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					RIEPS Code
06119-1a
06119-1b
06119-1c
06119-2a
06119-2b
06119-2c
06119-2d
06119-2e
06119-2f
06119-3a
06119-3b
06119-3c
06119-3d
06119-3e
06119-4a
06119-4b
06119-4c
06119-4d
Goal Description
06119 - 1a Read widely, attentively and on grade level for a variety of purposes, including academic, vocational, and leisure.
06119 - 1b Write for a variety of purposes and audiences, creating suitable ways to communicate ideas.
06119 - 1c Speak, listen and converse intelligently in order to share information, build relationships, and promote understanding
06119 - 2a Work cooperatively and independently.
06119 - 2b Define the problem.
06119 - 2c Collect and organize information.
06119 - 2d Apply strategies and implement a plan of action.
06119 - 2e Compile, interpret, and organize information.
06119 - 2f Draw logical conclusions.
06119 - 3a Accept personal responsibility for the well being of self and others.
06119 - 3b Work responsibly in groups and as individuals.
06119 - 3cUnderstand career opportunities acquire the skills, competencies and personal qualities to succeed in the workplace.
06119 - 3d Show tolerance for human diversity.
06119 - 3e Demonstrate the importance of family and community.
06119 - 4a Know themselves.
06119 - 4bKnow about others.
06119 - 4c Have knowledge of history, religion, philosophy and the arts.
06119 - 4d Know about the natural and designed world.
ational, and leisure.

promote understanding.




cceed in the workplace.
RIEPS Code
AA-DSP-1.1a
AA-DSP-1.1b
AA-DSP-1.1c
AA-DSP-2.1a
AA-DSP-2.1b
AA-DSP-2.1c
AA-DSP-2.1d
AA-DSP-2.1d
AA-DSP-3.1a
AA-DSP-3.1b
AA-DSP-3.1c
AA-DSP-3.2a
AA-DSP-3.2b
AA-DSP-3.2c
AA-DSP-3.2d
AA-DSP-3.3a
AA-DSP-3.3b
AA-DSP-4.1a
AA-DSP-5.1a
AA-DSP-5.1b
AA-DSP-5.1c
AA-DSP-5.1d
AA-DSP-5.1e
AA-DSP-5.2a
AA-DSP-5.2b
AA-DSP-5.2c
AA-DSP-5.2d
AA-DSP-5.2e
AA-DSP-5.2f
AA-DSP-6.1a
AA-DSP-6.1b
AA-DSP-6.1c
AA-DSP-6.1d
AA-DSP-6.2a
AA-DSP-6.2b
AA-DSP-6.2c
AA-DSP-6.2d
AA-DSP-6.2e
AA-DSP-6.2f
AA-DSP-6.2g
AA-ER-10.1
AA-ER-10.2
AA-ER-10.3
AA-ER-10.4
AA-ER-10.5
AA-ER-10.6
AA-ER-10.6a
AA-ER-10.6b
AA-ER-10.6c
AA-ER-10.6d
AA-ER-10.7
AA-ER-10.7a
AA-ER-10.7b
AA-ER-10.7c
AA-ER-10.7d
AA-ER-10.8
AA-ER-9.1
AA-ER-9.2
AA-ER-9.3
AA-ER-9.3a
AA-ER-9.3b
AA-ER-9.3c
AA-ER-9.4
AA-ER-9.5
AA-ER-9.6
AA-FA-1.1a
AA-FA-1.1b
AA-FA-1.1c
AA-FA-1.1d
AA-FA-1.1e
AA-FA-1.1f
AA-FA-1.1g
AA-FA-1.1h
AA-FA-1.2a
AA-FA-1.2b
AA-FA-1.3.a
AA-FA-1.3.b
AA-FA-1.3.c
AA-FA-1.3.d
AA-FA-1.3.e
AA-FA-1.3.f
AA-FA-1.3.g
AA-FA-1.3.h
AA-FA-1.3.I
AA-FA-1.3.j
AA-FA-2.1a
AA-FA-2.1b
AA-FA-2.1c
AA-FA-2.1d
AA-FA-2.1e
AA-FA-2.1f
AA-FA-3.1a
AA-FA-3.1b
AA-FA-3.1c
AA-FA-3.1d
AA-FA-3.1e
AA-FA-3.1f
AA-FA-4.1
AA-FA-4.2
AA-FA-4.3
AA-GM-1.1a
AA-GM-1.1b
AA-GM-1.1c
AA-GM-1.1d
AA-GM-1.1e
AA-GM-1.1f
AA-GM-1.1g
AA-GM-1.2a
AA-GM-1.2b
AA-GM-1.2c
AA-GM-1.3a
AA-GM-1.3b
AA-GM-1.3c
AA-GM-1.3d
AA-GM-1.3e
AA-GM-1.3f
AA-GM-1.3g
AA-GM-101.a
AA-GM-101.b
AA-GM-101.c
AA-GM-101.d
AA-GM-101.e
AA-GM-2.1
AA-GM-2.2
AA-GM-2.3
AA-GM-2.3a
AA-GM-2.3b
AA-GM-2.4
AA-GM-3.1a
AA-GM-3.1b
AA-GM-3.1c
AA-GM-3.1d
AA-GM-4.1a
AA-GM-4.1b
AA-GM-4.1c
AA-GM-4.2a
AA-GM-4.2b
AA-GM-4.2c
AA-GM-4.2d
AA-GM-4.3a
AA-GM-4.3b
AA-GM-4.4a
AA-GM-5.1a
AA-GM-5.1b
AA-GM-5.1c
AA-GM-5.1d
AA-GM-6.1a
AA-GM-6.1b
AA-GM-6.1c
AA-GM-6.1d
AA-GM-6.2a
AA-GM-6.3a
AA-GM-6.3b
AA-GM-6.3c
AA-GM-6.3d
AA-GM-7.1a
AA-GM-7.1b
AA-GM-7.1c
AA-GM-7.1d
AA-GM-7.1e
AA-GM-7.2a
AA-GM-7.2b
AA-GM-7.2c
AA-GM-7.2d
AA-GM-7.2e
AA-GM-7.2f
AA-GM-8.1a
AA-GM-8.1b
AA-GM-8.1c
AA-GM-8.1d
AA-GM-8.1e
AA-GM-8.1f
AA-GM-8.1g
AA-GM-8.2a
AA-GM-8.2b
AA-GM-8.2c
AA-GM-8.2d
AA-GM-8.2e
AA-GM-8.2f
AA-GM-9.1a
AA-GM-9.1b
AA-GM-9.1c
AA-GM-9.2a
AA-GM-9.2b
AA-GM-9.2c
AA-GM-9.2d
AA-GM-9.3a
AA-GM-9.3b
AA-GM-9.3c
AA-GM-9.3d
AA-IT-7.1
AA-IT-7.1a
AA-IT-7.1b
AA-IT-7.1c
AA-IT-7.2
AA-IT-7.3
AA-IT-7.3a
AA-IT-7.4
AA-IT-7.4a
AA-IT-7.5
AA-IT-7.5a
AA-IT-7.6
AA-IT-7.6a
AA-IW-6.1
AA-IW-6.2
AA-IW-6.2a
AA-IW-6.2b
AA-IW-6.3
AA-IW-6.3a
AA-IW-6.4
AA-IW-6.4a
AA-IW-6.4b
AA-IW-6.4c
AA-IW-6.5
AA-IW-7.1
AA-IW-7.1a
AA-IW-7.1b
AA-IW-7.1c
AA-IW-8.1
AA-IW-8.1a
AA-IW-8.1b
AA-IW-8.1c
AA-IW-8.1d
AA-IW-8.2
AA-LT-2.1
AA-LT-2.1a
AA-LT-2.1b
AA-LT-2.1c
AA-LT-2.1d
AA-LT-2.2
AA-LT-2.2a
AA-LT-3.1
AA-LT-3.2
AA-LT-3.2a
AA-LT-3.2b
AA-LT-3.3
AA-LT-3.3a
AA-LT-3.4
AA-LT-3.4a
AA-LT-3.4b
AA-LT-4.1
AA-LT-4.1a
AA-LT-4.1b
AA-LT-4.1c
AA-LT-4.1d
AA-LT-4.2
AA-LT-4.3
AA-LT-4.3a
AA-LT-4.3b
AA-LT-4.4
AA-LT-4.5
AA-LT-5.1
AA-LT-5.1a
AA-LT-5.1b
AA-LT-5.1c
AA-LT-5.2
AA-LT-5.2a
AA-LT-5.2b
AA-LT-5.2c
AA-LT-5.3
AA-LT-5.3a
AA-LT-5.4
AA-LT-5.4a
AA-LT-5.5
AA-LT-5.6
AA-LT-6.1
AA-LT-6.1
AA-N-4
AA-N-4.1
AA-N-4.2
AA-N-4.2a
AA-N-4.2b
AA-N-5.1
AA-N-5.1a
AA-N-5.1b
AA-N-5.1c
AA-N-5.2
AA-N-5.2a
AA-N-5.3
AA-NO-1.1a
AA-NO-1.1b
AA-NO-1.1c
AA-NO-1.1d
AA-NO-1.2a
AA-NO-1.2b
AA-NO-1.2c
AA-NO-1.2d
AA-NO-1.3a
AA-NO-1.3b
AA-NO-1.3c
AA-NO-1.3d
AA-NO-1.3e
AA-NO-1.3f
AA-NO-1.3g
AA-NO-1.3h
AA-NO-1.4a
AA-NO-1.4b
AA-NO-1.4c
AA-NO-1.4d
AA-NO-1.4e
AA-NO-1.4f
AA-NO-10.1
AA-NO-10.2
AA-NO-10.3
AA-NO-10.4
AA-NO-10.5
AA-NO-11.1
AA-NO-11.2
AA-NO-11.3
AA-NO-11.4
AA-NO-11.5
AA-NO-12.1
AA-NO-12.2
AA-NO-12.3
AA-NO-12.4
AA-NO-12.5
AA-NO-12.6
AA-NO-13.1
AA-NO-13.2
AA-NO-13.3
AA-NO-14.1
AA-NO-15.1
AA-NO-15.2
AA-NO-15.3
AA-NO-15.4
AA-NO-16.1
AA-NO-17.1
AA-NO-17.2
AA-NO-17.3
AA-NO-17.4
AA-NO-18.1
AA-NO-18.2
AA-NO-19.1
AA-NO-19.2
AA-NO-19.3
AA-NO-19.4
AA-NO-19.5
AA-NO-2.1
AA-NO-2.2
AA-NO-2.3
AA-NO-2.4
AA-NO-2.5
AA-NO-2.5a
AA-NO-2.6
AA-NO-3.1
AA-NO-3.2
AA-NO-3.3
AA-NO-3.4
AA-NO-3.5
AA-NO-3.6
AA-NO-3.7
AA-NO-3.8
AA-NO-3.9
AA-NO-4.1
AA-NO-4.2
AA-NO-4.3
AA-NO-4.4
AA-NO-5.1
AA-NO-5.10
AA-NO-5.2
AA-NO-5.3
AA-NO-5.3a
AA-NO-5.4
AA-NO-5.5
AA-NO-5.6
AA-NO-5.6a
AA-NO-5.6b
AA-NO-5.7
AA-NO-5.8
AA-NO-5.9
AA-NO-5.9a
AA-NO-5.9b
AA-NO-6.1
AA-NO-6.10
AA-NO-6.11
AA-NO-6.12
AA-NO-6.13
AA-NO-6.2
AA-NO-6.3
AA-NO-6.4
AA-NO-6.5
AA-NO-6.6
AA-NO-6.7
AA-NO-6.8
AA-NO-6.9
AA-NO-7.1
AA-NO-7.1a
AA-NO-7.1b
AA-NO-7.2
AA-NO-7.2a
AA-NO-7.2b
AA-NO-7.2c
AA-NO-7.2d
AA-NO-7.3
AA-NO-7.4
AA-NO-7.5
AA-NO-7.6
AA-NO-8.1
AA-NO-8.2
AA-NO-9.1
AA-NO-9.2
AA-NO-9.3
AA-NO-9.4
AA-NO-9.5
AA-NO-9.6
AA-SL-1.1
AA-SL-1.2
AA-SL-1.3
AA-SL-1.4
AA-SL-1.4a
AA-SL-1.4b
AA-SL-1.4c
AA-SL-1.5
AA-SL-1.5a
AA-SL-1.5b
AA-SL-1.6
AA-SL-1.6a
AA-SL-1.6b
AA-SL-1.7
AA-SL-1.8
AA-SL-1.9
AA-SL-1.9a
AA-SL-1.9b
AA-SL-1.9c
AA-V-2.1
AA-V-2.2
AA-V-2.3
AA-V-2.3a
AA-V-2.3b
AA-V-2.3c
AA-V-2.3d
AA-V-2.3e
AA-V-3.1
AA-V-3.2
AA-V-3.3
AA-V-3.4
AA-V-3.4a
AA-V-3.4b
AA-V-3.4c
AA-V-3.5
AA-V-3.5a
AA-V-3.5b
AA-V-3.6
AA-V-3.7
AA-W-10-2
AA-W-10-3
AA-WC-9.1
AA-WC-9.2
AA-WC-9.3
AA-WC-9.3a
AA-WC-9.3b
AA-WC-9.3c
AA-WC-9.4
AA-WC-9.5
AA-WC-9.6
AA-WC-9.6a
AA-WC-9.6b
AA-WC-9.6c
AA-WC-9.6d
AA-WC-9.7
AA-WC-9.7a
AA-WC-9.7b
AA-WC-9.7c
AA-WC-9.7d
AA-WC-9.8
AA-WC-9.8a
AA-WC-9.8b
AA-WC-9.8c
AA-WID-1.1
AA-WID-1.10
AA-WID-1.10a
AA-WID-1.10b
AA-WID-1.10c
AA-WID-1.2
AA-WID-1.2a
AA-WID-1.2b
AA-WID-1.2c
AA-WID-1.2d
AA-WID-1.3
AA-WID-1.4
AA-WID-1.5
AA-WID-1.6
AA-WID-1.7
AA-WID-1.8
AA-WID-1.9
Goal Description
1.1a Engage with a display of data as others make observational statements e.g., chart displaying lunch count; how many stude
1.1b Make observational statements about parts of the data and/or the set of data as a whole (identifying how many in one categ
1.1c Read and interpret information from a table, bar graph, circle graph or line graph.
2.1a Indicate an understanding of comparison words to describe collections in the school setting, (e.g., more/most/less/fewer/sa
2.1b Use comparison words to describe collections in the school setting, such as, more/most/less/fewer/same/none/larger/smal
2.1c Determine which category has the most.
2.1d Describe the characteristics of categories and subcategories of data using comparison words (e.g., compare the different w
2.1e Compare categories of data using comparison words (e.g., more students are transported to school by bus).
3.1a Given a class of objects, engage with informal sorting experiences (e.g., help to put away groceries; sort items by the stude
3.1b Engage in sorting activities that focus with identified attributes of objects (e.g., sorting by attributes; play games that involve
3.1c Sort data into general and subcategories to solve the problem or situation (e.g., how many students have brown eyes, how
3.2a Engage with charts, graphs, or tables.
3.2b Represent a small data set with physical objects (e.g., simulate a bar graph with cubes).
3.2c Demonstrate awareness that symbols may be used to represent objects and events (e.g, picture of ice cream cones repres
3.2d Display data using a variety of template representations (e.g., pictures, bar graphs, line graphs and /line plots).
3.3a Recognize different ways to represent data (e.g., charts, tables, pictures, bar graphs, line graphs and/line plots).
3.3b Identify graphical representation for a data set.
4.1a Find all the coin combinationsto make $0.25, $0.50 and/or $1.00.
5.1a Engage in discussions using prediction language such as "likely" and "unlikely" or "possible" and "impossible" (e.g., weathe
5.1b Discuss events related to the student's experiences using prediction language such as "likely" and "unlikely" or "possible" a
5.1c Justify a conclusion based on data (e.g., "Why do we need to wear a coat today"?).
5.1d Make decisions based on data.
5.1e Make and justify a prediction based on data.
5.2a Participate with another person using a chance device (e.g., spinner, dice) and recording the outcomes.
5.2b Discuss with a person describing the likelihood of events (chance or daily) using words as "likely", "certain," "equally likely",
5.2c Predict the likelihood of events (daily) using words as "likely", "certain," "equally likely," "not likely."
5.2d Participate in activities involving chance (e.g., choosing an item from a grab bag).
5.2e Collect and record outcomes of a simple event (e.g., toss a coin, roll a dice, and spin a spinner).
5.2f Predict the likelihood of a simple chance event (e.g, tossing coin, rolling die, and spinning spinner) using words as "likely," "
6.1a Identify what information is interesting to know (e.g., favorite TV show, ice cream; number of pets).
6.1b Pose a question to answer/find information (e.g., "How many pets do you have?").
6.1c When given a problem or situation, determine the question or questions needed to acquire the data.
6.1d Identify questions to be used for a survey.
6.2a Participate with another person to collect and record data.
6.2b Indicate an awareness of collections within the environment (e.g., number of red cars in the parking lot).
6.2c When given a problem or situation, determine the data that must be collected.
6.2d Identify where and how to collect the data (e.g., ask classmates; use counts and tallies).
6.2e Identify how much data to collect (e.g., sample size).
6.2f Collect data by observing.
6.2g Collect data from an experiment/investigation.
ER 10.1 Understanding that print (words, pictures, symbols, and objects) carries a message.
ER 10.2 Demonstrating understanding of orientation of literacy material (e.g., student holds a chart, picture, or book right-side u
ER 10.3 Distinguishing between letters and words, pictures, symbols and objects.
ER 10.4 Demonstrating understanding that print materials are read top to bottom, left to right, front to back (e.g., student follows
ER 10.5 Identifying the first and last parts of a word (e.g., "Point to the beginning of the word." Point to the end of world").
ER 10.6 Identifying key parts of a book.
10.6a Identifying a book's front and back, print, and illustrations.
10.6b Identifying a book's title, author, illustrator, chapters.
10.6c Identifying a book's guide words, index, table of contents.
10.6d Identifying a book's guide chart, graphs, diagrams, and maps.
ER 10.7 Recognizing basic punctuation marks and their usage.
10.7a Recognizing the difference between a puncuation mark and a letter.
10.7b Recognizing periods and question marks.
10.7c Recognizing exclamation marks and commas.
10.7d Recognizing quotation marks
ER 10.8 Demonstrating a one-to-one matching of spoken words to words in print.
ER 9.1 Discriminating among the sounds of language.
ER 9.2 Isolating phonemes in spoken syllables and single-syllable words (e.g., "Tell me the first sound in "mop." "Tell me the las
ER 9.3 Blending and segmenting phonemes.
9.3a Blending and segmenting phonemes in one-syllable words (e.g., "What word do we get when we combine 'mon' and 'key'?
9.3b Blending and segmenting phonemes in more complex one-syllable words, possibly including combinations of blends and d
9.3c Deleting phonemes in one syllable words. (Say crust. Say the word crust without the c).
ER 9.4 Blending and segmenting syllables and onset-rimes.
ER 9.5 Recognizing pairs of rhyming words.
ER 9.6 Counting syllables in words.
1.1a Engage in pattern-related activities in everyday enviornment (e.g., sound patterns, movement patterns, visual patterns, rou
1.1b Recognize the pattern of a pattern-related activity (e.g., block schedules, boy-girl pattern, stand-sit pattern, calendar pattern
1.1c Explore simple repeating patterns with concrete materials (e.g., collating a multi-page publication).
1.1d Recognize a simple repeating (A,B) and (A, B, C) pattern with concrete materials (e.g., blue-red, blue-red cubes, and /or bl
1.1e Explore growing patterns with geometric elements such as growing train of blocks or snap cubes.
1.1f Explore growing patterns with numeric elements such as the counting sequence (e.g., counting by ones, twos, etc).
1.1g Recognize a growing pattern (numeric and/or geometric) with tables, charts or graphs...
1.1h Recognize two patterns as having the same form. Such as "blue, blue, red, blue, blue, red" is the same as "clap, clap, step
1.2a Create a simple repeating pattern with concrete materials/representation or semi-concrete materials/representation (e.g., c
1.2b Create a simple growing pattern with concrete or semi-concrete representation (e.g., create a growing pattern on a 100s ch
1.3a Reproduce a simple repeating pattern (e.g., by matching a given pattern).
1.3b Extend a simple repeating pattern of sound, shapes and numbers (e.g., do, re, mi, do, re, mi... circle, square, triangle, circle
1.3c Reproduce a growing pattern (e.g., by matching a given pattern).
1.3d Extend a simple growing pattern (numeric and/or geometric) (e.g., counting by ones or twos).
1.3e Identify the core unit of a repeating pattern and growing pattern (e.g., x,o,x,o,x, the xo is the core unit of this pattern; ABAA
1.3f Describe a simple repeating pattern.
1.3g Predict a later piece in a repeating pattern given there is a gap (e.g., given the first five elements in a pattern the student ca
1.3h Describes a growing pattern (e.g., the staircase gets "bigger").
1.3i Predict a later piece in a growing pattern given there is a gap (e.g., given the first five elements in a pattern teh student can
1.3j Describe change between successive elements in a pattern that grows at a constant rate (e.g., 1triangle, 2 triangles, 3 trian
2.1a Recognize change of things in the environment (e.g., taller, colder, darker, or heavier etc).
2.1b Engage in activities to keep track of change (e.g., keep track of outside temperature).
2.1c Describe change using qualitative terms (e.g., identifying something as taller, colder, darker, or heavier with a general obse
2.1d Identify some changes as being predictable and other changes are not (e.g., physical rate of speed can be difficult to predi
2.1e Describe change using quantitative terms (e.g., identifying how much taller, colder or heavier by measuring or weighing).
2.1f Describe change between successive elements in a pattern or situation that grow or change at a constant rate...
3.1a Use picture, number and/or words to represent a mathematical situation.
3.1b Describe and/or represent quantities in different ways (e.g., 10=4+6 or 10=5+5).
3.1c Recognize equivalent representation (e.g., 4+6=5+5).
3.1d Represent a mathematical situation with a number sentence.
3.1e Recognize a box, letter or other symbol represents unknown quantities.
3.1f Find the value that will make an open sentence true (e.g., 2+ _ =7).
FA 4.1 Show equivalence representations with two expressions or an equation (e.g., "4+6=10, what two other numbers when ad
FA 4.2 Recognize a box, letter, or other symbol represents unknown quantities.
FA 4.3 Find the value that will make an open sentence true (e.g., 2+ _ =7).
1.1a Use 2-D shapes (e.g., pattern blocks) for informal play.
1.1b Match shapes with another same size shape (e.g., match two same size shapes; match to meaningful shapes in the enviro
1.1c Match shapes with another different size shape and orientation (e.g., match two different size rectangles).
1.1d Match and compare shapes and the parts of shapes to justify congruency.
1.1e Recognize and name some variations of the circle, square, triangle, and rectangle.
1.1f Recognize and name circle, square, triangle, rectangle in any size or orientation (varying shapes for triangles and rectangle
1.1g Use shape class names (rectangle, triangles) to classify and sort.
1.2a Draw a 2-D shape with accuracy (e.g., may use a computer).
1.2b Describe attributes of 2-D shapes (e.g., identify the number of sides or angles).
1.2c Represent 2-D shapes (e.g., use a stamp or a shape to represent).
1.3a Use shapes in isolation (concrete or semi-concrete) to make a picture (e.g., use pattern blocks or paper pattern blocks to m
1.3b Combine shapes (concrete or semi-concrete) to make a picture or design.
1.3c Use shapes to cover an outline first by trial and error and then showing evidence of spatial planning (foresight) (e.g., use pa
1.3d Compose shapes into a new shape (e.g., use two trapezoids to make a hexagon).
1.3e Substituting a new combination of smaller shapes for a larger shape (e.g., substitute or trade 3 triangle pattern blocks for a
1.3f Decompose simple shapes that have obvious clues for breaking them apart.
1.3g Predict the results of putting together shapes.
10.1a Copy a shape or small collection of shapes from memory after seeing/feeling a model for several seconds (e.g., draw a tr
10.1b Draw a shape from memory (e.g., draw a square).
10.1c Create a shape from verbal/written directions.
10.1d Build models of rectangular prisms from three dimensional representations.
10.1e Build models of rectangular prisms from two dimensional (nets) or three dimensional representations.
GM 2.1 Identify the number of sides of a triangle and rectangle.
GM 2.2 Identify the number of angles of a triangle and rectangle.
GM 2.3 Identify the different types of angles.
2.3a Identify a right angle.
2.3b Differentiate right angles from other angles.
GM 2.4 Identify parallel, perpendicular and intersecting lines.
3.1a Engage in play with 3-D solids (e.g., geo-blocks, prisms, pyramids).
3.1b Informally describe, compare, and sort 3-D concrete objects (e.g., identifying a cone to look like an ice-cream cone. Pointin
3.1c Name, describe, compare and sort 3-D concrete objects (e.g., sort all pyramids in one group. Describing a cube by countin
3.1d Name, describe, compare and sort 3-D concrete objects using their attributes (bases, faces, vertexes) (e.g., sort all prisms
4.1a Match shapes with another same size shape (e.g., match two same size shapes that are rectangles).
4.1b Informally create 2-D shapes that have line symmetry (e.g., puts to same shapes next to each other to informally show line
4.1c Identify and create shapes that have line symmetry.
4.2a Use shapes in isolation (concrete or semi-concrete) to make a picture (e.g., use pattern blocks or paper pattern blocks to m
4.2b Use shapes (concrete or semi-concrete) by combining the shapes to make a picture or design.
4.2c Use shapes to cover an outline first by trial and error and then showing evidence of spatial planning (foresight) (e.g., use pa
4.2d Compose and decompose shapes into a new shape that show line symmetry (e.g., use two trapezoids to make a hexagon)
4.3a Move shapes informally to compare their parts and size (e.g., Place on pattern block on top of another to compare).
4.3b Generate strategies to verify congruence (two shapes are "the same") for some tasks.
4.4a Mentally transform shapes to identify the results of a transformation.
5.1a Match shapes with another same size shape (e.g., match two same size shapes that are rectangles).
5.1b Match two same shapes but one is a different size shape (e.g., match two different size rectangles).
5.1c Match shapes with another different size and orientation.
5.1d Match and compare shapes and the parts of shapes to justify similarity.
6.1a Compare and communicate length of two objects directly using language such as "bigger," "smaller," "longer," "shorter," "ta
6.1b Compare length transitively; (length of two objects can be compared by representing each using string or paper strips).
6.1c Engage in experiences to connect number with length using both conventional rulers and manipulative units that are standa
6.1d Show understanding of unit iteration (placing units end to end in some manner with no gaps) for length measurement.
6.2a Engage in experience to measure the distance around a region_(e.g., measure the perimeter of a desk).
6.3a Compare area by placing one object on top of another to determine which has more space.
6.3b Cover area with units (tiles) and count individual squares.
6.3c Identify partial structure of an array arrangement (e.g., "3 in this row and 3 in the next row makes 6 and then counts the res
6.3d Understands area as an array with rows and columns.
7.1a Compare and communicate length of two objects using language such as "longer," "shorter."
7.1b Compare and communicate height of two objects using language such as "taller," "shorter."
7.1c Compare and communicate weight of two objects using language such as "heavier," "lighter."
7.1d Compare and communicate temperature using language such as "warmer," "cooler."
7.1e Compare and communicate capacity using language such as "more," "less."
7.2a Engage in experiences to connect number with length using both conventional rulers and manipulative units that are standa
7.2b Engage in experiences to connect number with weight using balance and spring scales.
7.2c Engage in experiences to connect number with temperature using a thermometer.
7.2d Select and identify appropriate tool for the attribute being measured.
7.2e Show understanding of unit literation (placing units end to end in some manner with no gaps) for length measurement.
7.2f Use repetition of a single unit to measure something larger than the unit, such as measuring the length of room with a single
8.1a Participate in calendar activities and start to identify days, months and years.
8.1b Participate in daily schedules and start to identify important times in ones day (e.g., Identify what a student will do before lu
8.1c Begin to describe passage of time using terms such as: "day," "night," "morning," "afternoon," "night," "today," "yesterday,"
8.1d Start to understand time is the duration of an event from beginnning to its end (e.g., by understanding a timer/signal indicat
8.1e Describe passage of time by using a calendar to figure out how many more days to a special event (e.g., How many more d
8.1f Identify or predict what comes next in a daily schedule.
8.1g Develop concepts of "how long" for time units (e.g., second, minute and hour).
8.2a Listen to others "talk time" (e.g., "It is 2:30, time to get ready to go home").
8.2b Time familiar events in ones life with a timer (e.g., brushing teeth, eating lunch).
8.2c Identify actual time to the hour.
8.2d Identify time for an event that is one hour away from the actual time.
8.2e Identify time to the nearest 5 minutes.
8.2f Solve problems involving elapsed time (e.g., "If it was 7:30 when David left home, what time will he arrive to school if it take
9.1a Use or show understanding of everyday positional descriptions such as over, under, near, far, between, left, right, above, b
9.1b Use directions with positional descriptions to identify location of objects in space.
9.1c Use positional descriptions to identify location of objects on a coordinate system (e.g., "Which object is above the house? P
9.2a Accurately move along a path that replicates a route (e.g., move from their desk to the teacher's desk).
9.2b Use navigation ideas, such as left, right, forward, backward, tactile, localizing and tracking to move alone a path.
9.2c Draw a simple sketch map of familiar area (e.g., draw a sketch of the playground).
9.2d Use a simple grid with X-axis label with letters and y-axis labeled with numbers to locate objects in regions.
9.3a Use a simple 3 by 3 grid to play Three in a Row or Tic-Tac-Toe (e.g., first putting marks in spaces and then on intersection
9.3b Use a simple grid 4 by 4 with x-axis label with letters and y-axis labeled with numbers to locate objects at intersections usin
9.3c Use a simple grid with x-axis label with letters and y-axis labeled with numbers to describe path to an object or point using p
9.3d Use coordinate labels to locate objects or pictures in simple situations (e.g., "Which picture is located at (B,3)?").
IT 7.1 Identifying the features of informational texts.
7.1a Identifying the cover, text, and illustrations.
7.1b Headings, charts, maps, diagrams.
7.1c Bold face type, italics of informational texts.
IT 7.2 Obtaining information from the features of informational texts (e.g., student reads a prescription label).
IT 7.3 Using explicitly stated information to answer literal questions.
7.3a Related to the main idea or key details.
IT 7.4 Identifying the differences between different types of informational material (e.g., schedule vs. menu).
7.4a Identifying the functions and/or characteristics of a variety of types of informational material.
IT 7.5 Locating and/or recording information to show understanding when given and/or provided a choice of organizational forma
7.5a Organizing information to show understanding.
IT 7.6 Charting, mapping, paraphrasing and/or summarizing the main/central idea or purpose of an informational text.
7.6a Identifying supporting details.
IW 6.1 Naming or labeling objects or places.
IW 6.2 Independently listing steps of a procedure in a logical order.
IW 6.2a Logically grouping ideas (e.g., into predictable categories of by steps of a procedure).
IW 6.2b Using an appropriate organizational text structure to develop main/controlling idea (e.g., by description, sequence, chro
IW 6.3 Selecting appropriate information to set the context.
IW 6.3a Creating an introduction.
IW 6.4 Using basic transition words and phrases appropriate to text structure.
IW 6.4a Correctly using "first," "then," "next," and "finally."
IW 6.4b Correctly using numbering to identify steps in procedures.
IW 6.4c Correctly comparing/contrasting.
IW 6.5 Writing a conclusion.
IW 7.1 Using picture, symbols, objects, and/or words to create meaning.
IW 7.1a Establishing a topic.
IW 7.1b Stating a controlling idea about a topic.
IW 7.1c Stating and maintaining a contolling idea about a topic.
IW 8.1 Identifying information and details related to the topic.
IW 8.1a Identifying facts and details relevant to the focus/controlling idea.
IW 8.1b Identifying extraneous material.
IW 8.1c Including facts and details that are relevant to the focus/controlling idea.
IW 8.1d Excluding extranous material.
IW 8.2 Including sufficient details or facts for an appropriate depth of information (e.g., naming, describing, explaining, comparin
LT 2.1 Selecting appropriate information to set the text's context/background.
LT 2.1a Recognizing the title and/or author or drawing or selecting picture (e.g., student points to title of text).
LT 2.1b Retelling and/or summarizing the text.
LT 2.1c Explaining the special vocabulary in response to informational text.
LT 2.1d Selecting and summarizing key ideas.
LT 2.2 Connecting what has been read (the plot, ideas, and concepts) to prior knowledge, other texts, or the broader world of id
LT 2.2a Referring to and explaining relevant ideas.
LT 3.1 Using prior knowledge or references to text to respond to a question.
LT 3.2 Stating a focus/purpose, when responding to a given question.
LT 3.2a Using specific details and/or references to text to support focus or purpose.
LT 3.2b Stating a firm judgement or point of view.
LT 3.3 Describing and/or making inferences about content, events, characters, settings.
LT 3.3a Describing common themes.
LT 3.4 Organizing ideas from the text.
LT 3.4a Using basic transition words.
LT 3.4b Writing a conclusion.
LT 4.1 Identifying literary and/or describing elements in a story.
4.1a Identifying the characters or setting.
4.1b Major events.
4.1c Problem,/solution or plot.
4.1d Identifying any significant changes in character or setting over time.
LT 4.2 Responding to simple questions about a story's content (e.g., student draws or reenacts part of a story).
LT 4.3 Retelling the beginning, middle, and/or end of a story.
4.3a Retelling the key events in a story in order.
4.3b Paraphrasing or summarizing the plot, with major events sequenced, as appropriate to text.
LT 4.4 Distinguishing between literary and informational text.
LT 4.5 Distinguishing among a variety of types of literary text, such as poetry, plays, fantasies, realistic fiction, or mysteries.
LT 5.1 Making predictions about what might happen next.
5.1a Telling why the prediction was made.
5.1b Making logical predictions based on evidence in the text.
5.1c Explaining supporting logical predictions.
LT 5.2 Identifying and/or describing the main characters' physical characteristics or personality traits.
5.2a Providing examples of words or actions that reveal characters' personality traits.
5.2b Recognizing and/or identifying that a character's personality trait changes over time.
5.2c Recognizing and/or identifying a character's motives.
LT 5.3 Recognizes causes and effects.
5.3a Making inferences about causes and effects.
LT 5.4 Making basic inferences about text.
5.4a Making basic inferences about the text's problem, conflict, or solution.
LT 5.5 Identifying who is telling the story.
LT 5.6 Identifying literary devices as appropriate to genre such as imagery, simple similies, metaphors.
LT 6.1 Connecting stories or other texts to personal experience, prior knowledge, or other texts.
LT 6.2 Providing relevant details to support the connections made.
N 4. In written narratives, students organizes and relates a story line, plot, and/or series of events by:
N 4.1 Demonstrating an understanding of sequence with pictures, symbols, objects, and/or words.
N 4.2 Using pictures, symbols, objects, and/or words to create an understandable story line.
N 4.2a Creating a story line with a beginning, middle, and end (may take the form of words or pictures, or some combination)
N 4.2b Using dialogue to advance plot or story line (e.g., what would this character say?).
N 5.1 Describing an object and/or experience.
N 5.1a Describing a familiar object.
N 5.1b Using sensory language to describe objects.
N 5.1c Describing a familiar experience.
N 5.2 Creating character(s) (e.g., student draws a picture when given a description if needed).
N 5.2a Using some details to describe characters.
N 5.3 Describing a setting (e.g., student selects the picture that shows where the story takes place).
1.1a Recognize a small collection of one or two items (e.g., pointing to one or two items).
1.1b Recognize or labels a small collection up to "four" items such collections with a number symbol/word.
1.1c Show one or two items (e.g, responds to a request for one or two items by offering quantity or holding up two fingers).
1.1d Show up to four items (e.g., responds to a request for four items by offering quantity or holding up four fingers).
1.2a Start counting sequence with one (e.g., one, two...).
1.2b Use counting sequence to show correct sequence to 10 (e.g., nine, ten).
1.2c Use counting sequence to show correct sequence up to 20 and beyond.
1.2d Use counting sequence to show correct sequence up to 199 and beyond.
1.3a Demonstrate one-to-one correspondence between objects and counting words/symbols (e.g., picture of 2 objects with num
1.3b Keep track of counted and uncounted objects so that each object is tagged only once.
1.3c Demonstrate that the final number given when counting objects is the quantity of the set (cardinality).
1.3d Count by ones forward from a number other than one (e.g., 7, 8...).
1.3e Indicate the number after a specified count term (e.g., "what comes after 1,2,3,4,5?" "say the numbers after 230").
1.3f Count by ones backwards (e.g., 10,9,8...).
1.3g Indicate the number before a specified count term (e.g., "What number comes before 283?" (282). (e.g., may use a 300s c
1.3h Skip count by 2s, 5s, and 10s 25s and 50s.
1.4a Show up to 10 items.
1.4b Show up to 20 items.
1.4c Show up to 25 items.
1.4d Show up to 50 items.
1.4e Show up to 100 items.
1.4f Demonstrate that one symbol can represent the whole amount (that the number/symbol 10 represents and shows the quan
N&O 10.1 Match or identify a penny.
N&O 10.2 Match or identify a nickel.
N&O 10.3 Match or identify a dime.
N&O 10.4 Match or identify a quarter.
N&O 10.5 Match or identify a $1.00, $5.00, $10.00, or $20.00 bills.
N&O 11.1 Identify the value of a penny as 1 cent.
N&O 11.2 Identify the value of a nickel as 5 pennies.
N&O 11.3 Identify the value of a dime as 10 pennies.
N&O 11.4 Identify the value of a quarter as 25 pennies.
N&O 11.5 Identify the value of $1.00 as 100 pennies.
N&O 12.1 Demonstrate different kinds of counting (e.g., by ones, by fives, by 10s, by 25s).
N&O 12.2 Add collections of like coins together to a sum no greater than $1.00 (e.g., ten dimes or four quarters).
N&O 12.3 Find possible combinations of coins to equal 0.25, 0.50.
N&O 12.4 Matching coin combinations to cents and dollar notation.
N&O 12.5 Add coins together to a value no greater than $1.00.
N&O 12.6 Add bills together to a value of $5.00, $10.00 or $20.00.
N&O 13.1 Use concrete (cubes) materials to show one or two more or less than the original number.
N&O 13.2 Use semi-concrete materials (hundreds' chart, number line) to show one or two more or less than the original number
N&O 13.3 Fluently knows some number combinations (1-10) for addition and subtraction.
N&O 14.1 Use strategies to reason out unknown sums to 20 and their subtraction counterparts (e.g., counting-on, double plus o
N&O 15.1 Use concrete materials to show addition or subtraction with two digit multiples of ten.
N&O 15.2 Use semi-concrete materials to show addition or subtraction with two digit multiples of ten.
N&O 15.3 Use counting-on and counting down or up strategies by 10 more or less than the original number to solve addition or
N&O 15.4 Make change from $1.00 or less.
N&O 16.1 Add and subtract two digit numbers with student identified strategy.
N&O 17.1 Use comparisons to estimate size (e.g., as big as a...).
N&O 17.2 Identify more or less.
N&O 17.3 Determine which given number is closer to the amount in a given set of 5, 10, or 20 (e.g., "Is this number closer to 10
N&O 17.4 Without counting identify a reasonable quantity when estimating the amount of objects in a given set of 5 or 10.
N&O 18.1 Determine which given number is closer to the amount in a given set of 5, 10, or 20, 30, 50 or 100 (e.g., "Is the numb
N&O 18.2 Without counting identity a reasonable quantity when estimating the amount of objects in a given set of 5 or 10.
N&O 19.1 Identify odd and even numbers.
N&O 19.2 Demonstrate composition and decomposition of numbers (e.g., 5 is the same as 2+3).
N&O 19.3 Recognize 3+5=5+3 (commutativeof addition).
N&O 19.4 Recognize that adding zero to any number gives that number (additive identity).
N&O 19.5 Recognize that when adding 3 or more numbers it does not matter whether the first pair or the last pair is added first.
N&O 2.1 Demonstrate an understanding of grouping.
N&O 2.2 Demonstrate an understanding that "10" is a special unit within the base- ten systems (Unitizing-ten represents one un
N&O 2.3 Skip-count by 10s starting with a number other than a multiple of 10 (e.g., uses a 100s chart to count by 10s).
N&O 2.4 Demonstrate that digits have different values depending on their place (ones, tens) (e.g., arrange 2 digits to make the l
N&O 2.5 Represent numbers in an expanded form.
2.5a Show grouping of objects in sets of ten and remaining units (e.g., bundle of 10 and 7 singles; or 10+7; or 143= 100+40+3).
N&O 2.6 Represent quantities in different ways (composing/decomposing numbers to show part-whole relations) (e.g., 14=7+7;
N&O 3.1 Demonstrate an understanding of a whole unit (e.g., Show one whole brownie (area model)).
N&O 3.2 Show that fractional parts are equal shares or equal-sized portions of a whole unit using area models and discrete (set
N&O 3.3 Recognize everyday uses of fractional parts with area models and discrete (set) models using 1/4, 1/3, 1/2 (e.g., identi
N&O 3.4 Identify the relationship between the denominator and the whole (e.g., identifies how many parts to the whole).
N&O 3.5 Identify the relationship between the numerator and the whole (e.g., identifies how many parts shaded within the whole
N&O 3.6 Compare fractions by comparing portions with two area models (e.g., compares two rectangles shaded with different p
N&O 3.7 Recognize fractional parts with area models and discrete (set) models using 1/8, 1/4, 1/3, 1/2, 2/3, 3/4 (e.g., identify a r
N&O 3.8 Demonstrate an understanding that the parts do not need to be congruent pieces, but equivalent in area (e.g., divides a
N&O 3.9 Recognize fractional parts with area models and discrete models using 3/8, 5/12, 3/5, 5/6 (e.g., identify a rectangle tha
N&O 4.1 Identify decimals as a money notation (e.g., $0.70).
N&O 4.2 Demonstrate the decimal number represents "how many" out of 100 (e.g., shows 10 pennies out of 100 is the same as
N&O 4.3 Identify percent notion (e.g, %).
N&O 4.4 Recognize "percent off" (33% off) means some sort of discount or savings.
N&O 5.1 Recognize more and less of a quantity.
N&O 5.TEN (10) Associate the number 0 with empty sets.
N&O 5.2 Compare two quantities (up to four items) as same or more. The perceptual cue for the arrangement of objects needs
N&O 5.3 Understand and apply ordinal terms.
5.3a Indicate the ordinal terms (first, second, third... to tenth) (e.g., identifies first person in line).
N&O 5.4 Uses counting to compare two quantities as same or more (e.g., count 2 groups of different items and tell if they are th
N&O 5.5 Recognize equivalent collections of more than four items despite appearances (number conservation) (e.g., use differe
N&O 5.6 Use larger number principal - the later a number word appears in the counting sequence, the larger the collection it rep
5.6a Make total comparisons of "more" or "less" for two collections with one collection equaling up to 50 items.
5.6b Make total comparisons of "more" or "less" for two collections with one collection equaling up to 100 items.
N&O 5.7 Demonstrate an understanding of the relation of inequality when comparing whole numbers by using "1 more," "1less,"
N&O 5.8 Compare whole numbers to each other or to benchmark whole numbers (10, 25, and 50) (e.g., compare the magnitude
N&O 5.9 Understand and apply ordinal terms.
5.9a Indicate the ordinal terms (first, second, third... to tenth) (e.g., identifies first person in line).
5.9b Apply ordinal terms (e.g., identify classroom by their number, such as "room # 1 or "room # 13").
N&O 6.1 Direct-model (tap, draw objects or tallies) to represent a number or quantity.
N&O 6. ten Identify a 3 digit number (e.g., write, use number cards, communication board).
N&O 6.eleven Identify the larger of two written numbers.
N&O 6.twelve Identify/use the symbol for (=).
N&O 6.thirteen Communicate 3 digit numbers (e.g., write, use number cards, communication board).
N&O 6.2 Discriminate between numerals and other print symbols.
N&O 6.3 Udentify/recognize numerals 1-10 (e.g., is able to point out a "five" given a choice of numerals).
N&O 6.4 Communicate 1-9 numerals (e.g., write, use number cards, communication board).
N&O 6.5 Use 1-9 numerals to represent the cardinal value (how many) of a collection (e.g., use the number three to represent th
N&O 6.6 Appropriately label the quantity of an empty set (e.g., "0", "none," "nothing").
N&O 6.7 Identify a 2 digit number.
N&O 6.8 Communicate 2 digit numbers (e.g., write, use number cards, communication board).
N&O 6.9 Use numbers (1-199) or words (one-twenty) or models to represent the cardinal value (how many) of a collection.
N&O 7.1 Nonverbally demonstrates combining and separating quantities.
7.1a Add one item to another item.
7.1b Subtract one item from two items.
N&O 7.2 Use direct-modeling (concrete materials or pictures) to solve addition and subtraction word problems (joining actins, se
7.2a Use sums to 6 and corresponding differences.
7.2b Use sums to 10 and corresponding differences.
7.2c Use sums to 18 and corresponding differences.
7.2d Connect correct symbols to operation (e.g., +, -).
N&O 7.3 Use strategies to compute one and two digit addition problems.
N&O 7.4 Use strategies to compute one and two digit subtraction problems.
N&O 7.5 Use a calculator for computation.
N&O 7.6 Translate addition and subtraction word problems and their solutions into a number sentence. (e.g., 8-3=5).
N&O 8.1 Recognize grouping situations.
N&O 8.2 Group a small collection (e.g., makes two groups of two with concrete materials).
N&O 9.1 Use concrete representations to solve problems (e.g., concrete manipulative materials).
N&O 9.2 Use semi-concrete representations to solve problems (e.g., pictorial representations).
N&O 9.3 Determine/select correct strategy to solve problems (e.g., identifies correct operation).
N&O 9.4 Employ strategy to solve problem.
N&O 9.5 Determine if results make sense.
N&O 9.6 Communicate procedure used to solve problems (e.g., write, use number cards, communication board).
SL 1.1 Creating pictures, symbols, objects, and/or words to communicate meaning.
SL 1.2 Identifying materials used for writing (e.g., pencils, assistive technology).
SL 1.3 Correctly employing materials used for writing.
SL 1.4 Distinguishing between written texts.
SL 1.4a Distinguishing between numbers, letters, and words.
SL 1.4b Distinguishing between words and sentences.
SL 1.4c Distinguishing between sentences and paragraphs.
SL 1.5 Recognizing letters.
SL 1.5a Recognizing uppercase letters.
SL 1.5b Recogninzing lowercase letters.
SL 1.6 Writing letters.
SL 1.6a Upper case
SL 1.6b Lower case
SL 1.7 Demonstrating understanding that pictures, symbols, objects, and words are written left to right.
SL 1.8 Leaving space between letters and words he/she writes.
SL 1.9 Expressing an idea with pictures, symbols, objects and/or words.
SL 1.9a Writing a phrase.
SL 1.9b Writing a simple sentence.
SL 1.9c Creating several simple related and ordered sentences to develop an idea/topic.
V 2.1 Using provided cues (e.g., pictures, objects, textures, gestures, and/or words).
V 2.2 Using context clues (e.g., in text or picture).
V 2.3 Using other resources to connect unknown words to known words.
2.3a Using prior knowledge.
2.3b Using personal word banks.
2.3c Using illustrations and diagrams.
2.3d Using dictionaries.
2.3e Using a thesaurus.
V 3.1 Identifying vocabulary (pictures, symbols, objects or words) that demonstrate knowledge of basic pragmatic functions (e.g
V 3.2 Using vocabulary to identify objects and events, (e.g., student applies his/her vocabulary in school environments, in the co
V 3.3 Identifying and/or using synonyms (e.g., big/large) and antonyms (e.g., hot/cold).
V 3.4 Organizing vocabulary by...
3.4a category.
3.4b feature.
3.4c function.
V 3.5 Selecting the appropriate word to use in context (e.g., student uses pictures to complete sentences or storyboards).
3.5a Explaining the use of words in context.
3.5b Explaining that words may have multiple meanings (e.g., fall is a time of year and to fall is to trip).
V 3.6 Identifying shades of meaning (e.g., the difference between cold and freezing).
V 3.7 Identifying homonyms and homophones.
W-10-2 In response to literary or informational text, students show understanding of plot/ideas/concepts by...
W-10-3 In response to literary or informational text, students make and support analytical judgements about text by...
WC 9.1 Recognizing the difference between uppercase and lowercase letters.
WC 9.2 Recognizing the difference between uppercase and lowercase letters.
WC 9.3 Spelling his/her own name correctly.
WC 9.3a Recognizing his/her own name.
WC 9.3b Spell first name.
WC 9.3c Spell last name.
WC 9.4 Spelling common words correctly.
WC 9.5 Recognizing and/or creating a complete sentence that has a subject and predicate.
WC 9.6 Use capitalization correctly.
WC 9.6a Capitalizing his/her own first name.
WC 9.6b Capitalizing his/her own last name.
WC 9.6c Capitalization the beginning of a sentence.
WC 9.6d Capitalizing proper nouns.
WC 9.7 Using punctuation correctly
WC 9.7a Using periods and question marks correctly.
WC 9.7b Using exclamation points correctly.
WC 9.7c Using commas correctly.
WC 9.7d Using punctuation to clarify meaning
WC 9.8 Using parts of speech correctly.
WC 9.8a Using plural forms of nouns.
WC 9.8b Using simple verb tenses.
WC 9.8c Using pronouns.
WID 1.01 Demonstrating that objects and concepts can be represented in a variety of formats (e.g., line drawings, photographs,
WID 1.10 Using knowledge of sounds, syllable types, or word patterns (including word families) to identify regularly spelled mult
1.10a Identifying word families.
1.10b Identifying prefixes and suffixes.
1.10c Recognizing variant spellings for consonants and vowels, e.g., bought).
WID 1.02 Identifying pictures, symbols, objects, and actions that represent..
1.2a self
1.2b others and/or objects.
1.2c actions.
1.2d some abstract meanings.
WID 1.03 Generalizing use of some pictures, symbols, objects, and actions to identify their meaning (e.g., student applies skills
WID 1.04 Demonstrating a basic understanding of how the letters of phonetically regular words (going from left to right) represe
WID 1.05 Recognizing most letters in text and in the environment.
WID 1.06 Identifying the primary sounds represented by most letters (sound-symbol correspondence).
WID 1.07 Using letter-sound correspondence knowledge to sound out regularly spelled (i.e., decodable) one-or two-syllable wor
WID 1.08 Reading high-frequency words, including names, environmental print, and sight words, as appropriate to the student's
WID 1.09 Using knowledge of sounds and letter patterns (including common endings such as "-s", "-ed", "-ly", "ing") to read regu
 count; how many students are having milk or hot lunch?
g how many in one category or identity which category has the most).

more/most/less/fewer/same/none/larger/smaller/middle).
 same/none/larger/smaller/middle/equal.

 compare the different ways students are transported to school).

 ; sort items by the student's chosen attribute, etc.).
 play games that involve sorting, UNO).
  have brown eyes, how many girls have brown eyes, etc.).


 ice cream cones represent favorite flavor of ice cream).

nd/line plots).


mpossible" (e.g., weather predictions).
"unlikely" or "possible" and "impossible" (e.g., asking the student if it is "likely" or "unlikely" to rain on a sunny day).




certain," "equally likely", "not likely."



using words as "likely," "certain," "equally likely," "not likely," "impossible."




ure, or book right-side up.

ck (e.g., student follows charts or simple books with eye gaze).
e end of world").
n "mop." "Tell me the last sound in "mop." "Tell me the middle sound in "mop.")

ombine 'mon' and 'key'?" The beginning of 'sat' is /s/. What is the rest of the word?").
 nations of blends and digraphs (e.g., th-i-ck, t-r-a-sh).




rns, visual patterns, routine patterns).
pattern, calendar patterns).

ue-red cubes, and /or blue-red-green, blue-red-green cubes).

 nes, twos, etc).

ame as "clap, clap, step, clap, clap, step" because both are AABAAB form.
s/representation (e.g., create a repeating pattern on paper).
 ng pattern on a 100s chart or with tables, charts or graphs).

e, square, triangle, circle... 1, 2, 3, 1, 2, 3...).


nit of this pattern; ABAABAAAB is growing by one more A).

 a pattern the student can tell what the seventh element will be).

pattern teh student can tell what the sixth or seventh element will be).
ngle, 2 triangles, 3 triangles, 4 triangles, each successive element grows by one triangle).


 vier with a general observation).
 can be difficult to predict for some).
easuring or weighing).
nstant rate...




other numbers when added together equal 10").



gful shapes in the environment).



 triangles and rectangles).
 aper pattern blocks to make a picture).

 (foresight) (e.g., use pattern blocks to cover a pattern block puzzle shape).

ngle pattern blocks for a trapezoid in a pattern block puzzle).


seconds (e.g., draw a triangle after a "quick image" of a triangle is shown.




 ice-cream cone. Pointing out a sphere rolls like a ball or a tissue box is like a rectangle prism).
ribing a cube by counting the number of faces).
es) (e.g., sort all prisms in one group. Identify and describe a faces of a prism as specific 2-D shapes).

r to informally show line symmetry or fold a circle, square or rectangle in half to show line symmetry).

 aper pattern blocks to make a picture).

  (foresight) (e.g., use pattern blocks to cover a pattern block puzzle shape).
oids to make a hexagon).
 her to compare).




 ," "longer," "shorter," "taller" etc.
 ing or paper strips).
 ive units that are standard units, such as centimeter cubes.
 gth measurement.



and then counts the rest by one).




tive units that are standard units, such as centimeter cubes.
ngth measurement.
gth of room with a single meter stick.

student will do before lunch).
t," "today," "yesterday," "tomorrow."
ng a timer/signal indicates the end).
 (e.g., How many more days until a birthday).




arrive to school if it takes him one hour to travel to school?)
een, left, right, above, below, on, beside, next to, to recognize relative positions of objects in space.

ct is above the house? Play the game "Battleship").

 alone a path.


and then on intersections).
 cts at intersections using positional language (e.g., move right 3 and up 2).
an object or point using positional language (e.g., move right 3 and up 2).
ed at (B,3)?").




e of organizational format.

mational text.




cription, sequence, chronology, and compare/contrast).
ng, explaining, comparing, or using visual images.)




 the broader world of ideas.




ction, or mysteries.




r some combination)
ng up two fingers).
our fingers).




re of 2 objects with number word (two) underneath pictures).



ers after 230").

(e.g., may use a 300s chart).




nts and shows the quantity of 10) (cardinality).




han the original number.

unting-on, double plus or minus, making tens, using compensation, and/or using known facts).


ber to solve addition or subtraction problems with multiples of 10.




his number closer to 10 or 20?").
ven set of 5 or 10.
 100 (e.g., "Is the number of objects closer to 10 or 20?" " Is 45 closer to 20 or 50?").
ven set of 5 or 10.




e last pair is added first. (3+5)+2=3+(5+2)(associative of addition).

g-ten represents one unit).
 count by 10s).
ge 2 digits to make the largest number).

+7; or 143= 100+40+3).
elations) (e.g., 14=7+7; or 14=9+5; 14=10+4).

models and discrete (set) models
1/4, 1/3, 1/2 (e.g., identifies 1/2 of an apple; identifies one trapezoid on top of a hexagon as being 1/2).
 s to the whole).
shaded within the whole).
  shaded with different portions and identifies which has the larger shaded portion).
2/3, 3/4 (e.g., identify a rectangle that has 3 of 4 parts shaded).
 nt in area (e.g., divides a whole into same area sizes but not congruent pieces).
  identify a rectangle than has 3 out of 8 parts shaded).

 ut of 100 is the same as $0.10; or $1.17=$1.00 and 17 pennies out of 100).




ement of objects needs to be salient (e.g., such as organizing objects by two side by side rows).


ms and tell if they are the same or more).
 vation) (e.g., use different age appropriate items for comparison of quantity).
arger the collection it represents (e.g., a collection of 33 is larger than 27 because 33 appears after 27 in the counting sequence).


 using "1 more," "1less," "10 more," "10 less."
 compare the magnitude of 27 to the benchmark of 25).




 ber three to represent the cardinal value of a group of three).
ny) of a collection.



blems (joining actins, seperating actions, part-part whole relationships and comparison situations).




e.g., 8-3=5).




pragmatic functions (e.g., student refuses, uses comments and social words, ask questions, and requests clarifications).
 environments, in the community and/or in vocational settings).
s or storyboards).




bout text by...




 drawings, photographs, environmental print, symbols, or actions as appropriate to the student's personal and classroom experiences).
 y regularly spelled multisyllabic words.




g., student applies skills in other school environments, the community and/or vocational settings).
 om left to right) represent their sounds.


one-or two-syllable words.
ropriate to the student's personal, classroom, community and vocational experiences.
 "-ly", "ing") to read regularly spelled one- or two-syllable words.
g sequence).
room experiences).
RIEPS Code
ACF-1.1
ACF-1.2
ACF-1.3
ACF-1.4
ACF-1.5
ACF-1.6
ACF-1.7
ACF-10.1
ACF-10.2
ACF-10.3
ACF-10.4
ACF-10.5
ACF-11.1
ACF-11.10
ACF-11.11
ACF-11.12
ACF-11.13
ACF-11.2
ACF-11.3
ACF-11.4
ACF-11.5
ACF-11.6
ACF-11.7
ACF-11.8
ACF-11.9
ACF-2.1
ACF-2.10
ACF-2.11
ACF-2.12
ACF-2.13
ACF-2.14
ACF-2.15
ACF-2.16
ACF-2.17
ACF-2.18
ACF-2.2
ACF-2.3
ACF-2.4
ACF-2.5
ACF-2.6
ACF-2.7
ACF-2.8
ACF-2.9
ACF-3.1
ACF-3.2
ACF-3.3
ACF-3.4
ACF-3.5
ACF-3.6
ACF-4.1
ACF-4.10
ACF-4.11
ACF-4.12
ACF-4.13
ACF-4.14
ACF-4.15
ACF-4.16
ACF-4.17
ACF-4.2
ACF-4.3
ACF-4.4
ACF-4.5
ACF-4.6
ACF-4.7
ACF-4.8
ACF-4.9
ACF-5.1
ACF-5.2
ACF-5.3
ACF-5.4
ACF-5.5
ACF-5.6
ACF-6.1
ACF-6.10
ACF-6.11
ACF-6.12
ACF-6.2
ACF-6.3
ACF-6.4
ACF-6.5
ACF-6.6
ACF-6.7
ACF-6.8
ACF-6.9
ACF-7.1
ACF-7.10
ACF-7.2
ACF-7.3
ACF-7.4
ACF-7.5
ACF-7.6
ACF-7.7
ACF-7.8
ACF-7.9
ACF-8.1
ACF-8.2
ACF-8.3
ACF-8.4
ACF-8.5
ACF-9.1
ACF-9.2
ACF-9.3
ACF-9.4
ACF-9.5
ACF-9.6
ACF-9.7
ACF-9.8
Goal Description
1.1 Define hospitality and the importance of quality customer service within the hospitality industry.
1.2 Trace growth and development of the hospitality and tourism industry.
1.3 Describe the various cuisine's and their relationship to history and cultural development.
1.4 Outline the organization, structure and functional areas in various organizations.
1.5 Identify career opportunities and the personal traits for a variety of jobs in the industry.
1.6 Identify professional organizations and explain their purposes and benefits to the industry.
1.7 Compare and contrast industry trade periodicals and other industry resources.
10.1 Lst basic menu planning principles.
10.2 Create menu item descriptions following established truth-in-menu guidelines.
10.3 Develop an understanding of basic menu planning and layout principles.
10.4 Apply principles of nutrition to menu development.
10.5 Describe the importance of proper menu planning to the overall operation of the foodservice facility.
11.01 Demonstrate effective communication skills and interpersonal relationships.
11.10 Discuss techniques for motivating employees.
11.11 Discuss methods of dealing with stress in the workplace.
11.12 Demonstrate information technology communications (i.e., emails, internet searches, e-letters, etc;).
11.13 Outline current federal and state employment laws (i.e., Equal Opportunity, Harrassment, Affirmative Action, Wage an Ho
11.02 Work as a member of a diverse team.
11.03 Read, Write and speak effectively.
11.04 Demonstrate professionalism and a strong work ethic.
11.05 Discuss employment applications.
11.06 Demonstrate interviewing skills.
11.07 Conduct self-performance evaluation.
11.08 Discuss methods of conflict resolution.
11.09 Describe procedures to progressive discipline.
2.01 Identify microorganisms which are related to food spoilage and food borne illnesses; describe their requirements and meth
2.10 Describe appropriate measures for insects, rodents and pest control.
2.11 Recognize sanitary and safety design and construction features of food production equipmemt and facilities (i.e., NSF, UL,
2.12 Review Material Safety Data Sheets (MSDS) and explain their requirements in handling hazardous materials.
2.13 Conduct a sanitation self-inspection and identify modifications necessary for compliance with standards.
2.14 Identify the critical control points during all food handling processes as a method for minimizing the risk of food borne illnes
2.15 List common causes of typical accidents and injuries in the foodservice industry and outline a safety management program
2.16 Discuss appropriate emergency policies for kitchen and dining room injuries.
2.17 Describe appropriate types and use of fire extinguishers used in the foodservice area.
2.18 Describe the role of regulatory agencies governing sanitation and safety and protecting food safety.
2.02 Describe symptoms common to food borne illnesses and how these illnesses can be prevented.
2.03 Describe cross contamination and use of acceptable procedures when preparing and storing potentially hazardous foods.
2.04 Demonstrate good hygiene and health habits.
2.05 List the major reasons for and recognize signs of food spoilage and contamination.
2.06 Outline the requirements for proper receiving and storage of both raw and prepared foods.
2.07 Describe disposal and storage of types of cleaners and sanitizers and their proper use.
2.08 Develop cleaning and sanitizing schedule and procedures for equipment and facilities.
2.09 Identify proper methods of waste disposal and recycling.
3.1 Perform basic math functions used in foodservice operations.
3.2 Calculate food, beverage and labor costs and percentages.
3.3 Demonstrate the process of costing for recipes.
3.4 Demonstrate the process of costing for recipe yield adjustment.
3.5 Determine selling price of menu items.
3.6 Describe the preparation of a guest check using current technology (i.e., computers, calculators, POS, etc;)
4.01 Demonstrate knife skills and proper cuts (i.e., Julienne, Batonette, Brunoise, Paysanne, Small Dice, Large Dice, etc;) emph
4.10 Identify and prepare salads, dressings and marinades.
4.11 Identify and prepare a variety of sandwiches.
4.12 Identify and prepare a variety of types of appetizers.
4.13 Identify and prepare breakfast batters, meats, eggs, and cereals.
4.14 Demonstrate food presentation techniques.
4.15 Discuss the applicability of convenience, value added, further processed or par-cooked food items.
4.16 Write written food requisitions for production requirements.
4.17 Prepare standardized recipes for menu production.
4.02 Identify and demonstrate proper and safe use of food processing and cooking equipment.
4.03 Demonstrate how to read and follow a standard recipe.
4.04 Utilize standard weights and measures to demonstrate proper scaling and measurement techniques.
4.05 Demonstrate a variety of cooking methods including roasting, baking, broiling, grilling, griddling, sauteing, frying, deep fryin
4.06 Identify and use herbs, spices, oils, and vinegar's.
4.07 Identify and prepare various meats, seafood, poultry.
4.08 Identify and prepare various stocks, soups and sauces.
4.09 Identify and prepare fruits, vegetables, and starches.
5.1 Identify tools and equipment used in garde manager, emphasizing safety and sanitation procedures.
5.2 Demonstrate basic garnishes.
5.3 Preparation of cold items to include soups, salads, sauces, dressings, marinades, relishes, sandwiches, canapes and hors d
5.4 Prepare mousses and gelatins.
5.5 Demonstrate food presentation techniques (i.e., platters, bowls, plates, etc;).
5.6 Produce decorative pieces to include fruit, vegetable carvings and accompaniments.
6.01 Define baking terms.
6.10 Participate in the production of cakes and icings.
6.11 Discuss the application of commercial mixes and other labor saving products.
6.12 Prepare a variety of fillings and toppings for pastries and baked goods.
6.02 Identify equipment and utensils unique to baking and discuss proper use and care.
6.03 Identify ingredients used in baking, describe their properties and list the functions of various ingredients.
6.04 Demonstrate proper scaling and measurememt techniques unique to baking.
6.05 Participate in the production of crusty, soft and speciality yeast products.
6.06 Participate in the production of quick-breads.
6.07 Participate in the production of a variety of pies and tarts.
6.08 Participate in the production of a variety of cookies.
6.09 Participate in the production of creams, custards, puddings, and related sauces.
7.01 Describe HAACP critical control points managed by the purchasing and receiving functions.
7.10 Discuss ethical issues as they relate to purchasing.
7.02 List factors that effect food prices and quality which may include market fluctuation and product cost.
7.03 Describe purchasing methods(i.e., bids, purchase orders, phone, sales quotes, etc;).
7.04 Explain regulations for inspecting and grading meats, poultry, seafood, eggs, dairy products, fruits and vegetables.
7.05 Examine written specifications for a variety of food products and describe their importance on food and labor controls.
7.06 Describe proper techniques of receiving and storing fresh, frozen, refrigerated and staple goods.
7.07 Examine various inventory systems including perpetual and physical inventories and requisition systems for controlling cos
7.08 Descibe current computerized systems for purchasing and inventory control.
7.09 Explain proper receiving and storing cleaning supplies, chemicals and non-food products.
8.1 List food groups and recommended servings in USDA Food Guide Pyramid.
8.2 Discuss dietary guidelines and recommended dietary allowances.
8.3 Interpret food labels in terms of the portion size, ingredients and nutritional value.
8.4 Describe primary functions and major food sources of major nutrients.
8.5 Discss various diets(i.e., food allergies, alternative dieting, vegetarian, etc;).
9.1 Demonstrate the general rules of table settings and service.
9.2 Describe the rules and responsibilities of personnel at dining service.
9.3 Describe the various types of service delivery, such as quick service, cafeteria, buffet and table service.
9.4 Discuss various procedures for processing guest checks.
9.5 Discuss sales techniques for service personnel including menu knowledge and suggestive selling.
9.6 Explain inter-relationships and work flow between dining room and kitchen operations.
9.7 Develop an awareness of special customer needs including dietary needs and food allergies.
9.8 Demonstrate an understanding of guest service and customer relations, including handling of difficult situations and accomm
ve Action, Wage an Hour, etc;).




requirements and methods for growth.

facilities (i.e., NSF, UL, OSHA, ADA, etc;)


 risk of food borne illness (HACCP) system.
y management program.




tially hazardous foods.




, Large Dice, etc;) emphasizing proper safety techniques.
uteing, frying, deep frying, braising, stewing, boiling, blanching, poaching, and steaming.




hes, canapes and hors d'oeuvres.




and vegetables.
 and labor controls.

tems for controlling costs.




t situations and accommodations for the disabled.
RIEPS Code
ALS-A1a
ALS-A1b
ALS-A1c
ALS-A2a
ALS-A2b
ALS-A2c
ALS-A3a
ALS-A3b
ALS-A3c
ALS-A3d
ALS-A3e
ALS-A4a
ALS-A4b
ALS-A4c
ALS-A5a
ALS-A5b
ALS-A5c
Goal Description
A1 a The student designs and creates a product, service, or system to meet an identified need; that is, the student:
A1 b The student troubleshoots problems in the operation of a system in need of repair or devis¬es and tests ways of improving
A1 c The student plans and organizes an event or an activity; that is, the student:
A2 a The student makes an oral presentation of project plans or findings to an audience with expertise in the relevant subject m
A2 b The student prepares a formal written pro¬posal or report to an organization beyond the school; that is, the student:
A2 c The student develops a multi-media presen¬tation, combining text, images, and/or sound; that is, the student:
A3 a The student gathers information to assist in completing project work; that is, the student:
A3 b The student uses on-line sources to exchange information for specific purposes; that is, the student:
A3 c The student uses word-processing software to produce a multi-page document; that is, the student:
A3 d The student writes, adds content to, and analyzes a data base program that uses a rela¬tional data base; that is, the stude
A3 e The student creates, edits, and analyzes a spreadsheet of information that displays data in tabular, numeric format and inc
A4 a The student learns from models; that is, the student:
A4 b The student reviews his or her own progress in completing work activities and adjusts priorities as needed to meet deadline
A4 c The student evaluates his or her perfor¬mance; that is, the student:
A5 a The student participates in the establish¬ment and operation of self-directed work teams; that is, the student:
A5 b The student plans and carries out a strategy for including at least one new member in a work program; that is, the student:
A5 c The student completes a task in response to a commission from a client; that is, the student:
 tests ways of improving the effectiveness of a system in operation; that is, the student:

n the relevant subject matter; that is, the student:
at is, the student:




a base; that is, the student:
 numeric format and includes multiple graphs; that is, the student:

needed to meet deadlines; that is, the student:


am; that is, the student:
RIEPS Code
DC-1
DC-2
DC-3
DC-4

DP-1
DP-2
DP-3
DP-4

DR-1
DR-2
DR-3
DR-4
Code Description
DC 1- Solves movement problems in response to a prompt-
DC 2- Uses choreographic forms and elements
DC 3- Communicates ideas, emotion, or cultural aesthetic
DC 4- Expresses a quality, style, and/or musicality-

DP 1- Shows kinesthetic awareness and movement skills
DP 2- Demonstrates rhythmic acuity
DP 3- Demonstrates dynamic range
DP 4- Performs dance of two different genres with stylistic fluency-

DR 1- Answers aesthetic questions about dance-
DR 2- Writes a significant number of dance reviews that show knowledge of dance as an art form and of the process of dance c
DR 3- Writes research papers on varied topics that show knowledge of dance as an art form-
DR 4- Passes an oral or written exam with Above or At Standard grades
the process of dance criticism-
RIEPS Code
DSP-1
DSP-1.1
DSP-2.
DSP-2.1
DSP-3
DSP-3.1
DSP-3.2
DSP-3.3
DSP-4
DSP-4.1
DSP-5
DSP-5.1
DSP-5.2
DSP-6
DSP-6.1
DSP-6.2
Code Description
DSP 1. Interprets a given representation to answer questions related to the data.
DSP 1.1 Interpret data.
DSP 2. Analyzes patterns, trends, or distributions in data.
DSP 2.1 Describe and analyze data.
DSP 3. Identify of describe representations that best display a given set of data and organize and display data.
DSP 3.1 Make decisions on how to classify data.
DSP 3.2 Represent data.
DSP 3.3 Identify appropriate graphical representations of data.
DSP 4. Uses counting techniques to solve problems involving combinations.
DSP 4.1 Finds combination of money.
DSP 5. For a probability event in which the sample space may or may not contain equally likely outcomes, determine the likeliho
DSP 5.1 Discuss and make predictions.
DSP 5.2 Apply basic concepts of probability.
DSP 6. In response to a teacher or student generated question or hypothesis group collect data to answer the question.
DSP 6.1 Formulate questions that can be addressed with data collection.
DSP 6.2 Collect data.
s, determine the likelihood of the occurance of an event.


er the question.
RIEPS Code
ELP(6-8)-S1-LL1a
ELP(6-8)-S1-LL1b
ELP(6-8)-S1-LL2a
ELP(6-8)-S1-LL2b
ELP(6-8)-S1-LL3a
ELP(6-8)-S1-LL3b
ELP(6-8)-S1-LL4a
ELP(6-8)-S1-LL4b
ELP(6-8)-S1-LL5a
ELP(6-8)-S1-LL5b

ELP(6-8)-S1-RL1a
ELP(6-8)-S1-RL1b
ELP(6-8)-S1-RL2a
ELP(6-8)-S1-RL2b
ELP(6-8)-S1-RL3a
ELP(6-8)-S1-RL3b
ELP(6-8)-S1-RL4a
ELP(6-8)-S1-RL4b
ELP(6-8)-S1-RL5a
ELP(6-8)-S1-RL5b

ELP(6-8)-S1-SL1a
ELP(6-8)-S1-SL1b
ELP(6-8)-S1-SL2a
ELP(6-8)-S1-SL2b
ELP(6-8)-S1-SL3a
ELP(6-8)-S1-SL3b
ELP(6-8)-S1-SL4a
ELP(6-8)-S1-SL4b
ELP(6-8)-S1-SL5a
ELP(6-8)-S1-SL5b

ELP(6-8)-S1-WL1a
ELP(6-8)-S1-WL1b
ELP(6-8)-S1-WL2a
ELP(6-8)-S1-WL2b
ELP(6-8)-S1-WL3a
ELP(6-8)-S1-WL3b
ELP(6-8)-S1-WL4a
ELP(6-8)-S1-WL4b
ELP(6-8)-S1-WL5a
ELP(6-8)-S1-WL5b

ELP(6-8)-S2-LL1a
ELP(6-8)-S2-LL1b
ELP(6-8)-S2-LL2a
ELP(6-8)-S2-LL2b
ELP(6-8)-S2-LL3a
ELP(6-8)-S2-LL3b
ELP(6-8)-S2-LL4a
ELP(6-8)-S2-LL4b
ELP(6-8)-S2-LL5a
ELP(6-8)-S2-LL5b
ELP(6-8)-S2-RL1a
ELP(6-8)-S2-RL1b
ELP(6-8)-S2-RL2a
ELP(6-8)-S2-RL2b
ELP(6-8)-S2-RL3a
ELP(6-8)-S2-RL3b
ELP(6-8)-S2-RL4a
ELP(6-8)-S2-RL4b
ELP(6-8)-S2-RL5a
ELP(6-8)-S2-RL5b

ELP(6-8)-S2-SL1a
ELP(6-8)-S2-SL1b
ELP(6-8)-S2-SL2a
ELP(6-8)-S2-SL2b
ELP(6-8)-S2-SL3a
ELP(6-8)-S2-SL3b
ELP(6-8)-S2-SL4a
ELP(6-8)-S2-SL4b
ELP(6-8)-S2-SL5a
ELP(6-8)-S2-SL5b

ELP(6-8)-S2-WL1a
ELP(6-8)-S2-WL1b
ELP(6-8)-S2-WL2a
ELP(6-8)-S2-WL2b
ELP(6-8)-S2-WL3a
ELP(6-8)-S2-WL3b
ELP(6-8)-S2-WL4a
ELP(6-8)-S2-WL4b
ELP(6-8)-S2-WL5a
ELP(6-8)-S2-WL5b

ELP(6-8)-S3-LL1a
ELP(6-8)-S3-LL1b
ELP(6-8)-S3-LL2a
ELP(6-8)-S3-LL2b
ELP(6-8)-S3-LL3a
ELP(6-8)-S3-LL3b
ELP(6-8)-S3-LL4a
ELP(6-8)-S3-LL4b
ELP(6-8)-S3-LL5a
ELP(6-8)-S3-LL5b

ELP(6-8)-S3-RL1a
ELP(6-8)-S3-RL1b
ELP(6-8)-S3-RL2a
ELP(6-8)-S3-RL2b
ELP(6-8)-S3-RL3a
ELP(6-8)-S3-RL3b
ELP(6-8)-S3-RL4a
ELP(6-8)-S3-RL4b
ELP(6-8)-S3-RL5a
ELP(6-8)-S3-RL5b
ELP(6-8)-S3-SL1a
ELP(6-8)-S3-SL1b
ELP(6-8)-S3-SL2a
ELP(6-8)-S3-SL2b
ELP(6-8)-S3-SL3a
ELP(6-8)-S3-SL3b
ELP(6-8)-S3-SL4a
ELP(6-8)-S3-SL4b
ELP(6-8)-S3-SL5a
ELP(6-8)-S3-SL5b

ELP(6-8)-S3-WL1a
ELP(6-8)-S3-WL1b
ELP(6-8)-S3-WL2a
ELP(6-8)-S3-WL2b
ELP(6-8)-S3-WL3a
ELP(6-8)-S3-WL3b
ELP(6-8)-S3-WL4a
ELP(6-8)-S3-WL4b
ELP(6-8)-S3-WL5a
ELP(6-8)-S3-WL5b
Code Description
A. Large-Scale - Identify needed resources to complete assingments based on pictures and oral statements (such as pencils, ru
B. Classroom - Follow commands or identify positive and negative behaviors from illustrations and oral statements (such as in s
A. Large-Scale - Match needed resources with types of assignments based on pictures and oral statements (such as calculators
B. Classroom - Role play or identify examples of etiquette and manners associated with activities based on illustrations and oral
A. Large-Scale - Categorize needed resources with types of assingnments based on pictures and oral descriptions
B. Classroom - Role play positive ways of interacting socially and culturally based on oral descriptions
A. Large-Scale - Analyze assingnments and match with needed resources based on oral discourse
B. Clasroom - Role play or identify situations of peer pressure based on oral descriptions
A. Large-Scale - Evaluate and select the most appropriate resources needed to complete assingnments based on oral discours
B. Classroom - Role play consequences of succumbing to peer pressure based on oral scenarios

A. Large-Scale - Locate facts or information on socially related topics (such as the school dance) and match everyday informatio
B. Classroom - Search topics of interest on the Internet or in libraries
A. Large-Scale - Connect facts or information on socially related topics to examples and identify main idea from everyday inform
B. Classroom - Classify topics identified through hypermedia or multiple sources
A. Large-Scale - Compare/contrast facts or information on socially related topics and summarize everyday information, supporte
B. Classroom - Sort relevant from irrelevant information on topics gathered from the Internet or libraries
A. Large-Scale - Interpret facts or information on socially-related topics and identify details or related information that support the
B. Classroom - Arrange information on topics gathered from the Internet or libraries in logical order
A. Large-Scale - Apply facts or information on socially-related topics to new situations and infer what to do based on everyday in
B. Classroom - Reread information on topics gathered from the Internet or libraries to confirm or summarize sequence

A. Large Scale - Repeat, restate, or respond to oral instructions or assingnments
B. Classroom - Respond to and offer greetings, compliments, introductions, or farewells
A. Large-Scale - Paraphrase or retell oral instructions, assingnments, or stories
B. Classroom - Ask questions or exchange information with peers
A. Large-Scale - Summarize oral instructions, assingnments, or stories
B. Classroom - Initiate or engage in conversation with peers or within a small group
A. Large-Scale - Analyze oral instructions, assingnments , or stories using detailed descriptions
B. Classroom - Initiate and respond to idiomatic expressions or slang in conversation
A. Large-Scale - Analyze and explain oral instructions, assignments, or stories appropriate for grade level
B. Classroom - Express or respond to humor or sarcasm in conversation

A. Large-Scale - Make lists of words associated with school subjects
B. Classroom - Respond to requests, invitations, "to do" lists through pictures and words
A. Large-Scale - Outline or complete organizers with school schedule and subjects
B. Classroom - Respond to and initiate e-mails, messages, postcards, or notes to friends
A. Large-Scale - Describe a typical school day and discuss favorite school subjects
B. Classroom - Respond to and initiate ads, suggestions, announcements, journal entries, complaints, apologies, or thank you n
A. Large-Scale - Suggest ideas for making changes in school, such as rearranging a schedule or adding subjects (e.g., "I would
B. Classroom - Respond to and initiate raps, songs, poetry, or prose
A. Large-Scale - Write a proposal to add school subjects and give reasons for choices
B. Classroom - Respond to and initiate humor or language that contains multiple meanings

A. Large-Scale - Identify words and phrases related to different time frames following oral directions with visual support (e.g., "be
B. Classroom - Match oral commands with learning strategies represented visually (such as fill in bubbles on answer sheets)
A. Large-Scale - Match oral phrases, sentences, or paragraphs supported visually with different time frames (e.g., "Long ago; rig
B. Classroom - Follow oral directions associated with learning strategies represented visually (such as use of multiple-choice for
A. Large-Scale - Identify use of literary devices related to different time frames in passages read orally (such as foreshadowing o
B. Classroom - Follow oral directions in using learning strategies such as "Answer easy questions first on tests.")
A. Large-Scale - Analyze use of literary devices related to different time frames found in short stories read orally
B. Classroom - Practice identifying and using learning strategies associated with oral discourse
A. Large-Scale - Interpret use of literary devices related to different time frames from grade level language arts oral reading
B. Classroom - Use multiple learning strategies associated with grade level oral discourse
A. Large-Scale - Locate organizational features of visually supported texts (such as headings, paragraphs, or format and respon
B. Classroom - Identify words or phrases supported by illustrations associated with various genres
A. Large-Scale - Differentiate among organizational features of texts(such as indices and glossaries) and predict outcomes from
B. Classroom - Match vocabulary in context, supported by illustrations, associated with excerpts of genres read orally (e.g., the f
A. Large-Scale - Use organizational features of texts to glean main ideas
B. Classroom - Predict types of genres based on language structures integrated into text or oral description (e.g., a long time ag
A. Large-Scale - Use organizational features of texts to compare/contrast ideas and make inferences from text and identify figur
B. Classroom - Match summaries with excerpts from genres read orally or in writing (such as mythology, science fiction, or balla
A. Large-Scale - Apply knowledge of organizational features of texts to summarize ideas and draw conclusions from explicit and
B. Classrooom - Infer types of genres associated with written descriptions or summaries from grade level language arts text

A. Large-Scale - Answer WH-questions from pictures related to biographies or human interest stories
B. Classroom - Answer WH-questions regarding visually supported information on ads, cartoons, signs, or posters
A. Large-Scale - Describe pictures related to biographies or human interest stories
B. Classroom - Restate or paraphrase visually supported information from newspapers, magazines, or brochures
A. Large-Scale - Relate information from graphic organizers on biographies or human interest stories
B. Classroom - Present reviews from newspaper/magazines (such as cartoons or advice columns)
A. Large-Scale - Summarize points from outlines derived from biographies or human interest stories
B. Classroom - Present reviews of trade books or short stories.
A. Large-Scale - Create impromptu speeches from notes derived from grade level biographies or human interest stories
B. Classroom - Give oral book summaries or reviews including critiques and self-assessment

A. Large-Scale - Produce symbols, words, or phrases to convey basic information.
B. Classroom - Use bilingual or picture dictionaries to generate language relevant to the task and to use graphic organizers to b
A. Large-Scale - Produce notes, construct charts or graphic organizers to convey information.
B. Classroom - Use computers, peers, or models to check spelling or grammar and to use graphic organizers to plan writing (su
A. Large-Scale - Construct paragraphs to convey information (such as produce journal entries).
B. Classroom - Engage in peer editing using checklists during process writing and to select and use graphic organizers to prese
A. Large-Scale - Create original ideas by synthesizing information.
B. Classroom - Use thesauruses, dictionaries, or checklists for self-editing during process writing and to use graphic organizers
A. Large-Scale - Defend positions or stances using original ideas with supporting details.
B. Classroom - Use rubrics to self-assess process writing and to evaluate self or peer writing by comparing information on graph

A. Large-Scale - Match proportional representation of objects with oral directions and illustrations (such as percent, fractions, or
B. Classroom - Identify language associated with measures of central tendency displayed visually (such as range, the distance f
A. Large-Scale - Follow multi-step directions to identify proportional representation in graphs.
B. Classroom - Depict graphically examples of measures of central tendency based on oral directions.
A. Large-Scale - Match examples of uses of proportion with oral descriptions (such as interest or taxes).
B. Classroom - Select appropriate measuers of central tendency based on visual and oral descriptions of real-life situations.
A. Large-Scale - Analyze and apply the use of proportion from oral word problems.
B. Classroom - Make predictions about estimates based on measures of central tendency from oral scenarios.
A. Large-Scale - Evaluate ways of using proportion to solve grade level oral word problems.
B. Classroom - Make inferences about uses of measures of central tendency from oral scenarios of grade level materials.

A. Large-Scale - Match vocabulary needed for problem solving with graphics, symbols, or figures.
B. Classroom - Compare values noted on everday products (such as nutritional facts, serving sizes, or % daily use).
A. Large-Scale - Classify written examples supported visually of math procedures used in real world problems (such as perimete
B. Classroom - Follow listed instructions that involve hands-on math (such as games or recipes from cookbooks or the Internet)
A. Large-Scale - Classify written examples of math procedures used in text-based problems.
B. Classroom - Follow instructions that involve hands-on math (such as from sewing kits or alarm clocks).
A. Large-Scale - Order steps of procedures involved in problem solving using sequential language.
B. Classroom - Follow instructions to determine when and how to apply percent in real life situations (such as sales or food tax,
A. Large-Scale - Select reasons for the uses of procedures in grade level math problems.
B. Classroom - Follow instructions that require interpretation of various representations of numbers (such as percent, decimals,
A. Large-Scale - Identify line segments from pictures of everyday objects (such as types of angles or parallel lines) and restate m
B. Classroom - Define real-life objects or figures in terms of measurement using words and gestures (such as height or weight)
A. Large-Scale - Define or describe types of line segments from pictures of everyday objects and paraphrase math problems wi
B. Classroom - Identify measurement tools (from pictures and objects) and state uses (e.g., "You use a scale to weigh things.")
A. Large-Scale - Compare/contrast types of line segments from pictures presented orally from math text (such as parallel v. per
B. Classroom - Describe situations where measurement is needed (such as at the clinic or marketplace)
A. Large-Scale - Explain how to use different types of line segments presented orally from math text (such as in geometric figure
B. Classroom - Explain how to use measurement in real life situations (such as construction, architecture, or cartography)
A. Large-Scale - Create math problems using different types of line segments presented orally and infer steps to solving grade l
B. Classroom - Explain how to convert measurement (standard or metric) in real life situations (such as in recipes or temperatur

A. Large-Scale - Show pictorial representation and label math terms (such as parts of whole numbers, algebraic equations or ge
B. Classroom - Record and label outcomes of events involving chance (such as coin flips or rolling cubes).
A. Large-Scale - Express the meaning and give examples of math terms (such as area, perimeter, angles, or patterns) shown g
B. Classroom - Estimate probability with words or illustrations from a sample of observed outcomes.
A. Large-Scale - State step-by-step process of math operations, procedures, patterns, or functions.
B. Estimate probability with sentences and illustrations from a sample of observed outcomes and describe results.
A. Large-Scale - Write everyday math word problems and explain problem-solving strategies.
B. Classroom - Describe combinations possible based on probability.
A. Large-Scale - Summarize, reason, predict, and compare/contrast math information or problem-solving strategies.
B. Classroom - Explain and justify which combinations are most likely based on probability.
ents (such as pencils, rulers, or computers)
 tatements (such as in school, on the playground, in gym class, or on the bus)
ents (such as calculators or math books)
 on illustrations and oral descriptions (such as sports rules or turn taking)




 based on oral discourse


atch everyday information to visuals

ea from everyday information supported by visuals

ay information, supported by visuals (such as on billboards, ads, or instructions)

ormation that support the main idea

do based on everyday information
 rize sequence




pologies, or thank you notes
 subjects (e.g., "I would like to...")




  visual support (e.g., "before," "during," "after")
 s on answer sheets)
mes (e.g., "Long ago; right now; in the future.")
se of multiple-choice format)
such as foreshadowing or flashback)



ge arts oral reading
hs, or format and respond to literal questions from illustrations or visually supported texts, and also identify word patterns in context

d predict outcomes from visually supported text and to use knowledge of affixes or root words to determine meaning in context
es read orally (e.g., the flying horse)

 ion (e.g., a long time ago, in ancient Greece)
 m text and identify figures of speech (such as similes, alliteration, or personification)
  science fiction, or ballads)
 usions from explicit and implicit text and apply knowledge of structural analysis, cognates, or context to determine word meanings
el language arts text




n interest stories



 graphic organizers to brainstorm words or phrases associated with writing topics (such as semantic webs).

nizers to plan writing (such as T charts).

phic organizers to present ideas for writing (such as venn diagrams).

 use graphic organizers to reflect on writing (such as KWL charts).

 ng information on graphic organizers to that in pieces.

as percent, fractions, or decimals.
as range, the distance from one place to another).



f real-life situations.



de level materials.



blems (such as perimeter or area).
okbooks or the Internet).



ch as sales or food tax, interest rates, or tips).

h as percent, decimals, or scientific notation)
 allel lines) and restate math problems with visual support (involving algebra)
 ch as height or weight)
hrase math problems with visual support (involving algebra)
scale to weigh things.")
 (such as parallel v. perpendicular lines) and summarize relevant information from math problems (involving algebra)

ch as in geometric figures) and interpret information from math problems (involving algebra)
e, or cartography)
 steps to solving grade level math problems (involving algebra)
 n recipes or temperatures)

lgebraic equations or geometrical relations).

es, or patterns) shown graphically.




g strategies.
tterns in context




word meanings
RIEPS Code
FA-1
FA-1.1
FA-1.2
FA-1.3
FA-2
FA-2.1
FA-3
FA-3.1
FA-4
Code Description
FA 1. Identifies and extends to specific cases for a variety of patterns.
FA 1.1 Identify a variety of patterns.
FA 1.2 Create patterns.
FA 1.3 Extend a variety of patterns.
FA 2. Demonstrates conceptual understanding of linear relationships as a constant rate of change.
FA 2.1 Identify and/or describe change in a variety of situations.
FA 3. Demonstrates conceptual understanding of algebraic expressions.
FA 3.1 Represent mathematical situations.
FA 4. Demonstrate conceptual understanding of a equality.
RIEPS Code
GM-1
GM-1.1
GM-1.2
GM-1.3
GM-2
GM-3
GM-3.1
GM-4
GM-4.1
GM-4.2
GM-4.3
GM-4.4
GM-5
GM-5.1
GM-6
GM-6.1
GM-6.2
GM-6.3
GM-7
GM-7.1
GM-7.2
GM-8
GM-8.1
GM-8.2
GM-9
GM-9.1
GM-9.2
GM-9.3
GM-10
GM-10.1
Code Description
GM 01. Use properties or attributes of polygons or angles or sides. Use properties or attributes (angles and sides) of polygons to
GM 1.1 Identify, name , classify and sort2-D shapes.
GM 1.2 Describe, draw and represent 2-D shapes.
GM 1.3 Compose (put together) and decompose 2-D shapes to make new shapes.
GM 02. Applies theorems or relationships to: Solve problems.
GM 03. Use properties or attributes of three-dimensional shapes. Identify, compare, or describe 3-D shapes.
GM 3.1 Name, describe, compare, and sort 3-D concrete objects.
GM 04. Demonstrate conceptual understanding of congruency.
GM 4.1 Use mirror images to create shapes that have line symmetry.
GM 4.2 Compose and decompose shapes and use line symmetry to demonstrate congruent parts within a shape.
GM 4.3 Match congruent figures using reflections, translations, or rotations (flips, slides, or turns).
GM 4.4 Predict outcomes of transformations on 2-D shapes.
GM 05. Demonstrate conceptual understanding of similarity.
GM 5.1 Identify similar shapes.
GM 06. Demonstrate conceptual understanding of perimeter and area.
GM 6.1 Demonstrate conceptual understanding of length/height of a two-dimensional object.
GM 6.2 Understand how to measure perimeter.
GM 6.3 Understand how to measure area.
GM 07. Demonstrate conceptual understanding of measurable attributes.
GM 7.1 Describe and compare attributes of objects.
GM 7.2 Measure and use units of measure appropriately.
GM 08. Determines elapsed and accrued time.
GM 8.1 Develop concept time.
GM 8.2 Develop ways to measure time.
GM 09. Demonstrate understanding of spatial relationship using location and position.
GM 9.1 Recognize or demonstrate relative positions in space.
GM 9.2 Use and create simple maps.
GM 9.3 Use a coordinate reference system.
GM 10. Demonstrates conceptual understanding of spatial reasoning and visualization.
GM 10.1 Create mental images of geometric shapes.
and sides) of polygons to name, sort, classify and describe polygons.
RIEPS Code
M-DSP-10-1
M-DSP-10-2
M-DSP-10-3
M-DSP-10-4
M-DSP-10-5
M-DSP-10-6

M-FA-10-1
M-FA-10-2
M-FA-10-3
M-FA-10-4

M-GM-10-1
M-GM-10-2
M-GM-10-3
M-GM-10-4
M-GM-10-5
M-GM-10-6
M-GM-10-7
M-GM-10-8
M-GM-10-9
M-GM-10-10

M-NO-10-1
M-NO-10-2
M-NO-10-3
M-NO-10-4
M-NO-10-5
M-NO-10-6
M-NO-10-7
M-NO-10-8
Goal Description
M(DSP)-10-1 Interprets a given representation (e.g., box-and-whisker plots, scatter plots, bar graphs, line graphs, circle graph, h
M(DSP)-10-2 Analyzes patterns, trends, or distributions in data in a variety of contexts by determining, using, or analyzing meas
M(DSP)-10-3 Identifies or describes representations or elements or representations that best display a given set of data or situa
M(DSP)-10-4 Uses counting techniques to solve contextualized problems involving combinations or permutations (e.g., organize
M(DSP)-10-5 Solves problems involving experimental or theoretical probability.
M(DSP)-10-6 In response to a teacher or student generated question or hypothesis decides the most effective method (e.g., sur

M(F&A)-10-1 Identifies, extends, and generalizes a variety of patterns (linear and nonlinear) represented by models, tables, seq
M(F&A)-10-2 Demonstrates conceptual understanding of linear and nonlinear functions and relations,
M(F&A)-10-3 Demonstrates conceptual understanding of algebraic expressions by solving problems involving algebraic express
M(F&A)-10-4 Demonstrates conceptual understanding of equality by solving problems involving algebraic reasoning about equa

M(G&M)-10-1 No Standard at this level
M(G&M)-10-2 Creates formal proofs of propositions (e.g., angles, lines, circles, distance, midpoint and polygons including triang
M(G&M)-10-3 No Standard at this level.
M(G&M)-10-4 Applies the concepts of congruency by solving problems on or off a coordinate plane involving reflections, transla
M(G&M)-10-5 Applies concepts of similarity by solving problems within mathematics or across disciplines or contexts.
M(G&M)-10-6 Solves problems involving perimeter, circumference, or area of two-dimensional figures
M(G&M)-10-7 Uses units of measure appropriately and consistently when solving problems across content strands;
M(G&M)-10-8 No Standard at this level.
M(G&M)-10-9 Solves problems on and off the coordinate plane involving distance, midpoint, perpendicular and parallel lines, or
M(G&M)-10-ten Demonstrates conceptual understanding of spatial reasoning and visualization by sketching or using dynamic g

M(N&0)-10-1 No Standard at this level
M(N&0)-10-2 Demonstrates understanding of the relative magnitude of real numbers by solving problems involving ordering or c
M(N&0)-10-3 No Standard at this level.
M(N&0)-10-4 Accurately solves problems that involve but are not limited to proportional relationships, percents, ratios, and rates
M(N&0)-10-5 No Standard at this level.
M(N&0)-10-6 Uses a variety of mental computation strategies to solve problems. Calculates benchmark perfect squares and rel
M(N&0)-10-7 Makes appropriate estimates in a given situation by determining the level of accuracy needed and analyzing the ac
M(N&0)-10-8 Applies properties of numbers to solve problems, to simplify computations, or to compare and contrast the propert
e graphs, circle graph, histograms, frequency charts),
sing, or analyzing measures of central tendency;
 iven set of data or situation, consistent with the representations required in M(DSP)-10-1
mutations (e.g., organized lists, tables, tree diagrams, models, Fundamental Counting Principle, or others).

ective method (e.g., survey, observation, research, experimentation) and sampling techniques;

 by models, tables, sequences, or graphs to solve problems.

olving algebraic expressions, by simplifying expressions,
c reasoning about equality;


olygons including triangle ratios).

ving reflections, translations, or rotations; or solves problems using congruency involving problems within mathematics or across disciplines
s or contexts.



 ar and parallel lines, or slope.
hing or using dynamic geometric software to generate three-dimensional objects from two-dimensional perspectives,


s involving ordering or comparing rational numbers, common irrational numbers,

rcents, ratios, and rates.

 perfect squares and related square roots (e.g., perfect square of 1, 2, 12, 15, 20, 25, 100, 1000.)
ded and analyzing the accuracy of results. Estimates tips, discounts, and tax and estimates the value of a non-perfect square root or cube ro
and contrast the properties of numbers and number systems.
tics or across disciplines or contexts.




ct square root or cube root.
RIEPS Code
MC-1
MC-2
MC-3
MC-4
MC-5

MP-1
MP-2
MP-3
MP-4
MP-5
MP-6

MR-1
MR-2
MR-3
MR-4
MR-5
MR-6
Goal Description
MC 1- Student shows evidence of improvising melodic/rhythmic variations in a variety of meters and tonalities.
MC 2- Student shows evidence of improvising appropriate harmony parts to given melodies.
MC 3- Student shows evidence of improvising melodies over given chord progressions.
MC 4- Student shows evidence of composing music in several distinct sytles.
MC 5- Student shows evidence of arranging pieces for voices or instruments other than those for which the pieces were written.

MP 1- Student shows evidence of performing a varied repertoire of music alone and with others, that includes distinct styles and
MP 2- The music includes selections with a level of difficulty of 3, on a scale of 1 to 6.
MP 3- The music performed shows evidence of appropriate expression and proper technique.
MP 4- The music performed includes evidence of well developed solo, small and large ensemble skills.
MP 5- Student shows evidence of the ability to read an instrumental or vocal music score by describing how the elements of mu
MP 6- Student is able to sight-read a given piece of music at an appropriate level of difficulty with some accuracy and expressio

MR 1- Student shows evidence of analyzing aural examples of a varied repertoire of music by describing, with appropriate music
MR 2- Students identify and explain compositional devices used when comparing similar examples of music.
MR 3- Student shows evidence of identifying specific music elements for making informed, critical evaluations of the quality and
MR 4- Students apply their music criteria when evaluating their personal participation in music.
MR 5- Students show evidence of explaining how elements, processes and organizational principles are used in similar and dist
MR 6- Student shows evidence of properly classifying aural examples of music, including American music genre/style, historical
the pieces were written.

ludes distinct styles and Western and non western genres.



how the elements of music are used.
accuracy and expression.

g, with appropriate music vocabulary, the elements and expressive devices present.

ations of the quality and effectiveness of performances, compositions, arrangements and/or improvisations.

 used in similar and distinctive ways in various arts and disciplines as compared to music.
ic genre/style, historical period and/or culture and explain the reasoning behind the classifications.
RIEPS Code
NO-1
NO-1.1
NO-1.2
NO-1.3
NO-1.4
NO-2
NO-3
NO-4
NO-5
NO-6
NO-7
NO-8
NO-9
NO-10
NO-11
NO-12
NO-13
NO-14
NO-15
NO-16
NO-17
NO-18
NO-19
Goal Description
N&O 01. Demonstrate conceptual understanding of rational numbers with respect to WHOLE NUMBERS: Develop an understan
N&O 1.1 Represent and number small collections (1-4 items).
N&O 1.2 Use number words/symbols together to create the counting sequence by ones.
N&O 1.3 Use counting sequence to enumerate (count one by one) a collection and to identify "how many" items in a collection.
N&O 1.4 Represent and number collections of items (Use age appropriate items).
N&O 02. Demonstrate conceptual understanding of rational numbers with respect to WHOLE NUMBERS: Use place value by a
N&O 03. Demonstrate conceptual understanding of rational numbers with respect to POSITIVE FRACTIONAL NUMBERS: Use
N&O 04. Demonstrate conceptual understanding of rational numbers with respect to POSITIVE FRACTIONAL NUMBERS: Use
N&O 05. Demonstrates understanding of the relative magnitude of numbers. Use numbers to compare quantities by developing
N&O 06. Demonstrates understanding of the relative magnitude of numbers. Represent collections and numerical relations by c
N&O 07. Demonstrate conceptual understanding of mathematical operations. Demonstrates a conceptual understanding of add
N&O 08. Demonstrate conceptual understanding of mathematical operations. Demonstrates a conceptual understanding of mul
N&O 09. Accurately solve problems. Demonstrate problem solving strategies.
N&O 10. Demonstrate understanding of monetary value. Identify coins and/or bills.
N&O 11. Demonstrate understanding of monetary value. Identify coin and/or bill value.
N&O 12. Demonstrate understanding of monetary value. Counting and adding a collection of coins and/or bills.
N&O 13. Mentally calculates. Demonstrate fluency with basic addition and subtraction combinations (up to 10) regardless of stra
N&O 14. Mentally calculates. Fluently knows number combinations (1-20) for addition and subtraction.
N&O 15. Mentally calculates. Fluently adds and subtracts two digit multiples of ten.
N&O 16. Mentally calculates. Adds and subtracts two digit numbers.
N&O 17.Make Estimates. Make estimates of the number of objects in a set up to 20.
N&O 18. Make Estimates. Make estimates of the number of objects in a set up to 100.
N&O 19. Apply properties of numbers and field properties to solve problems and to simplify computation involving whole numbe
S: Develop an understanding of cardinal number (how many) and counting.


y" items in a collection.

S: Use place value by applying the concepts of equivalency in composing and decomposing numbers.
 ONAL NUMBERS: Use fractional numbers to represent a part to whole relationship with area & discrete (set) models.
 ONAL NUMBERS: Use decimals and percents to represent a part to whole relationship.
quantities by developing and understanding the position and magnitude of whole numbers (up to 199) and the connection between ordinal an
numerical relations by connecting numerals to number words and the quantities both represent.
al understanding of addition and subtraction of whole numbers by solving problems.
al understanding of multiplication and division through concrete models.




to 10) regardless of strategy used.




 involving whole numbers. Apply appropriate properties of a number.
ection between ordinal and cardinal numbers.
RIEPS Code
OC-6-1
OC-6-1.1
OC-6-1.2
OC-6-1.3
OC-6-1.4
OC-6-1.5
OC-6-2
OC-6-2.1
OC-6-2.2
OC-6-2.3
OC-6-2.4
OC-6-2.5
OC-7-1
OC-7-1.1
OC-7-1.2
OC-7-1.3
OC-7-1.4
OC-7-1.5
OC-7-2
OC-7-2.1
OC-7-2.2
OC-7-2.3
OC-7-2.4
OC-7-2.5
OC-8-1
OC-8-1.1
OC-8-1.2
OC-8-1.3
OC-8-1.4
OC-8-1.5
OC-8-2
OC-8-2.1
OC-8-2.2
OC-8-2.3
OC-8-2.4
OC-8-2.5
OC-10-1
OC-10-1.1
OC-10-1.2
OC-10-1.3
OC-10-1.4
OC-10-1.5
OC-10-2
OC-10-2.1
OC-10-2.2
OC-10-2.3
OC-10-2.4
OC-10-2.5
OC-10-2.6
Goal Description
OC-6-1 Interactive Listening
OC-6-1.1 In oral communication, students demonstrate interactive listening by fllowing verbal instructions to perform specific tas
OC-6-1.2 In oral communication, students demonstrate interactive listening by summarizing, paraphrasing, questioning, or contr
OC-6-1.3 In oral communication, students demonstrate interactive listening by not assessed at this grade level
OC-6-1.4 In oral communication, students demonstrate interactive listening by participating in large and small group discussions
OC-6-1.5 In oral communication, students demonstrate interactive listening by reaching consensus to solve a problem, make a
OC-6-2 Make Oral Presentations
OC-6-2.1 In oral communication, students make oral presentations by demonstrating skills and logical organization and languag
OC-6-2.2 In oral communication, students make oral presentations by using verbal and nonverbal choices to convey consistent
OC-6-2.3 In oral communication, students make oral presentations by telling stories, giving information using details /elaboration
OC-6-2.4 In oral communication, students make oral presentations by effectively responding to audience questions and feedbac
OC-6-2.5 In oral communication, students make oral presentations by using a variety of strategies of address,
OC-7-1 Interactive Listening
OC-7-1.1 In oral communication, students demonstrate interactive listening by following verbal instructions to perform specific ta
OC-7-1.2 In oral communication, students demonstrate interactive listening by summarizing, paraphrasing, questioning, or contr
OC-7-1.3 In oral communication, students demonstrate interactive listening by not assessed at this grade level
OC-7-1.4 In oral communication, students demonstrate interactive listening by participating in large and small group discussions
OC-7-1.5 In oral communication, students demonstrate interactive listening by reaching consensus to solve a problem, make a
OC-7-2 Make Oral Presentations
OC-7-2.1 In oral communication, students make oral presentations by exhibiting logical organization and language use, appropr
OC-7-2.2 In oral communication, students make oral presentations by maintaining a consistent focus (Local)
OC-7-2.3 In oral communication, students make oral presentations by including smooth transitions, supporting thesis with well-c
OC-7-2.4 In oral communication, students make oral presentations by effectively responding to audience questions and feedbac
OC-7-2.5 In oral communication, students make oral presentations by using a variety of strategies of address,
OC-8-1 Interactive Listening
 OC-8-1.1 In oral communication, students demonstrate interactive listening by following verbal instructions to perform specific
OC-8-1.2 In oral communication, students demonstrate interactive listening by summarizing, paraphrasing, questioning, or contr
OC-8-1.3 In oral communication, students demonstrate interactive listening by not assessed at this grade level
OC-8-1.4 In oral communication, students demonstrate interactive listening by participating in large and small group discussions
OC-8-1.5 In oral communication, students demonstrate interactive listening by reaching consensus to solve a problem, make a
OC-8-2 Make Oral Presentations
OC-8-2.1 In oral communication, students make oral presentations by exhibiting logical organization and language use, appropr
OC-8-2.2 In oral communication, students make oral presentations by maintaining a consistent focus (Local)
OC-8-2.3 In oral communication, students make oral presentations by including smooth transitions, supporting thesis with well-c
OC-8-2.4 In oral communication, students make oral presentations by effectively responding to audience questions and feedbac
OC-8-2.5 In oral communication, students make oral presentations by uing a variety of strategies of address (e.g., eye contact, s
OC-10-1 In oral communication, students demonstrate interactive listening by...
OC-10-1.1 Following verbal instructions, to perform specific tasks, to answer questions, or to solve problems (Local)
OC-10-1.2 Summarizing, paraphrasing, questioning, or contributing to information presented (Local)
OC-10-1.3 Identifying the thesis of a presentation, determining the essential elements of elaboration, and interpreting or evaluat
OC-10-1.4 Participating in large and small group discussions showing respect for a range of individual ideas (Local)
OC-10-1.5 Reaching consensus to solve a problem, make a decision, or achieve a goal (Local)
OC-10-2 In oral communication, students make oral presentations by...
OC-10-2.1 Exhibiting logical organization and language use, apporpriate to audience, context, and purpose (Local)
OC-10-2.2 Maintaining a consistent focus (Local)
OC-10-2.3 Including smooth transitions, supporting thesis with well-chosen details, and providing a coherent conclusion (Local)
OC-10-2.4 Effectively responding to audience questions and feedback (Local)
OC-10-2.5 Using a variety of strategies of address (e.g., eye contact, speaking rate, volume, articulation, enunciation, pronuncia
OC-10-2.6 Using tools of technology to enhance message (Local)
s to perform specific tasks, to answer questions, or to solve problems (Local)
ng, questioning, or contributing to information presented (Local)

 small group discussions showing respect for a range of individual ideas (Local)
olve a problem, make a decision, or achieve a goal (Local)

rganization and language use in interpersonal, small group and public exchanges (eg., discussions, interviews)
es to convey consistent focus
using details /elaboration and providing a coherent conclusion
e questions and feedback


ns to perform specific tasks, to answer questions, or to solve problems (Local)
ng, questioning, or contributing to information presented (Local)

 small group discussions showing respect for a range of individual ideas (Local)
olve a problem, make a decision, or achieve a goal (Local)

 language use, appropriate to audience, context, and purpose (Local)

porting thesis with well-chosen details, and providing a coherent conclusion (Local)
e questions and feedback (Local)


ons to perform specific tasks, to answer questions, or to solve problems (Local)
ng, questioning, or contributing to information presented (Local)

 small group discussions showing respect for a range of individual ideas (Local)
olve a problem, make a decision, or achieve a goal (Local)

 language use, appropriate to audience, context, and purpose (Local)

porting thesis with well-chosen details, and providing a coherent conclusion (Local)
e questions and feedback (Local)
ress (e.g., eye contact, speaking rate, volume, articulation, inflection, , intonation, rhythm, and gesture) to communicate ideas effectively (Loc

 ems (Local)

d interpreting or evaluating the message (Local)




 rent conclusion (Local)

, enunciation, pronunciation, inflection, voice modulation, intonation, rhythm, and gesture) to communicate ideas effectively (Local)
cate ideas effectively (Local)




ectively (Local)
RIEPS Code
R-10.8.4
R-10.8.5
R-10-1
R-10-11
R-10-11.1
R-10-11.2
R-10-11.3
R-10-12
R-10-12.1
R-10-13
R-10-14
R-10-14.1
R-10-14.2
R-10-14.3
R-10-15
R-10-15.1
R-10-15.2
R-10-15.3
R-10-15.4
R-10-16
R-10-16.1
R-10-16.2
R-10-17
R-10-17.1
R-10-17.2
R-10-2
R-10-2.1a
R-10-2.1b
R-10-3
R-10-3.1
R-10-3.2
R-10-4
R-10-4.1
R-10-4.2
R-10-4.3
R-10-4.4
R-10-4.5
R-10-5
R-10-5.1
R-10-5.2
R-10-5.3
R-10-5.4
R-10-5.5
R-10-6
R-10-6.1
R-10-7
R-10-7.1
R-10-7.2
R-10-7.3
R-10-7.4
R-10-7.5
R-10-8
R-10-8.1
R-10-8.2
R-10-8.3
R-10-8.6
R-6.11.2
R-6.11.3
R-6.15.4
R-6.16
R-6.4.2
R-6-1
R-6-1.1
R-6-11
R-6-11.1
R-6-12
R-6-12.1
R-6-13
R-6-13.1
R-6-14
R-6-14.1
R-6-14.2
R-6-14.3
R-6-15
R-6-15.1
R-6-15.2
R-6-15.3
R-6-16.1
R-6-16.2
R-6-17
R-6-17.1
R-6-17.2
R-6-2
R-6-2.1
R-6-3
R-6-3.1
R-6-3.2
R-6-4
R-6-4.1
R-6-4.3
R-6-4.4
R-6-4.5
R-6-5
R-6-5.1
R-6-5.2
R-6-5.3
R-6-5.4
R-6-5.5
R-6-5.6
R-6-6
R-6-6.1
R-6-6.2
R-6-7
R-6-7.1a
R-6-7.1b
R-6-7.2
R-6-7.3
R-6-7.4
R-6-7.5
R-6-8
R-6-8.1
R-6-8.2
R-6-8.3
R-6-8.4
R-6-8.5
R-7-1
R-7-1.1
R-7-11
R-7-11.1
R-7-11.2
R-7-11.3
R-7-12
R-7-12.1
R-7-13
R-7-13.1
R-7-14
R-7-14.1
R-7-14.2
R-7-14.3
R-7-15
R-7-15.1
R-7-15.2
R-7-15.3
R-7-15.4
R-7-16
R-7-16.1
R-7-16.2
R-7-17
R-7-17.1
R-7-17.2
R-7-2
R-7-2.1
R-7-3
R-7-3.1
R-7-3.2
R-7-4
R-7-4.1
R-7-4.2
R-7-4.3
R-7-4.4
R-7-4.5
R-7-5
R-7-5.1
R-7-5.2
R-7-5.3
R-7-5.4
R-7-5.5
R-7-6
R-7-6.1
R-7-6.2
R-7-7
R-7-7.1
R-7-7.2
R-7-7.3
R-7-7.4
R-7-7.5
R-7-8
R-7-8.1
R-7-8.2
R-7-8.3
R-7-8.4
R-7-8.5
R-7-8.6
R-8-1
R-8-1.1
R-8-11
R-8-11.1
R-8-11.2
R-8-11.3
R-8-12
R-8-12.1
R-8-13
R-8-13.1
R-8-14
R-8-14.1
R-8-14.2
R-8-14.3
R-8-15
R-8-15.1
R-8-15.2
R-8-15.3
R-8-15.4
R-8-16
R-8-16.1
R-8-16.2
R-8-17
R-8-17.1
R-8-17.2
R-8-2
R-8-2.1
R-8-3
R-8-3.1
R-8-3.2
R-8-4
R-8-4.1
R-8-4.2
R-8-4.3
R-8-4.4
R-8-4.5
R-8-5
R-8-5.1
R-8-5.2
R-8-5.3
R-8-5.4
R-8-5.5
R-8-6
R-8-6.1
R-8-6.2
R-8-7
R-8-7.1
R-8-7.2
R-8-7.3
R-8-7.4
R-8-7.5
R-8-8
R-8-8.1
R-8-8.2
R-8-8.3
R-8-8.4
R-8-8.5
R-8-8.6
R-10-1
R-10-1.1
R-10-11
R-10-11.1
R-10-11.2
R-10-11.3
R-10-12
R-10-12.1
R-10-13
R-10-14
R-10-14.1
R-10-14.2
R-10-14.3
R-10-15
R-10-15.1
R-10-15.2
R-10-15.3
R-10-15.4
R-10-16
R-10-16.1
R-10-16.2
R-10-17
R-10-17.1
R-10-17.2
R-10-2
R-10-2.1a
R-10-2.1b
R-10-3
R-10-3.1
R-10-3.2
R-10-4
R-10-4.1
R-10-4.2
R-10-4.3
R-10-4.4
R-10-4.5
R-10-5
R-10-5.1
R-10-5.2
R-10-5.3
R-10-5.4
R-10-5.5
R-10-6
R-10-6.1
R-10-7
R-10-7.1
R-10-7.2
R-10-7.3
R-10-7.4
R-10-7.5
R-10-8
R-10-8.1
R-10-8.2
R-10-8.3
R-10-8.6
Goal Description
R-10-8.4 Distinguishing fact from opinion, and evaluating possible bias/propaganda or conflicting information within or across te
R-10-8.5 Making inferences about causes and effects (State)
R-10-1 Applies word identification/decoding strategies by...
R-10-11 Reads grade-level appropriate material with...
R-10-11.1 Accuracy: reading material appropriate for high school with at least 90-94% accuracy (Local)
R-10-11.2 Fluency: reading with appropriate silent and oral reading fluency rates as determined by text demands, and purpose f
R-10-11.3 Fluency: reading familiar text with phrasing and expression, and with attention to text features such as punctuation, ita
R-10-12 Demonstrates ability to monitor comprehension and strategy use for different types of texts and purposes by...
R-10-12.1 Using a range of self-monitoring and self-correction approaches (e.g., rereading, adjusting rate, sub-vocalizing, consu
R-10-13 Uses Comprehension strategies (flexibly and as needed) before, during, and after reading literary and informational tex
R-10-14 Demonstrates the habit of reading widely and extensively by...
R-10-14.1 Reading with frequency, including in-school, out of school, and summer reading (Local)
R-10-14.2 Reading from a wide range of genres/kinds of text, including primary and secondary sources, and a variety of authors
R-10-14.3 Reading multiple texts for depth of understanding an author, a subject, a theme, or genre (Local)
R-10-15 Research by reading multiple sources (including print and non-print texts) to solve a problem, or to make a decision, or
R-10-15.1 Identifying and evaluating potential sources of information (Local)
R-10-15.2 Evaluating and selecting the information presented, in terms of completeness, relevance, and validity (Local)
R-10-15.3 Organizing, analyzing, and interpreting the information (Local)
R-10-15.4 Drawing conclusions/judgements and supporting them with evidence (Local)
R-10-16 Generates a personal response to what is read through a variety of means...
R-10-16.1 Comparing stories or other texts to related personal experience, prior knowledge, or to other books (Local)
R-10-16.2 Providing relevant details to support the connections made or judgements (interpretive, analytical, evaluative, or refle
R-10-17 Demonstrates participation in a literate community by....
R-10-17.1 Self-selecting reading materials in line with reading ability and personal interests (Local)
R-10-17.2 Participating in in-depth discussions about text, ideas, and student writing by offering comments and supporting evide
R-10-2 Students identify the meaning of unfamiliar vocabulary by...
R-10-2.1a Using strategies to unlock meaning
R-10-2.1b Using strategies to unlock meaning including base words, general and specialized print or electronic resources to det
R-10-3 Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings and relationships by...
R-10-3.1 Identifying synonyms, antonyms, homonyms/homophones, shades of meaning, analogies, idioms, or word origins, incl
R-10-3.2 Selecting appropriate words or explaining the use of words in context,
R-10-4 Demonstrate initial understanding of elements of literary texts by...
R-10-4.1 Identifying, describing, or making logical predictions about character (such as protagonist or antagonist), setting, proble
R-10-4.2 Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text (State)
R-10-4.3 Generating questions before, during, and after reading to enhance/expand understanding and/or gaining new informat
R-10-4.4 Identifying the characteristics of a variety of types/genres of literary text
R-10-4.5 Identifying literary devices as apporpriate to genre
R-10-5 Analyze and interpret elements of literay texts, citing evidence where appropriate by...
R-10-5.1 Explaining and supporting logical predictions or logical outcomes (e.g., drawing conclusions based on interactions betw
R-10-5.2 Examining characterization (e.g., stereotype, antagonist, protagonist), motivation, or interactions including relationship
R-10-5.3 Making inferences about cause/effect, internal or external conflicts
R-10-5.4 Explaining how the narrator's point of view or author's style is evident and affects the reader's interpretation (State)
R-10-5.5 Explaining how the author's purpose (e.g., to entertain, inform or persuade) message or theme (which may include uni
R-10-6 Analyze and interpret author's craft, citing evidence where appropriate by...
R-10-6.1 Demonstrating knowledge of author's style or use of literary elements and devices
R-10-7 Demonstrate initial understanding of informational texts (expository and practical texts) by...
R-10-7.1 Obtaining information from text features
R-10-7.2 Using information from the text to answer questions, to state the main/central ideas, to provide supporting details, to ex
R-10-7.3 Organizing information to show understanding or relationships among facts, ideas, and events
R-10-7.4 Generating questions before, during, and after reading to enhance understanding and recall (Local)
R-10-7.5 Identifying the characteristics of a variety of types of text
R-10-8 Analyze and interpret informational text, citing evidence as appropriate by...
R-10-8.1 Explaining connections about information within a text, across texts, or to related ideas (State)
R-10-8.2 Synthesizing and evaluating information within or across text(s) (e.g., constructing appropriate titles; or formulating ass
R-10-8.3 Drawing inferences about text, including author's pupose
R-10-8.6 Evaluating the clarity and accuracy of information (e.g., consistency, effectiveness of organizational pattern, or logic or
R-6-11.2 Reads grade-level appropriate material with fluency: reading with appropriate silent and oral reading fluency rates as d
R-6-11.3 Reads grade-level appropriate material with fluency: reading familiar text with phrasing and expression, and with attent
R-6-15.4 Research* by reading multiple sources (including print and non-print texts) to report information, to solve a problem, or
R-6-16 Literary Texts: Generates a Personal Response
R-6-4.2 Demonstrate initial understanding of elements of literary texts by paraphrasing or summarizing key ideas/plot, with majo
R-6-01 Word Identification Skills and Strategies
R–6–1.1 Applies word identification/decoding strategies by identifying multi-syllabic words by using knowledge of sounds, syllabl
R-6-11 Reading Fluency and Accuracy
R-6-11.1 Reads grade-level appropriate material with accuracy: reading material appropriate for grade 6 with 90-94% accuracy
R-6-12 Reading Strategies: Strategies for Monitoring and Adjusting Reading
R-6-12.1 Demonstrates ability to monitor comprehension for different types of texts and purposes by using a range of self-monit
R-6-13 Reading Strategies: Reading Comprehension Strategies
R-6-13.1 Uses comprehension strategies (flexibly and as needed) before, during, and after reading literary and informational te
R-6-14 Breadth of Reading: Reading Widely and Extensively
R-6-14.1 Demonstrates the habit of reading widely and extensively* by reading with frequency, including in-school, out-of-schoo
R-6-14.2 Demonstrates the habit of reading widely and extensively* by reading from a wide range of genres/ kinds of text, includ
R-6-14.3 Demonstrates the habit of reading widely and extensively* by reading multiple texts for depth of understanding an auth
R-6-15 Breadth of Reading: Reading for Research Across Content Areas
R-6-15.1 Research* by reading multiple sources (including print and non-print texts) to report information, to solve a problem, or
R-6-15.2 Research* by reading multiple sources (including print and non-print texts) to report information, to solve a problem, or
R-6-15.3 Research* by reading multiple sources (including print and non-print texts) to report information, to solve a problem, or
R-6-16.1 Generates a personal response to what is read through a variety of means comparing stories or other texts to related p
R-6-16.2 Generates a personal response to what is read through a variety of means providing relevant details to support the con
R-6-17 Breadth of Reading: Participating in Literate Community
R-6-17.1 Demonstrates participation in a literate community by self-selecting reading materials aligned with reading ability and p
R-6-17.2 Demonstrates participation in a literate community by participating in in-depth discussions about text, ideas, and stude
R-6-02 Vocabulary: Vocabulary Strategies
R-6-2.1 Students identify the meaning of unfamiliar vocabulary by using strategies to unlock meaning
R-6-03 Vocabulary: Breadth of Vocabulary
R-6-3.1 Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings and relationships by i
R-6-3.2 Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings and relationships by s
R-6-04 Literary Texts: Initial Understanding of Literary Texts
R-6-4.1 Demonstrate initial understanding of elements of literary texts by identifying or describing character(s), setting, problem/
R-6-4.3 Demonstrate initial understanding of elements of literary texts by generating questions before, during, and after reading
R-6-4.4 Demonstrate initial understanding of elements of literary texts by identifying the characteristics of a variety of types/genr
R-6-4.5 Demonstrate initial understanding of elements of literary texts by identifying literary devices as appropriate to genre: rhy
R-6-05 Literary Texts: Analysis and Interpretation of Literary Text, Citing Evidence
R-6-5.1 Analyze and interpret elements of literary texts, citing evidence where appropriate by explaining or supporting logical pre
R-6-5.2 Analyze and interpret elements of literary texts, citing evidence where appropriate by describing characters’ traits, motiv
R-6-5.3 Analyze and interpret elements of literary texts, citing evidence where appropriate by making inferences about cause/eff
R-6-5.4 Analyze and interpret elements of literary texts, citing evidence where appropriate by explaining how the narrator’s point
R-6-5.5 Analyze and interpret elements of literary texts, citing evidence where appropriate by identifying author’s message or the
R-6-5.6 (GLE R-6-5.6 becomes subsumed under R-6-5.2 and R-6-5.3)
R-6-06 Literary Texts: Analysis and Interpretation of Literary Text, Citing Evidence
R-6-6.1 Analyze and interpret author’s craft, citing evidence where appropriate by demonstrating knowledge of use of literary ele
R-6-6.2 Analyze and interpret author’s craft, citing evidence where appropriate by demonstrating knowledge of use of literary ele
R-6-07 Informational Texts: Initial Understanding of Informational Text (Expository and Practical Text across Content Areas)
R-6-7.1a Demonstrate initial understanding of informational texts (expository and practical texts) by obtaining information from te
R-6-7.1b Demonstrate initial understanding of informational texts (expository and practical texts) by obtaining information from te
R-6-7.2 Demonstrate initial understanding of informational texts (expository and practical texts) by using information from the tex
R-6-7.3 Demonstrate initial understanding of informational texts (expository and practical texts) by organizing information to sho
R-6-7.4 Demonstrate initial understanding of informational texts (expository and practical texts) by generating questions before,
R-6-7.5 Demonstrate initial understanding of informational texts (expository and practical texts) by identifying the characteristics
R-6-08 Informational Texts: Analysis and Interpretation of Informational Text (Expository and Practical Text across Content Are
R-6-8.1 Analyze and interpret informational text, citing evidence as appropriate by connecting information within a text or across
R-6-8.2 Analyze and interpret informational text, citing evidence as appropriate by synthesizing information within or across text(
R-6-8.3 Analyze and interpret informational text, citing evidence as appropriate by drawing inferences about text, including autho
R-6-8.4 Analyze and interpret informational text, citing evidence as appropriate by distinguishing fact from opinion, and identifyin
R-6-8.5 Analyze and interpret informational text, citing evidence as appropriate by ... Making inferences about causes or effects
R-7-01 Word Identification Skills and Strategies
R–7–1.1 Applies word identification/decoding strategies by identifying multi-syllabic words by using knowledge of sounds, syllabl
R-7-11 Reading Fluency and Accuracy
R-7-11.1 Reads grade-level appropriate material with accuracy: reading material appropriate for grade 7 with at least 90-94% ac
R-7-11.2 Reads grade-level appropriate material with fluency: reading with appropriate silent and oral reading fluency rates as d
R-7-11.3 Reads grade-level appropriate material with fluency: reading familiar text with phrasing and expression, and with attent
R-7-12 Reading Strategies: Strategies for Monitoring and Adjusting Reading
R-7-12.1 Demonstrates ability to monitor comprehension for different types of texts and purposes by using a range of self-monit
R-7-13 Reading Strategies: Reading Comprehension Strategies
R-7-13.1 Uses comprehension strategies (flexibly and as needed) before, during, and after reading literary and informational tex
R-7-14 Breadth of Reading: Reading Widely and Extensively
R-7-14.1 Demonstrates the habit of reading widely and extensively* by reading with frequency, including in-school, out-of-schoo
R-7-14.2 Demonstrates the habit of reading widely and extensively* by reading from a wide range of genres/ kinds of text, includ
R-7-14.3 Demonstrates the habit of reading widely and extensively* by reading multiple texts for depth of understanding an auth
R-7-15 Breadth of Reading: Reading for Research Across Content Areas
R-7-15.1 Research* by reading multiple sources (including print and non-print texts) to solve a problem, or to make a decision, o
R-7-15.2 Research* by reading multiple sources (including print and non-print texts) to solve a problem, or to make a decision, o
R-7-15.3 Research by reading multiple sources (including print and non-print texts) to solve a problem, or to make a decision, or
R-7-15.4 Research* by reading multiple sources (including print and non-print texts) to solve a problem, or to make a decision, o
R-7-16 Literary Texts: Generates a Personal Response
R-7-16.1 Generates a personal response to what is read through a variety of means comparing stories or other texts to related p
R-7-16.2 Generates a personal response to what is read through a variety of means providing relevant details to support the con
R-7-17 Breadth of Reading: Participating in Literate Community
R-7-17.1 Demonstrates participation in a literate community by self-selecting reading materials in line with reading ability and pe
R-7-17.2 Demonstrates participation in a literate community by participating in in-depth discussions about text, ideas, and stude
R-7-02 Vocabulary: Vocabulary Strategies
R-7-2.1 Students identify the meaning of unfamiliar vocabulary by using strategies to unlock meaning
R-7-03 Vocabulary: Breadth of Vocabulary
R-7-3.1 Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings and relationships by i
R-7-3.2 Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings and relationships by s
R-7-04 Literary Texts: Initial Understanding of Literary Texts
R-7-4.1 Demonstrate initial understanding of elements of literary texts by identifying or describing character(s), setting, problem/
R-7-4.2 Demonstrate initial understanding of elements of literary texts by paraphrasing or summarizing key ideas/plot, with majo
R-7-4.3 Demonstrate initial understanding of elements of literary texts by generating questions before, during, and after reading
R-7-4.4 Demonstrate initial understanding of elements of literary texts by identifying the characteristics of a variety of types/genr
R-7-4.5 Demonstrate initial understanding of elements of literary texts by identifying literary devices as appropriate to genre:
R-7-05 Literary Texts: Analysis and Interpretation of Literary Text, Citing Evidence
R-7-5.1 Analyze and interpret elements of literary texts, citing evidence where appropriate by explaining or supporting logical pre
R-7-5.2 Analyze and interpret elements of literary texts, citing evidence where appropriate by describing characters’ traits, motiv
R-7-5.3 Analyze and interpret elements of literary texts, citing evidence where appropriate by making inferences about cause/eff
R-7-5.4 Analyze and interpret elements of literary texts, citing evidence where appropriate by explaining how the narrator’s point
R-7-5.5 Analyze and interpret elements of literary texts, citing evidence where appropriate by explaining how the author’s messa
R-7-06 Literary Texts: Analysis and Interpretation of Literary Text, Citing Evidence
R-7-6.1 Analyze and interpret author’s craft, citing evidence where appropriate by demonstrating knowledge of use of literary ele
R-7-6.2 Analyze and interpret author’s craft, citing evidence where appropriate by demonstrating knowledge of use of literary ele
R-7-07 Informational Texts: Initial Understanding of Informational Text (Expository and Practical Text across Content Areas)
R-7-7.1 Demonstrate initial understanding of informational texts (expository and practical texts) by obtaining information from tex
R-7-7.2 Demonstrate initial understanding of informational texts (expository and practical texts) by using information from the tex
R-7-7.3 Demonstrate initial understanding of informational texts (expository and practical texts) by organizing information to sho
R-7-7.4 Demonstrate initial understanding of informational texts (expository and practical texts) by generating questions before,
R-7-7.5 Demonstrate initial understanding of informational texts (expository and practical texts) by identifying the characteristics
R-7-08 Informational Texts: Analysis and Interpretation of Informational Text (Expository and Practical Text across Content Are
R-7-8.1 Analyze and interpret informational text, citing evidence as appropriate by explaining connections about information with
R-7-8.2 Analyze and interpret informational text, citing evidence as appropriate by synthesizing and evaluating information within
R-7-8.3 Analyze and interpret informational text, citing evidence as appropriate by drawing inferences about text, including autho
R-7-8.4 Analyze and interpret informational text, citing evidence as appropriate by distinguishing fact from opinion, and identifyin
R-7-8.5 Analyze and interpret informational text, citing evidence as appropriate by making inferences about causes or effects (S
R-7-8.6 Analyze and interpret informational text, citing evidence as appropriate by evaluating the clarity and accuracy of informa
R-8-01 Word Identification Skills and Strategies
R–8–1.1 Applies word identification/decoding strategies by identifying multi-syllabic words by using knowledge of sounds, syllabl
R-8-11 Reading Fluency and Accuracy
R-8-11.1 Reads grade-level appropriate material with accuracy: reading material appropriate for grade 8 with at least 90-94% ac
R-8-11.2 Reads grade-level appropriate material with fluency: reading with appropriate silent and oral reading fluency rates as d
R-8-11.3 Reads grade-level appropriate material with fluency: reading familiar text with phrasing and expression, and with attent
R-8-12 Reading Strategies: Strategies for Monitoring and Adjusting Reading
R-8-12.1 Demonstrates ability to monitor comprehension for different types of texts and purposes by using a range of self-monit
R-8-13 Reading Strategies: Reading Comprehension Strategies
R-8-13.1 Uses comprehension strategies (flexibly and as needed) before, during, and after reading literary and informational tex
R-8-14 Breadth of Reading: Reading Widely and Extensively
R-8-14.1 Demonstrates the habit of reading widely and extensively* by reading with frequency, including in-school, out-of-schoo
R-8-14.2 Demonstrates the habit of reading widely and extensively* by reading from a wide range of genres/ kinds of text, includ
R-8-14.3 Demonstrates the habit of reading widely and extensively* by reading multiple texts for depth of understanding an auth
R-8-15 Breadth of Reading: Reading for Research Across Content Areas
R-8-15.1 Research* by reading multiple sources (including print and non-print texts) to solve a problem, or to make a decision, o
R-8-15.2 Research* by reading multiple sources (including print and non-print texts) to solve a problem, or to make a decision, o
R-8-15.3 Research* by reading multiple sources (including print and non-print texts) to solve a problem, or to make a decision, o
R-8-15.4 Research* by reading multiple sources (including print and non-print texts) to solve a problem, or to make a decision, o
R-8-16 Literary Texts: Generates a Personal Response
R-8-16.1 Generates a personal response to what is read through a variety of means comparing stories or other texts to related p
R-8-16.1 Generates a personal response to what is read through a variety of means comparing stories or other texts to related p
R-8-17 Breadth of Reading: Participating in Literate Community
R-8-17.1 Demonstrates participation in a literate community by self-selecting reading materials in line with reading ability and pe
R-8-17.2 Demonstrates participation in a literate community by,
R-8-02 Vocabulary: Vocabulary Strategies
R-8-2.1 Students identify the meaning of unfamiliar vocabulary by using strategies to unlock meaning;
R-8-03 Vocabulary: Breadth of Vocabulary
R-8-3.1 Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings and relationships by i
R-8-3.2 Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings and relationships by s
R-8-04 Literary Texts: Initial Understanding of Literary Texts
R-8-4.1 Demonstrate initial understanding of elements of literary texts by identifying or describing character(s), setting, problem/
R-8-4.2 Demonstrate initial understanding of elements of literary texts by paraphrasing or summarizing key ideas/plot, with majo
R-8-4.3 Demonstrate initial understanding of elements of literary texts by generating questions before, during, and after reading
R-8-4.4 Demonstrate initial understanding of elements of literary texts by ... Identifying the characteristics of a variety of types/ge
R-8-4.5 Demonstrate initial understanding of elements of literary texts by identifying literary devices as appropriate to genre:
R-8-05 Literary Texts: Analysis and Interpretation of Literary Text, Citing Evidence
R-8-5.1 Analyze and interpret elements of literary texts, citing evidence where appropriate by explaining or supporting logical pre
R-8-5.2 Analyze and interpret elements of literary texts, citing evidence where appropriate by describing characterization,
R-8-5.3 Analyze and interpret elements of literary texts, citing evidence where appropriate by making inferences about cause/eff
R-8-5.4 Analyze and interpret elements of literary texts, citing evidence where appropriate by explaining how the narrator’s point
R-8-5.5 Analyze and interpret elements of literary texts, citing evidence where appropriate by explaining how the author’s messa
R-8-06 Literary Texts: Analysis and Interpretation of Literary Text, Citing Evidence
R-8-6.1 Analyze and interpret author’s craft, citing evidence where appropriate by demonstrating knowledge of author’s style or
R-8-6.2 (R-8-6.2 becomes subsumed under R-8-6.1, since all aspects are assessed Locally in grade 8)
R-8-07 Informational Texts: Initial Understanding of Informational Text (Expository and Practical Text across Content Areas)
R-8-7.1 Demonstrate initial understanding of informational texts (expository and practical texts) by obtaining information from tex
R-8-7.2 Demonstrate initial understanding of informational texts (expository and practical texts) by using information from the tex
R-8-7.3 Demonstrate initial understanding of informational texts (expository and practical texts) by organizing information to sho
R-8-7.4 Demonstrate initial understanding of informational texts (expository and practical texts) by generating questions before,
R-8-7.5 Demonstrate initial understanding of informational texts (expository and practical texts) by identifying the characteristics
R-8-08 Informational Texts: Analysis and Interpretation of Informational Text (Expository and Practical Text across Content Are
R-8-8.1 Analyze and interpret informational text, citing evidence as appropriate by explaining connections about information with
R-8-8.2 Analyze and interpret informational text, citing evidence as appropriate by synthesizing and evaluating information within
R-8-8.3 Analyze and interpret informational text, citing evidence as appropriate by drawing inferences about text, including autho
R-8-8.4 Analyze and interpret informational text, citing evidence as appropriate by distinguishing fact from opinion, and identifyin
R-8-8.5 Analyze and interpret informational text, citing evidence as appropriate by making inferences about causes or effects (L
R-8-8.6 Analyze and interpret informational text, citing evidence as appropriate by evaluating the clarity and accuracy of informa
R-10-1 Applies word identification/decoding strategies by...
R-10-1.1 Identifying multi-syllabic words by using knowledge of sounds, syllable division, and word patterns (Local)
R-10-11 Reads grade-level appropriate material with...
R-10-11.1 Accuracy: reading material appropriate for high school with at least 90-94% accuracy (Local)
R-10-11.2 Fluency: reading with appropriate silent and oral reading fluency rates as determined by text demands, and purpose f
R-10-11.3 Fluency: reading familiar text with phrasing and expression, and with attention to text features such as punctuation, ita
R-10-12 Demonstrates ability to monitor comprehension and strategy use for different types of texts and purposes by...
R-10-12.1 Using a range of self-monitoring and self-correction approaches (e.g., rereading, adjusting rate, sub-vocalizing, consu
R-10-13 Uses Comprehension strategies (flexibly and as needed) before, during, and after reading literary and informational tex
R-10-14 Demonstrates the habit of reading widely and extensively by...
R-10-14.1 Reading with frequency, including in-school, out of school, and summer reading (Local)
R-10-14.2 Reading from a wide range of genres/kinds of text, including primary and secondary sources, and a variety of authors
R-10-14.3 Reading multiple texts for depth of understanding an author, a subject, a theme, or genre (Local)
R-10-15 Research by reading multiple sources (including print and non-print texts) to solve a problem, or to make a decision, or
R-10-15.1 Identifying and evaluating potential sources of information (Local)
R-10-15.2 Evaluating and selecting the information presented, in terms of completeness, relevance, and validity (Local)
R-10-15.3 Organizing, analyzing, and interpreting the information (Local)
R-10-15.4 Drawing conclusions/judgements and supporting them with evidence (Local)
R-10-16 Generates a personal response to what is read through a variety of means...
R-10-16.1 Comparing stories or other texts to related personal experience, prior knowledge, or to other books (Local)
R-10-16.2 Providing relevant details to support the connections made or judgements (interpretive, analytical, evaluative, or refle
R-10-17 Demonstrates participation in a literate community by....
R-10-17.1 Self-selecting reading materials in line with reading ability and personal interests (Local)
R-10-17.2 Participating in in-depth discussions about text, ideas, and student writing by offering comments and supporting evide
R-10-2 Students identify the meaning of unfamiliar vocabulary by...
R-10-2.1a Using strategies to unlock meaning
R-10-2.1b Using strategies to unlock meaning including base words, general and specialized print or electronic resources to det
R-10-3 Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings and relationships by...
R-10-3.1 Identifying synonyms, antonyms, homonyms/homophones, shades of meaning, analogies, idioms, or word origins, incl
R-10-3.2 Selecting appropriate words or explaining the use of words in context,
R-10-4 Demonstrate initial understanding of elements of literary texts by...
R-10-4.1 Identifying, describing, or making logical predictions about character (such as protagonist or antagonist), setting, proble
R-10-4.2 Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text (State)
R-10-4.3 Generating questions before, during, and after reading to enhance/expand understanding and/or gaining new informat
R-10-4.4 Identifying the characteristics of a variety of types/genres of literary text
R-10-4.5 Identifying literary devices as apporpriate to genre
R-10-5 Analyze and interpret elements of literay texts, citing evidence where appropriate by...
R-10-5.1 Explaining and supporting logical predictions or logical outcomes (e.g., drawing conclusions based on interactions betw
R-10-5.2 Examining characterization (e.g., stereotype, antagonist, protagonist), motivation, or interactions including relationship
R-10-5.3 Making inferences about cause/effect, internal or external conflicts
R-10-5.4 Explaining how the narrator's point of view or author's style is evident and affects the reader's interpretation (State)
R-10-5.5 Explaining how the author's purpose (e.g., to entertain, inform or persuade) message or theme (which may include uni
R-10-6 Analyze and interpret author's craft, citing evidence where appropriate by...
R-10-6.1 Demonstrating knowledge of author's style or use of literary elements and devices
R-10-7 Demonstrate initial understanding of informational texts (expository and practical texts) by...
R-10-7.1 Obtaining information from text features
R-10-7.2 Using information from the text to answer questions, to state the main/central ideas, to provide supporting details, to ex
R-10-7.3 Organizing information to show understanding or relationships among facts, ideas, and events
R-10-7.4 Generating questions before, during, and after reading to enhance understanding and recall (Local)
R-10-7.5 Identifying the characteristics of a variety of types of text
R-10-8 Analyze and interpret informational text, citing evidence as appropriate by...
R-10-8.1 Explaining connections about information within a text, across texts, or to related ideas (State)
R-10-8.2 Synthesizing and evaluating information within or across text(s) (e.g., constructing appropriate titles; or formulating ass
R-10-8.3 Drawing inferences about text, including author's pupose
R-10-8.6 Evaluating the clarity and accuracy of information (e.g., consistency, effectiveness of organizational pattern, or logic or
ation within or across texts (State)




demands, and purpose for reading (Local)
  such as punctuation, italics, and dialogue (Local)
  purposes by...
 e, sub-vocalizing, consulting resources, questioning, using flexible note taking/mapping sytems, skimming, scanning, etc.) (Local)
 ry and informational text (Local)


 and a variety of authors (e.g., literary, informational, and practical /functional texts) (Local)

r to make a decision, or to formulate a judgement, or to support a thesis by...

 validity (Local)



books (Local)
 ical, evaluative, or reflective) (Local)


nts and supporting evidence,


ctronic resources to determine definition, pronunciaiton, etymology, or usage of words; or prior knowledge (Local)
s and relationships by...
ms, or word origins, including words from dialects, or other languages that have been adopted into our language/standard English (State)


 tagonist), setting, problem/solution, or plots/subplots, as appropriate to text;

or gaining new information (Local)



sed on interactions between characters or evolving plot (State)
ns including relationships, citing thoughts, words, or actions that reveal character traits, motivations, or changes over time (State)

nterpretation (State)
 (which may include universal themes) is supported within the text (State)




 supporting details, to explain visual components supporting the text, or to interpret maps, charts, timelines, tables, or diagrams. (State)




titles; or formulating assertions or controlling ideas) (State)
 onal pattern, or logic or arguments) (State)
ading fluency rates as determined by text demands and purpose for reading (Local)
pression, and with attention to text features, such as punctuation, italics, and dialogue (Local)
n, to solve a problem, or to make a decision, or to formulate a judgment by using evidence to support conclusions (Local)

 ey ideas/plot, with major events sequenced, as appropriate to text (State)

 ledge of sounds, syllable division, and word patterns (Local)

 with 90-94% accuracy (Local)

ng a range of self-monitoring and self-correction approaches

ary and informational text. (Local)

 in-school, out-of-school, and summer reading (Local)
 res/ kinds of text, including primary and secondary sources, and a variety of authors,
f understanding an author, a subject, a theme, or genre (Local)

n, to solve a problem, or to make a decision, or to formulate a judgment by identifying potential sources of information (Local)
n, to solve a problem, or to make a decision, or to formulate a judgment by evaluating information presented, in terms of relevance (Local)
n, to solve a problem, or to make a decision, or to formulate a judgment by gathering, organizing, and interpreting the information (Local)
or other texts to related personal experience, prior knowledge, or to other books (Local)
 etails to support the connections made or judgments (interpretive, analytical, evaluative, or reflective) (Local)

with reading ability and personal interests (Local)
ut text, ideas, and student writing by offering comments and supporting evidence, recommending books and other materials,



gs and relationships by identifying synonyms, antonyms, homonyms/ homophones, or shades of meaning (State)
gs and relationships by selecting appropriate words or explaining the use of words in context,

ter(s), setting, problem/ solution, or plot, as appropriate to text;
uring, and after reading to enhance understanding and recall, expand understanding and/or gain new information (Local)
f a variety of types/genres of literary text
ppropriate to genre: rhyme, alliteration, simile, dialogue, imagery, simple metaphors, flashback, onomatopoeia, repetition, or idioms (Local)

or supporting logical predictions (e.g., providing evidence from text to explain why something is likely to happen next) (State)
characters’ traits, motivation, or interactions, citing thoughts, words, or actions that reveal characters’ traits, motivations,
erences about cause/effect, external conflicts
how the narrator’s point of view affects the reader’s interpretation (State)
author’s message or theme (State)


dge of use of literary elements and devices
dge of use of literary elements and devices
cross Content Areas)
 ining information from text features
 ining information from text features (e.g., maps, diagrams, tables, captions, timelines, citations, or transitional devices) (Local)
  information from the text to answer questions related to main/central ideas or key details (State)
 izing information to show understanding
 ating questions before, during, and after reading to enhance understanding and recall; expand understanding and/or gain new information (L
fying the characteristics of a variety of types of text
Text across Content Areas), Citing Evidence
 n within a text or across texts (State)
 on within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas (State)
bout text, including author’s purpose
m opinion, and identifying possible bias/propaganda (State)
 about causes or effects (State)

 ledge of sounds, syllable division, and word patterns (Local)

 with at least 90-94% accuracy (Local)
ading fluency rates as determined by text demands, and purpose for reading (Local)
pression, and with attention to text features such as punctuation, italics, and dialogue (Local)

ng a range of self-monitoring and self-correction approaches;

 ry and informational text. (Local)

 in-school, out-of-school, and summer reading (Local)
 res/ kinds of text, including primary and secondary sources, and a variety of authors
f understanding an author, a subject, a theme, or genre (Local)

 or to make a decision, or to formulate a judgment, or to support a thesis by identifying potential sources of information (Local)
 or to make a decision, or to formulate a judgment, or to support a thesis by evaluating information presented, in terms of relevance (Local)
or to make a decision, or to formulate a judgment,
 or to make a decision, or to formulate a judgment, or to support a thesis by ... Using evidence to support conclusions (Local)

or other texts to related personal experience, prior knowledge, or to other books (Local)
 etails to support the connections made or judgments (interpretive, analytical, evaluative, or reflective) (Local)

th reading ability and personal interests (Local)
ut text, ideas, and student writing by offering comments and supporting evidence;



gs and relationships by identifying synonyms, antonyms, homonyms/ homophones, or shades of meaning (State)
gs and relationships by selecting appropriate words or explaining the use of words in context,

ter(s), setting, problem/ solution, or plot, as appropriate to text; or identifying any significant changes in character or setting over time;
ey ideas/plot, with major events sequenced, as appropriate to text (State)
uring, and after reading to enhance/expand understanding and /or gaining new information (Local)
f a variety of types/genres of literary text,
ppropriate to genre:

or supporting logical predictions (State)
characters’ traits, motivation, or interactions, citing thoughts, words,
erences about cause/effect;
how the narrator’s point of view affects the reader’s interpretation (State)
how the author’s message or theme is supported within the text (State)

dge of use of literary elements and devices;
dge of use of literary elements and devices;
cross Content Areas)
ning information from text features;
 information from the text to answer questions, to state the main/central ideas, or to provide supporting details (State)
 izing information to show understanding;
  ating questions before, during, and after reading to enhance understanding and recall; expand understanding and/or gain new information (L
 fying the characteristics of a variety of types of text;
Text across Content Areas), Citing Evidence
 s about information within a text, across texts, or to related ideas (State)
uating information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas (State)
bout text, including author’s purpose;
m opinion, and identifying possible bias/propaganda or conflicting information within or across texts (State)
 out causes or effects (State)
and accuracy of information (Local)

 ledge of sounds, syllable division, and word patterns (Local)

 with at least 90-94% accuracy (Local)
ading fluency rates as determined by text demands, and purpose for reading (Local)
pression, and with attention to text features such as punctuation, italics, and dialogue (Local)

ng a range of self-monitoring and self-correction approaches,

 ry and informational text. (Local)

 in-school, out-of-school, and summer reading (Local)
 res/ kinds of text, including primary and secondary sources, and a variety of authors,
f understanding an author, a subject, a theme, or genre (Local)

or to make a decision, or to formulate a judgment, or to support a thesis by identifying and evaluating potential sources of information (Local
or to make a decision, or to formulate a judgment, or to support a thesis by,
or to make a decision, or to formulate a judgment, or to support a thesis by,
or to make a decision, or to formulate a judgment, or to support a thesis by using evidence to support conclusions (Local)

or other texts to related personal experience, prior knowledge, or to other books (Local)
or other texts to related personal experience, prior knowledge, or to other books (Local)

th reading ability and personal interests (Local)




gs and relationships by identifying synonyms, antonyms, homonyms/ homophones, shades of meaning;
gs and relationships by selecting appropriate words or explaining the use of words in context,

 ter(s), setting, problem/ solution, or plots/subplots,
 ey ideas/plot, with major events sequenced, as appropriate to text (Local)
uring, and after reading to enhance/expand understanding and /or gaining new information (Local)
s of a variety of types/genres of literary text;
ppropriate to genre:

or supporting logical predictions (Local)
characterization,
erences about cause/effect, internal or external conflicts;
how the narrator’s point of view affects the reader’s interpretation (Local)
how the author’s message or theme (which may include universal themes) is supported within the text (Local)

dge of author’s style or use of literary elements and devices,

cross Content Areas)
ning information from text features
  information from the text to answer questions, to state the main/central ideas, or to provide supporting details (Local)
  izing information to show understanding or relationships among facts, ideas, and events,
  ating questions before, during, and after reading to enhance understanding and recall; expand understanding and/or gain new information (L
 fying the characteristics of a variety of types of text,
Text across Content Areas), Citing Evidence
 s about information within a text, across texts, or to related ideas (Local)
uating information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas) (Local)
bout text, including author’s purpose,
m opinion, and identifying possible bias/propaganda or conflicting information within or across texts (Local)
 out causes or effects (Local)
and accuracy of information (Local)




demands, and purpose for reading (Local)
  such as punctuation, italics, and dialogue (Local)
  purposes by...
 e, sub-vocalizing, consulting resources, questioning, using flexible note taking/mapping sytems, skimming, scanning, etc.) (Local)
 ry and informational text (Local)


 and a variety of authors (e.g., literary, informational, and practical /functional texts) (Local)

r to make a decision, or to formulate a judgement, or to support a thesis by...

 validity (Local)



books (Local)
 ical, evaluative, or reflective) (Local)


nts and supporting evidence,


ctronic resources to determine definition, pronunciaiton, etymology, or usage of words; or prior knowledge (Local)
s and relationships by...
ms, or word origins, including words from dialects, or other languages that have been adopted into our language/standard English (State)


 tagonist), setting, problem/solution, or plots/subplots, as appropriate to text;

or gaining new information (Local)



sed on interactions between characters or evolving plot (State)
ns including relationships, citing thoughts, words, or actions that reveal character traits, motivations, or changes over time (State)

nterpretation (State)
 (which may include universal themes) is supported within the text (State)
supporting details, to explain visual components supporting the text, or to interpret maps, charts, timelines, tables, or diagrams. (State)




titles; or formulating assertions or controlling ideas) (State)

onal pattern, or logic or arguments) (State)
g, etc.) (Local)




andard English (State)




er time (State)




or diagrams. (State)
ms of relevance (Local)
 e information (Local)




etition, or idioms (Local)




or gain new information (Local)
ms of relevance (Local)




 setting over time;
or gain new information (Local)



ng ideas (State)




ces of information (Local)
or gain new information (Local)



ng ideas) (Local)




g, etc.) (Local)




andard English (State)




er time (State)
or diagrams. (State)
RIEPS Code
RALS
RALS-1
RALS-2
RALS-3
RALS-4
RALS-5
Goal Description
RIDE Applied Learning Standards
1. Critical thinking, in which the student detects incompleteness, inconsistency, and opportunities for expansion of ideas, produc
2. Problem solving, in which the student organizes and conducts a process to create intellectual or physical products, hold an ev
3. Research, in which the student uses information tools and technology to learn and deepen his or her understanding about a to
4. Communication, in which the student questions, informs, and learns from others.
5. Reflection, in which the student reviews past activity and thinks critically about past activities and plans for the future; -
pansion of ideas, products, procedures, etc. and formulates core questions and assertions about topics of areas of interest.
 cal products, hold an event, conduct a process, or otherwise move towards the solution of an identified issue or problem.
understanding about a topic or area of interest.

s for the future; -
RIEPS Code
SCANS-1a
SCANS-1b
SCANS-1c
SCANS-1d
SCANS-2a
SCANS-2b
SCANS-2c
SCANS-2d
SCANS-2e
SCANS-2f
SCANS-3a
SCANS-3b
SCANS-3c
SCANS-3d
SCANS-4a
SCANS-4b
SCANS-4c
SCANS-5a
SCANS-5b
SCANS-5c
SCANS-6a
SCANS-6b
SCANS-6c
SCANS-6d
SCANS-6e
SCANS-7a
SCANS-7b
SCANS-7c
SCANS-7d
SCANS-7d
SCANS-7e
SCANS-8a
SCANS-8b
SCANS-8c
SCANS-8d
SCANS-8e
Goal Description
A. Time - Selects goal-relevant activities, ranks them, allocates time, and prepares and follows schedules.
B. Money - Uses or prepares budges, makes forecasts, keep records, and makes adjustments to meet objectives.
C. Materia l and Facilities - Acquires, stores, allocates, and uses materials or space efficiently.
D. Human Resources - Assesses skills and distributes work accordingly, evaluates performance and provides feedback.
A. Participates as Member of a Team - Contributes to group effort.
B. Teaches Others New Skills
C. Serves Clients/Customers - Works to satisfy customer's expectations.
D. Exercises Leadership - Communicates ideas to justify position, persuades and convinces others, responsibly challenges exis
E. Negotiates - Works toward agreements involving exchange of resources, resolves divergent interests.
F. Works with Diversity - Works well with men and women from diverse backgrounds.
A. Acquires and Evaluates Information.
B. Organizes and Maintains Information.
C. Interprets and Communicates Information.
D. Uses Computers to Process Information.
A. Understands Systems - Knows how social, organizational, and technological systems work and operates effectively with them
B. Monitors and Corrects Performance - Distinguishes trends, predicts impacts on system operations, diagnose systems perform
C. Improves or Designs Systems - Suggest modifications to existing systems and develops new or alternative systems to impro
A. Selects Technology - Chooses procedures, tools, or equipmemt including computers and related technologies.
B. Applies Technology to Task - Understands overall intent and proper procedures for setup and operation of equipment.
C. Maintains and Troubleshoots Equipment - Prevents, identifies, or solves problems with equipment, including computers and o
A. Reading - Locates, understands, and interprets written information in prose and in documents such as manuals, graphs, and
B. Writing - Communicates thoughts, ideas, information, and messages in writing; and creates documents such as letters, direc
C. Arithmetic/Mathematics - Performs basic computations and approaches practical problems by choosing appropriately from a
D. Listening - Receives, attends to, interprets and responds to verbal messages and other cues.
E. Speaking - Organizes ideas and communicates orally.
A. Creative Thinking - Generates new ideas.
B. Decision Making - Specifies goals and constraints, generates alternatives, considers risks, and evaluates and chooses best a
C. Problem Solving - Recognizes problems and devises and implements plan of action.
D. Seeing Things in the Mind's Eye - Organizes, and processes symbols, pictures, graphs, objects, and other information.
E. Knowing How to Learn - Uses efficient learning techniques to acquire and apply new knowledge and skills.
F. Reasoning - Discovers a rule or principal underlying the relationship between two or more objects and applies it when solving
A. Responsibility - Exerts a high level of effort and perserves towards goal attainment.
B. Self-Esteem - Believes in own self-worth and maintains a positive view of self.
C. Sociability - Demonstrates understanding, friendliness, adaptability, empathy, and politeness in group settings.
D. Self- Management - Assesses self accurately, sets personal goals, monitors progress, and exhibits self-control.
E. Integrity/Honesty - Chooses ethical courses of action.
ovides feedback.



ponsibly challenges existing procedures and policies.




 tes effectively with them.
agnose systems performance and corrects malfunctions.
native systems to improve performance.

on of equipment.
cluding computers and other technologies.
s manuals, graphs, and schedules.
 ts such as letters, directions, manuals, reports, graphs, and flow charts.
ng appropriately from a variety of mathematical techniques.



ates and chooses best alternative.

other information.

 applies it when solving a problem.
RIEPS Code
ESS1(9-11)-1a
ESS1(9-11)-2a
ESS1(9-11)-3a
ESS1(9-11)-3b
ESS1(9-11)-3c
ESS1(9-11)-3d
ESS1(9-11)-4a
ESS3(9-11)-5a
ESS3(9-11)-6a

LS1(9-11)-1a
LS1(9-11)-1b
LS1(9-11)-1c
LS1(9-11)-2a
LS1(9-11)-2b
LS1(9-11)-2c
LS2(9-11)-3a
LS2(9-11)-3b
LS2(9-11)-3c
LS2(9-11)-4a
LS2(9-11)-4b
LS2(9-11)-5a
LS2(9-11)-5b
LS3(9-11)-6a
LS3(9-11)-7a
LS3(9-11)-7b
LS3(9-11)-7c
LS3(9-11)-8a
LS3(9-11)-8b
LS3(9-11)-8c
LS3(9-11)-8d
LS4(9-11)-10a
LS4(9-11)-10b
LS4(9-11)-9a
LS4(9-11)-9b

PS1(9-11)-1a
PS1(9-11)-1b
PS1(9-11)-2a
PS1(9-11)-3a
PS1(9-11)-3b
PS1(9-11)-4a
PS1(9-11)-4b
PS1(9-11)-4c
PS2(9-11)-5a
PS2(9-11)-5b
PS2(9-11)-6a
PS2(9-11)-6b
PS2(9-11)-6c
PS2(9-11)-6d
PS2(9-11)-6e
PS2(9-11)-7a
PS2(9-11)-7b
PS2(9-11)-7c
PS3(9-11)-10a
PS3(9-11)-10b
PS3(9-11)-10c
PS3(9-11)-8a
PS3(9-11)-8b
PS3(9-11)-9a
PS3(9-11)-9b
Goal Description
1a. Plotting the location of mountain ranges and recent earthquakes and volcanic eruptions to identify any existing patterns.
ESS1(9-11)-2 Students demonstrate an understanding of processes and change over time within earth systems by...
3a. Explaining how heat (produced by friction, radioactive decay and pressure) affects the Rock Cycle.
3b. Explaining how convection circulations of the mantle initiate the movement of the crustal plates which then cause plate move
3c. Investigating and using evidence to explain that conservation in the amount of earth materials occurs during the Rock Cycle.
3d. Explaining how the physical and chemical processes of the Earth alter the crust (e.g., seafloor spreading, hydrologic cycle, w
4a. Describing various dating methods to determine the age of different rock structures.
5a. Using appropriate prompts(diagrams, charts, narratives, etc),
6a. Using data (diagrams, charts, narratives, etc.) to explain how the "Big Bang" theory has developed over time citing evidence

1a. Explaining the relationships between and amongst the specialized structures of the cell and their functions (e.g., transport of
1b. Explaining the most multicellular organisms have specialized cells to survive while unicellular organisms perform all survival
1c. Students demonstrate understanding of differentiation by comparing the role of various sub-cellular structures in unicelluar o
2a. Describing the DNA structure and relating the DNA sequence to the genetic code.
2b. Explaining how DNA may be altered and how this affects genes/heredity (e.g., substitution, insertion, or deletion).
2c. Describing how DNA contains the code for the production of specific proteins.
3a. Defining and giving an example of equilibrium in an ecosystem.
3b. Describing ways in which humans can modify ecosystems and describe and predict the potential impact,
3c. Describing ways in which natural events (e.g., floods and fires) can modify ecosystems and describe and predict the potentia
4a. Diagramming the energy flow in an ecosystem that compares the energy at different trophic levels (e.g., What inferences ca
4b. Explaining how the chemical elements and compounds that make up living things pass through food webs and are combine
5a. Analyzing claims from evidence and sources and evaluate based upon relevance, and validity.
5b. Applying additional scientific data to develop logical arguments concerning enviornmental issues (e.g., tabacco company vs.
6a. Using given data (diagrams, charts, narratives, etc.) and advances in technology to explain how our understanding of geneti
7a. Investigating how information is passed from parents to offspring by encoded molecules (e.g., evidence from electrophoresis
7b. Investigating how the sorting and recombination of genes in sexual reproduction results in a great variety of possible gene co
7c. Citing evidence of how natural selection and its evolutionary consequences provide a scientific explanation for the diversity a
8a. Illustrating that when an enviornmemt changes, the survival advantage/disadvantage of some characteristics may change.
8b. Distinguish between microevolution (on small scale within a single population-e.g., change in gene frequency within a popula
8c. Recognizing patterns in molecular and fossil evidence to provide a scientific explanation for Natural Selection and its evolutio
8d. Students demonstrate an understanding of classification of organisms by using data or models (charts, diagrams, table, narr
10a. Explaining how the roles of the immune, endocrine, and nervous systems work together to maintain homeostasis.
10b. Investigating the factors that affect homeostasis(e.g., positive and negative feedback).
9a. Researching scientific information to explain how such things as radiation, chemicals, and other factors can cause gene mut
9b. Providing an explanation of how the human species impacts the enviornment and other organisms,

1a. Utilizing appropriate data (related to chemical and physical properties), to distinguish one substance from another or identify
1b. Determine the degree of change in pressure of a given volume of gas when the temperature changes incrementally (doubles
2a. Using given data (diagrams, charts, narratives, etc.) and advances in technology to explain how the understanding of atomic
3a. Identifying and explaining the basis for the arrangement of the elements within a periodic table (e.g., trends, valence electron
3b. Predicting the relative physical and chemical properties of an element based on its location within the Periodic Table.
4a. Comparing the three subatomic particles of atoms (protons, electrons, neutrons) and their location within an atom, their relat
4b. Writing formulae for compounds and developing basic (excluding transition elements) models using electron structure.
4c. Explaining or modeling how the electron configuration of atoms governs how atoms interact with one another (e.g., covalent,
5a. Describing or diagramming the changes in energy (transformation) that occur in different systems (e.g., chemical=exo and e
5b. Explaining the Law of Conservation of Energy as it relates to the efficiency (loss of heat) of a system.
6a. Writing simple balanced chemical equations to represent chemical reactions and illustrate the conservation of matter.
6b. Identifying whether a given chemical reaction or a biological process will release or consume energy(endothermic and exoth
6c. Explaining and/or modeling how the nuclear make-up of atoms governs alpha and beta emissions creating changes in the n
6d. Explaining the concept of half-life and using the half-life principal to predict the approximate age of material.
6e. Differentiating between fission and fusion in nuclear reactions and their relation to element changes and energy formation.
7a. Explaining through words, diagrams, models, or electrostatic demonstrations the principal that like charges repel and unlike
7b. Explaining through words, charts, diagrams, and models the effects of distance and the amount of charge on the strength of
7c. Describing the relationship between moving electric charges and magnetic fields.
10a. Investigating examples of wave phenomena (e.g., ripples in water, sound waves, seismic waves.
10b. Comparing and contrasting electromagnetic waves to mechanical waves.
10c. Qualifying the relationship between frequency and wavelength of any wave.
8a. Predicting and/or graphing the path of an object in different references planes and explain how and why (forces) it occurs.
8b. Using modeling, illustrating, graphing explain how distance and velocity change over time for a free falling object.
9a. Explaining through words, charts, diagrams, and models the effects of distance and the amount of mass on the gravitational
9b. Using Newton's Laws of Motion and the Law of Conservation of Momentum to predict the effect on the motion of objects.
ny existing patterns.
systems by...

h then cause plate movement and seismic activity.
s during the Rock Cycle.
 ding, hydrologic cycle, weathering, element cycling).


ver time citing evidence to supports its occurrance(Doppler Effect/red shift).

ctions (e.g., transport of materials, energy, transfer, protein building, waste disposal, information feedback and even movement).
sms perform all survival functions (e.g., nerve cells communicate with other cell, muscle cells contract, unicellular are not specialized).
 tructures in unicelluar organisms to comparable structures in multicellular organisms,

 or deletion).



  and predict the potential effets.
 .g., What inferences can you make about energy "loss" & use?)
 webs and are combined and recombined in different ways (e.g., nitrogen, carbon cycles, O2 & H20 cycles).

g., tabacco company vs.cancer society articles on effects of smoking, government/big business vs.enviornmental perceptions of global clima
understanding of genetic variation has developed over time.
nce from electrophoresis, DNA fingerprinting).
 riety of possible gene combinations in the offspring of any two parents,
 nation for the diversity and unity of past and present life forms on Earth
cteristics may change.
 equency within a population) and microevaluation (on a scale that transcends boundaries of a single species-
Selection and its evolutionary consequences (e.g., survival, adaptation).
 ts, diagrams, table, narratives etc.),
n homeostasis.

ors can cause gene mutations or disease.


 from another or identify an unknown substance.
s incrementally (doubles, triples, etc.)
understanding of atomic structure has changed over time.
 trends, valence electrons, reactivity, electronegativity, ionization)
e Periodic Table.
 ithin an atom, their relative mass, and their change.
electron structure.
  another (e.g., covalent, hydrogen and ionic bonding)
.g., chemical=exo and endo thermic reactins, biological=food webs, physical=phase changes.

rvation of matter.
(endothermic and exothermic)based on the information provided (e.g., given a table of energy values for reactants and products or an energ
eating changes in the nucleus of an atom results in the formation of new elements.

and energy formation.
harges repel and unlike charges attract.
harge on the strength of the electrical force present.
why (forces) it occurs.
 alling object.
mass on the gravitational force between objects (e.g., Universal Gravitation Law).
 he motion of objects.
n movement).
 e not specialized).




erceptions of global climate change).




and products or an energy digram)
RIEPS Code
TC-1.1a
TC-1.2a
TC-1.3a
TC-2.1t
TC-2.2t
TC-2.3t
TC-2.4t

TP-1
TP-1.1a
TP-1.2a
TP-1.3a
TP-2
TP-2.1t
TP-2.2t
TP-2.3t

TR-1
TR-1.1a
TR-1.2a
TR-1.3a
TR-2
TR-2.1t
TR-2.2t
TR-2.3t
Goal Description
TC 1.1a- Showing evidence of observation, personal experience, imagination, improvisation; as well as research into appropriat
TC 1.2a- Showing evidence of ability to analyze a play/script of various genres through the determination of beats, obstacle, con
TC 1.3a- Showing evidence of using theatre language, terminology, common procedures, tools, techniques and traditions.
TC 2.1t- Showing evidence of conceptual understanding of the text through the principles of design.
TC 2.2t- Showing evidence of artistic, historical, cultural, and socioeconomic influences in the design.
TC 2.3t- Showing evidence of understanding the psychological affect of design elements on an audience.
TC 2.4t- Showing evidence of using theatre language, terminology, common procedures, and traditions.

TP 1 Acting- Students will demonstrate their ability to perform in acting by:
TP 1.1a- Demonstrating artistic discipline through the timely memorization of lines, blocking and cues; and puctuality and attend
TP 1.2a- Demonstrating the ability to synthesize vocal and physical acting technique, as well as the skills of character analysis in
TP 1.3a- Demonstrating appropriate interaction with cast and audience.
TP 2 Technical- Students will demonstrate their ability to apply their technical theatre knowledge and skills in a chosen area of te
TP 2.1t- Realizing a design or plot through it's construction, organization, or arrangement in preparation for a performance.
TP 2.2t- Operating, managing, or supervising some aspect of technical theatre during performances.
TP 2.3t- Maintaining, striking, storing, and caring for the tools and materials used for a performance.

TR 1 Acting- Students will demonstrate their ability to respond to a theatrical performance by:
TR 1.1a- Observing, analyzing, and critiquing the quality and effectiveness of acting performances of others by describing the th
TR 1.2a- Observing, analyzing, and critiquing the quality and effectiveness of acting performances of self by describing the thea
TR 1.3a- Accepting and responding to Director and cast member's feedback through appropriate communication and collaborat
TR 2 Technical- Students will demonstrate their ability to respond to a theatrical performance by:
TR 2.1t- Observing, analyzing, and critiquing the quality and effectiveness of production elements.
TR 2.2t- Observing, analyzing, and critiquing the quality and effectiveness of own designs, plots and/or construction describing t
TR 2.3t- Communicating and collaborating appropriately with the director, other designers, technicians, and crew.
 esearch into appropriate historical, cultural, emotional, physical, and social dimensions.
n of beats, obstacle, conflict, action, and playwright's style and intentions.
ues and traditions.




nd puctuality and attendance at rehearsals and performances.
s of character analysis in the performance of believable characters.

 ls in a chosen area of technical interest by:
for a performance.




hers by describing the theatrical techniques used.
 f by describing the theatrical techniques used and means for self-improvement.
unication and collaboration.


 onstruction describing the theatrical techniques used and means for self-improvement.
RIEPS Code
TS-1.1
TS-1.2
TS-2.1
TS-2.2
TS-2.3
TS-3.1
TS-3.2
TS-4.1
TS-4.2
TS-5.1
TS-5.2
TS-5.3
TS-6.1
TS-6.2
Goal Description
1.1 Students demonstrate a sound understanding of the nature and operation of technology systems.
1.2 Students are proficient in the use of technology.
2.1 Students understand the ethical, cultural, and societal issues related to technology.
2.2 Students practice responsible use of technology systems, information, and software.
2.3 Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, an
3.1 Students use technology tools to enhance learning, increase productivity, and promote creativity.
3.2 Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produc
4.1 Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
4.2 Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
5.1 Students use technology to locate, evaluate, and collect information from a variety of sources.
5.2 Students use technology tools to process data and report results.
5.3 Students evaluate and select new information resources and technological innovations based on the appropriateness for spe
6.1 Students use technology resources for solving problems and making informed decisions.
6.2 Students employ technology in the development of strategies for solving problems in the real world.
on, personal pursuits, and productivity.

publications, and produce other creative works.

ltiple audiences.


 appropriateness for specific tasks.
RIEPS Code
VA-C1.1
VA-C1.2
VA-C1.3
VA-C2.1
VA-C3.1

VA-R1.1
VA-R2.1
VA-R2.2
VA-R2.3
VA-R2.4
VA-R3.1
Goal Description
C1.1 Applying visual arts concepts and functions to solve visual arts problems by using analysis, synthesis, and evaluation.
C1.2 Visually communicating an understanding of how human knowledge is recorded in symbol systems and demonstrating an
C1.3 Documenting personal progress by maintaining a portfolio of their artwork, identifying works' strengths and weaknesses an
C2.1 Using media, techniques, tools, and processes with evidence of skill, craftsmanship and personalization to communicate m
C3.1 Analyzing and utilizing concepts and content of the visual arts and other arts disciplines, the humanities, or the sciences to

R1.1 Analyzing the subject matter, symbols, and ideas of exemplar artworks.
R2.1 Reflecting upon their artwork and analyzing their process in creating it, what it means to them, and their personal assessm
R2.2 Analyzing artworks produced by various cultures and art historical periods.
R2.3 Analyzing the role of the visual arts in culture and society, and how it records, reflects, shapes and interprets history at vari
R2.4 Analyzing the value gained by your personal involvement in the visual arts.
R3.1 Analyzing how concepts and content learned in the visual arts and in other disciplines are connected.
sis, and evaluation.
s and demonstrating an awareness of context.
 ths and weaknesses and making necessary modifications.
 ation to communicate meaning.
nities, or the sciences to expand the meaning of their artwork.


their personal assessment of it.

interprets history at various times and places.
RIEPS Code
V-2
V-3
Goal Description
V 2. Student identifies the meaning of unfamiliar vocabulary by..
V 3. Student shows breadth of vocabulary knowledge and demonstrates knowledge through understanding of word meanings an
ng of word meanings and relationships by..
RIEPS Code
W-6-1
W-6-1.1
W-6-1.2
W-6-1.3
W-6-1.4
W-6-1.5
W-6-1.6
W-6-10
W-6-10.1
W-6-11
W-6-11.1
W-6-11.2
W-6-11.3
W-6-11.4
W-6-12
W-6-12.1
W-6-12.2
W-6-12.3
W-6-13.1
W-6-13.2
W-6-13.3
W-6-13.4
W-6-14
W-6-2
W-6-2.1
W-6-2.2
W-6-2.3
W-6-3
W-6-3.1
W-6-3.2
W-6-3.3
W-6-3.4
W-6-4
W-6-4.1
W-6-4.2
W-6-4.3
W-6-5.1
W-6-5.2
W-6-5.3
W-6-5.4
W-6-5.5
W-6-5.6
W-6-6
W-6-6.1
W-6-6.2
W-6-6.3
W-6-6.4
W-6-6.5
W-6-7.1
W-6-7.2
W-6-7.3
W-6-7.4
W-6-7.5
W-6-8.1
W-6-8.2
W-6-8.3
W-6-8.4
W-6-9
W-6-9.1
W-6-9.2
W-6-9.3
W-6-9.4
W-6-9.5
W-7-1
W-7-1.1
W-7-1.2
W-7-1.3
W-7-1.4
W-7-1.5
W-7-1.6
W-7-10
W-7-10.1
W-7-11
W-7-11.1
W-7-11.2
W-7-11.3
W-7-11.4
W-7-12
W-7-12.1
W-7-12.2
W-7-12.3
W-7-13.1
W-7-13.2
W-7-13.3
W-7-13.4
W-7-14
W-7-2
W-7-2.1
W-7-2.2
W-7-2.3
W-7-3
W-7-3.1
W-7-3.2
W-7-3.3
W-7-3.4
W-7-4
W-7-4.1
W-7-4.2
W-7-4.3
W-7-4.5
W-7-4.6
W-7-5.1
W-7-5.2
W-7-5.3
W-7-5.4
W-7-5.5
W-7-5.6
W-7-6
W-7-6.1
W-7-6.2
W-7-6.3
W-7-6.4
W-7-6.5
W-7-7.1
W-7-7.2
W-7-7.3
W-7-7.4
W-7-7.5
W-7-8.1
W-7-8.2
W-7-8.3
W-7-8.4
W-7-9
W-7-9.1
W-7-9.2
W-7-9.3
W-7-9.4
W-7-9.5
W-8-1
W-8-1.1
W-8-1.2
W-8-1.3
W-8-1.4
W-8-1.5
W-8-1.6
W-8-10
W-8-10.1
W-8-11
W-8-11.1
W-8-11.2
W-8-11.3
W-8-11.4
W-8-12
W-8-12.1
W-8-12.2
W-8-12.3
W-8-13.1
W-8-13.2
W-8-13.3
W-8-13.4
W-8-14
W-8-14.1
W-8-14.2
W-8-14.3
W-8-14.4
W-8-14.5
W-8-14.6
W-8-2
W-8-2.1
W-8-2.2
W-8-2.3
W-8-3
W-8-3.1
W-8-3.2
W-8-3.3
W-8-3.4
W-8-4
W-8-4.1
W-8-4.2
W-8-4.3
W-8-4.5
W-8-4.6
W-8-5.1
W-8-5.2
W-8-5.3
W-8-5.4
W-8-5.5
W-8-5.6
W-8-5.7
W-8-6
W-8-6.1
W-8-6.2
W-8-6.3
W-8-6.4
W-8-6.5
W-8-7.1
W-8-7.2
W-8-7.3
W-8-7.4
W-8-7.5
W-8-8.1
W-8-8.2
W-8-8.3
W-8-8.4
W-8-9
W-8-9.1
W-8-9.2
W-8-9.3
W-8-9.4
W-8-9.5
W-10-1
W-10-1.1
W-10-1.2
W-10-1.3
W-10-1.4
W-10-1.5
W-10-1.6
W-10-10
W-10-11
W-10-11.1
W-10-11.2
W-10-11.3
W-10-11.4
W-10-12
W-10-12.1
W-10-12.2
W-10-12.3
W-10-13
W-10-13.1
W-10-13.2
W-10-13.3
W-10-13.4
W-10-14
W-10-14.1
W-10-14.2
W-10-14.3
W-10-14.4
W-10-14.5
W-10-2.1
W-10-2.2
W-10-2.3
W-10-3.1a
W-10-3.1b
W-10-3.2
W-10-3.3
W-10-3.4
W-10-4
W-10-4.1
W-10-4.2
W-10-4.3
W-10-4.4
W-10-4.5
W-10-4.6
W-10-5
W-10-5.1
W-10-5.2
W-10-5.3
W-10-5.4
W-10-5.5
W-10-5.6
W-10-5.7
W-10-6
W-10-6.1
W-10-6.2
W-10-7
W-10-7.1
W-10-7.2
W-10-7.3
W-10-7.4
W-10-7.5
W-10-8
W-10-8.1
W-10-8.2
W-10-8.3
W-10-8.4
W-10-9
W-10-9.1
W-10-9.2
W-10-9.3
W-10-9.4
W-10-9.5
Goal Description
W-6-01 Structures of Language – Applying Understanding of Sentences, Paragraphs, and Text Structures – Structures of Lang
W-6-1.1 Students demonstrate command of the structures of sentences, paragraphs, and text by using varied sentence length a
W-6-1.2 Students demonstrate command of the structures of sentences, paragraphs, and text by using the paragraph form: ind
W-6-1.3 Students demonstrate command of the structures of sentences, paragraphs, and text by recognizing organizational stru
W-6-1.4 Students demonstrate command of the structures of sentences, paragraphs, and text by applying a format and text stru
W-6-1.5 ... Subsumed in W-6-1.1
W-6-1.6 Students demonstrate command of the structures of sentences, paragraphs, and text by applying directionality as appr
W-6-10 Habit of Writing: Writing Process
W-6-10.1 Students use pre-writing, drafting, revising, editing, and critiquing to produce final drafts of written products. (Local)
W-6-11 Habit of Writing: Writing Extensively
W-6-11.1 Demonstrates the habit of writing extensively by writing with frequency, including in-school, out-of-school, and during t
W-6-11.2 Demonstrates the habit of writing extensively by sharing thoughts, observations, or impressions (Local)
W-6-11.3 Demonstrates the habit of writing extensively by generating topics for writing (Local)
W-6-11.4 Demonstrates the habit of writing extensively by writing in a variety of genres (Local)
W-6-12 ,W-6-13 Expressive Writing: Poetry
W-6-12.1 In writing poetry, students demonstrate awareness of purpose by not assessed at this grade level
W-6-12.2 In writing poetry, students demonstrate awareness of purpose by not assessed at this grade level
W-6-12.3 In writing poetry, students demonstrate awareness of purpose by not assessed at this grade level
W-6-13.1 In writing poetry, use language effectively by not assessed at this grade level
W-6-13.2 In writing poetry, use language effectively by not assessed at this grade level
W-6-13.3 In writing poetry, use language effectively by not assessed at this grade level
W-6-13.4 In writing poetry, use language effectively by not assessed at this grade level
W-6-14 Expressive Writing: Reflective Essay
W-6-02 Reading-Writing Connection: Writing in Response to Literary Text
W-6-2.1 In response to literary or informational text, students show understanding of plot /ideas/concepts by selecting appropria
W-6-2.2 In response to literary or informational text, students show understanding of plot /ideas/concepts by summarizing key id
W-6-2.3 In response to literary or informational text, students show understanding of plot /ideas/concepts by connecting what ha
W-6-03 Reading-Writing Connection: Writing in Response to Informational Text
W-6-3.1 In response to literary or informational text, students make and support analytical judgments about text by stating and m
W-6-3.2 In response to literary or informational text, students make and support analytical judgments about text by making infer
W-6-3.3 In response to literary or informational text, students make and support analytical judgments about text by using specifi
W-6-3.4 In response to literary or informational text, students make and support analytical judgments about text by organizing id
W-6-04 ,W-6-5 Expressive Writing: Narratives
W-6-4.1 In written narratives, students organize and relate a story line/plot/series of events by creating a clear and coherent (log
W-6-4.2 In written narratives, students organize and relate a story line/plot/series of events by establishing context, problem/con
W-6-4.3 In written narratives, students organize and relate a story line/plot/series of events by using transition words/phrases to
W-6-5.1 Students demonstrate use of narrative strategies by using relevant and descriptive details and sensory language to adv
W-6-5.2 Students demonstrate use of narrative strategies by using dialogue to advance plot/story line (Local)
W-6-5.3 Students demonstrate use of narrative strategies by developing characters through description, dialogue, and actions (
W-6-5.4 Students demonstrate use of narrative strategies by using voice appropriate to purpose (Local)
W-6-5.5 Students demonstrate use of narrative strategies by maintaining focus (Local)
W-6-5.6 Students demonstrate use of narrative strategies by selecting and elaborating important ideas; and excluding extraneou
W-6-06,W-6-7,W-6-8 Informational Writing - Reports, Procedures, or Persuasive Writing
W-6-6.1 In informational writing, students organize ideas/concepts by using an organizational text structure appropriate to focus
W-6-6.2 In informational writing, students organize ideas/concepts by selecting appropriate information to set context, which ma
W-6-6.3 In informational writing, students organize ideas/concepts by using transition words or phrases appropriate to organizat
W-6-6.4 In informational writing, students organize ideas/concepts by writing a conclusion that provides closure (Local)
W-6-6.5 In informational writing, students organize ideas/concepts by listing sources (Local)
W-6-7.1 In informational writing, students effectively convey purpose by establishing a topic (Local)
W-6-7.2 In informational writing, students effectively convey purpose by stating and maintaining a focus/controlling idea on a top
W-6-7.3 In informational writing, students effectively convey purpose by ... Not assessed at this grade level In informational writ
W-6-7.4 In informational writing, students effectively convey purpose by not assessed at this grade level
W-6-7.5 In informational writing, students effectively convey purpose by not assessed at this grade level
W-6-8.1 In informational writing, students demonstrate use of a range of elaboration strategies by including facts and details rele
W-6-8.2 In informational writing, students demonstrate use of a range of elaboration strategies by including sufficient details or f
W-6-8.3 In informational writing, students demonstrate use of a range of elaboration strategies by addressing readers' concerns
W-6-8.4 In informational writing, students demonstrate use of a range of elaboration strategies by not assessed at this grade lev
W-6-09 Writing Conventions – Applying Rules of Grammar, Usage, and Mechanics - Conventions are assessed within all genre
W-6-9.1 In independent writing, students demonstrate command of appropriate English conventions by applying rules of standa
W-6-9.2 In independent writing, students demonstrate command of appropriate English conventions by applying basic capitaliza
W-6-9.3 In independent writing, students demonstrate command of appropriate English conventions by subsumed in W-6-9.4
W-6-9.4 In independent writing, students demonstrate command of appropriate English conventions by using punctuation to cla
W-6-9.5 In independent writing, students demonstrate command of appropriate English conventions by correctly spelling grade-
W-7-01 Structures of Language – Applying Understanding of Sentences, Paragraphs, and Text Structures – Structures of Lang
W-7-1.1 Students demonstrate command of the structures of sentences, paragraphs, and text by using varied sentence length a
W-7-1.2 Students demonstrate command of the structures of sentences, paragraphs, and text by using the paragraph form: ind
W-7-1.3 Students demonstrate command of the structures of sentences, paragraphs, and text by recognizing organizational stru
W-7-1.4 Students demonstrate command of the structures of sentences, paragraphs, and text by applying a format and text stru
W-7-1.5 ... W-7-1.5 Subsumed in W-7-1.1
W-7-1.6 Students demonstrate command of the structures of sentences, paragraphs, and text by applying directionality as appr
W-7-10 Habit of Writing: Writing Process
W-7-10.1 Students use a recursive process, including pre-writing, drafting, revising, editing, and critiquing to produce final drafts
W-7-11 Habit of Writing: Writing Extensively
W-7-11.1 Demonstrates the habit of writing extensively by writing with frequency, including in-school, out-of-school, and during t
W-7-11.2 Demonstrates the habit of writing extensively by sharing thoughts, observations, or impressions (Local)
W-7-11.3 Demonstrates the habit of writing extensively by generating topics for writing (Local)
W-7-11.4 Demonstrates the habit of writing extensively by writing in a variety of genres (Local)
W-7-12 ,W-7-13 Expressive Writing: Poetry
W-7-12.1 In writing poetry, students demonstrate awareness of purpose by not assessed at this grade level
W-7-12.2 In writing poetry, students demonstrate awareness of purpose by writing poems that express the speaker’s moods, tho
W-7-12.3 In writing poetry, students demonstrate awareness of purpose by choosing conventional or alternative text structures t
W-7-13.1 In writing poetry, use language effectively by not assessed at this grade level
W-7-13.2 In writing poetry, use language effectively by not assessed at this grade level
W-7-13.3 In writing poetry, use language effectively by not assessed at this grade level
W-7-13.4 In writing poetry, use language effectively by not assessed at this grade level
W-7-14 Expressive Writing: Reflective Essay
W-7-02 Reading-Writing Connection: Writing in Response to Literary Text
W-7-2.1 In response to literary or informational text, students show understanding of plot /ideas/concepts by selecting and summ
W-7-2.2 ... W-7-2.2 Subsumed in W-7-2.1
W-7-2.3 In response to literary or informational text, students show understanding of plot /ideas/concepts by connecting what ha
W-7-03 Reading-Writing Connection: Writing in Response to Informational Text
W-7-3.1 In response to literary or informational text, students make and support analytical judgments about text by stating and m
W-7-3.2 In response to literary or informational text, students make and support analytical judgments about text by making infer
W-7-3.3 In response to literary or informational text, students make and support analytical judgments about text by using specifi
W-7-3.4 In response to literary or informational text, students make and support analytical judgments about text by organizing id
W-7-04 ,W-7-5 Expressive Writing: Narratives
W-7-4.1 In written narratives, students organize and relate a story line/plot/series of events by creating a clear and coherent (log
W-7-4.2 In written narratives, students organize and relate a story line/plot/series of events by establishing context, character m
W-7-4.3 In written narratives, students organize and relate a story line/plot/series of events by using a variety of effective transiti
W-7-4.5 In written narratives, students organize and relate a story line/plot/series of events by establishing and maintaining a the
W-7-4.6 In written narratives, students organize and relate a story line/plot/series of events by providing a sense of closure (Loc
W-7-5.1 Students demonstrate use of narrative strategies by using relevant and descriptive details and sensory language to adv
W-7-5.2 Students demonstrate use of narrative strategies by using dialogue to advance plot/story line (State)
W-7-5.3 Students demonstrate use of narrative strategies by developing characters through description, dialogue, and actions (
W-7-5.4 Students demonstrate use of narrative strategies by using voice appropriate to purpose (State)
W-7-5.5 Students demonstrate use of narrative strategies by maintaining focus (State)
W-7-5.6 Students demonstrate use of narrative strategies by selecting and elaborating important ideas; and excluding extraneou
W-7-06,W-7-7,W-7-8 Informational Writing - Reports, Procedures, or Persuasive Writing
W-7-6.1 In informational writing, students organize ideas/concepts by using an organizational text structure appropriate to focus
W-7-6.2 In informational writing, students organize ideas/concepts by selecting appropriate information to set context, which ma
W-7-6.3 In informational writing, students organize ideas/concepts by using transitional words or phrases appropriate to organiz
W-7-6.4 In informational writing, students organize ideas/concepts by writing a conclusion that provides closure (State)
W-7-6.5 In informational writing, students organize ideas/concepts by listing and citing sources (Local)
W-7-7.1 In informational writing, students effectively convey purpose by establishing a topic (State)
W-7-7.2 In informational writing, students effectively convey purpose by stating and maintaining a focus/controlling idea (State)
W-7-7.3 In informational writing, students effectively convey purpose by writing with a sense of audience, when appropriate (Sta
W-7-7.4 In informational writing, students effectively convey purpose by not assessed at this grade level
W-7-7.5 In informational writing, students effectively convey purpose by not assessed at this grade level
W-7-8.1 In informational writing, students demonstrate use of a range of elaboration strategies by including facts and details rele
W-7-8.2 In informational writing, students demonstrate use of a range of elaboration strategies by including sufficient details or f
W-7-8.3 In informational writing, students demonstrate use of a range of elaboration strategies by addressing readers' concerns
W-7-8.4 In informational writing, students demonstrate use of a range of elaboration strategies by commenting on the significan
W-7-09 Writing Conventions – Applying Rules of Grammar, Usage, and Mechanics - Conventions are assessed within all genre
W-7-9.1 In independent writing, students demonstrate command of appropriate English conventions by applying rules of standa
W-7-9.2 In independent writing, students demonstrate command of appropriate English conventions by applying capitalization ru
W-7-9.3 In independent writing, students demonstrate command of appropriate English conventions by subsumed in W-7-9.4
W-7-9.4 In independent writing, students demonstrate command of appropriate English conventions by applying appropriate pun
W-7-9.5 In independent writing, students demonstrate command of appropriate English conventions by correctly spelling grade-
W-8-01 Structures of Language – Applying Understanding of Sentences, Paragraphs, and Text Structures – Structures of Lang
W-8-1.1 Students demonstrate command of the structures of sentences, paragraphs, and text by using varied sentence length a
W-8-1.2 Students demonstrate command of the structures of sentences, paragraphs, and text by using the paragraph form: ind
W-8-1.3 Students demonstrate command of the structures of sentences, paragraphs, and text by recognizing organizational stru
W-8-1.4 Students demonstrate command of the structures of sentences, paragraphs, and text by applying a format and text stru
W-8-1.5 Students demonstrate command of the structures of sentences, paragraphs, and text by subsumed in W-8-1.1
W-8-1.6 Students demonstrate command of the structures of sentences, paragraphs, and text by applying directionality as appr
W-8-10 Habit of Writing: Writing Process
W-8-10.1 Students use a recursive process, including pre-writing, drafting, revising, editing, and critiquing to produce final drafts
W-8-11 Habit of Writing: Writing Extensively
W-8-11.1 Demonstrates the habit of writing extensively by writing with frequency, including in-school, out-of-school, and during t
W-8-11.2 Demonstrates the habit of writing extensively by sharing thoughts, observations, or impressions (Local)
W-8-11.3 Demonstrates the habit of writing extensively by generating topics for writing (Local)
W-8-11.4 Demonstrates the habit of writing extensively by writing in a variety of genres (Local)
W-8-12 ,W-8-13 Expressive Writing: Poetry
W-8-12.1 In writing poetry, students demonstrate awareness of purpose by writing poems in a variety of voices for a variety of a
W-8-12.2 In writing poetry, students demonstrate awareness of purpose by writing poems that express speaker’s moods, though
W-8-12.3 In writing poetry, students demonstrate awareness of purpose by choosing conventional or alternative text structures t
W-8-13.1 In writing poetry, use language effectively by selecting vocabulary according to purpose and for effect on audience (Lo
W-8-13.2 In writing poetry, use language effectively by using rhyme, figurative language (Local)
W-8-13.3 In writing poetry, use language effectively by not assessed at this grade level
W-8-13.4 In writing poetry, use language effectively by using a variety of poetic forms (Local)
W-8-14 Expressive Writing: Reflective Essay
W-8-14.1 In reflective writing, students explore and share thoughts, observations, and impressions by engaging the reader by es
W-8-14.2 In reflective writing, students explore and share thoughts, observations, and impressions by analyzing a condition or s
W-8-14.3 In reflective writing, students explore and share thoughts, observations, and impressions by not assessed at this grad
W-8-14.4 In reflective writing, students explore and share thoughts, observations, and impressions by using a range of elaborati
W-8-14.5 In reflective writing, students explore and share thoughts, observations, and impressions by providing closure - leaving
W-8-14.6 In reflective writing, students explore and share thoughts, observations, and impressions by not assessed at this grad
W-8-02 Reading-Writing Connection: Writing in Response to Literary Text
W-8-2.1 In response to literary or informational text, students show understanding of plot /ideas/concepts by selecting and summ
W-8-2.2 ... W-8-2.2 Subsumed in W-8-2.1
W-8-2.3 In response to literary or informational text, students show understanding of plot /ideas/concepts by connecting what ha
W-8-03 Reading-Writing Connection: Writing in Response to Informational Text
W-8-3.1 In response to literary or informational text, students make and support analytical judgments about text by stating and m
W-8-3.2 In response to literary or informational text, students make and support analytical judgments about text by making infer
W-8-3.3 In response to literary or informational text, students make and support analytical judgments about text by using specifi
W-8-3.4 In response to literary or informational text, students make and support analytical judgments about text by organizing id
W-8-04 ,W-8-5 Expressive Writing: Narratives
W-8-4.1 In written narratives, students organize and relate a story line/plot/series of events by creating a clear and coherent (log
W-8-4.2 In written narratives, students organize and relate a story line/plot/series of events by establishing context, character m
W-8-4.3 In written narratives, students organize and relate a story line/plot/series of events by using a variety of effective transiti
W-8-4.5 In written narratives, students organize and relate a story line/plot/series of events by establishing and maintaining a the
W-8-4.6 In written narratives, students organize and relate a story line/plot/series of events by providing a sense of closure (Loc
W-8-5.1 Students demonstrate use of narrative strategies by creating images, using details and sensory language to advance th
W-8-5.2 Students demonstrate use of narrative strategies by using dialogue to advance plot/story line (Local)
W-8-5.3 Students demonstrate use of narrative strategies by developing characters through description, dialogue, actions, and r
W-8-5.4 Students demonstrate use of narrative strategies by using voice appropriate to purpose (Local)
W-8-5.5 Students demonstrate use of narrative strategies by maintaining focus (Local)
W-8-5.6 Students demonstrate use of narrative strategies by selecting and elaborating important ideas; and excluding extraneou
W-8-5.7 Students demonstrate use of narrative strategies by controlling the pace of the story (Local)
W-8-06,W-8-7,W-8-8 Informational Writing - Reports, Procedures, or Persuasive Writing
W-8-6.1 In informational writing, students organize ideas/concepts by using an organizational text structure appropriate to focus
W-8-6.2 In informational writing, students organize ideas/concepts by selecting appropriate information to set context, which ma
W-8-6.3 In informational writing, students organize ideas/concepts by using transitional words or phrases appropriate to organiz
W-8-6.4 In informational writing, students organize ideas/concepts by drawing a conclusion by synthesizing information (Local)
W-8-6.5 In informational writing, students organize ideas/concepts by listing and citing sources (Local)
W-8-7.1 In informational writing, students effectively convey purpose by establishing a topic (Local)
W-8-7.2 In informational writing, students effectively convey purpose by stating and maintaining a focus/controlling idea/thesis (L
W-8-7.3 In informational writing, students effectively convey purpose by writing with a sense of audience, when appropriate (Loc
W-8-7.4 In informational writing, students effectively convey purpose by establishing an authoritative voice (Local)
W-8-7.5 In informational writing, students effectively convey purpose by not assessed at this grade level
W-8-8.1 In informational writing, students demonstrate use of a range of elaboration strategies by including facts and details rele
W-8-8.2 In informational writing, students demonstrate use of a range of elaboration strategies by including sufficient details or f
W-8-8.3 In informational writing, students demonstrate use of a range of elaboration strategies by addressing readers' concerns
W-8-8.4 In informational writing, students demonstrate use of a range of elaboration strategies by commenting on the significan
W-8-09 Writing Conventions – Applying Rules of Grammar, Usage, and Mechanics - Conventions are assessed within all genre
W-8-9.1 In independent writing, students demonstrate command of appropriate English conventions by applying rules of standa
W-8-9.2 In independent writing, students demonstrate command of appropriate English conventions by applying capitalization ru
W-8-9.3 In independent writing, students demonstrate command of appropriate English conventions by ... Subsumed in W-8-9.4
W-8-9.4 In independent writing, students demonstrate command of appropriate English conventions by applying appropriate pun
W-8-9.5 In independent writing, students demonstrate command of appropriate English conventions by applying conventional an
W-10-1 Students demonstrate command of the structures of sentences, paragraphs, and text by...
W-10-1.1 Using Varied sentence length and structure to enhance meaning (e.g., including phrases and clauses) (State)
W-10-1.2 Using paragraph structures appropriately (e.g., block or indented format (State)
W-10-1.3 Recognizing organizational structures within paragraphs or within texts (State)
W-10-1.4 Applying a format and text structure appropriate to purpose, audience, and context (State)
W-10-1.5 Subsumed in W-10-1.1
W-10-1.6 Applying directionality as appropriate to text (Local)
W-10-10 Students use a recursive process, including pre-writing, drafting, revising, editing, and critiquing to produce final drafts
W-10-11 Demonstrates the habit of writing extensively by...
W-10-11.1 Writing with frequency, including in-school, out of school, and during the summer (Local)
W-10-11.2 Sharing thoughts, observations, or impressions (Local)
W-10-11.3 Generating topics for writing (Local)
W-10-11.4 Writing in a variety of genres (Local)
W-10-12 In writing poetry, demonstrate awareness of purpose by....
W-10-12.1 Writing poems in a variety of voices for a variety of audiences (Local)
W-10-12.2 Writing poems that express speaker's moods, thoughts, or feelings (Local)
W-10-12.3 Choosing conventional or alternative text structures to achieve impact (Local)
W-10-13 In writing poetry, use language effectively by...
W-10-13.1 Selecting vocabulary according to purpose and for effect on audience (Local)
W-10-13.2 Using rhyme, rhythm, meter, literary elements (e.g., setting, plot, characters) or figurative language (Local)
W-10-13.3 Selecting and manipulating words, phrases or clauses, for connotation/shades of meaning and impact (Local)
W-10-13.4 Using a variety of poetic forms (Local)
W-10-14 In reflective writing, students explore and share thoughts, observations, and impressions by...
W-10-14.1 Engaging the reader by establishing context (Local)
W-10-14.2 Analyzing a condition or situation of significance (e.g., reflecting on a personal learning or personal growth) or develo
W-10-14.3 Using an organizational stucture that allows for a progression of ideas to develop (Local)
W-10-14.4 Using a range of elaboration techniques (i.e., questioning, comparing, connecting, interpreting, and analyzing, or des
W-10-14.5 providing closure-leaving the reader with something to think about (Local)
W-10-2.1 Selecting and summarizing key ideas to set context, appropriate to audience (State)
W-10-2.2 Subsumed in W-10-2.1
W-10-2.3 Connecting what has been read(plot/ideas/concepts) to prior knowledge, other texts, or the broader world of ideas, by
W-10-3.1a Establishing an interpretive claim in the form of a thesis, when responding to a given a prompt (State)
W-10-3.1b Establishing an interpretive claim in the form of a thesis (Local)
W-10-3.2 Making inferences about the relationship(s) among content, events, characters, setting, theme, or author's craft (State
W-10-3.3 Using specific details and references or text or relevant citations to support thesis, conclusions, or interpretations (Sta
W-10-3.4 Organizing ideas, using transition words/phrases and drawing a conclusion by synthesizing information (e.g., demonst
W-10-4 In written narratives, students organize and relate a story line/plot/series of events by....
W-10-4.1 Creating a clear and coherent (logically consistent) story line (Local)
W-10-4.2 Establishing context, character motivation, problem/conflict/challenge, and resolution, significance of setting, and main
W-10-4.3 Using a variety of effective transitional devices (e.g., ellipses; time transitions:flashback or foreshadowing;white space
W-10-4.4 Using a variety of effective literary devices (i.e., flashback or foreshadowing figurative language imagery) to enhance m
W-10-4.5 Establishing and maintaining theme (Local)
W-10-4.6 Providing a sense of closure (Local)
W-10-5 Students demonstrate use of narrative strategies to engage the reader by...
W-10-5.1 Creating images, using relevant and descriptive details and sensory language to advance the plot/story line (Local)
W-10-5.2 Using dialogue to advance plot/story line (Local)
W-10-5.3 Developing characters through description, dialogue, actions, and relationships with other characters, when appropria
W-10-5.4 Using voice appropriate to purpose (Local)
W-10-5.5 Maintaining focus (Local)
W-10-5.6 Selecting and elaborating important ideas; and excluding extraneous details (Local)
W-10-5.7 Controlling the pace of the story (Local)
W-10-6 In informational writing, students organize ideas/concepts by...
W-10-6.1 Using a text structure appropriate to focus/controlling idea or thesis (e.g., purpose, audience, context) (State)
W-10-6.2 Selecting appropriate and relevant information (excluding extraneous details) to set context (State)
W-10-7 In information writing, students effectively convey purpose by...
W-10-7.1 Establishing a topic (State)
W-10-7.2 Stating and maintaining a focus/controlling idea/thesis (State)
W-10-7.3 Writing with a sense of audience, when appropriate (State)
W-10-7.4 Establishing an authoritative voice (State)
W-10-7.5 Using precise and descriptive language that clarifies and supports intent (State)
W-10-8 In informational writing, students demonstrate use of a range of elaboration strategies by...
W-10-8.1 Including facts and details relevant to focus/controlling idea or thesis, and excluding extraneous information (State)
W-10-8.2 Including sufficient details or facts for appropriate depth of information:naming, describing, explaining, comparing, con
W-10-8.3 Addressing readers' concerns (anticipating and addressing potential problems, mistakes, or misunderstandings that m
W-10-8.4 Commenting on the significance of the information (in reports, throughout the piece; in procedural or persuasive writin
W-10-9 In independent writing, students demonstrate command of appropriate English conventions by...
W-10-9.1 Applying rules of standard English usage to correct grammatical errors (State)
W-10-9.2 Applying capitalization rules (State)
W-10-9.3 Subsumed in W-10-9.4
W-10-9.4 Applying appropriate punctuation to various sentence patterns to enhance meaning (State)
W-10-9.5 Applying conventional and word derivative spelling patterns/rules (State)
 es – Structures of Language are assessed within all genres of writing
varied sentence length and structure to enhance meaning (e.g., including phrases and clauses) (Local)
the paragraph form: indenting, main idea, supporting details (Local)
nizing organizational structures within paragraphs (Local)
ng a format and text structure appropriate to the purpose of the writing (Local)

ng directionality as appropriate to text (Local)

ten products. (Local)

t-of-school, and during the summer (Local)




s by selecting appropriate information to set context/background (Local)
s by summarizing key ideas (Local)
s by connecting what has been read (plot/ideas/concepts) to prior knowledge or other texts, by referring to relevant ideas (Local)

out text by stating and maintaining a focus (purpose), a firm judgment, or point of view when responding to a given question (Local)
out text by making inferences about content, events, characters, setting, or common themes and the relationship(s) among them (Local)
out text by using specific details and references to text or relevant citations to support focus or judgment (Local)
out text by organizing ideas, using transition words/phrases and writing a conclusion that provides closure (Local)

  clear and coherent (logically consistent) story line (Local)
ng context, problem/conflict/ challenge, and resolution, and maintaining point of view, (1st person, 3rd person, or omniscient) (Local)
 sition words/phrases to establish clear chronology and to enhance meaning (Local)
sensory language to advance the plot/story line (Local)

 dialogue, and actions (Local)


and excluding extraneous details (Local)

ure appropriate to focus/controlling idea (Local)
o set context, which may include a lead/hook (Local)
appropriate to organizational text structure (Local)
closure (Local)


controlling idea on a topic (Local)
vel In informational writing, students effectively convey purpose by not assessed at this grade level


ing facts and details relevant to focus/controlling idea, and excluding extraneous information (Local)
ing sufficient details or facts for appropriate depth of information: naming, describing, explaining, comparing, use of visual images (Local)
ssing readers' concerns (including counterarguments,
 sessed at this grade level
 ssessed within all genres of writing
applying rules of standard English usage to correct grammatical errors
applying basic capitalization rules
subsumed in W-6-9.4
using punctuation to clarify meaning
correctly spelling grade-appropriate, high-frequency words,
 es – Structures of Language are assessed within all genres of writing
varied sentence length and structure to enhance meaning (e.g., including phrases and clauses) (State)
the paragraph form: indenting, main idea, supporting details (State)
nizing organizational structures within paragraphs or within texts (State)
ng a format and text structure appropriate to the purpose of the writing (State)

ng directionality as appropriate to text (Local)

g to produce final drafts of written products.

t-of-school, and during the summer (Local)




he speaker’s moods, thoughts, or feelings (Local)
ernative text structures to achieve impact (Local)




s by selecting and summarizing key ideas to set context (State)

s by connecting what has been read,

out text by stating and maintaining a focus (purpose), a firm judgment, or point of view when responding to a given question (State)
out text by making inferences about the relationship(s) among content, events, characters, setting, theme, or author’s craft (State)
out text by using specific details and references to text or relevant citations to support focus or judgment (State)
out text by organizing ideas, using transitional words/phrases and writing a conclusion that provides closure (State)

  clear and coherent (logically consistent) story line (State)
ng context, character motivation, problem/conflict/challenge, and resolution and maintaining point of view (State)
ariety of effective transitional devices (e.g., ellipses, time transitions, white space, or words/phrases) to enhance meaning (State)
ng and maintaining a theme (Local)
 a sense of closure (Local)
sensory language to advance the plot/story line (State)

 dialogue, and actions (State)


and excluding extraneous details (Local)

ure appropriate to focus/controlling idea (State)
o set context, which may include a lead/hook (State)
s appropriate to organizational text structure (State)
closure (State)


controlling idea (State)
, when appropriate (State)


ing facts and details relevant to focus/controlling idea, and excluding extraneous information (State)
ing sufficient details or facts for appropriate depth of information: naming, describing, explaining, comparing, use of visual images (State)
ssing readers' concerns,
 enting on the significance of information, when appropriate (State)
 ssessed within all genres of writing
applying rules of standard English usage to correct grammatical errors (State)
applying capitalization rules (State)
subsumed in W-7-9.4
applying appropriate punctuation to various sentence patterns to enhance meaning (State)
correctly spelling grade-appropriate, high-frequency words and applying conventional spelling patterns/rules (State)
 es – Structures of Language are assessed within all genres of writing
varied sentence length and structure to enhance meaning (e.g., including phrases and clauses) (Local)
the paragraph form: indenting, main idea, supporting details (Local)
nizing organizational structures within paragraphs or within texts (Local)
ng a format and text structure appropriate to the purpose of the writing (Local)
med in W-8-1.1
ng directionality as appropriate to text (Local)

g to produce final drafts of written products.

t-of-school, and during the summer (Local)




voices for a variety of audiences (purpose) (Local)
 peaker’s moods, thoughts, or feelings (Local)
ernative text structures to achieve impact (Local)
r effect on audience (Local)




ngaging the reader by establishing context (purpose) (Local)
nalyzing a condition or situation of significance
ot assessed at this grade level
sing a range of elaboration techniques (i.e., questioning, comparing, connecting, interpreting, analyzing, or describing) to establish a focus (L
 oviding closure - leaving the reader with something to think about (Local)
ot assessed at this grade level

s by selecting and summarizing key ideas to set context (Local)

s by connecting what has been read,

out text by stating and maintaining a focus (purpose), a firm judgment, or point of view when responding to a given question (Local)
out text by making inferences about the relationship(s) among content, events, characters, setting, theme, or author’s craft (Local)
out text by using specific details and references to text or relevant citations to support focus or judgment (Local)
out text by organizing ideas, using transitional words/phrases and drawing a conclusion by synthesizing information

  clear and coherent (logically consistent) story line (Local)
ng context, character motivation, problem/conflict/challenge, and resolution, and maintaining point of view (Local)
ariety of effective transitional devices (e.g., ellipses, time transitions, white space, or words/phrases) to enhance meaning (Local)
ng and maintaining a theme (Local)
 a sense of closure (Local)
  language to advance the plot/story line (Local)

 dialogue, actions, and relationships with other characters, when appropriate (Local)


and excluding extraneous details (Local)


ure appropriate to focus/controlling idea (Local)
o set context, which may include a lead/hook (Local)
s appropriate to organizational text structure (Local)
ing information (Local)


controlling idea/thesis (Local)
, when appropriate (Local)


ing facts and details relevant to focus/controlling idea, and excluding extraneous information (Local)
ing sufficient details or facts for appropriate depth of information: naming, describing, explaining, comparing, use of visual images (Local)
ssing readers' concerns,
 enting on the significance of the information, when appropriate (Local)
 ssessed within all genres of writing
applying rules of standard English usage to correct grammatical errors (Local)
applying capitalization rules (Local)
 .. Subsumed in W-8-9.4
applying appropriate punctuation to various sentence patterns to enhance meaning (Local)
applying conventional and word-derivative spelling patterns/rules (Local)

clauses) (State)




g to produce final drafts of written products (Local)
guage (Local)
nd impact (Local)



rsonal growth) or developing a commonplace, concrete occasion as the basis for the reflection (Local)

g, and analyzing, or describing) to establish a focus (Local)



oader world of ideas, by referring to and explaining relevant ideas or themes (State)


 , or author's craft (State)
s, or interpretations (State)
ormation (e.g., demonstrate a connection to the broader world of ideas) (State)


nce of setting, and maintaining point of view (Local)
shadowing;white space;words/phrases) to enhance meaning (Local)
e imagery) to enhance meaning (Local)



plot/story line (Local)

racters, when appropriate (Local)




context) (State)




 s information (State)
plaining, comparing, contrasting, or using visual images to support intended purpose (State)
 isunderstandings that might arise for the audience) (State)
ural or persuasive writing, as appropriate) (Local)
 ideas (Local)

 question (Local)
  among them (Local)




mniscient) (Local)
visual images (Local)




question (State)
r’s craft (State)




aning (State)
visual images (State)




g) to establish a focus (Local)




question (Local)
r’s craft (Local)
aning (Local)




visual images (Local)

				
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posted:1/7/2012
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