonstrate chosen principles of design
                                                         in one’s own artwork.
                                                         2.4.3 Integrate chosen principles of design in
                                                         one’s own artwork.
                                                         2.5.1 Recognize the purpose of selected
                                                         artworks through teacher-guided cues.
                                                         2.5.2 Discover and make inferences about the
                                                         purposes of selected artworks through teacher-
                                                         guided cues.
                                                         2.5.3 Explain the purpose of selected artworks
                                                         through teacher-guided cues.

                                                         2.6.1 Select a purpose for one’s own artwork.
                                                         2.6.2 Demonstrate chosen purposes in one’s
                                                         own artwork.
                                                         2.6.3 Integrate chosen purposes in one’s own
                                                         artwork
                                                         2.7.1 Recognize the context of selected
                                                         artwork through teacher-guided cues.
                                                         2.7.2 Discover and make inferences about the
                                                         context of selected artwork through teacher-
                                                         guided cues.
                                                         2.7.3 Explain the context of selected artwork
                                                         through teacher-guided cues.

                                                         2.8.1 Select a context for one’s own artwork.
                                                         2.8.2 Demonstrate a chosen context in one’s
                                                         own artwork.
                                                         2.8.3 Integrate a chosen context in one’s own
                                                         artwork
                                                 Standard 4.0 Historical and Cultural
Standard 3.0 Evaluation                          Relationships
Grade Level Expectations                         Grade Level Expectations

3.1 Select and demonstrate subject matter,       4.1 Understand and demonstrate that art comes from
symbols, and ideas in one’s own artwork.         different cultures, times, and places.
3.2 Analyze and evaluate subject matter,         4.2 Understand and demonstrate how culture, history, and
symbols, and ideas in one’s own artwork.         art influence each other.
3.3 Explain subject matter, symbols, and ideas
in artwork of others.                            Checks for Understanding

                                                 4.1 Classify sequences of events that influence art using
                                                 teacher-guided activities. Classify aspects of culture that
Checks for Understanding                         influence art using teacher-guided activities.

3.1 Choose subject matter, symbols, and/or
ideas with teacher guidance.
Execute pre-selected subject matter, symbols,    4.2 Classify how culture, history, and art influence each
and/or ideas in one’s own artwork.               other using teacher-guided activities.


3.2 Reflect (written and/or verbal) on the
subject matter, symbols, and/or ideas in one’s
own artwork.                                                Student Performance Indicators




3.3 Identify and hypothesize subject matter,
symbols, and/or ideas in artwork of others       4.1.1 Analyze teacher-selected art from historical and
(peers and masters).                             contemporary cultures, times, and places.

                                                 4.1.2 Interpret teacher-selected art from historical and
     Student Performance Indicators              contemporary cultures, times, and places.




3.1.1 Implement subject matter, symbols, and
ideas in one’s own artwork as guided by the      4.1.3 Compare and contrast teacher-selected art from
teacher.                                         historical and contemporary cultures, times, and places.
3.1.2 Integrate subject matter, symbols, and
ideas in one’s own artwork as guided by the    4.2.1 Discuss how culture, history, and art influence each
teacher.                                       other – past and present.


3.1.3 Produce subject matter, symbols, and
ideas in one’s own artwork as guided by the    4.2.2 Interpret how culture, history, and art influence each
teacher.                                       other – past and present.




3.2.1 Deconstruct subject matter, symbols, and
ideas in one’s own artwork as guided by the    4.2.3 Compare and contrast how culture, history, and art
teacher.                                       influence each other – past and present.
3.2.2 Reflect on subject matter, symbols, and
ideas in one’s own artwork as guided by the
teacher.
3.2.3 Critique subject matter, symbols, and
ideas in one’s own artwork as guided by the
teacher.
3.3.1 Categorize subject matter, symbols, and
ideas in artwork of others.
3.3.2 Classify and make inferences about
subject matter, symbols, and ideas in artwork
of others.
3.3.3 Interpret subject matter, symbols, and
ideas in artwork of others.
Standard 5.0 Reflecting and Assessing
Grade Level Expectations

5.1 Analyze and discuss the characteristics and merits of
one’s own artwork.
5.2 Analyze and discuss the characteristics and merits of
artworks of others.
5.3 Understand and demonstrate that viewers have
different responses to art.




Checks for Understanding
5.1 Deconstruct the characteristics and merits of one’s
own artwork as guided, modeled or coached by the
teacher.
Express (verbal and/or written) the characteristics and
merits of one’s own artwork.
5.2 Deconstruct the characteristics and merits of selected
artworks of others as guided, modeled or coached by the
teacher.
Express (verbal and/or written) the characteristics and
merits of selected artworks of others.




5.3 Explain and show, through teacher-guided activities,
that different viewers have different responses to art.


          Student Performance Indicators




5.1.1 Analyze the characteristics and merits of one’s own
artwork as guided by the teacher.
5.1.2 Analyze the characteristics and merits of one’s own
artwork as modeled by the teacher.




5.1.3 Analyze the characteristics and merits of one’s own
artwork as coached by the teacher.




5.2.1 Analyze the characteristics and merits of selected
artwork of others as guided by the teacher

5.2.2 Analyze the characteristics and merits of selected
artwork of others as modeled by the teacher.

5.2.3 Analyze the characteristics and merits of selected
artwork of others as coached by the teacher.
5.3.1 Compare and contrast various responses to works
of art as modeled by the teacher.

5.3.2 Compare and contrast various responses to works
of art as coached by the teacher.
5.3.3 Compare and contrast various responses to works
of art as facilitated by the teacher.
Standard 6.0 Interdisciplinary Connections
Grade Level Expectations

6.1 Understand and discuss connections between visual arts and
other arts disciplines.
6.2 Understand and discuss connections between visual arts and
disciplines outside the arts.

Checks for Understanding
6.1 Identify relationships between the visual arts and another arts
discipline.
Express, through teacher-guided activities, relationships between
the visual arts and another arts discipline.

6.2 Identify relationships between the visual arts and a discipline
outside the arts.
Express, through teacher-guided activities, relationships between
the visual arts and a discipline outside the arts.




               Student Performance Indicators




6.1.1 Compare and contrast connections between visual arts and
other standards-based arts disciplines as guided by the teacher.

6.1.2 Explain connections between visual arts and other standards-
based arts disciplines as guided by the teacher.




6.1.3 Explain connections between visual arts and other standards-
based arts disciplines as modeled by the teacher.
6.2.1 Compare and contrast connections between visual arts and
standards-based disciplines outside the arts as guided by the
teacher.




6.2.2 Explain connections between visual arts and standards-based
disciplines outside the arts as guided by the teacher.




6.2.3 Explain connections between visual arts and standards-based
disciplines outside the arts as modeled by the teacher.
Standard 1.0 Media, Techniques, and                         Standard 2.0 Structures and
Processes                                                   Functions
Grade Level Expectations                                    Grade Level Expectations
1.1 Manipulate a variety of tools and media in a safe and
responsible manner.                                         2.1 Categorize elements of art.

1.2 Apply a variety of media.                               2.2 Apply elements of art

1.3 Apply a variety of techniques.                          2.3 Categorize principles of design.




1.4 Investigate and apply a variety of processes.           2.4 Apply principles of design.




1.5 Recognize, demonstrate and evaluate levels of
craftsmanship.                                              2.5 Understand purpose in art.




Checks for Understanding                                    2.6 Apply purpose in art.
1.1 Demonstrate developmentally-appropriate use of
tools (e.g., drawing implements, painting implements,
sculpting implements, printmaking implements, and
technological sources).
Demonstrate developmentally-appropriate care for tools
and work space.
Demonstrate safe use of tools in making art.               2.7 Understand context in art.
1.2 Demonstrate developmentally-appropriate use of
media (e.g., drawing, painting, sculpting, printmaking and
technology).                                               2.8 Apply context in art.
1.3 Demonstrate developmentally-appropriate
proficiency in a variety of techniques
(e.g., cutting, pasting, assemblage, mixing color,
contouring, working with form,
mark-making techniques, working with color theory,
color schemes, painting wet into wet, book-making,
printmaking, mixing applications of various techniques,
and sourcing technology).
Utilize correct vocabulary to describe techniques of
making art.                                               Checks for Understanding

                                                          2.1 Explain (written and/or verbal) the
                                                          perceived intent of the elements of art in
1.4 Explore and implement various ways of sequentially    others’ works of art.
developing art from a concept to teacher-selected         Explain (written and/or verbal) the intended
outcomes.                                                 purpose in one’s own works of art.


1.5 Evaluate levels of craftsmanship of one’s own and
others’ (peer and master) works of art through teacher-
facilitated methods such as rubrics or critique.          2.2 Create artwork using the elements of art
Model developmentally-appropriate craftsmanship.          with specific intent.
                                                          2.3 Explain (written and/or verbal) the
                                                          perceived intent of the principles of design in
                                                          other’s works of art.
                                                          Explain (written and/or verbal) the intended
                                                          purpose of the principles of design in one’s
          Student Performance Indicators                  own works of art.

1.1.1 Execute the intended use of tools as modeled by     2.4 Create artwork using the principles of
the teacher.                                              design with specific intent.
                                                          2.5 Summarize the perceived reasons for the
1.1.2 Execute the intended use of tools as coached by the creation of artworks using teacher-given
teacher.                                                  guidelines.

1.1.3 Execute the intended use of tools and proper care   2.6 Create works of art with an intended
of work space as facilitated by the teacher.              purpose or combination of purposes.
1.2.1 Execute a variety of media in the intended manner   2.7 Summarize the perceived meaning of
as modeled by the teacher.                                artworks using teacher-given guidelines.

1.2.2 Execute a variety of media in the intended manner
as coached by the teacher.                                2.8 Create works of art with intended meaning.
1.2.3 Integrate a variety of media in the intended manner
as coached by the teacher.                                     Student Performance Indicators
                                                         2.1.1 Compare and make inferences about the
1.3.1 Execute a variety of teacher sequenced techniques. elements of art found in selected artwork.
                                                         2.1.2 Interpret the elements of art found in
1.3.2 Execute a variety of teacher selected techniques.  selected artwork.
                                                         2.1.3 Critique the elements of art found in
1.3.3 Execute a variety of teacher coached techniques.   selected artwork.
                                                         2.2.1 Execute chosen elements in one’s own
1.4.1 Execute a variety of teacher modeled processes.    artwork.
1.4.2 Organize and execute a variety of teacher modeled 2.2.2 Integrate chosen elements in one’s own
processes.                                               artwork.
1.4.3 Organize and execute a variety of teacher coached 2.2.3 Experiment with chosen elements in
processes.                                               one’s own artwork.

1.5.1 Demonstrate levels of craftsmanship as modeled by   2.3.1 Compare and make inferences about the
the teacher.                                              principles of design found in selected artwork
1.5.2 Execute levels of craftsmanship as modeled by the   2.3.2 Interpret the principles of design found in
teacher.                                                  selected artwork.
1.5.3 Execute and analyze levels of craftsmanship as      2.3.3 Critique the principles of design found in
coached by the teacher                                    selected artwork.
                                                          2.4.1 Execute chosen principles of design in
                                                          one’s own artwork.
                                                          2.4.2 Integrate chosen principles of design in
                                                          one’s own artwork.
                                                          2.4.3 Experiment with chosen principles of
                                                          design in one’s own artwork.
                                                          2.5.1 Explain and make inferences about the
                                                          purposes of selected artworks through teacher-
                                                          guided cues.
                                                          2.5.2 Compare the purposes of selected
                                                          artworks through teacher-guided cues.
                                                          2.5.3 Critique the purposes of selected
                                                          artworks through teacher-guided cues.
                                                          2.6.1 Execute chosen purposes in one’s own
                                                          artwork
                                                          2.6.2 Integrate chosen purposes in one’s own
                                                          artwork
                                                          2.6.3 Experiment with chosen purposes in
                                                          one’s own artwork.
                                                          2.7.1 Explain and make inferences about the
                                                          context of selected artworks through teacher-
                                                          guided cues.
                                                          2.7.2 Compare the context of selected
                                                          artworks through teacher-guided cues.
                                                          2.7.3 Critique the context of selected artworks
                                                          through teacher-guided cues.
2.8.1 Execute a chosen context in one’s own
artwork
2.8.2 Integrate a chosen context in one’s own
artwork
2.8.3 Experiment with a chosen context in
one’s own artwork
                                                  Standard 4.0 Historical and Cultural
Standard 3.0 Evaluation                           Relationships
Grade Level Expectations                          Grade Level Expectations
3.1 Select and demonstrate subject matter,        4.1 Explore the relationship of art from different cultures,
symbols, and ideas in one’s art.                  times, and places.
3.2 Analyze and evaluate subject matter,          4.2 Examine and demonstrate how culture, history, and
symbols, and ideas in one’s art.                  art influence one another.
3.3 Explain subject matter, symbols, and ideas
in art.                                           Checks for Understanding



                                                  4.1 Examine characteristics of selected cultures and the art
                                                  of those cultures through teacher-guided activities.
                                                  Examine characteristics of selected times and the art from
                                                  those times through teacher-guided activities.
                                                  Examine characteristics of selected places and the art from
                                                  those places through teacher-guided activities.
                                                  Compare and contrast art from selected cultures, times,
Checks for Understanding                          and places.

3.1 Choose subject matter, symbols, and/or
ideas with teacher guidance.
Execute pre-selected subject matter, symbols,     4.2 Relate, through teacher-guided activities, how culture,
and ideas in one’s own artwork.                   history, and art influence each other.


3.2 Reflect (written and/or verbal) on the
subject matter, symbols, and ideas in one’s
own artwork.                                                 Student Performance Indicators



3.3 Investigate similarities and differences in
subject matter, symbols, and ideas between
one’s own artwork and artworks of others          4.1.1 Interpret teacher-selected art from historical and
(peers and masters).                              contemporary cultures, times, and places.

                                                  4.1.2 Compare and contrast teacher-selected art from
     Student Performance Indicators               historical and contemporary cultures, times, and places.
3.1.1 Implement subject matter, symbols, and
ideas in one’s own artwork as modeled by the   4.1.3 Evaluate teacher-selected art from historical and
teacher.                                       contemporary cultures, times, and places.




3.1.2 Integrate subject matter, symbols, and
ideas in one’s own artwork as modeled by the   4.2.1 Interpret how culture, history, and art influence each
teacher.                                       other – past and present.




3.1.3 Produce subject matter, symbols, and
ideas in one’s own artwork as modeled by the   4.2.2 Compare and contrast how culture, history, and art
teacher.                                       influence each other – past and present.




3.2.1 Deconstruct subject matter, symbols, and
ideas in one’s own artwork as modeled by the 4.2.3 Debate how culture, history, and art influence each
teacher.                                       other – past and present.
3.2.2 Reflect on subject matter, symbols, and
ideas in one’s own artwork as modeled by the
teacher.
3.2.3 Critique subject matter, symbols, and
ideas in one’s own artwork as modeled by the
teacher.
3.3.1 Classify and make inferences about
subject matter, symbols, and ideas in artwork
of others.
3.3.2 Interpret subject matter, symbols, and
ideas in artwork of others.

3.3.3 Compare and contrast subject matter,
symbols, and ideas in artworks of others.
Standard 5.0 Reflecting and Assessing
Grade Level Expectations
5.1 Analyze and discuss the characteristics and merits of
one’s own artwork.
5.2 Analyze and discuss the characteristics and merits of
artwork of others.

5.3 Investigate viewers’ responses to art.




Checks for Understanding
5.1 Deconstruct the characteristics and merits of one’s
own artwork as guided, modeled or coached by the
teacher..
Express (verbal and/or written) the characteristics and
merits of one’s own artwork.
5.2 Deconstruct the characteristics and merits of selected
artworks of others as guided, modeled or coached by the
teacher.
Express (verbal and/or written) the characteristics and
merits of selected artworks of others.




5.3 Explain and show that different viewers have
different responses to art through teacher-guided
activities.


          Student Performance Indicators
5.1.1 Interpret characteristics and merits of the student’s
own artwork as modeled by the teacher.




5.1.2 Compare and contrast the characteristics and
merits of the student’s own artwork as coached by the
teacher.




5.1.3 Evaluate the characteristics and merits of the
student’s own artwork as facilitated by the teacher.




5.2.1 Interpret the characteristics and merits of artwork
of others as modeled by the teacher.

5.2.2 Compare and contrast the characteristics and
merits of artwork of others as coached by the teacher.

5.2.3 Evaluate the characteristics and merits of artwork
of others as coached by the teacher.

5.3.1 Compare and contrast various responses to art as
coached by the teacher.
5.3.2 Compare and contrast various responses to art as
facilitated by the teacher.

5.3.3 Evaluate various responses to art as facilitated by
the teacher.
Standard 6.0 Interdisciplinary Connections
Grade Level Expectations
6.1 Compare and discuss connections between visual arts and
other arts disciplines.
6.2 Compare and discuss connections between visual arts and
disciplines outside the arts.

Checks for Understanding




6.1 Explore and identify relationships between the visual arts and
other arts disciplines.




6.2 Express, through teacher-guided activities, relationships
between the visual arts and disciplines outside the arts.




               Student Performance Indicators




6.1.1 Explain connections between visual arts and other standards-
based arts disciplines as guided by the teacher.

6.1.2 Explain connections between visual arts and other standards-
based arts disciplines as modeled by the teacher.
6.1.3 Explain connections between visual arts and other standards-
based arts disciplines as facilitated by the teacher.




.




6.2.1 Explain connections between visual arts and standards-based
disciplines outside the arts as guided by the teacher.




6.2.2 Explain connections between visual arts and standards-based
disciplines outside the arts as modeled by the teacher.

6.2.3 Explain connections between visual arts and standards-based
disciplines outside the arts as facilitated by the teacher.
Standard 1.0 Media, Techniques, and                         Standard 2.0 Structures and
Processes                                                   Functions
Grade Level Expectations                                    Grade Level Expectations

6.1.1 Explain connections between visual arts and other
standards-based arts disciplines as guided by the teacher. 2.1 Analyze and apply the elements of art.
6.1.2 Explain connections between visual arts and other
standards-based arts disciplines as modeled by the
teacher.                                                   2.2 Apply the elements of art.
6.1.3 Explain connections between visual arts and other
standards-based arts disciplines as facilitated by the
teacher.                                                   2.3 Analyze and apply principles of design.




6.2.1 Explain connections between visual arts and
standards-based disciplines outside the arts as guided by
the teacher.                                                2.4 Apply principles of design.



6.2.2 Explain connections between visual arts and
standards-based disciplines outside the arts as modeled
by the teacher.                                             2.5 Evaluate purpose in art.


6.2.3 Explain connections between visual arts and
standards-based disciplines outside the arts as facilitated
by the teacher.                                             2.6 Apply purpose in art.




Checks for Understanding                                    2.7 Evaluate context in art.
1.1 Demonstrate developmentally-appropriate use of
tools (e.g., drawing implements, painting implements,
sculpting implements, printmaking implements, and
technological sources).
Demonstrate developmentally-appropriate care for tools,
media and work space.
Demonstrate safety of tool usage in making art.         2.8 Apply context in art.
1.2 Demonstrate developmentally-appropriate use of
media (e.g., drawing, painting, sculpting, printmaking,
and technology)                                             Checks for Understanding

1.3 Demonstrate developmentally-appropriate
proficiency in a variety of technique (e.g., cutting,
pasting, assemblage, mixing color, drawing utilizing
contour lines, working with form, mark-making
techniques, working with color theory, color schemes,
painting wet into wet, book-making, printmaking,            2.1 Examine and explain (written and/or
working with scale, mixing applications of various          verbal) the perceived intent of the elements of
techniques, and sourcing technology).                       art in selected artwork of others.
Use correct vocabulary to describe techniques of making     Examine and explain (written and/or verbal)
art.                                                        the intended purpose in one’s own artwork.
1.4 Explore and implement various ways of sequentially
developing art from a concept to teacher-selected           2.2 Create artwork using the elements of art
outcomes.                                                   with specific intent.

                                                       2.3 Examine and explain (written and/or
                                                       verbal) the perceived intent of the principles of
1.5 Critique levels of craftsmanship of one’s own and  design in selected artwork of others.
others’ (peer and master) artwork through teacher-     Examine and explain (written and/or verbal)
facilitated methods. Model developmentally-appropriate the intended purpose of the principles of
craftsmanship.                                         design in one’s own artwork.

                                                            2.4 Create artwork using the principles of deign
          Student Performance Indicators                    with specific intent.
                                                            2.5 Critique the perceived reasons for the
1.1.1 Execute the intended use of tools and proper care     creation of selected artwork using teacher-
of work space as coached by the teacher.                    given guidelines.
1.1.2 Execute the intended use of tools and proper care     2.6 Create works of art with an intended
of work space as facilitated by the teacher.                purpose or combination of purposes.

1.1.3 Execute the intended use of tools and proper care     2.7 Critique the intended meaning of selected
of work space.                                              artwork using teacher-given guidelines.
1.2.1 Execute a variety of media in the intended manner
as coached by the teacher.                                  2.8 Create works of art with intended meaning.
1.2.2 Integrate a variety of media in the intended manner
as coached by the teacher.                                       Student Performance Indicators
1.2.3 Integrate a variety of media in the intended manner   2.1.1 Compare the elements of art found in
as facilitated by the teacher.                              selected artwork.
                                                            2.1.2 Interpret the elements of art found in
1.3.1 Execute a variety of teacher-modeled techniques.      selected artwork.
                                                            2.1.3 Critique the elements of art found in
1.3.2 Execute a variety of teacher-coached techniques.      selected artwork.
1.3.3 Experiment with and execute a variety of teacher-    2.2.1 Execute chosen elements in one’s own
facilitated techniques.                                    artwork.
1.4.1 Organize and execute a variety of teacher-modeled    2.2.2 Integrate chosen elements in one’s own
processes.                                                 artwork.
1.4.2 Organize and execute a variety of teacher-coached    2.2.3 Experiment with chosen elements in
processes.                                                 one’s own artwork.
1.4.3 Experiment with, organize and execute a variety of   2.3.1 Compare the principles of design found in
teacher-facilitated processes.                             selected artwork
1.5.1 Execute and analyze levels of craftsmanship as       2.3.2 Interpret the principles of design found in
modeled by teacher.                                        selected artwork.
1.5.2 Execute and analyze levels of craftsmanship as       2.3.3 Critique the principles of design found in
coached by teacher.                                        selected artwork.
1.5.3 Execute and judge levels of craftsmanship as         2.4.1 Execute chosen principles of design in
facilitated by teacher.                                    one’s own artwork.
                                                           2.4.2 Integrate chosen principles of design in
                                                           one’s own artwork.
                                                           2.4.3 Experiment with chosen principles of
                                                           design in one’s own artwork.

                                                           2.5.1 Explain the purposes of selected artworks
                                                           through teacher-guided context clues.

                                                           2.5.2 Compare the purposes of selected
                                                           artworks through teacher-guided context clues.

                                                           2.5.3 Critique the purposes of selected
                                                           artworks through teacher-guided context clues.
                                                           2.6.1 Execute chosen purposes in one’s own
                                                           work
                                                           2.6.2 Integrate chosen purposes in one’s own
                                                           work
                                                           2.6.3 Experiment with chosen purposes in
                                                           one’s own work.

                                                           2.7.1 Explain the context of selected artworks
                                                           through teacher-guided context clues.

                                                           2.7.2 Compare the context of selected
                                                           artworks through teacher-guided context clues.

                                                           2.7.3 Critique the context of selected artworks
                                                           through teacher-guided context clues.
                                                           2.8.1 Execute a chosen context in one’s own
                                                           work
                                                           2.8.2 Integrate a chosen context in one’s own
                                                           work
2.8.3 Experiment with a context function in
one’s own work
                                                  Standard 4.0 Historical and Cultural
Standard 3.0 Evaluation                           Relationships
Grade Level Expectations                          Grade Level Expectations

3.1 Plan, design, and demonstrate subject         4.1 Explore the relationship of art from different cultures,
matter, symbols, and ideas in one’s art.          time, and places.

3.2 Analyze and critique subject matter,          4.2 Examine and demonstrate how culture, history, and
symbols, and ideas in one’s art.                  art influence each other.

3.3 Critique subject matter, symbols, and ideas
in art.                                           Checks for Understanding


                                                  4.1 Examine characteristics of select cultures and the art
                                                  of those cultures through teacher-guided activities.
                                                  Examine characteristics of select times and the art from
                                                  those times through teacher-guided activities.
                                                  Examine characteristics of select places and the art from
                                                  those places through teacher-guided activities.
                                                  Compare and contrast selected art from various cultures,
Checks for Understanding                          times, and places.



3.1 Select and execute combinations of subject
matter, symbols, and ideas in one’s art with   4.2 Relate, through teacher-guided activities, how culture,
teacher facilitation.                          history, and art influence each other.


3.2 Reflect (written and/or verbal) on the
subject matter, symbols, and ideas in one’s
own artwork.                                                 Student Performance Indicators

3.3 Investigate similarities and differences in
subject matter, symbols, and ideas between
one’s own artwork and the artwork of others       4.1.1 Interpret teacher-selected artwork from historical
(peers and masters).                              and contemporary cultures, times, and places.




                                                  4.1.2 Compare and contrast teacher-selected artworks
                                                  from historical and contemporary cultures, times, and
     Student Performance Indicators               places.
3.1.1 Implement subject matter, symbols, and
ideas in one’s own artwork as coached by the   4.1.3 Evaluate teacher-selected artwork from historical
teacher.                                       and contemporary cultures, times, and places.




3.1.2 Integrate subject matter, symbols, and
ideas in one’s own artwork as coached by the   4.2.1 Interpret how culture, history, and art influence each
teacher.                                       other – past and present.
3.1.3 Produce subject matter, symbols, and
ideas in one’s own artwork as coached by the   4.2.2 Compare and contrast how culture, history and art
teacher.                                       influence each other – past and present.




3.2.1 Deconstruct subject matter, symbols, and
ideas in one’s own artwork as coached by the 4.2.3 Debate how culture, history and art influence each
teacher.                                       other – past and present.
3.2.2 Reflect on subject matter, symbols, and
ideas in one’s own artwork as coached by the
teacher.
3.2.3 Critique subject matter, symbols, and
ideas in one’s own artwork as coached by the
teacher.
3.3.1 Interpret subject matter, symbols, and
ideas in artwork of others.

3.3.2 Compare and contrast subject matter,
symbols, and ideas in artworks of others.
3.3.3 Critique subject matter, symbols, and
ideas in artwork of others.
Standard 5.0 Reflecting and Assessing
Grade Level Expectations

5.1 Analyze and justify the characteristics and merits of
one’s artwork.

5.2 Analyze and justify the characteristics and merits of
other’s artwork.


5.3 Investigate and evaluate viewers’ responses to art.




Checks for Understanding
5.1 Deconstruct the characteristics and merits of one’s
own artwork as guided, modeled or coached by the
teacher.
Critique (verbal and/or written) the characteristics and
merits of one’s own artwork.
5.2 Deconstruct the characteristics and merits of selected
artwork of others as guided, modeled or coached by the
teacher.
Critique (verbal and/or written) the characteristics and
merits of selected artwork of others.

5.3 Inquire, through teacher-guided activities, why
different viewers have different responses to art.
Appraise, through teacher-guided activities, different
viewers’ responses to art.




          Student Performance Indicators
5.1.1 Compare and contrast the characteristics and
merits of one’s own artwork as coached by the teacher.




5.1.2 Evaluate the characteristics and merits of one’s own
artwork as facilitated by the teacher.

5.1.3 Critique the characteristics and merits of one’s own
artwork as facilitated by the teacher.




5.2.1 Compare and contrast the characteristics and
merits of the artwork of others as coached by the teacher.

5.2.2 Evaluate the characteristics and merits of the
artwork of others as coached by the teacher.

5.2.3 Critique the characteristics and merits of the
artwork of others as coached by the teacher.
5.3.1 Compare and contrast various responses to
artworks as facilitated by the teacher.

5.3.2 Evaluate various responses to artworks as
facilitated by the teacher.
5.3.3 Critique various responses to artworks as facilitated
by the teacher.
Standard 6.0 Interdisciplinary Connections
Grade Level Expectations

6.1 Compare and analyze connections between visual arts and
other arts disciplines.

6.2 Compare and analyze connections between visual arts and
disciplines outside the arts.


Checks for Understanding




6.1 Distinguish commonalities between the visual arts and other
disciplines.




6.2 Analyze the relationships between the visual arts and other
disciplines through teacher-guided activities.




               Student Performance Indicators



6.1.1 Explain connections between visual arts and other standards-
based arts disciplines as modeled by the teacher.




6.1.2 Explain connections between visual arts and other standards-
based arts disciplines as facilitated by the teacher.
6.1.3 Explain connections between visual arts and other standards-
based arts disciplines as guided by the teacher.




6.2.1 Explain connections between visual arts and standards-based
disciplines outside the arts as modeled by the teacher.

6.2.2 Explain connections between visual arts and standards-based
disciplines outside the arts as facilitated by the teacher.




6.2.3 Illustrate connections between visual arts and standards-
based disciplines outside the arts as guided by the teacher.
Standard 1.0 Media, Techniques, and                           Standard 2.0 Structures and
Processes                                                     Functions
Course Level Expectations                                     Course Level Expectations

1.1 Demonstrate an understanding of the application of        2.1 Demonstrate an understanding of the
current media, techniques, technologies, and processes.       elements of art and the principles of design.

1.2 Demonstrate an understanding of the safe and              2.2 Demonstrate critical thinking skills in
responsible use of art media and tools.                       addressing visual arts assignments.
1.3 Compare and contrast the effective communication          2.3 Demonstrate an understanding of various
of ideas through the use of media, techniques,                sensory and expressive qualities in a work of
technologies, and processes.                                  art.
1.4 Reflect on the qualities and characteristics of a variety 2.4 Compare and contrast organizational
of media.                                                     structures in works of art.




                                                              2.5 Reflect on the effective use of
                                                              organizational components (structures) and
                                                              expressive qualities (functions) to
Checks for Understanding: Formative                           communicate ideas in works of art.



1.1 Identify and recognize media and tools (i.e. name the
specific tools and materials being used).                     Checks for Understanding: Formative




                                                              2.1 Identify the elements of art and principles
1.2 Use media and tools safely and appropriately (i.e.,       of design (i.e., name the elements and
show correct manipulation of materials and tools).            principles).

                                                              2.2 Strategize solutions to a specific visual art