RI_State_Goals_July_29_1_

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					RIEPS Code
35124-1.1
35124-1.2
35124-1.3
35124-1.4
35124-1.5
35124-1.6
Goal Description
35134 - 1.1 Listening actively and critically for comprehension
35134 - 1.2 Speaking articulately and coherently for a variety of purposes and audiences
35134 - 1.3 Reading widely and critically for comprehension
35134 - 1.4 Using contemporary technologies to explore and enhance communication skills
35134 - 1.5 Writing clearly and concisely for a variety of purposes and audiences
35134 - 1.6 Receiving and processing information to express oneself creatively using a variety of visual forms
RIEPS Code
35135-5.1
35135-5.2
35135-5.3
Goal Description
35134 - 5.1 Understanding and practicing the concepts related to health promotion and disease prevention as a foundation of he
35134 - 5.2 Demonstrating an understanding of the influences of culture, media, technology and other factors on health
35134 - 5.3 Demonstrating and understanding ways to enhance and maintain one?s own health and well being
on as a foundation of healthy life
ctors on health
RIEPS Code   Code Description
38106-PW-2   WWPS-Extended Persuasive Writing Rubric
38106-LR     WWPS-Lab Report
38106-NA     WWPS-Narrative Account
38106-NP     WWPS-Narrative Procedure
38106-PW-1   WWPS-Persuasive Essay Rubric
38106-RE     WWPS-Reflective Essay
38106-RIT    WWPS-Response to Informational Text
38106-RL     WWPS-Response to Literature
RIEPS Code
AA-DSP-1
AA-DSP-1.1
AA-DSP-1.1a
AA-DSP-1.1b
AA-DSP-1.1c
AA-DSP-2.
AA-DSP-2.1
AA-DSP-2.1a
AA-DSP-2.1b
AA-DSP-2.1c
AA-DSP-2.1d
AA-DSP-2.1d
AA-DSP-3
AA-DSP-3.1
AA-DSP-3.1a
AA-DSP-3.1b
AA-DSP-3.1c
AA-DSP-3.2
AA-DSP-3.2a
AA-DSP-3.2b
AA-DSP-3.2c
AA-DSP-3.2d
AA-DSP-3.3
AA-DSP-3.3a
AA-DSP-3.3b
AA-DSP-4
AA-DSP-4.1
AA-DSP-4.1a
AA-DSP-5
AA-DSP-5.1
AA-DSP-5.1a
AA-DSP-5.1b
AA-DSP-5.1c
AA-DSP-5.1d
AA-DSP-5.1e
AA-DSP-5.2
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
AA-DSP-6.1
AA-DSP-6.1a
AA-DSP-6.1b
AA-DSP-6.1c
AA-DSP-6.1d
AA-DSP-6.2
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
AA-DSP-1 Interprets a given representation to answer questions related to the data.
AA-DSP-1.1 Interpret data.
AA-DSP-1.1a Engage with a display of data as others make observational statements e.g., chart displaying lunch count; how ma
AA-DSP-1.1b Make observational statements about parts of the data and/or the set of data as a whole (identifying how many in
AA-DSP-1.1c Read and interpret information from a table, bar graph, circle graph or line graph.
AA-DSP-2. Analyzes patterns, trends, or distributions in data.
AA-DSP-2.1 Describe and analyze data.
AA-DSP-2.1a Indicate an understanding of comparison words to describe collections in the school setting, (e.g., more/most/less
AA-DSP-2.1b Use comparison words to describe collections in the school setting, such as, more/most/less/fewer/same/none/lar
AA-DSP-2.1c Determine which category has the most.
AA-DSP-2.1d Describe the characteristics of categories and subcategories of data using comparison words (e.g., compare the d
AA-DSP-2.1d Compare categories of data using comparison words (e.g., more students are transported to school by bus).
AA-DSP-3 Identify of describe representations that best display a given set of data and organize and display data.
AA-DSP-3.1 Make decisions on how to classify data.
AA-DSP-3.1a Given a class of objects, engage with informal sorting experiences (e.g., help to put away groceries; sort items by
AA-DSP-3.1b Engage in sorting activities that focus with identified attributes of objects (e.g., sorting by attributes; play games th
AA-DSP-3.1c Sort data into general and subcategories to solve the problem or situation (e.g., how many students have brown e
AA-DSP-3.2 Represent data.
AA-DSP-3.2a Engage with charts, graphs, or tables.
AA-DSP-3.2b Represent a small data set with physical objects (e.g., simulate a bar graph with cubes).
AA-DSP-3.2c Demonstrate awareness that symbols may be used to represent objects and events (e.g, picture of ice cream con
AA-DSP-3.2d Display data using a variety of template representations (e.g., pictures, bar graphs, line graphs and /line plots).
AA-DSP-3.3 Identify appropriate graphical representations of data.
AA-DSP-3.3a Recognize different ways to represent data (e.g., charts, tables, pictures, bar graphs, line graphs and/line plots).
AA-DSP-3.3b Identify graphical representation for a data set.
AA-DSP-4. Uses counting techniques to solve problems involving combinations.
AA-DSP-4.1 Finds combination of money.
AA-DSP-4.1a Find all the coin combinationsto make $0.25, $0.50 and/or $1.00.
AA-DSP-5. For a probability event in which the sample space may or may not contain equally likely outcomes, determine the like
AA-DSP-5.1 Discuss and make predictions.
AA-DSP-5.1a Engage in discussions using prediction language such as "likely" and "unlikely" or "possible" and "impossible" (e.g
AA-DSP-5.1b Discuss events related to the student's experiences using prediction language such as "likely" and "unlikely" or "po
AA-DSP-5.1c Justify a conclusion based on data (e.g., "Why do we need to wear a coat today"?).
AA-DSP-5.1d Make decisions based on data.
AA-DSP-5.1e Make and justify a prediction based on data.
AA-DSP-5.2 Apply basic concepts of probability.
AA-DSP-5.2a Participate with another person using a chance device (e.g., spinner, dice) and recording the outcomes.
AA-DSP-5.2b Discuss with a person describing the likelihood of events (chance or daily) using words as "likely", "certain," "equa
AA-DSP-5.2c Predict the likelihood of events (daily) using words as "likely", "certain," "equally likely," "not likely."
AA-DSP-5.2d Participate in activities involving chance (e.g., choosing an item from a grab bag).
AA-DSP-5.2e Collect and record outcomes of a simple event (e.g., toss a coin, roll a dice, and spin a spinner).
AA-DSP-5.2f Predict the likelihood of a simple chance event (e.g, tossing coin, rolling die, and spinning spinner) using words as
AA-DSP-6. In response to a teacher or student generated question or hypothesis group collect data to answer the question.
AA-DSP-6.1 Formulate questions that can be addressed with data collection.
AA-DSP-6.1a Identify what information is interesting to know (e.g., favorite TV show, ice cream; number of pets).
AA-DSP-6.1b Pose a question to answer/find information (e.g., "How many pets do you have?").
AA-DSP-6.1c When given a problem or situation, determine the question or questions needed to acquire the data.
AA-DSP-6.1d Identify questions to be used for a survey.
AA-DSP-6.2 Collect data.
AA-DSP-6.2a Participate with another person to collect and record data.
AA-DSP-6.2b Indicate an awareness of collections within the environment (e.g., number of red cars in the parking lot).
AA-DSP-6.2c When given a problem or situation, determine the data that must be collected.
AA-DSP-6.2d Identify where and how to collect the data (e.g., ask classmates; use counts and tallies).
AA-DSP-6.2e Identify how much data to collect (e.g., sample size).
AA-DSP-6.2f Collect data by observing.
AA-DSP-6.2g Collect data from an experiment/investigation.
AA-ER- 10.1 Understanding that print (words, pictures, symbols, and objects) carries a message.
AA-ER- 10.2 Demonstrating understanding of orientation of literacy material (e.g., student holds a chart, picture, or book right-si
AA-ER- 10.3 Distinguishing between letters and words, pictures, symbols and objects.
AA-ER- 10.4 Demonstrating understanding that print materials are read top to bottom, left to right, front to back (e.g., student fol
AA-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").
AA-ER- 10.6 Identifying key parts of a book.
AA-ER-10.6a Identifying a book's front and back, print, and illustrations.
AA-ER-10.6b Identifying a book's title, author, illustrator, chapters.
AA-ER-10.6c Identifying a book's guide words, index, table of contents.
AA-ER-10.6d Identifying a book's guide chart, graphs, diagrams, and maps.
AA-ER-10.7 Recognizing basic punctuation marks and their usage.
AA-ER-10.7a Recognizing the difference between a puncuation mark and a letter.
AA-ER-10.7b Recognizing periods and question marks.
AA-ER-10.7c Recognizing exclamation marks and commas.
AA-ER-10.7d Recognizing quotation marks
AA-ER- 10.8 Demonstrating a one-to-one matching of spoken words to words in print.
AA-ER- 9.1 Discriminating among the sounds of language.
AA-ER- 9.2 Isolating phonemes in spoken syllables and single-syllable words (e.g., "Tell me the first sound in "mop." "Tell me th
AA-ER- 9.3 Blending and segmenting phonemes.
AA-ER-9.3a Blending and segmenting phonemes in one-syllable words (e.g., "What word do we get when we combine 'mon' an
AA-ER-9.3b Blending and segmenting phonemes in more complex one-syllable words, possibly including combinations of blend
AA-ER-9.3c Deleting phonemes in one syllable words. (Say crust. Say the word crust without the c).
AA-ER- 9.4 Blending and segmenting syllables and onset-rimes.
AA-ER-9.5 Recognizing pairs of rhyming words.
AA-ER-9.6 Counting syllables in words.
AA-FA-1.1a Engage in pattern-related activities in everyday enviornment (e.g., sound patterns, movement patterns, visual patter
AA-FA-1.1b Recognize the pattern of a pattern-related activity (e.g., block schedules, boy-girl pattern, stand-sit pattern, calendar
AA-FA-1.1c Explore simple repeating patterns with concrete materials (e.g., collating a multi-page publication).
AA-FA-1.1d Recognize a simple repeating (A,B) and (A, B, C) pattern with concrete materials (e.g., blue-red, blue-red cubes, an
AA-FA-1.1e Explore growing patterns with geometric elements such as growing train of blocks or snap cubes.
AA-FA-1.1f Explore growing patterns with numeric elements such as the counting sequence (e.g., counting by ones, twos, etc).
AA-FA-1.1g Recognize a growing pattern (numeric and/or geometric) with tables, charts or graphs...
AA-FA-1.1h Recognize two patterns as having the same form. Such as "blue, blue, red, blue, blue, red" is the same as "clap, cla
AA-FA-1.2a Create a simple repeating pattern with concrete materials/representation or semi-concrete materials/representation
AA-FA-1.2b Create a simple growing pattern with concrete or semi-concrete representation (e.g., create a growing pattern on a
AA-FA-1.3a Reproduce a simple repeating pattern (e.g., by matching a given pattern).
AA-FA-1.3b Extend a simple repeating pattern of sound, shapes and numbers (e.g., do, re, mi, do, re, mi... circle, square, triang
AA-FA-1.3c Reproduce a growing pattern (e.g., by matching a given pattern).
AA-FA-1.3d Extend a simple growing pattern (numeric and/or geometric) (e.g., counting by ones or twos).
AA-FA-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
AA-FA-1.3f Describe a simple repeating pattern.
AA-FA-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 stu
AA-FA-1.3h Describes a growing pattern (e.g., the staircase gets "bigger").
AA-FA-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 stude
AA-FA-1.3j Describe change between successive elements in a pattern that grows at a constant rate (e.g., 1triangle, 2 triangles
AA-FA-2.1a Recognize change of things in the environment (e.g., taller, colder, darker, or heavier etc).
AA-FA-2.1b Engage in activities to keep track of change (e.g., keep track of outside temperature).
AA-FA-2.1c Describe change using qualitative terms (e.g., identifying something as taller, colder, darker, or heavier with a gene
AA-FA-2.1d Identify some changes as being predictable and other changes are not (e.g., physical rate of speed can be difficult t
AA-FA-2.1e Describe change using quantitative terms (e.g., identifying how much taller, colder or heavier by measuring or weigh
AA-FA-2.1f Describe change between successive elements in a pattern or situation that grow or change at a constant rate...
AA-FA-3.1a Use picture, number and/or words to represent a mathematical situation.
AA-FA-3.1b Describe and/or represent quantities in different ways (e.g., 10=4+6 or 10=5+5).
AA-FA-3.1c Recognize equivalent representation (e.g., 4+6=5+5).
AA-FA-3.1d Represent a mathematical situation with a number sentence.
AA-FA-3.1e Recognize a box, letter or other symbol represents unknown quantities.
AA-FA-3.1f Find the value that will make an open sentence true (e.g., 2+ _ =7).
AA-FA-4.1 Show equivalence representations with two expressions or an equation (e.g., "4+6=10, what two other numbers whe
AA-FA- 4.2 Recognize a box, letter, or other symbol represents unknown quantities.
AA-FA- 4.3 Find the value that will make an open sentence true (e.g., 2+ _ =7).
AA-GM-1.1a Use 2-D shapes (e.g., pattern blocks) for informal play.
AA-GM-1.1b Match shapes with another same size shape (e.g., match two same size shapes; match to meaningful shapes in th
AA-GM-1.1c Match shapes with another different size shape and orientation (e.g., match two different size rectangles).
AA-GM-1.1d Match and compare shapes and the parts of shapes to justify congruency.
AA-GM-1.1e Recognize and name some variations of the circle, square, triangle, and rectangle.
AA-GM-1.1f Recognize and name circle, square, triangle, rectangle in any size or orientation (varying shapes for triangles and re
AA-GM-1.1g Use shape class names (rectangle, triangles) to classify and sort.
AA-GM-1.2a Draw a 2-D shape with accuracy (e.g., may use a computer).
AA-GM-1.2b Describe attributes of 2-D shapes (e.g., identify the number of sides or angles).
AA-GM-1.2c Represent 2-D shapes (e.g., use a stamp or a shape to represent).
AA-GM-1.3a Use shapes in isolation (concrete or semi-concrete) to make a picture (e.g., use pattern blocks or paper pattern blo
AA-GM-1.3b Combine shapes (concrete or semi-concrete) to make a picture or design.
AA-GM-1.3c Use shapes to cover an outline first by trial and error and then showing evidence of spatial planning (foresight) (e.g
AA-GM-1.3d Compose shapes into a new shape (e.g., use two trapezoids to make a hexagon).
AA-GM-1.3e Substituting a new combination of smaller shapes for a larger shape (e.g., substitute or trade 3 triangle pattern bloc
AA-GM-1.3f Decompose simple shapes that have obvious clues for breaking them apart.
AA-GM-1.3g Predict the results of putting together shapes.
AA-GM-10.1a Copy a shape or small collection of shapes from memory after seeing/feeling a model for several seconds (e.g., d
AA-GM-10.1b Draw a shape from memory (e.g., draw a square).
AA-GM-10.1c Create a shape from verbal/written directions.
AA-GM-10.1d Build models of rectangular prisms from three dimensional representations.
AA-GM-10.1e Build models of rectangular prisms from two dimensional (nets) or three dimensional representations.
AA-GM- 2.1 Identify the number of sides of a triangle and rectangle.
AA-GM- 2.2 Identify the number of angles of a triangle and rectangle.
AA-GM- 2.3 Identify the different types of angles.
AA-GM-2.3a Identify a right angle.
AA-GM-2.3b Differentiate right angles from other angles.
AA-GM- 2.4 Identify parallel, perpendicular and intersecting lines.
AA-GM-3.1a Engage in play with 3-D solids (e.g., geo-blocks, prisms, pyramids).
AA-GM-3.1b Informally describe, compare, and sort 3-D concrete objects (e.g., identifying a cone to look like an ice-cream cone
AA-GM-3.1c Name, describe, compare and sort 3-D concrete objects (e.g., sort all pyramids in one group. Describing a cube by
AA-GM-3.1d Name, describe, compare and sort 3-D concrete objects using their attributes (bases, faces, vertexes) (e.g., sort a
AA-GM-4.1a Match shapes with another same size shape (e.g., match two same size shapes that are rectangles).
AA-GM-4.1b Informally create 2-D shapes that have line symmetry (e.g., puts to same shapes next to each other to informally s
AA-GM-4.1c Identify and create shapes that have line symmetry.
AA-GM-4.2a Use shapes in isolation (concrete or semi-concrete) to make a picture (e.g., use pattern blocks or paper pattern blo
AA-GM-4.2b Use shapes (concrete or semi-concrete) by combining the shapes to make a picture or design.
AA-GM-4.2c Use shapes to cover an outline first by trial and error and then showing evidence of spatial planning (foresight) (e.g
AA-GM-4.2d Compose and decompose shapes into a new shape that show line symmetry (e.g., use two trapezoids to make a h
AA-GM-4.3a Move shapes informally to compare their parts and size (e.g., Place on pattern block on top of another to compare
AA-GM-4.3b Generate strategies to verify congruence (two shapes are "the same") for some tasks.
AA-GM-4.4a Mentally transform shapes to identify the results of a transformation.
AA-GM-5.1a Match shapes with another same size shape (e.g., match two same size shapes that are rectangles).
AA-GM-5.1b Match two same shapes but one is a different size shape (e.g., match two different size rectangles).
AA-GM-5.1c Match shapes with another different size and orientation.
AA-GM-5.1d Match and compare shapes and the parts of shapes to justify similarity.
AA-GM-6.1a Compare and communicate length of two objects directly using language such as "bigger," "smaller," "longer," "sho
AA-GM-6.1b Compare length transitively; (length of two objects can be compared by representing each using string or paper str
AA-GM-6.1c Engage in experiences to connect number with length using both conventional rulers and manipulative units that ar
AA-GM-6.1d Show understanding of unit iteration (placing units end to end in some manner with no gaps) for length measureme
AA-GM-6.2a Engage in experience to measure the distance around a region_(e.g., measure the perimeter of a desk).
AA-GM-6.3a Compare area by placing one object on top of another to determine which has more space.
AA-GM-6.3b Cover area with units (tiles) and count individual squares.
AA-GM-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
AA-GM-6.3d Understands area as an array with rows and columns.
AA-GM-7.1a Compare and communicate length of two objects using language such as "longer," "shorter."
AA-GM-7.1b Compare and communicate height of two objects using language such as "taller," "shorter."
AA-GM-7.1c Compare and communicate weight of two objects using language such as "heavier," "lighter."
AA-GM-7.1d Compare and communicate temperature using language such as "warmer," "cooler."
AA-GM-7.1e Compare and communicate capacity using language such as "more," "less."
AA-GM-7.2a Engage in experiences to connect number with length using both conventional rulers and manipulative units that ar
AA-GM-7.2b Engage in experiences to connect number with weight using balance and spring scales.
AA-GM-7.2c Engage in experiences to connect number with temperature using a thermometer.
AA-GM-7.2d Select and identify appropriate tool for the attribute being measured.
AA-GM-7.2e Show understanding of unit literation (placing units end to end in some manner with no gaps) for length measurem
AA-GM-7.2f Use repetition of a single unit to measure something larger than the unit, such as measuring the length of room with
AA-GM-8.1a Participate in calendar activities and start to identify days, months and years.
AA-GM-8.1b Participate in daily schedules and start to identify important times in ones day (e.g., Identify what a student will do b
AA-GM-8.1c Begin to describe passage of time using terms such as: "day," "night," "morning," "afternoon," "night," "today," "yes
AA-GM-8.1d Start to understand time is the duration of an event from beginnning to its end (e.g., by understanding a timer/signa
AA-GM-8.1e Describe passage of time by using a calendar to figure out how many more days to a special event (e.g., How man
AA-GM-8.1f Identify or predict what comes next in a daily schedule.
AA-GM-8.1g Develop concepts of "how long" for time units (e.g., second, minute and hour).
AA-GM-8.2a Listen to others "talk time" (e.g., "It is 2:30, time to get ready to go home").
AA-GM-8.2b Time familiar events in ones life with a timer (e.g., brushing teeth, eating lunch).
AA-GM-8.2c Identify actual time to the hour.
AA-GM-8.2d Identify time for an event that is one hour away from the actual time.
AA-GM-8.2e Identify time to the nearest 5 minutes.
AA-GM-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
AA-GM-9.1a Use or show understanding of everyday positional descriptions such as over, under, near, far, between, left, right, a
AA-GM-9.1b Use directions with positional descriptions to identify location of objects in space.
AA-GM- 9.1c Use positional descriptions to identify location of objects on a coordinate system (e.g., "Which object is above the
AA-GM- 9.2a Accurately move along a path that replicates a route (e.g., move from their desk to the teacher's desk).
AA-GM- 9.2b Use navigation ideas, such as left, right, forward, backward, tactile, localizing and tracking to move alone a path.
AA-GM-9.2c Draw a simple sketch map of familiar area (e.g., draw a sketch of the playground).
AA-GM- 9.2d Use a simple grid with X-axis label with letters and y-axis labeled with numbers to locate objects in regions.
AA-GM -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 inte
AA-GM- 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 intersect
AA-GM- 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 poi
AA-GM -9.3d Use coordinate labels to locate objects or pictures in simple situations (e.g., "Which picture is located at (B,3)?").
AA-IT- 7.1 Identifying the features of informational texts.
AA-IT- 7.1a Identifying the cover, text, and illustrations.
AA-IT- 7.1b Headings, charts, maps, diagrams.
AA-IT- 7.1c Bold face type, italics of informational texts.
AA-IT- 7.2 Obtaining information from the features of informational texts (e.g., student reads a prescription label).
AA-IT- 7.3 Using explicitly stated information to answer literal questions.
AA-IT- 7.3a Related to the main idea or key details.
AA-IT- 7.4 Identifying the differences between different types of informational material (e.g., schedule vs. menu).
AA-IT- 7.4a Identifying the functions and/or characteristics of a variety of types of informational material.
AA-IT- 7.5 Locating and/or recording information to show understanding when given and/or provided a choice of organizational
AA-IT- 7.5a Organizing information to show understanding.
AA-IT- 7.6 Charting, mapping, paraphrasing and/or summarizing the main/central idea or purpose of an informational text.
AA-IT-7.6a Identifying supporting details.
AA-IW 6.1 Naming or labeling objects or places.
AA-IW 6.2 Independently listing steps of a procedure in a logical order.
AA-IW 6.2a Logically grouping ideas (e.g., into predictable categories of by steps of a procedure).
AA-IW 6.2b Using an appropriate organizational text structure to develop main/controlling idea (e.g., by description, sequence, c
AA-IW 6.3 Selecting appropriate information to set the context.
AA-IW 6.3a Creating an introduction.
AA-IW 6.4 Using basic transition words and phrases appropriate to text structure.
AA-IW 6.4a Correctly using "first," "then," "next," and "finally."
AA-IW 6.4b Correctly using numbering to identify steps in procedures.
AA-IW 6.4c Correctly comparing/contrasting.
AA-IW 6.5 Writing a conclusion.
AA-IW 7.1 Using picture, symbols, objects, and/or words to create meaning.
AA-IW 7.1a Establishing a topic.
AA-IW 7.1b Stating a controlling idea about a topic.
AA-IW 7.1c Stating and maintaining a contolling idea about a topic.
AA-IW 8.1 Identifying information and details related to the topic.
AA-IW 8.1a Identifying facts and details relevant to the focus/controlling idea.
AA-IW 8.1b Identifying extraneous material.
AA-IW 8.1c Including facts and details that are relevant to the focus/controlling idea.
AA-IW 8.1d Excluding extranous material.
AA-IW 8.2 Including sufficient details or facts for an appropriate depth of information (e.g., naming, describing, explaining, comp
AA-LT 2.1 Selecting appropriate information to set the text's context/background.
AA-LT 2.1a Recognizing the title and/or author or drawing or selecting picture (e.g., student points to title of text).
AA-LT 2.1b Retelling and/or summarizing the text.
AA-LT 2.1c Explaining the special vocabulary in response to informational text.
AA-LT 2.1d Selecting and summarizing key ideas.
AA-LT 2.2 Connecting what has been read (the plot, ideas, and concepts) to prior knowledge, other texts, or the broader world
AA-LT 2.2a Referring to and explaining relevant ideas.
AA-LT 3.1 Using prior knowledge or references to text to respond to a question.
AA-LT 3.2 Stating a focus/purpose, when responding to a given question.
AA-LT 3.2a Using specific details and/or references to text to support focus or purpose.
AA-LT 3.2b Stating a firm judgement or point of view.
AA-LT 3.3 Describing and/or making inferences about content, events, characters, settings.
AA-LT 3.3a Describing common themes.
AA-LT 3.4 Organizing ideas from the text.
AA-LT 3.4a Using basic transition words.
AA-LT 3.4b Writing a conclusion.
AA-LT 4.1 Identifying literary and/or describing elements in a story.
AA-LT 4.1a Identifying the characters or setting.
AA-LT 4.1b Major events.
AA-LT 4.1c Problem,/solution or plot.
AA-LT 4.1d Identifying any significant changes in character or setting over time.
AA-LT 4.2 Responding to simple questions about a story's content (e.g., student draws or reenacts part of a story).
AA-LT 4.3 Retelling the beginning, middle, and/or end of a story.
AA-LT 4.3a Retelling the key events in a story in order.
AA-LT 4.3b Paraphrasing or summarizing the plot, with major events sequenced, as appropriate to text.
AA-LT 4.4 Distinguishing between literary and informational text.
AA-LT 4.5 Distinguishing among a variety of types of literary text, such as poetry, plays, fantasies, realistic fiction, or mysteries.
AA-LT 5.1 Making predictions about what might happen next.
AA-LT 5.1a Telling why the prediction was made.
AA-LT 5.1b Making logical predictions based on evidence in the text.
AA-LT 5.1c Explaining supporting logical predictions.
AA-LT 5.2 Identifying and/or describing the main characters' physical characteristics or personality traits.
AA-LT 5.2a Providing examples of words or actions that reveal characters' personality traits.
AA-LT 5.2b Recognizing and/or identifying that a character's personality trait changes over time.
AA-LT 5.2c Recognizing and/or identifying a character's motives.
AA-LT 5.3 Recognizes causes and effects.
AA-LT 5.3a Making inferences about causes and effects.
AA-LT 5.4 Making basic inferences about text.
AA-LT 5.4a Making basic inferences about the text's problem, conflict, or solution.
AA-LT 5.5 Identifying who is telling the story.
AA-LT 5.6 Identifying literary devices as appropriate to genre such as imagery, simple similies, metaphors.
AA-LT 6.1 Connecting stories or other texts to personal experience, prior knowledge, or other texts.
AA-LT 6.2 Providing relevant details to support the connections made.
AA-N 4. In written narratives, students organizes and relates a story line, plot, and/or series of events by:
AA-N 4.1 Demonstrating an understanding of sequence with pictures, symbols, objects, and/or words.
AA-N 4.2 Using pictures, symbols, objects, and/or words to create an understandable story line.
AA-N 4.2a Creating a story line with a beginning, middle, and end (may take the form of words or pictures, or some combination
AA-N 4.2b Using dialogue to advance plot or story line (e.g., what would this character say?).
AA-N 5.1 Describing an object and/or experience.
AA-N 5.1a Describing a familiar object.
AA-N 5.1b Using sensory language to describe objects.
AA-N 5.1c Describing a familiar experience.
AA-N 5.2 Creating character(s) (e.g., student draws a picture when given a description if needed).
AA-N 5.2a Using some details to describe characters.
AA-N 5.3 Describing a setting (e.g., student selects the picture that shows where the story takes place).
AA-NO-1.1a Recognize a small collection of one or two items (e.g., pointing to one or two items).
AA-NO-1.1b Recognize or labels a small collection up to "four" items such collections with a number symbol/word.
AA-NO-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 finger
AA-NO-1.1d Show up to four items (e.g., responds to a request for four items by offering quantity or holding up four fingers).
AA-NO-1.2a Start counting sequence with one (e.g., one, two...).
AA-NO-1.2b Use counting sequence to show correct sequence to 10 (e.g., nine, ten).
AA-NO-1.2c Use counting sequence to show correct sequence up to 20 and beyond.
AA-NO-1.2d Use counting sequence to show correct sequence up to 199 and beyond.
AA-NO-1.3a Demonstrate one-to-one correspondence between objects and counting words/symbols (e.g., picture of 2 objects w
AA-NO-1.3b Keep track of counted and uncounted objects so that each object is tagged only once.
AA-NO-1.3c Demonstrate that the final number given when counting objects is the quantity of the set (cardinality).
AA-NO-1.3d Count by ones forward from a number other than one (e.g., 7, 8...).
AA-NO-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").
AA-NO-1.3f Count by ones backwards (e.g., 10,9,8...).
AA-NO-1.3g Indicate the number before a specified count term (e.g., "What number comes before 283?" (282). (e.g., may use a
AA-NO-1.3h Skip count by 2s, 5s, and 10s 25s and 50s.
AA-NO-1.4a Show up to 10 items.
AA-NO-1.4b Show up to 20 items.
AA-NO-1.4c Show up to 25 items.
AA-NO-1.4d Show up to 50 items.
AA-NO-1.4e Show up to 100 items.
AA-NO-1.4fDemonstrate that one symbol can represent the whole amount (that the number/symbol 10 represents and shows th
AA-N&O 10.1 Match or identify a penny.
AA-N&O 10.2 Match or identify a nickel.
AA-N&O 10.3 Match or identify a dime.
AA-N&O 10.4 Match or identify a quarter.
AA-N&O 10.5 Match or identify a $1.00, $5.00, $10.00, or $20.00 bills.
AA-N&O 11.1 Identify the value of a penny as 1 cent.
AA-N&O 11.2 Identify the value of a nickel as 5 pennies.
AA-N&O 11.3 Identify the value of a dime as 10 pennies.
AA-N&O 11.4 Identify the value of a quarter as 25 pennies.
AA-N&O 11.5 Identify the value of $1.00 as 100 pennies.
AA-N&O 12.1 Demonstrate different kinds of counting (e.g., by ones, by fives, by 10s, by 25s).
AA-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).
AA-N&O 12.3 Find possible combinations of coins to equal 0.25, 0.50.
AA-N&O 12.4 Matching coin combinations to cents and dollar notation.
AA-N&O 12.5 Add coins together to a value no greater than $1.00.
AA-N&O 12.6 Add bills together to a value of $5.00, $10.00 or $20.00.
AA-N&O 13.1 Use concrete (cubes) materials to show one or two more or less than the original number.
AA-N&O 13.2 Use semi-concrete materials (hundreds' chart, number line) to show one or two more or less than the original num
AA-N&O 13.3 Fluently knows some number combinations (1-10) for addition and subtraction.
AA-N&O 14.1 Use strategies to reason out unknown sums to 20 and their subtraction counterparts (e.g., counting-on, double plu
AA-N&O 15.1 Use concrete materials to show addition or subtraction with two digit multiples of ten.
AA-N&O 15.2 Use semi-concrete materials to show addition or subtraction with two digit multiples of ten.
AA-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
AA-N&O 15.4 Make change from $1.00 or less.
AA-N&O 16.1 Add and subtract two digit numbers with student identified strategy.
AA-N&O 17.1 Use comparisons to estimate size (e.g., as big as a...).
AA-N&O 17.2 Identify more or less.
AA-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
AA-N&O 17.4 Without counting identify a reasonable quantity when estimating the amount of objects in a given set of 5 or 10.
AA-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 nu
AA-N&O 18.2 Without counting identity a reasonable quantity when estimating the amount of objects in a given set of 5 or 10.
AA-N&O 19.1 Identify odd and even numbers.
AA-N&O 19.2 Demonstrate composition and decomposition of numbers (e.g., 5 is the same as 2+3).
AA-N&O 19.3 Recognize 3+5=5+3 (commutativeof addition).
AA-N&O 19.4 Recognize that adding zero to any number gives that number (additive identity).
AA-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 f
AA-N&O 2.1 Demonstrate an understanding of grouping.
AA-N&O 2.2 Demonstrate an understanding that "10" is a special unit within the base- ten systems (Unitizing-ten represents one
AA-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).
AA-N&O 2.4 Demonstrate that digits have different values depending on their place (ones, tens) (e.g., arrange 2 digits to make
AA-N&O 2.5 Represent numbers in an expanded form.
AA-NO-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
AA-N&O 2.6 Represent quantities in different ways (composing/decomposing numbers to show part-whole relations) (e.g., 14=7
AA-N&O 3.1 Demonstrate an understanding of a whole unit (e.g., Show one whole brownie (area model)).
AA-N&O 3.2 Show that fractional parts are equal shares or equal-sized portions of a whole unit using area models and discrete
AA-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., id
AA-N&O 3.4 Identify the relationship between the denominator and the whole (e.g., identifies how many parts to the whole).
AA-N&O 3.5 Identify the relationship between the numerator and the whole (e.g., identifies how many parts shaded within the wh
AA-N&O 3.6 Compare fractions by comparing portions with two area models (e.g., compares two rectangles shaded with differe
AA-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., identif
AA-N&O 3.8 Demonstrate an understanding that the parts do not need to be congruent pieces, but equivalent in area (e.g., divid
AA-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
AA-N&O 4.1 Identify decimals as a money notation (e.g., $0.70).
AA-N&O 4.2 Demonstrate the decimal number represents "how many" out of 100 (e.g., shows 10 pennies out of 100 is the sam
AA-N&O 4.3 Identify percent notion (e.g, %).
AA-N&O 4.4 Recognize "percent off" (33% off) means some sort of discount or savings.
AA-N&O 5.1 Recognize more and less of a quantity.
AA-N&O 5.TEN (10) Associate the number 0 with empty sets.
AA-N&O 5.2 Compare two quantities (up to four items) as same or more. The perceptual cue for the arrangement of objects nee
AA-N&O 5.3 Understand and apply ordinal terms.
AA-N&O 5.3a Indicate the ordinal terms (first, second, third... to tenth) (e.g., identifies first person in line).
AA-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 ar
AA-N&O 5.5 Recognize equivalent collections of more than four items despite appearances (number conservation) (e.g., use di
AA-N&O 5.6 Use larger number principal - the later a number word appears in the counting sequence, the larger the collection it
AA-N&O5.6a Make total comparisons of "more" or "less" for two collections with one collection equaling up to 50 items.
AA-N&O5.6b Make total comparisons of "more" or "less" for two collections with one collection equaling up to 100 items.
AA-N&O 5.7 Demonstrate an understanding of the relation of inequality when comparing whole numbers by using "1 more," "1le
AA-N&O 5.8 Compare whole numbers to each other or to benchmark whole numbers (10, 25, and 50) (e.g., compare the magn
AA-N&O 5.9 Understand and apply ordinal terms.
AA-N&O5.9a Indicate the ordinal terms (first, second, third... to tenth) (e.g., identifies first person in line).
AA-N&O5.9b Apply ordinal terms (e.g., identify classroom by their number, such as "room # 1 or "room # 13").
AA-N&O 6.1 Direct-model (tap, draw objects or tallies) to represent a number or quantity.
AA-N&O 6. ten Identify a 3 digit number (e.g., write, use number cards, communication board).
AA-N&O 6.eleven Identify the larger of two written numbers.
AA-N&O 6.twelve Identify/use the symbol for (=).
AA-N&O 6.thirteen Communicate 3 digit numbers (e.g., write, use number cards, communication board).
AA-N&O 6.2 Discriminate between numerals and other print symbols.
AA-N&O 6.3 Udentify/recognize numerals 1-10 (e.g., is able to point out a "five" given a choice of numerals).
AA-N&O 6.4 Communicate 1-9 numerals (e.g., write, use number cards, communication board).
AA-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 represe
AA-N&O 6.6 Appropriately label the quantity of an empty set (e.g., "0", "none," "nothing").
AA-N&O 6.7 Identify a 2 digit number.
AA-N&O 6.8 Communicate 2 digit numbers (e.g., write, use number cards, communication board).
AA-N&O 6.9 Use numbers (1-199) or words (one-twenty) or models to represent the cardinal value (how many) of a collection.
AA-N&O 7.1 Nonverbally demonstrates combining and separating quantities.
AA-N&O7.1a Add one item to another item.
AA-N&O7.1b Subtract one item from two items.
AA-N&O 7.2 Use direct-modeling (concrete materials or pictures) to solve addition and subtraction word problems (joining actins
AA-N&O7.2a Use sums to 6 and corresponding differences.
AA-N&O7.2b Use sums to 10 and corresponding differences.
AA-N&O7.2c Use sums to 18 and corresponding differences.
AA-N&O7.2d Connect correct symbols to operation (e.g., +, -).
AA-N&O 7.3 Use strategies to compute one and two digit addition problems.
AA-N&O 7.4 Use strategies to compute one and two digit subtraction problems.
AA-N&O 7.5 Use a calculator for computation.
AA-N&O 7.6 Translate addition and subtraction word problems and their solutions into a number sentence. (e.g., 8-3=5).
AA-N&O 8.1 Recognize grouping situations.
AA-N&O 8.2 Group a small collection (e.g., makes two groups of two with concrete materials).
AA-N&O 9.1 Use concrete representations to solve problems (e.g., concrete manipulative materials).
AA-N&O 9.2 Use semi-concrete representations to solve problems (e.g., pictorial representations).
AA-N&O 9.3 Determine/select correct strategy to solve problems (e.g., identifies correct operation).
AA-N&O 9.4 Employ strategy to solve problem.
AA-N&O 9.5 Determine if results make sense.
AA-N&O 9.6 Communicate procedure used to solve problems (e.g., write, use number cards, communication board).
AA-SL 1.1 Creating pictures, symbols, objects, and/or words to communicate meaning.
AA-SL 1.2 Identifying materials used for writing (e.g., pencils, assistive technology).
AA-SL 1.3 Correctly employing materials used for writing.
AA-SL 1.4 Distinguishing between written texts.
AA-SL 1.4a Distinguishing between numbers, letters, and words.
AA-SL 1.4b Distinguishing between words and sentences.
AA-SL 1.4c Distinguishing between sentences and paragraphs.
AA-SL 1.5 Recognizing letters.
AA-SL 1.5a Recognizing uppercase letters.
AA-SL 1.5b Recogninzing lowercase letters.
AA-SL 1.6 Writing letters.
AA-SL 1.6a Upper case
AA-SL 1.6b Lower case
AA-SL 1.7 Demonstrating understanding that pictures, symbols, objects, and words are written left to right.
AA-SL 1.8 Leaving space between letters and words he/she writes.
AA-SL 1.9 Expressing an idea with pictures, symbols, objects and/or words.
AA-SL 1.9a Writing a phrase.
AA-SL 1.9b Writing a simple sentence.
AA-SL 1.9c Creating several simple related and ordered sentences to develop an idea/topic.
AA-V 2.1 Using provided cues (e.g., pictures, objects, textures, gestures, and/or words).
AA-V 2.2 Using context clues (e.g., in text or picture).
AA-V 2.3 Using other resources to connect unknown words to known words.
AA-V-2.3a Using prior knowledge.
AA-V-2.3b Using personal word banks.
AA-V-2.3c Using illustrations and diagrams.
AA-V-2.3d Using dictionaries.
AA-V-2.3e Using a thesaurus.
AA-V 3.1 Identifying vocabulary (pictures, symbols, objects or words) that demonstrate knowledge of basic pragmatic functions
AA-V 3.2 Using vocabulary to identify objects and events, (e.g., student applies his/her vocabulary in school environments, in the
AA-V 3.3 Identifying and/or using synonyms (e.g., big/large) and antonyms (e.g., hot/cold).
AA-V 3.4 Organizing vocabulary by...
AA-V3.4a category.
AA-V3.4b feature.
AA-V.4c function.
AA-V 3.5 Selecting the appropriate word to use in context (e.g., student uses pictures to complete sentences or storyboards).
AA-V3.5a Explaining the use of words in context.
AA-V3.5b Explaining that words may have multiple meanings (e.g., fall is a time of year and to fall is to trip).
AA-V 3.6 Identifying shades of meaning (e.g., the difference between cold and freezing).
AA-V 3.7 Identifying homonyms and homophones.
AA-W-10-2 In response to literary or informational text, students show understanding of plot/ideas/concepts by...
AA-W-10-3 In response to literary or informational text, students make and support analytical judgements about text by...
AA-WC 9.1 Recognizing the difference between uppercase and lowercase letters.
AA-WC 9.2 Recognizing the difference between uppercase and lowercase letters.
AA-WC 9.3 Spelling his/her own name correctly.
AA-WC 9.3a Recognizing his/her own name.
AA-WC 9.3b Spell first name.
AA-WC 9.3c Spell last name.
AA-WC 9.4 Spelling common words correctly.
AA-WC 9.5 Recognizing and/or creating a complete sentence that has a subject and predicate.
AA-WC 9.6 Use capitalization correctly.
AA-WC 9.6a Capitalizing his/her own first name.
AA-WC 9.6b Capitalizing his/her own last name.
AA-WC 9.6c Capitalization the beginning of a sentence.
AA-WC 9.6d Capitalizing proper nouns.
AA-WC 9.7 Using punctuation correctly
AA-WC 9.7a Using periods and question marks correctly.
AA-WC 9.7b Using exclamation points correctly.
AA-WC 9.7c Using commas correctly.
AA-WC 9.7d Using punctuation to clarify meaning
AA-WC 9.8 Using parts of speech correctly.
AA-WC 9.8a Using plural forms of nouns.
AA-WC 9.8b Using simple verb tenses.
AA-WC-9.8c Using pronouns.
AA-WID-1.1 Demonstrating that objects and concepts can be represented in a variety of formats (e.g., line drawings, photograp
AA-WID-1.10 Using knowledge of sounds, syllable types, or word patterns (including word families) to identify regularly spelled m
AA-WID-1.10a Identifying word families.
AA-WID-1.10b Identifying prefixes and suffixes.
AA-WID-1.10c Recognizing variant spellings for consonants and vowels, e.g., bought).
AA-WID-1.2 Identifying pictures, symbols, objects, and actions that represent..
AA-WID-1.2a self
AA-WID-1.2b others and/or objects.
AA-WID-1.2c actions.
AA-WID-1.2d some abstract meanings.
AA-WID-1.3 Generalizing use of some pictures, symbols, objects, and actions to identify their meaning (e.g., student applies ski
AA-WID-1.4 Demonstrating a basic understanding of how the letters of phonetically regular words (going from left to right) repre
AA-WID-1.5 Recognizing most letters in text and in the environment.
AA-WID-1.6 Identifying the primary sounds represented by most letters (sound-symbol correspondence).
AA-WID-1.7 Using letter-sound correspondence knowledge to sound out regularly spelled (i.e., decodable) one-or two-syllable w
AA-WID-1.8 Reading high-frequency words, including names, environmental print, and sight words, as appropriate to the studen
AA-WID-1.9 Using knowledge of sounds and letter patterns (including common endings such as "-s", "-ed", "-ly", "ing") to read re
ing lunch count; how many students are having milk or hot lunch?
 dentifying how many in one category or identity which category has the most).



g, (e.g., more/most/less/fewer/same/none/larger/smaller/middle).
ss/fewer/same/none/larger/smaller/middle/equal.

rds (e.g., compare the different ways students are transported to school).
 to school by bus).


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



picture of ice cream cones represent favorite flavor of ice cream).
aphs and /line plots).

graphs and/line plots).




omes, determine the likelihood of the occurance of an event.

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




he outcomes.
"likely", "certain," "equally likely", "not likely."



spinner) using words as "likely," "certain," "equally likely," "not likely," "impossible."
nswer the question.




e parking lot).
 picture, or book right-side up.

 o back (e.g., student follows charts or simple books with eye gaze).
to the end of world").




 nd in "mop." "Tell me the last sound in "mop." "Tell me the middle sound in "mop.")

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




nt patterns, visual patterns, routine patterns).
and-sit pattern, calendar patterns).

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

ing by ones, twos, etc).

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

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


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

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

nts in a pattern teh student can tell what the sixth or seventh element will be).
g., 1triangle, 2 triangles, 3 triangles, 4 triangles, each successive element grows by one triangle).


, or heavier with a general observation).
f speed can be difficult to predict for some).
 r by measuring or weighing).
 at a constant rate...
two other numbers when added together equal 10").



meaningful shapes in the environment).
ze rectangles).


apes for triangles and rectangles).




ocks or paper pattern blocks to make a picture).

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

de 3 triangle pattern blocks for a trapezoid in a pattern block puzzle).


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



esentations.




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

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

ocks or paper pattern blocks to make a picture).

 planning (foresight) (e.g., use pattern blocks to cover a pattern block puzzle shape).
o trapezoids to make a hexagon).
p of another to compare).




"smaller," "longer," "shorter," "taller" etc.
using string or paper strips).
manipulative units that are standard units, such as centimeter cubes.
 s) for length measurement.
  er of a desk).


makes 6 and then counts the rest by one).




manipulative units that are standard units, such as centimeter cubes.



 s) for length measurement.
g the length of room with a single meter stick.

  what a student will do before lunch).
 n," "night," "today," "yesterday," "tomorrow."
 erstanding a timer/signal indicates the end).
 al event (e.g., How many more days until a birthday).




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

hich object is above the house? Play the game "Battleship").
cher's desk).
 to move alone a path.

bjects in regions.
 spaces and then on intersections).
cate objects at intersections using positional language (e.g., move right 3 and up 2).
 path to an object or point using positional language (e.g., move right 3 and up 2).
e is located at (B,3)?").




choice of organizational format.

 informational text.
description, sequence, chronology, and compare/contrast).




ribing, explaining, comparing, or using visual images.)




s, or the broader world of ideas.




tic fiction, or mysteries.
 s, or some combination)




 or holding up two fingers).
 ing up four fingers).




g., picture of 2 objects with number word (two) underneath pictures).



he numbers after 230").

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




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




ur quarters).
ess than the original number.

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


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




"Is this number closer to 10 or 20?").
a given set of 5 or 10.
0 or 100 (e.g., "Is the number of objects closer to 10 or 20?" " Is 45 closer to 20 or 50?").
a given set of 5 or 10.




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

izing-ten represents one unit).
rt to count by 10s).
 range 2 digits to make the largest number).

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

ea models and discrete (set) models
 ng 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).
parts to the whole).
 rts shaded within the whole).
gles shaded with different portions and identifies which has the larger shaded portion).
 /2, 2/3, 3/4 (e.g., identify a rectangle that has 3 of 4 parts shaded).
valent in area (e.g., divides a whole into same area sizes but not congruent pieces).
e.g., identify a rectangle than has 3 out of 8 parts shaded).

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




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


t items and tell if they are the same or more).
nservation) (e.g., use different age appropriate items for comparison of quantity).
he larger the collection it represents (e.g., a collection of 33 is larger than 27 because 33 appears after 27 in the counting sequence).
 up to 50 items.
 up to 100 items.
s by using "1 more," "1less," "10 more," "10 less."
e.g., compare the magnitude of 27 to the benchmark of 25).




number three to represent the cardinal value of a group of three).



 many) of a collection.



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




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




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




nces or storyboards).




s about text by...




ne drawings, photographs, environmental print, symbols, or actions as appropriate to the student's personal and classroom experiences).
entify regularly spelled multisyllabic words.
 e.g., student applies skills in other school environments, the community and/or vocational settings).
g from left to right) represent their sounds.


le) one-or two-syllable words.
 ppropriate to the student's personal, classroom, community and vocational experiences.
 d", "-ly", "ing") to read regularly spelled one- or two-syllable words.
a sunny day).
e counting sequence).
clarifications).




nd classroom 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-2.1
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-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-3.1
ACF-3.2
ACF-3.3
ACF-3.4
ACF-3.5
ACF-3.6

ACF-4.1
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-4.10
ACF-4.11
ACF-4.12
ACF-4.13
ACF-4.14
ACF-4.15
ACF-4.16
ACF-4.17

ACF-5.1
ACF-5.2
ACF-5.3
ACF-5.4
ACF-5.5
ACF-5.6

ACF-6.1
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-6.10
ACF-6.11
ACF-6.12

ACF-7.1
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-7.10

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

ACF-10.1
ACF-10.2
ACF-10.3
ACF-10.4
ACF-10.5

ACF-11.1
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-11.10
ACF-11.11
ACF-11.12
ACF-11.13
Goal Description
ACF-1.1 Define hospitality and the importance of quality customer service within the hospitality industry.
ACF-1.2 Trace growth and development of the hospitality and tourism industry.
ACF-1.3 Describe the various cuisine's and their relationship to history and cultural development.
ACF-1.4 Outline the organization, structure and functional areas in various organizations.
ACF-1.5 Identify career opportunities and the personal traits for a variety of jobs in the industry.
ACF-1.6 Identify professional organizations and explain their purposes and benefits to the industry.
ACF-1.7 Compare and contrast industry trade periodicals and other industry resources.

ACF-2.01 Identify microorganisms which are related to food spoilage and food borne illnesses; describe their requirements and
ACF-2.02 Describe symptoms common to food borne illnesses and how these illnesses can be prevented.
ACF-2.03 Describe cross contamination and use of acceptable procedures when preparing and storing potentially hazardous fo
ACF-2.04 Demonstrate good hygiene and health habits.
ACF-2.05 List the major reasons for and recognize signs of food spoilage and contamination.
ACF-2.06 Outline the requirements for proper receiving and storage of both raw and prepared foods.
ACF-2.07 Describe disposal and storage of types of cleaners and sanitizers and their proper use.
ACF-2.08 Develop cleaning and sanitizing schedule and procedures for equipment and facilities.
ACF-2.09 Identify proper methods of waste disposal and recycling.
ACF-2.10 Describe appropriate measures for insects, rodents and pest control.
ACF-2.11 Recognize sanitary and safety design and construction features of food production equipmemt and facilities (i.e., NSF
ACF-2.12 Review Material Safety Data Sheets (MSDS) and explain their requirements in handling hazardous materials.
ACF-2.13 Conduct a sanitation self-inspection and identify modifications necessary for compliance with standards.
ACF-2.14 Identify the critical control points during all food handling processes as a method for minimizing the risk of food borne
ACF-2.15 List common causes of typical accidents and injuries in the foodservice industry and outline a safety management pro
ACF-2.16 Discuss appropriate emergency policies for kitchen and dining room injuries.
ACF-2.17 Describe appropriate types and use of fire extinguishers used in the foodservice area.
ACF-2.18 Describe the role of regulatory agencies governing sanitation and safety and protecting food safety.

ACF-3.1 Perform basic math functions used in foodservice operations.
ACF-3.2 Calculate food, beverage and labor costs and percentages.
ACF-3.3 Demonstrate the process of costing for recipes.
ACF-3.4 Demonstrate the process of costing for recipe yield adjustment.
ACF-3.5 Determine selling price of menu items.
ACF-3.6 Describe the preparation of a guest check using current technology (i.e., computers, calculators, POS, etc;)

ACF-4.01 Demonstrate knife skills and proper cuts (i.e., Julienne, Batonette, Brunoise, Paysanne, Small Dice, Large Dice, etc;)
ACF-4.02 Identify and demonstrate proper and safe use of food processing and cooking equipment.
ACF-4.03 Demonstrate how to read and follow a standard recipe.
ACF-4.04 Utilize standard weights and measures to demonstrate proper scaling and measurement techniques.
ACF-4.05 Demonstrate a variety of cooking methods including roasting, baking, broiling, grilling, griddling, sauteing, frying, deep
ACF-4.06 Identify and use herbs, spices, oils, and vinegar's.
ACF-4.07 Identify and prepare various meats, seafood, poultry.
ACF-4.08 Identify and prepare various stocks, soups and sauces.
ACF-4.09 Identify and prepare fruits, vegetables, and starches.
ACF-4.10 Identify and prepare salads, dressings and marinades.
ACF-4.11 Identify and prepare a variety of sandwiches.
ACF-4.12 Identify and prepare a variety of types of appetizers.
ACF-4.13 Identify and prepare breakfast batters, meats, eggs, and cereals.
ACF-4.14 Demonstrate food presentation techniques.
ACF-4.15 Discuss the applicability of convenience, value added, further processed or par-cooked food items.
ACF-4.16 Write written food requisitions for production requirements.
ACF-4.17 Prepare standardized recipes for menu production.

ACF-5.1 Identify tools and equipment used in garde manager, emphasizing safety and sanitation procedures.
ACF-5.2 Demonstrate basic garnishes.
ACF-5.3 Preparation of cold items to include soups, salads, sauces, dressings, marinades, relishes, sandwiches, canapes and h
ACF-5.4 Prepare mousses and gelatins.
ACF-5.5 Demonstrate food presentation techniques (i.e., platters, bowls, plates, etc;).
ACF-5.6 Produce decorative pieces to include fruit, vegetable carvings and accompaniments.

ACF-6.01 Define baking terms.
ACF-6.02 Identify equipment and utensils unique to baking and discuss proper use and care.
ACF-6.03 Identify ingredients used in baking, describe their properties and list the functions of various ingredients.
ACF-6.04 Demonstrate proper scaling and measurememt techniques unique to baking.
ACF-6.05 Participate in the production of crusty, soft and speciality yeast products.
ACF-6.06 Participate in the production of quick-breads.
ACF-6.07 Participate in the production of a variety of pies and tarts.
ACF-6.08 Participate in the production of a variety of cookies.
ACF-6.09 Participate in the production of creams, custards, puddings, and related sauces.
ACF-6.10 Participate in the production of cakes and icings.
ACF-6.11 Discuss the application of commercial mixes and other labor saving products.
ACF-6.12 Prepare a variety of fillings and toppings for pastries and baked goods.

ACF-7.01 Describe HAACP critical control points managed by the purchasing and receiving functions.
ACF-7.02 List factors that effect food prices and quality which may include market fluctuation and product cost.
ACF-7.03 Describe purchasing methods(i.e., bids, purchase orders, phone, sales quotes, etc;).
ACF-7.04 Explain regulations for inspecting and grading meats, poultry, seafood, eggs, dairy products, fruits and vegetables.
ACF-7.05 Examine written specifications for a variety of food products and describe their importance on food and labor controls
ACF-7.06 Describe proper techniques of receiving and storing fresh, frozen, refrigerated and staple goods.
ACF-7.07 Examine various inventory systems including perpetual and physical inventories and requisition systems for controlling
ACF-7.08 Descibe current computerized systems for purchasing and inventory control.
ACF-7.09 Explain proper receiving and storing cleaning supplies, chemicals and non-food products.
ACF-7.10 Discuss ethical issues as they relate to purchasing.

ACF-8.1 List food groups and recommended servings in USDA Food Guide Pyramid.
ACF-8.2 Discuss dietary guidelines and recommended dietary allowances.
ACF-8.3 Interpret food labels in terms of the portion size, ingredients and nutritional value.
ACF-8.4 Describe primary functions and major food sources of major nutrients.
ACF-8.5 Discss various diets(i.e., food allergies, alternative dieting, vegetarian, etc;).

ACF-9.1 Demonstrate the general rules of table settings and service.
ACF-9.2 Describe the rules and responsibilities of personnel at dining service.
ACF-9.3 Describe the various types of service delivery, such as quick service, cafeteria, buffet and table service.
ACF-9.4 Discuss various procedures for processing guest checks.
ACF-9.5 Discuss sales techniques for service personnel including menu knowledge and suggestive selling.
ACF-9.6 Explain inter-relationships and work flow between dining room and kitchen operations.
ACF-9.7 Develop an awareness of special customer needs including dietary needs and food allergies.
ACF-9.8 Demonstrate an understanding of guest service and customer relations, including handling of difficult situations and ac

ACF-10.1 Lst basic menu planning principles.
ACF-10.2 Create menu item descriptions following established truth-in-menu guidelines.
ACF-10.3 Develop an understanding of basic menu planning and layout principles.
ACF-10.4 Apply principles of nutrition to menu development.
ACF-10.5 Describe the importance of proper menu planning to the overall operation of the foodservice facility.

ACF-11.01 Demonstrate effective communication skills and interpersonal relationships.
ACF-11.02 Work as a member of a diverse team.
ACF-11.03 Read, Write and speak effectively.
ACF-11.04 Demonstrate professionalism and a strong work ethic.
ACF-11.05 Discuss employment applications.
ACF-11.06 Demonstrate interviewing skills.
ACF-11.07 Conduct self-performance evaluation.
ACF-11.08 Discuss methods of conflict resolution.
ACF-11.09 Describe procedures to progressive discipline.
ACF-11.10 Discuss techniques for motivating employees.
ACF-11.11 Discuss methods of dealing with stress in the workplace.
ACF-11.12 Demonstrate information technology communications (i.e., emails, internet searches, e-letters, etc;).
ACF-11.13 Outline current federal and state employment laws (i.e., Equal Opportunity, Harrassment, Affirmative Action, Wage a
their requirements and methods for growth.

potentially hazardous foods.




t and facilities (i.e., NSF, UL, OSHA, ADA, etc;)
dous materials.

g the risk of food borne illness (HACCP) system.
safety management program.




s, POS, etc;)

 Dice, Large Dice, etc;) emphasizing proper safety techniques.



g, sauteing, frying, deep frying, braising, stewing, boiling, blanching, poaching, and steaming.
dwiches, canapes and hors d'oeuvres.




ruits and vegetables.
 food and labor controls.

n systems for controlling costs.




ifficult situations and accommodations for the disabled.
irmative Action, Wage an Hour, etc;).
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
ALS-A1a The student designs and creates a product, service, or system to meet an identified need; that is, the student:
ALS-A1b The student troubleshoots problems in the operation of a system in need of repair or devis¬es and tests ways of impro
ALS-A1cThe student plans and organizes an event or an activity; that is, the student:
ALS-A2aThe student makes an oral presentation of project plans or findings to an audience with expertise in the relevant subjec
ALS-A2b The student prepares a formal written pro¬posal or report to an organization beyond the school; that is, the student:
ALS-A2c The student develops a multi-media presen¬tation, combining text, images, and/or sound; that is, the student:
ALS-A3a The student gathers information to assist in completing project work; that is, the student:
ALS-A3bThe student uses on-line sources to exchange information for specific purposes; that is, the student:
ALS-A3cThe student uses word-processing software to produce a multi-page document; that is, the student:
ALS-A3d The student writes, adds content to, and analyzes a data base program that uses a rela¬tional data base; that is, the s
ALS-A3eThe student creates, edits, and analyzes a spreadsheet of information that displays data in tabular, numeric format and
ALS-A4a The student learns from models; that is, the student:
ALS-A4b The student reviews his or her own progress in completing work activities and adjusts priorities as needed to meet dea
ALS-A4c The student evaluates his or her perfor¬mance; that is, the student:
ALS-A5a The student participates in the establish¬ment and operation of self-directed work teams; that is, the student:
ALS-A5bThe student plans and carries out a strategy for including at least one new member in a work program; that is, the stud
ALS-A5cThe student completes a task in response to a commission from a client; that is, the student:
is, the student:
and tests ways of improving the effectiveness of a system in operation; that is, the student:

se in the relevant subject matter; that is, the student:
l; that is, the student:
 is, the student:



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

 as needed to meet deadlines; that is, the student:

is, the student:
rogram; 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     Goal Description
               Data, Statistics, and Probability
 M(DSP)-10-1   Interprets a given representation (e.g., box-and-whisker plots, scatter plots, bar graphs, line graphs, circle gra
 M(DSP)-10-2   Analyzes patterns, trends, or distributions in data in a variety of contexts by determining, using, or analyzing m
 M(DSP)-10-3   Identifies or describes representations or elements or representations that best display a given set of data or s
 M(DSP)-10-4   Uses counting techniques to solve contextualized problems involving combinations or permutations (e.g., orga
 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.

 M(DSP)-12-1   Interprets a given representation(s)(e.g., regression function including linear, quadratic, and exponential) to an
 M(DSP)-12-2   Analyzes patterns, trends, or distributions in data in a variety of contexts by calculating and analyzing measure
 M(DSP)-12-3   Organizes and displays one-and two-variable data using a variety of representations to analyze the data to for
 M(DSP)-12-4   Uses counting techniques to solve problems in context involving combination or permutations using a variety o
 M(DSP)-12-5   For a probabilty event in which the sample space may or may not contain equally likely outcomes, predicts the
 M(DSP)-12-6   In response to a teacher or student generated question or hypothesis decides the most effective method…
graphs, line graphs, circle graph, histograms, frequency charts).
 rmining, using, or analyzing measures of central tendency.
display a given set of data or situation, consistent with the representations required in M(DSP)-10-1.
ons or permutations (e.g., organized lists, tables, tree diagrams, models, Fundamental Counting Principle, or others).

 e most effective method (e.g., survey, observation, research, experimentation) and sampling techniques.

adratic, and exponential) to analyze the data to make inferences and to formulate, justify, and critique conclusions.
ulating and analyzing measures of dispersion (standard deviation, variance, and percentiles).
ions to analyze the data to formulate or justify conclusions, make predictions, or to solve problems with or without using technology.
permutations using a variety of strategies (e.g., nCr, nPr, or n) and finds unions, intersections, and complements of sets.
y likely outcomes, predicts the theoretical probablity of an event and tests the prediction through experiments and simulations.
e most effective method…
hout using technology.

and simulations.
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-RL1a

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

ELP(9-12)-S1-LL1a
ELP(9-12)-S1-LL1b

ELP(9-12)-S1-LL2a
ELP(9-12)-S1-LL2b

ELP(9-12)-S1-LL3a
ELP(9-12)-S1-LL3b

ELP(9-12)-S1-LL4a
ELP(9-12)-S1-LL4b

ELP(9-12)-S1-LL5a
ELP(9-12)-S1-LL5b

ELP(9-12)-S1-RL1a
ELP(9-12)-S1-RL1b

ELP(9-12)-S1-RL2a
ELP(9-12)-S1-RL2b

ELP(9-12)-S1-RL3a
ELP(9-12)-S1-RL3b

ELP(9-12)-S1-RL4a
ELP(9-12)-S1-RL4b

ELP(9-12)-S1-RL5a
ELP(9-12)-S1-RL5b

ELP(9-12)-S1-SL1a
ELP(9-12)-S1-SL1b
ELP(9-12)-S1-SL2a
ELP(9-12)-S1-SL2b

ELP(9-12)-S1-SL3a
ELP(9-12)-S1-SL3b

ELP(9-12)-S1-SL4a
ELP(9-12)-S1-SL4b

ELP(9-12)-S1-SL5a
ELP(9-12)-S1-SL5b

ELP(9-12)-S1-WL1a
ELP(9-12)-S1-WL1b

ELP(9-12)-S1-WL2a
ELP(9-12)-S1-WL2b

ELP(9-12)-S1-WL3a
ELP(9-12)-S1-WL3b

ELP(9-12)-S1-WL4a
ELP(9-12)-S1-WL4b

ELP(9-12)-S1-WL5a
ELP(9-12)-S1-WL5b

ELP(9-12)-S2-LL1a
ELP(9-12)-S2-LL1b

ELP(9-12)-S2-LL2a
ELP(9-12)-S2-LL2b

ELP(9-12)-S2-LL3a
ELP(9-12)-S2-LL3b

ELP(9-12)-S2-RL4a
ELP(9-12)-S2-RL4b

ELP(9-12)-S2-LL5a
ELP(9-12)-S2-LL5b

ELP(9-12)-S2-RL1a
ELP(9-12)-S2-RL1b

ELP(9-12)-S2-RL2a
ELP(9-12)-S2-RL2b

ELP(9-12)-S2-RL3a
ELP(9-12)-S2-RL3b

ELP(9-12)-S2-LL4a
ELP(9-12)-S2-LL4b
ELP(9-12)-S2-RL5a
ELP(9-12)-S2-RL5b

ELP(9-12)-S2-SL1a
ELP(9-12)-S2-SL1b

ELP(9-12)-S2-SL2a
ELP(9-12)-S2-SL2b

ELP(9-12)-S2-SL3a
ELP(9-12)-S2-SL3b

ELP(9-12)-S2-SL4a
ELP(9-12)-S2-SL4b

ELP(9-12)-S2-SL5a
ELP(9-12)-S2-SL5b

ELP(9-12)-S2-WL1a
ELP(9-12)-S2-WL1b

ELP(9-12)-S2-WL2a
ELP(9-12)-S2-WL2b

ELP(9-12)-S2-WL3a
ELP(9-12)-S2-WL3b

ELP(9-12)-S2-WL1a
ELP(9-12)-S2-WL1b

ELP(9-12)-S2-WL3a
ELP(9-12)-S2-WL3b

ELP(9-12)-S2-WL4a
ELP(9-12)-S2-WL4b

ELP(9-12)-S2-WL5a
ELP(9-12)-S2-WL5b

ELP(9-12)-S3-LL1a
ELP(9-12)-S3-LL1b

ELP(9-12)-S3-LL2a
ELP(9-12)-S3-LL2b

ELP(9-12)-S3-LL3a
ELP(9-12)-S3-LL3b

ELP(9-12)-S3-LL4a
ELP(9-12)-S3-LL4b

ELP(9-12)-S3-LL5a
ELP(9-12)-S3-LL5b

ELP(9-12)-S3-RL1a
ELP(9-12)-S3-RL1b

ELP(9-12)-S3-RL2a
ELP(9-12)-S3-RL2b

ELP(9-12)-S3-RL3a
ELP(9-12)-S3-RL3b

ELP(9-12)-S3-RL4a
ELP(9-12)-S3-RL4b

ELP(9-12)-S3-RL5a
ELP(9-12)-S3-RL5b

ELP(9-12)-S3-SL1a
ELP(9-12)-S3-SL1b

ELP(9-12)-S3-SL2a
ELP(9-12)-S3-SL2b

ELP(9-12)-S3-SL4a
ELP(9-12)-S3-SL4b

ELP(9-12)-S3-SL5a
ELP(9-12)-S3-SL5b

ELP(9-12)-S3-WL1a
ELP(9-12)-S3-WL1b

ELP(9-12)-S3-WL2a
ELP(9-12)-S3-WL2b

ELP(9-12)-S3-WL3a
ELP(9-12)-S3-WL3b

ELP(9-12)-S3-WL4a
ELP(9-12)-S3-WL4b

ELP(9-12)-S3-WL5a

ELP(9-12)-S4-LL1a
ELP(9-12)-S4-LL1b

ELP(9-12)-S4-LL2a
ELP(9-12)-S4-LL2b

ELP(9-12)-S4-LL4a
ELP(9-12)-S4-LL4b

ELP(9-12)-S4-LL5a
ELP(9-12)-S4-LL5b

ELP(9-12)-S4-RL1a
ELP(9-12)-S4-RL1b
ELP(9-12)-S4-RL2a
ELP(9-12)-S4-RL2b

ELP(9-12)-S4-RL3a
ELP(9-12)-S4-RL3b

ELP(9-12)-S4-RL4a
ELP(9-12)-S4-RL4b

ELP(9-12)-S4-RL5a
ELP(9-12)-S4-RL5b

ELP(9-12)-S4-SL4a
ELP(9-12)-S4-SL4b

ELP(9-12)-S4-SL5a
ELP(9-12)-S4-SL5b

ELP(9-12)-S4-WL1a
ELP(9-12)-S4-WL1b

ELP(9-12)-S4-WL2a
ELP(9-12)-S4-WL2b

ELP(9-12)-S4-WL3a
ELP(9-12)-S4-WL3b

ELP(9-12)-S4-WL4a
ELP(9-12)-S4-WL4b

ELP(9-12)-S4-WL5a
ELP(9-12)-S4-WL5b

ELP(9-12)-S5-LL1a
ELP(9-12)-S5-LL1b

ELP(9-12)-S5-LL2a
ELP(9-12)-S5-LL2b

ELP(9-12)-S5-LL3a
ELP(9-12)-S5-LL3b

ELP(9-12)-S5-LL4a
ELP(9-12)-S5-LL4b

ELP(9-12)-S5-LL5a
ELP(9-12)-S5-LL5b

ELP(9-12)-S5-RL1a
ELP(9-12)-S5-RL1b

ELP(9-12)-S5-RL2a
ELP(9-12)-S5-RL2b

ELP(9-12)-S5-RL3a
ELP(9-12)-S5-RL3b

ELP(9-12)-S5-RL4a
ELP(9-12)-S5-RL4b

ELP(9-12)-S5-RL5a

ELP(9-12)-S5-SL1a
ELP(9-12)-S5-SL1b

ELP(9-12)-S5-SL2a
ELP(9-12)-S5-SL2b

ELP(9-12)-S5-SL3a
ELP(9-12)-S5-SL3b

ELP(9-12)-S5-SL4a
ELP(9-12)-S5-SL4b

ELP(9-12)-S5-SL5a
ELP(9-12)-S5-SL5b

ELP(9-12)-S5-WL1a
ELP(9-12)-S5-WL1b

ELP(9-12)-S5-WL2a
ELP(9-12)-S5-WL2b

ELP(9-12)-S5-WL3a
ELP(9-12)-S5-WL3b

ELP(9-12)-S5-WL4a
ELP(9-12)-S5-WL4b

ELP(9-12)-S5-WL5a
ELP(9-12)-S5-WL5b
Code Description
ELP(6-8)-S1-LL1a Large-Scale - Identify needed resources to complete assingments based on pictures and oral statements (su
ELP(6-8)-S1-LL1b Classroom - Follow commands or identify positive and negative behaviors from illustrations and oral stateme
ELP(6-8)-S1-LL2a Large-Scale - Match needed resources with types of assignments based on pictures and oral statements (su
ELP(6-8)-S1-LL2b Classroom - Role play or identify examples of etiquette and manners associated with activities based on illus
ELP(6-8)-S1-LL3a Large-Scale - Categorize needed resources with types of assingnments based on pictures and oral descriptio
ELP(6-8)-S1-LL3b Classroom - Role play positive ways of interacting socially and culturally based on oral descriptions
ELP(6-8)-S1-LL4a Large-Scale - Analyze assingnments and match with needed resources based on oral discourse
ELP(6-8)-S1-LL4b Clasroom - Role play or identify situations of peer pressure based on oral descriptions
ELP(6-8)-S1-LL5a Large-Scale - Evaluate and select the most appropriate resources needed to complete assingnments based
ELP(6-8)-S1-LL5b Classroom - Role play consequences of succumbing to peer pressure based on oral scenarios

ELP(6-8)-S1-RL1a Large-Scale - Locate facts or information on socially related topics (such as the school dance) and match ev
ELP(6-8)-S1-RL1b Classroom - Search topics of interest on the Internet or in libraries
ELP(6-8)-S1-RL2a Large-Scale - Connect facts or information on socially related topics to examples and identify main idea from
ELP(6-8)-S1-RL2b Classroom - Classify topics identified through hypermedia or multiple sources
ELP(6-8)-S1-RL3a Large-Scale - Compare/contrast facts or information on socially related topics and summarize everyday infor
ELP(6-8)-S1-RL3b Classroom - Sort relevant from irrelevant information on topics gathered from the Internet or libraries
ELP(6-8)-S1-RL4a Large-Scale - Interpret facts or information on socially-related topics and identify details or related informatio
ELP(6-8)-S1-RL4bClassroom - Arrange information on topics gathered from the Internet or libraries in logical order
ELP(6-8)-S1-RL5a Large-Scale - Apply facts or information on socially-related topics to new situations and infer what to do base
ELP(6-8)-S1-RL5b Classroom - Reread information on topics gathered from the Internet or libraries to confirm or summarize se

ELP(6-8)-S1-SL1a Large Scale - Repeat, restate, or respond to oral instructions or assingnments
ELP(6-8)-S1-SL1b Classroom - Respond to and offer greetings, compliments, introductions, or farewells
ELP(6-8)-S1-SL2a Large-Scale - Paraphrase or retell oral instructions, assingnments, or stories
ELP(6-8)-S1-SL2b Classroom - Ask questions or exchange information with peers
ELP(6-8)-S1-SL3a Large-Scale - Summarize oral instructions, assingnments, or stories
ELP(6-8)-S1-SL3b Classroom - Initiate or engage in conversation with peers or within a small group
ELP(6-8)-S1-SL4a Large-Scale - Analyze oral instructions, assingnments , or stories using detailed descriptions
ELP(6-8)-S1-SL4b Classroom - Initiate and respond to idiomatic expressions or slang in conversation
ELP(6-8)-S1-SL5a Large-Scale - Analyze and explain oral instructions, assignments, or stories appropriate for grade level
ELP(6-8)-S1-SL5b Classroom - Express or respond to humor or sarcasm in conversation

ELP(6-8)-S1-WL1a Large-Scale - Make lists of words associated with school subjects
ELP(6-8)-S1-WL1b Classroom - Respond to requests, invitations, "to do" lists through pictures and words
ELP(6-8)-S1-WL2a Large-Scale - Outline or complete organizers with school schedule and subjects
ELP(6-8)-S1-WL2b Classroom - Respond to and initiate e-mails, messages, postcards, or notes to friends
ELP(6-8)-S1-WL3a. Large-Scale - Describe a typical school day and discuss favorite school subjects
ELP(6-8)-S1-WL3b Classroom - Respond to and initiate ads, suggestions, announcements, journal entries, complaints, apologie
ELP(6-8)-S1-WL4a Large-Scale - Suggest ideas for making changes in school, such as rearranging a schedule or adding subje
ELP(6-8)-S1-WL4b Classroom - Respond to and initiate raps, songs, poetry, or prose
ELP(6-8)-S1-WL5a Large-Scale - Write a proposal to add school subjects and give reasons for choices
ELP(6-8)-S1-WL5b Classroom - Respond to and initiate humor or language that contains multiple meanings

ELP(6-8)-S2-LL1a Large-Scale - Identify words and phrases related to different time frames following oral directions with visual
ELP(6-8)-S2-LL1b Classroom - Match oral commands with learning strategies represented visually (such as fill in bubbles on an
ELP(6-8)-S2-LL2a Large-Scale - Match oral phrases, sentences, or paragraphs supported visually with different time frames (e.
ELP(6-8)-S2-LL2b Classroom - Follow oral directions associated with learning strategies represented visually (such as use of m
ELP(6-8)-S2-LL3a Large-Scale - Identify use of literary devices related to different time frames in passages read orally (such as
ELP(6-8)-S2-LL3b Classroom - Follow oral directions in using learning strategies such as "Answer easy questions first on tests."
ELP(6-8)-S2-LL4a Large-Scale - Analyze use of literary devices related to different time frames found in short stories read orally
ELP(6-8)-S2-LL4b Classroom - Practice identifying and using learning strategies associated with oral discourse
ELP(6-8)-S2-LL5a Large-Scale - Interpret use of literary devices related to different time frames from grade level language arts
ELP(6-8)-S2-LL5b Classroom - Use multiple learning strategies associated with grade level oral discourse
ELP(6-8)-S2-RL1a Large-Scale - Locate organizational features of visually supported texts (such as headings, paragraphs, or fo
ELP(6-8)-S2-RL1b Classroom - Identify words or phrases supported by illustrations associated with various genres
ELP(6-8)-S2-RL2a Large-Scale - Differentiate among organizational features of texts(such as indices and glossaries) and predic
ELP(6-8)-S2-RL2b Classroom - Match vocabulary in context, supported by illustrations, associated with excerpts of genres read
ELP(6-8)-S2-RL3a Large-Scale - Use organizational features of texts to glean main ideas
ELP(6-8)-S2-RL3b Classroom - Predict types of genres based on language structures integrated into text or oral description (e.g
ELP(6-8)-S2-RL4a Large-Scale - Use organizational features of texts to compare/contrast ideas and make inferences from text
ELP(6-8)-S2-RL4bClassroom - Match summaries with excerpts from genres read orally or in writing (such as mythology, scienc
ELP(6-8)-S2-RL5a Large-Scale - Apply knowledge of organizational features of texts to summarize ideas and draw conclusions
ELP(6-8)-S2-RL5b Classrooom - Infer types of genres associated with written descriptions or summaries from grade level langu

ELP(6-8)-S2-SL1a Large-Scale - Answer WH-questions from pictures related to biographies or human interest stories
ELP(6-8)-S2-SL1b Classroom - Answer WH-questions regarding visually supported information on ads, cartoons, signs, or post
ELP(6-8)-S2-SL2a Large-Scale - Describe pictures related to biographies or human interest stories
ELP(6-8)-S2-SL2b Classroom - Restate or paraphrase visually supported information from newspapers, magazines, or brochure
ELP(6-8)-S2-SL3a Large-Scale - Relate information from graphic organizers on biographies or human interest stories
ELP(6-8)-S2-SL3b Classroom - Present reviews from newspaper/magazines (such as cartoons or advice columns)
ELP(6-8)-S2-SL4a Large-Scale - Summarize points from outlines derived from biographies or human interest stories
ELP(6-8)-S2-SL4b Classroom - Present reviews of trade books or short stories.
ELP(6-8)-S2-SL5a Large-Scale - Create impromptu speeches from notes derived from grade level biographies or human interes
ELP(6-8)-S2-SL5b Classroom - Give oral book summaries or reviews including critiques and self-assessment

ELP(6-8)-S2-WL1a Large-Scale - Produce symbols, words, or phrases to convey basic information.
ELP(6-8)-S2-WL1b Classroom - Use bilingual or picture dictionaries to generate language relevant to the task and to use graph
ELP(6-8)-S2-WL2a Large-Scale - Produce notes, construct charts or graphic organizers to convey information.
ELP(6-8)-S2-WL2b Classroom - Use computers, peers, or models to check spelling or grammar and to use graphic organizers
ELP(6-8)-S2-WL3a Large-Scale - Construct paragraphs to convey information (such as produce journal entries).
ELP(6-8)-S2-WL3b Classroom - Engage in peer editing using checklists during process writing and to select and use graphic or
ELP(6-8)-S2-WL4a Large-Scale - Create original ideas by synthesizing information.
ELP(6-8)-S2-WL4b Classroom - Use thesauruses, dictionaries, or checklists for self-editing during process writing and to use gr
ELP(6-8)-S2-WL5a Large-Scale - Defend positions or stances using original ideas with supporting details.
ELP(6-8)-S2-WL5b Classroom - Use rubrics to self-assess process writing and to evaluate self or peer writing by comparing info

ELP(6-8)-S3-LL1a Large-Scale - Match proportional representation of objects with oral directions and illustrations (such as perc
ELP(6-8)-S3-LL1b Classroom - Identify language associated with measures of central tendency displayed visually (such as rang
ELP(6-8)-S3-LL2a Large-Scale - Follow multi-step directions to identify proportional representation in graphs.
ELP(6-8)-S3-LL2b Classroom - Depict graphically examples of measures of central tendency based on oral directions.
ELP(6-8)-S3-LL3a Large-Scale - Match examples of uses of proportion with oral descriptions (such as interest or taxes).
ELP(6-8)-S3-LL3b Classroom - Select appropriate measuers of central tendency based on visual and oral descriptions of real-lif
ELP(6-8)-S3-LL4a Large-Scale - Analyze and apply the use of proportion from oral word problems.
ELP(6-8)-S3-LL4b Classroom - Make predictions about estimates based on measures of central tendency from oral scenarios.
ELP(6-8)-S3-LL5a Large-Scale - Evaluate ways of using proportion to solve grade level oral word problems.
ELP(6-8)-S3-RL1a Classroom - Make inferences about uses of measures of central tendency from oral scenarios of grade level

ELP(6-8)-S3-RL1a Large-Scale - Match vocabulary needed for problem solving with graphics, symbols, or figures.
ELP(6-8)-S3-RL1b Classroom - Compare values noted on everday products (such as nutritional facts, serving sizes, or % daily
ELP(6-8)-S3-RL2a Large-Scale - Classify written examples supported visually of math procedures used in real world problems (
ELP(6-8)-S3-RL2b Classroom - Follow listed instructions that involve hands-on math (such as games or recipes from cookbook
ELP(6-8)-S3-RL3a Large-Scale - Classify written examples of math procedures used in text-based problems.
ELP(6-8)-S3-RL3b Classroom - Follow instructions that involve hands-on math (such as from sewing kits or alarm clocks).
ELP(6-8)-S3-RL4a Large-Scale - Order steps of procedures involved in problem solving using sequential language.
ELP(6-8)-S3-RL4b Classroom - Follow instructions to determine when and how to apply percent in real life situations (such as s
ELP(6-8)-S3-RL5a Large-Scale - Select reasons for the uses of procedures in grade level math problems.
ELP(6-8)-S3-RL5b Classroom - Follow instructions that require interpretation of various representations of numbers (such as pe
ELP(6-8)-S3-SL1a Large-Scale - Identify line segments from pictures of everyday objects (such as types of angles or parallel lin
ELP(6-8)-S3-SL1b Classroom - Define real-life objects or figures in terms of measurement using words and gestures (such as h
ELP(6-8)-S3-SL2a Large-Scale - Define or describe types of line segments from pictures of everyday objects and paraphrase m
ELP(6-8)-S3-SL2b Classroom - Identify measurement tools (from pictures and objects) and state uses (e.g., "You use a scale to
ELP(6-8)-S3-SL3a Large-Scale - Compare/contrast types of line segments from pictures presented orally from math text (such a
ELP(6-8)-S3-SL3b Classroom - Describe situations where measurement is needed (such as at the clinic or marketplace)
ELP(6-8)-S3-SL4a Large-Scale - Explain how to use different types of line segments presented orally from math text (such as in
ELP(6-8)-S3-SL4b Classroom - Explain how to use measurement in real life situations (such as construction, architecture, or ca
ELP(6-8)-S3-SL5a Large-Scale - Create math problems using different types of line segments presented orally and infer steps t
ELP(6-8)-S3-SL5b Classroom - Explain how to convert measurement (standard or metric) in real life situations (such as in recip

ELP(6-8)-S3-WL1a Large-Scale - Show pictorial representation and label math terms (such as parts of whole numbers, algebra
ELP(6-8)-S3-WL1b Classroom - Record and label outcomes of events involving chance (such as coin flips or rolling cubes).
ELP(6-8)-S3-WL2a Large-Scale - Express the meaning and give examples of math terms (such as area, perimeter, angles, or p
ELP(6-8)-S3-WL2b Classroom - Estimate probability with words or illustrations from a sample of observed outcomes.
ELP(6-8)-S3-WL3a Large-Scale - State step-by-step process of math operations, procedures, patterns, or functions.
ELP(6-8)-S3-WL3b Estimate probability with sentences and illustrations from a sample of observed outcomes and describe resu
ELP(6-8)-S3-WL4a Large-Scale - Write everyday math word problems and explain problem-solving strategies.
ELP(6-8)-S3-WL4b Classroom - Describe combinations possible based on probability.
ELP(6-8)-S3-WL5a Large-Scale - Summarize, reason, predict, and compare/contrast math information or problem-solving strate
ELP(6-8)-S3-WL5b Classroom - Explain and justify which combinations are most likely based on probability.

ELP(9-12)-S1-LL1a Large-Scale - Respond (non-verbally) to commands pertaining to classroom routines (e.g., "Close your boo
ELP(9-12)-S1-LL1b Classroom - Follow instructions or requests from peers (e.g., "Meet me at my locker after 9th period.")

ELP(9-12)-S1-LL2a Large-Scale - Respond (non-verbally) to questions pertaining to multiple-step classroom instructions (e.g., "
ELP(9-12)-S1-LL2b Classroom - Follow conversations (e.g., telephone), process and respond to announcements over the interc

ELP(9-12)-S1-LL3a Large-Scale - Respond (non-verbally) to explicit language pertaining to classroom instructions.
ELP(9-12)-S1-LL3b Classroom - Process and respond to discourse from unfamiliar speakers (such as at assemblies or on field

ELP(9-12)-S1-LL4a Large-Scale - Respond (non-verbally) to idiomatic expressions pertaining to classroom instructions (e.g., "W
ELP(9-12)-S1-LL4b Classroom - Process and respond to discourse from indirect sources (such as cassettes or CDs)

ELP(9-12)-S1-LL5a Large-Scale - Respond (non-verbally) to figurative language pertaining to classroom instructions (such as to
ELP(9-12)-S1-LL5b Classroom - Evaluate the appropriateness of messages or information from a variety of sources.

ELP(9-12)-S1-RL1a Large-Scale - Identify text features or web resources used for assignments (such as titles or authors)
ELP(9-12)-S1-RL1b Classroom - Preview visually supported text to glean basic facts.

ELP(9-12)-S1-RL2a Large-Scale - Match text features or web resources with their uses for assignments (such as titles or autho
ELP(9-12)-S1-RL2b Classroom - Connect information from visually supported text to self.

ELP(9-12)-S1-RL3a Large-Scale - Match types of books or web resources with information needed for assignments.
ELP(9-12)-S1-RL3b Classroom - Scan material to verify information or hypotheses.

ELP(9-12)-S1-RL4a Large-Scale - Use text features or web resources to confirm information for assignments (such as indexes
ELP(9-12)-S1-RL4b Classroom - Skim material for relevant information.

ELP(9-12)-S1-RL5a Large-Scale - Scan entries in books or web sites to locate information for assignments.
ELP(9-12)-S1-RL5b Classroom - Revise thoughts and conclusions based on information from text.

ELP(9-12)-S1-SL1a Large-Scale - Answer questions that express likes and dislikes.
ELP(9-12)-S1-SL1b Classroom - State preferences for types of music, games, TV programs, or recreational activities.
ELP(9-12)-S1-SL2a Large-Scale - Answer a range of questions that express personal preferences.
ELP(9-12)-S1-SL2b Describe preferred movies, magazines, stories, or authors.

ELP(9-12)-S1-SL3a Large-Scale - Express personal preferences or points of view.
ELP(9-12)-S1-SL3b Classroom - Recommend games, songs, books, films, poems, or computer programs and give reasons for

ELP(9-12)-S1-SL4a Large-Scale - Express and defend personal preferences, opinions, or points of view.
ELP(9-12)-S1-SL4b Classroom - Discuss pros and cons of plays, films, stories, books, songs, poems, computer programs, or m

ELP(9-12)-S1-SL5a Large-Scale - Express and defend points of view other than from a personal perspective.
ELP(9-12)-S1-SL5b Classroom - Critique and evaluate plays, films, stories, books, songs, poems, computer programs, or maga

ELP(9-12)-S1-WL1a Large-Scale - Complete forms read orally with identifying information or produce facts about self.
ELP(9-12)-S1-WL1b Classroom - Jot down key points about language learning (such as use of capitol letters for days of week a

ELP(9-12)-S1-WL2a Large-Scale - Complete real life forms (such as leases, applications, licenses)
ELP(9-12)-S1-WL2b Classroom - Test appropriate use of newly acquired language (such as through spell or grammar check or

ELP(9-12)-S1-WL3a Large-Scale - Create announcements invitations, or form paragraphs stating who, what, when, and why.
ELP(9-12)-S1-WL3b Classroom - Reflect on use of newly acquired language or language patterns (such as through self-assess

ELP(9-12)-S1-WL4a Large-Scale - Make requests, apologize, or compose or respond to e-mails or personal messages in exten
ELP(9-12)-S1-WL4b Classroom - Edit, revise, or rephrase written language based on feedback.

ELP(9-12)-S1-WL5a Large-Scale - Compose social letters, editorials, advice columns, reviews, or resumes.
ELP(9-12)-S1-WL5b Classroom - Expand and elaborate written language as directed.

ELP(9-12)-S2-LL1a Large-Scale - Identify and locate sources of information based on oral directions and visual support.
ELP(9-12)-S2-LL1b Classroom - Process information from speakers who use visual or graphic support (such as meteorologists

ELP(9-12)-S2-LL2a Large-Scale - Select or sort sources of information based on oral descriptions and visual support.
ELP(9-12)-S2-LL2b Classroom - Match information from TV, films, video, or DVDs to titles of segments.

ELP(9-12)-S2-LL3a Large-Scale - Compare and contrast sources of information based on oral discourse.
ELP(9-12)-S2-LL3b Classroom - Form general ideas based on information from familiar speakers or media.

ELP(9-12)-S2-RL4a Large-Scale - Connect information from various sources based on oral discourse.
ELP(9-12)-S2-RL4b Classroom - Identify summaries of information from radio, cassettes, CDs, or multimedia.

ELP(9-12)-S2-LL5a Large-Scale - Evaluate information from various sources based on oral discourse.
ELP(9-12)-S2-LL5b Classroom - Integrate information from oral documentaries and other sources on unfamiliar topics.

ELP(9-12)-S2-RL1a Large-Scale - Identify words and phrases related to author's purpose and match key vocabulary within grap
ELP(9-12)-S2-RL1b Classroom - Identify facts from pictures and sentences.

ELP(9-12)-S2-RL2a Large-Scale - Identify ideas related to author's purpose and locate key facts in graphics and texts.
ELP(9-12)-S2-RL2b Classroom - Use graphic organizers to compare/contrast information between texts.

ELP(9-12)-S2-RL3a Large-Scale - Identify ideas and supporting details related to author's purpose and summarize information i
ELP(9-12)-S2-RL3b Classroom - Form general ideas based on information from familiar speakers or media.

ELP(9-12)-S2-LL4a Large-Scale - Connect information from various sources based on oral discourse.
ELP(9-12)-S2-LL4b Classroom - Identify summaries of information from radio, cassettes, CDs, or multimedia.
ELP(9-12)-S2-RL5a Large-Scale - Evaluate information from various sources based on oral discourse.
ELP(9-12)-S2-RL5b Classroom - Integrate information from oral documentaries and other sources on unfamiliar topics.

ELP(9-12)-S2-SL1a Large-Scale - State facts related to the news or information in visually supported magazines or newspapers
ELP(9-12)-S2-SL1b Classroom - State facts about personal interests or those of friends or members of your family.

ELP(9-12)-S2-SL2a Large-Scale - Differentiate opinions from facts related to information in visually supported magazines or new
ELP(9-12)-S2-SL2b Classroom - Do task analyses of familiar processes (such as recipes(how to make X) and games (how to p

ELP(9-12)-S2-SL3a Large-Scale - Provide facts and opinions to articulate arguments related to editorials, or reviews read orally
ELP(9-12)-S2-SL3b Classroom - Give narrative speeches on personal topics of interest.

ELP(9-12)-S2-SL4a Large-Scale - Critique in detail editorials, reviews, or literary works read orally.
ELP(9-12)-S2-SL4b Classroom - Give persuasive speeches on school-related topics.

ELP(9-12)-S2-SL5a Large-Scale - Debate issues with coherent arguments related to editorials, critiques, reviews, or literary wor
ELP(9-12)-S2-SL5b Classroom - Engage in debates on school-related topics or issues.

ELP(9-12)-S2-WL1a Large-Scale - Copy facts pertaining to current events or issues and produce key words or phrases from wr
ELP(9-12)-S2-WL1b Classroom - Jot down key words or symbols from visuals pertaining to discussions.

ELP(9-12)-S2-WL2a Large-Scale - Express opinions or reactions to current events or issues and extract key phrases or sentenc
ELP(9-12)-S2-WL2b Classroom - List key phrases or sentences from discussions.

ELP(9-12)-S2-WL3a Large-Scale - Produce editorial comments on current events or issues and take notes or produce outlines
ELP(9-12)-S2-WL3b Classroom - Take notes and produce sentence outlines from discussions and lectures.

ELP(9-12)-S2-WL1a Large-Scale - Copy facts pertaining to current events or issues and produce key words or phrases from wr
ELP(9-12)-S2-WL1b Classroom - Jot down key words or symbols from visuals pertaining to discussions.

ELP(9-12)-S2-WL3a Large-Scale - Produce editorial comments on current events or issues and take notes or produce outlines
ELP(9-12)-S2-WL3b Classroom - Take notes and produce sentence outlines from discussions and lectures.

ELP(9-12)-S2-WL4a Large-Scale - Rewrite stories on current events or issues in different time frames and summarize notes fro
ELP(9-12)-S2-WL4b Classroom - Produce outlines and summary paragraphs from lecture notes.

ELP(9-12)-S2-WL5a Large-Scale - Rewrite stories on current events or issues from different perspectives or points of view and
ELP(9-12)-S2-WL5b Classroom - Produce essays based on notes from lectures.

ELP(9-12)-S3-LL1a Large -Scale - Select problem-solving tools from oral statements and visual support.
ELP(9-12)-S3-LL1b Classroom - Identify properties of quadrilaterals based on visual representations and oral descriptions.

ELP(9-12)-S3-LL2a Large-Scale - Select problem-solving methods and tools from oral descriptions and visual support.
ELP(9-12)-S3-LL2b Classroom - Visualize, draw, or construct geometric figures described orally.

ELP(9-12)-S3-LL3a Large-Scale - Select problem-solving methods and tools to address everyday experiences described orally.
ELP(9-12)-S3-LL3b Classroom - Compare two and three dimensional figures (including circles and spheres) based on oral desc

ELP(9-12)-S3-LL4a Large-Scale - Select problem-solving methods and tools from extended oral discourse.
ELP(9-12)-S3-LL4b Classroom - Locate intersections of geometric figures described orally (such as points, lines, or planes)

ELP(9-12)-S3-LL5a Large-Scale - Select problem-solving methods and tools from oral reading of grade level math text.
ELP(9-12)-S3-LL5b Classroom - Follow oral directions from grade level material to transform figures (such as rotations, reflectio

ELP(9-12)-S3-RL1a Large-Scale - Identify numbers in a variety of forms and mathematical notation within visually supported ph
ELP(9-12)-S3-RL1b Classroom - Organize graphically displayed data from a set of written directions and models (such as rank

ELP(9-12)-S3-RL2a Large-Scale - Identify numbers in a variety of forms and mathematical terms within visually supported sente
ELP(9-12)-S3-RL2b Classroom - Collect and organize graphically displayed data from newspapers or magazines (such as stock

ELP(9-12)-S3-RL3a Large-Scale - Classify mathematical functions and relationships.
ELP(9-12)-S3-RL3b Classroom - Collect, organize, and display data in charts, tables, or graphs.

ELP(9-12)-S3-RL4a Large-Scale - Compare/contrast mathematical functions and relationships in word problems.
ELP(9-12)-S3-RL4b Collect, organize, display, and interpret data.

ELP(9-12)-S3-RL5a Large-Scale - Analyze mathematical functions and relationships in grade level texts.
ELP(9-12)-S3-RL5b Classroom - Collect, organize, display, and interpret data; generalize and apply findings to other sets.

ELP(9-12)-S3-SL1a Large-Scale - State which derived attributes match units of measurement from pictures and notation (such
ELP(9-12)-S3-SL1b Classroom - Identify steps in problem solving using realia or visual support.

ELP(9-12)-S3-SL2a Large-Scale - Describe derived attributes and their units of measurement using pictures and notation and d
ELP(9-12)-S3-SL2b Classroom - Sequence steps in problem solving using technology or visual support (such as calculators).

ELP(9-12)-S3-SL4a Large-Scale - Discuss the use derived attributes presented orally from text-based math problems and discu
ELP(9-12)-S3-SL4bClassroom - Describe two or more approaches to solving the same math problems.

ELP(9-12)-S3-SL5a Large-Scale - Justify the use of derived attributes presented orally from grade level text-based math problem
ELP(9-12)-S3-SL5b Classroom - Describe and give examples of strategies for solving grade level math problems.

ELP(9-12)-S3-WL1a Large-Scale - Produce math equations or formulas from dictation with visual support (e.g., "Twenty plus X
ELP(9-12)-S3-WL1b Classroom - Produce information related to data presented in graphs, tables, or charts depicting practical s

ELP(9-12)-S3-WL2a Large-Scale - Produce math equations or formulas from illustrations (e.g., "Use math sentences to describ
ELP(9-12)-S3-WL2b Classroom - Make generalizations related to data presented in graphs, tables, or charts depicting practical

ELP(9-12)-S3-WL3a Large-Scale - Describe uses of math equations or formulas and outline steps for producing tabels, charts,
ELP(9-12)-S3-WL3b Classroom - Summarize information related to data from graphs, tables, charts taken from everyday sourc

ELP(9-12)-S3-WL4a Large-Scale - Describe math equations or formulas along with steps involved in problem solving (e.g., "If...
ELP(9-12)-S3-WL4b Classroom - Draw conclusions related to data from graphs, tables, or everyday charts from everyday sourc

ELP(9-12)-S3-WL5a Large-Scale - Describe math equations/formulas with a rationale for use in problem solving and give implic

ELP(9-12)-S4-LL1a Large-Scale - Locate physical, biological, chemical, or earth/space structures from pictures and oral statem
ELP(9-12)-S4-LL1b Classroom - Collect and prepare real-life materials needed for scientific based oral directions.

ELP(9-12)-S4-LL2a Large-Scale - Differentiate types of physical, biological, chemical, or earth/space structures from pictures an
ELP(9-12)-S4-LL2b Classroom - Replicate scientific experiements using real life materials based on oral directions.

ELP(9-12)-S4-LL4a Large-Scale - Compare/contrast the functions of related physical, biological, chemical, or earth/space struct
ELP(9-12)-S4-LL4b Classroom - Match different oral explanations of the results with evidence of the findings.

ELP(9-12)-S4-LL5a Large-Scale - Match analogies (of the functions) of related biological, chemical, or physical structures from
ELP(9-12)-S4-LL5b Classroom - Conduct scientific inquiry using multimedia resources that include oral input.

ELP(9-12)-S4-RL1a Large-Scale - Identify data from scientific studies from tables, charts, or graphs.
ELP(9-12)-S4-RL1b Classroom - Match pictures of scientific equipment with their uses (such as telescope-see stars)
ELP(9-12)-S4-RL2a Large-Scale - Match sources of data depicted in tables, charts, or graphs from scientific studies with resear
ELP(9-12)-S4-RL2b Classroom - Match pictures of scientific equipment with descriptions of kinds of scientists (e.g., "Biologists u

ELP(9-12)-S4-RL3a Large-Scale - Extract information on the use of data presented in text and tables.
ELP(9-12)-S4-RL3b Classroom - Identify scientific equipment needed for scientific investigations (e.g., "You are examining the m

ELP(9-12)-S4-RL4a Large-Scale - Interpret data presented in text and tables in scientific studies.
ELP(9-12)-S4-RL4b Classroom - Identify scientific equipment associated with descriptions of scientific investigations.

ELP(9-12)-S4-RL5a Large-Scale - Evaluate scientific data and discuss the implications of the studies presented in grade level te
ELP(9-12)-S4-RL5b Classroom - Evaluate relative use of scientific equipment based on readings from scientific investigations (e

ELP(9-12)-S4-SL4a Large-Scale - Discuss how systems, chains or cycles are interdependent (such as ecosystems or respirator
ELP(9-12)-S4-SL4b Classroom - Discuss pros and cons of scientific issues using graphic organizers.

ELP(9-12)-S4-SL5a Large-Scale - Explain and give examples of the principle of interdependence of systems or the iterative natu
ELP(9-12)-S4-SL5b Classroom - Engage in debates on scientific issues (such as genetic engineering, nuclear energy)

ELP(9-12)-S4-WL1a Large-Scale - Draw pictures and label steps in scientific experiments (such as distillation)
ELP(9-12)-S4-WL1b Classroom - Use drawings, words, and phrases to answer WH-questions on lab reports based on experim

ELP(9-12)-S4-WL2a Large-Scale - State procedures for scientific experiments in biology, chemistry, physics, or earth/space sci
ELP(9-12)-S4-WL2b Classroom - Use phrases, sentences, and diagrams to answer questions on lab reports based on experim

ELP(9-12)-S4-WL3a Large-Scale - Provide information learned from scientific experiments in a lab report, including pre-experim
ELP(9-12)-S4-WL3b Classroom - Complete lab reports following step-by-step procedures based on experiments.

ELP(9-12)-S4-WL4aLarge-Scale - Interpret findings gleaned from data from scientific experiments.
ELP(9-12)-S4-WL4b Classroom - Produce lab reports from outlines or learning logs based on science experiments.

ELP(9-12)-S4-WL5a Large-Scale - Justify conclusions reached from examining scientific data.
ELP(9-12)-S4-WL5b Classroom - Produce narrative lab reports based on grade level science experiments.

ELP(9-12)-S5-LL1a Large-Scale - Identify regions of countries of political, economic, or historical significance to U.S. or world hi
ELP(9-12)-S5-LL1b Classroom - Identify distribution of natural resources around the world from maps or graphs and oral statem

ELP(9-12)-S5-LL2a Large-Scale - Match regions or countries with similar political, economic, or historical significance to U.S. or
ELP(9-12)-S5-LL2b Classroom - Indicate availability of natural resources from oral statements by constructing graphs or maps.

ELP(9-12)-S5-LL3a Large-Scale - Find examples of regions or countries that have similar economic, political or historical signific
ELP(9-12)-S5-LL3b Classroom - Compare availability of natural resources of two or more countries from maps or graphs and or

ELP(9-12)-S5-LL4a Large-Scale - Compare/contrast countries and regions that have economic, political, or historical significanc
ELP(9-12)-S5-LL4b Classroom - Analyze distribution of products from natural resources among global markets from maps or gr

ELP(9-12)-S5-LL5a Large-Scale - Distinguish between rationales (economic, political, or historical) for significant events in U.S.
ELP(9-12)-S5-LL5bClassroom - Interpret implications of distribution of products from natural resources among global markets fr

ELP(9-12)-S5-RL1a Large-Scale - Match people and places with significant periods in world history through illustrations and tim
ELP(9-12)-S5-RL1b Classroom - Locate visually supported information from photographs, headlines, and bylines in newspapers

ELP(9-12)-S5-RL2a Large-Scale - Identify features of significant periods in world history from written statements and timelines.
ELP(9-12)-S5-RL2bClassroom - Locate visually supported information in newspaper articles, magazines, or on the Internet.

ELP(9-12)-S5-RL3a Large-Scale - Match features of significant periods in world history with written descriptions.
ELP(9-12)-S5-RL3b Classroom - Process information in newspaper and magazine articles or on the Internet.

ELP(9-12)-S5-RL4a Large-Scale - Compare/contrast significant periods in world history based on social studies text.
ELP(9-12)-S5-RL4b Classroom - Compare and contrast information from various news sources.

ELP(9-12)-S5-RL5a Large-Scale - Analyze significant periods in world history from grade level social studies text.

ELP(9-12)-S5-SL1a Large-Scale - Name elements of major historical, cultural, or economic themes depicted in illustrations (suc
ELP(9-12)-S5-SL1b Classroom - State current events (in the news) supported visually.

ELP(9-12)-S5-SL2a Large-Scale - List characteristics of major historical, cultural, or economic themes depicted in illustrations.
ELP(9-12)-S5-SL2b Classroom - Restate or orally sketch current or past events supported visually.

ELP(9-12)-S5-SL3a Large-Scale - Give examples or descriptions of major historical, cultural, or economic themes (depicted in i
ELP(9-12)-S5-SL3b Classroom - Discuss current or past events or situations and their personal impact.

ELP(9-12)-S5-SL4a Large-Scale - Explain how major historical, cultural, or economic themes (depicted in illustrations or politica
ELP(9-12)-S5-SL4b Classroom - Analyze current or past events, situations, or issues.

ELP(9-12)-S5-SL5a Large-Scale - Discuss and pose solutions to issues associated with major historical, cultural, or economic th
ELP(9-12)-S5-SL5b Classroom - Critique current or past events, situation, issues, or policies giving pros and cons.

ELP(9-12)-S5-WL1a Large-Scale - Label significant individuals, through illustrations or photographs, in history, politics, econom
ELP(9-12)-S5-WL1b Classroom - Label results or visually supported surveys related to social studies using yes/no questions (in

ELP(9-12)-S5-WL2a Large-Scale - Outline the contributions of significant individuals in history, politics, economics, or society.
ELP(9-12)-S5-WL2bClassroom - Plot and describe results of surveys related to social studies using WH-questions (in small gro

ELP(9-12)-S5-WL3a Large-Scale - Describe the contributions of significant individuals in history, politics, economics, or society.
ELP(9-12)-S5-WL3b Classroom - Develop and administer surveys related to social studies using WH-questions and analyze res

ELP(9-12)-S5-WL4a Large-Scale - Discuss how significant individuals have impacted history, politics, economics, or society.
ELP(9-12)-S5-WL4b Classroom - Develop, analyze, plot results of surveys related to social studies, and summarize responses

ELP(9-12)-S5-WL5a Large-Scale - Explain and evaluate the contributions of significant individuals in history, politics, economics
ELP(9-12)-S5-WL5b Classroom - Develop, analyze, and plot results of surveys related to social studies, summarize and explain
 and oral statements (such as pencils, rulers, or computers)
 ations and oral statements (such as in school, on the playground, in gym class, or on the bus)
and oral statements (such as calculators or math books)
 activities based on illustrations and oral descriptions (such as sports rules or turn taking)
 tures and oral descriptions
al descriptions


 e assingnments based on oral discourse


ol dance) and match everyday information to visuals

d identify main idea from everyday information supported by visuals

 mmarize everyday information, supported by visuals (such as on billboards, ads, or instructions)
ernet or libraries
ails or related information that support the main idea

nd infer what to do based on everyday information
onfirm or summarize sequence




ate for grade level




 es, complaints, apologies, or thank you notes
chedule or adding subjects (e.g., "I would like to...")




al directions with visual support (e.g., "before," "during," "after")
h as fill in bubbles on answer sheets)
different time frames (e.g., "Long ago; right now; in the future.")
sually (such as use of multiple-choice format)
ges read orally (such as foreshadowing or flashback)
 questions first on tests.")
 short stories read orally

ade level language arts oral reading
 dings, paragraphs, or format and respond to literal questions from illustrations or visually supported texts, and also identify word patterns in

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

xt or oral description (e.g., a long time ago, in ancient Greece)
 ke inferences from text and identify figures of speech (such as similes, alliteration, or personification)
ch as mythology, science fiction, or ballads)
s and draw conclusions from explicit and implicit text and apply knowledge of structural analysis, cognates, or context to determine word mea
s from grade level language arts text

nterest stories
cartoons, signs, or posters

 magazines, or brochures
nterest stories

 erest stories

aphies or human interest stories



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

use graphic organizers to plan writing (such as T charts).

elect and use graphic organizers to present ideas for writing (such as venn diagrams).

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

writing by comparing information on graphic organizers to that in pieces.

ustrations (such as percent, fractions, or decimals.
 d visually (such as range, the distance from one place to another).

oral directions.
nterest or taxes).
 al descriptions of real-life situations.

cy from oral scenarios.

scenarios of grade level materials.


erving sizes, or % daily use).
in real world problems (such as perimeter or area).
 recipes from cookbooks or the Internet).

s or alarm clocks).

 fe situations (such as sales or food tax, interest rates, or tips).

 of numbers (such as percent, decimals, or scientific notation)
s of angles or parallel lines) and restate math problems with visual support (involving algebra)
 and gestures (such as height or weight)
 jects and paraphrase math problems with visual support (involving algebra)
e.g., "You use a scale to weigh things.")
 y from math text (such as parallel v. perpendicular lines) and summarize relevant information from math problems (involving algebra)
  or marketplace)
om math text (such as in geometric figures) and interpret information from math problems (involving algebra)
ction, architecture, or cartography)
d orally and infer steps to solving grade level math problems (involving algebra)
uations (such as in recipes or temperatures)

whole numbers, algebraic equations or geometrical relations).
ps or rolling cubes).
, perimeter, angles, or patterns) shown graphically.
ed outcomes.
or functions.
 omes and describe results.


or problem-solving strategies.


s (e.g., "Close your book.")
 after 9th period.")

 oom instructions (e.g., "What is the last word on page 45 of the dictionary?")
ncements over the intercom or by teachers.


 t assemblies or on field trips)

om instructions (e.g., "What do you do when you hit the books?")
ettes or CDs)

 instructions (such as to the use of hyperboles or metaphors)
y of sources.

s titles or authors)


 (such as titles or authors)


 ssignments.


ments (such as indexes or glossaries)




onal activities.
ms and give reasons for election.


omputer programs, or magazine articles.


puter programs, or magazine articles.

 cts about self.
etters for days of week and months of year).


ell or grammar check or dictionaries)

what, when, and why.
 as through self-assessment checklists)

onal messages in extended paragraphs.




d visual support.
such as meteorologists)

isual support.




 familiar topics.

y vocabulary within graphic supported texts to visuals.


hics and texts.


summarize information in graphics and texts.
nfamiliar topics.

agazines or newspapers read orally.
your family.

ported magazines or newspapers read orally.
X) and games (how to play X))

s, or reviews read orally (such as books or movies).




, reviews, or literary works read orally.


ords or phrases from written text.


 key phrases or sentences from written texts.


tes or produce outlines from written texts.


ords or phrases from written text.


tes or produce outlines from written texts.


nd summarize notes from written texts in paragraph form.


es or points of view and produce essays and reports from notes or outlines.



d oral descriptions.

visual support.


 ences described orally.
 res) based on oral descriptions.


nts, lines, or planes)

level math text.
ch as rotations, reflections, or enlargements).

 n visually supported phrases (such as percent, powers, or roots).
d models (such as rank players or teams based on statistics from sports).

 visually supported sentences.
 agazines (such as stock market trends).




 ngs to other sets.

ures and notation (such as speed, density, or acceleration and name operations that apply to numbers and figures (such as factoring or coeff


 ures and notation and describe operations that apply to problem solving (such as determining the slopes of lines)
 (such as calculators).

 ath problems and discuss the relevance/usefullness of math-related, real life situations.


 text-based math problems and justify and defend mathematical solutions to real life situations.


 rt (e.g., "Twenty plus X equals thirty.") and produce tables from everyday sets of facts (such as months and precipitation rates).
 arts depicting practical situations (e.g., "This shows rain in summer.")

 th sentences to describe equations for this figure.") and produce tables, charts, or graphs from authentic data souces.
harts depicting practical situations (e.g., "It rains more in June than July.")

 oducing tabels, charts, or graphs from authentic data sources
 en from everyday sources (such as newspapers and magazines)

oblem solving (e.g., "If...then") and interpret tables, charts, or graphs embedded in text.
 rts from everyday sources.

m solving and give implications of info derived from tables, graphs, or charts embedded in grade level text.

pictures and oral statements (such as cells, organs, magnetism, atoms, or constellations)


 uctures from pictures and oral statements (such as plant cells, kidneys and liver, compounds, or solar systems)
  directions.

 al, or earth/space structures from oral descriptions (such as fossils/genetics or boiling/melting points)


 hysical structures from oral descriptions from grade level science text.



pe-see stars)
ntific studies with research questions.
entists (e.g., "Biologists use this tool to see cells.")


You are examining the migratory patterns of birds. Which scientific tools will help you?")


nvestigations.

esented in grade level text.
cientific investigations (e.g, "Which works best to predict weather patterns and why?)

ecosystems or respiratory systems)


 ems or the iterative nature of chains and cycles (such as endocrine system)
 uclear energy)


 ports based on experiments.

 sics, or earth/space science.
 ports based on experiments.

 rt, including pre-experiment predictions.



 xperiments.




 ance to U.S. or world history from oral statements and maps.
 graphs and oral statements.

al significance to U.S. or world history from oral descriptions and maps.
 ucting graphs or maps.

 itical or historical significance to U.S. or world history from oral scenarios and maps.
   maps or graphs and oral statements.

 , or historical significance to U.S. or world history from oral reading.
markets from maps or graphs and oral descriptions.

 gnificant events in U.S. or world history from oral reading or tapes representing varying perspectives.
among global markets from maps or graphs and oral descriptions.

ugh illustrations and timelines.
d bylines in newspapers, magazines, or the Internet.

 tements and timelines.
 , or on the Internet.
 studies text.




 cted in illustrations (such as "war" for evolution)


epicted in illustrations.


ic themes (depicted in illustrations or political cartoons)


n illustrations or political cartoons) have changed our lives.


, cultural, or economic themes (depicted in illustrations or political cartoons)


history, politics, economics, or society.
 ing yes/no questions (in small groups).

economics, or society.
 -questions (in small groups).

, economics, or society.
uestions and analyze results (in small groups).

conomics, or society.
 summarize responses to interview questions (in small groups).

tory, politics, economics, or society.
 summarize and explain results (in small groups).
d also identify word patterns in context

 to determine meaning in context




context to determine word meanings




emantic webs).
ems (involving algebra)
ures (such as factoring or coefficients).




 ecipitation rates).
RIEPS Code   Code Description
FL-S1.1      FL-S1.1 Students engage in conversations, provide and obtain information, express feelings and emotions,
FL-S1.2      FL-S1.2 Students understand and interpret written and spoken language on a variety of topics.
FL-S1.3      FL-S1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a varie

FL-S2.1      FL-S2.1 Students demonstrate an understanding of the relationship between the practices and perspectives
FL-S2.2      FL-S2.2 Students demonstrate an understanding of the relationship between the products and perspectives

FL-S3.1      FL-S3.1 Students reinforce and further their knowledge of other disciplines through the foreign language.
FL-S3.2      FL-S3.2 Students acquire information and recognize the distinctive viewpoints that are only available through

FL-S4.1      FL-S4.1 Students demonstrate understanding of the nature of language through comparisons of the languag
FL-S4.2      FL-S4.2 Students demonstrate understanding of the concept of culture through comparisons of cultures stud

FL-S5.1      FL-S5.1 Students use the language both within and beyond the school setting.
FL-S5.2      FL-S5.2 Students show evidence of becoming life-long learners by using the language for personal enjoyme
n, express feelings and emotions, and exchange opinions.
on a variety of topics.
e of listeners or readers on a variety of topics.

 en the practices and perspectives of the culture studied.
 en the products and perspectives of the culture studied.

s through the foreign language.
oints that are only available through the foreign language and its cultures.

rough comparisons of the language studied and their own.
ough comparisons of cultures studied and their own.


he language for personal enjoyment and enrichment.
RIEPS Code    Goal Description
              Functions and Algebra
M(F&A)-10-1   Identifies, extends, and generalizes a variety of patterns (linear and nonlinear) represented by models, tables, s
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 expr
M(F&A)-10-4   Demonstrates conceptual understanding of equality by solving problems involving algebraic reasoning about eq

M(F&A)-12-1   Identifies arithmetic and geometric sequences and finds the nth term;then uses the generalization to find a spec
M(F&A)-12-2   Demonstrates conceptual understanding of linear and nonlinear functions and relations by representing and an
M(F&A)-12-3   Demonstrates conceptual understanding of algebraic expressions by manipulating, evaluating, and simplifying a
M(F&A)-12-4   Demonstrates conceptual understanding of equality by solving equations and systems of equations or inequaliti
nted by models, tables, sequences, or graphs to solve problems.

involving algebraic expressions, by simplifying expressions.
braic reasoning about equality.

neralization to find a specific term.
s by representing and analyzing functions in several ways;... (M-FA-12-2)
aluating, and simplifying algebraic and numerical expressions...
 of equations or inequalities and interpreting the solutions algebraically and graphically;...
RIEPS Code     Goal Description
               Geometry and Measurement
M(G&M)-10-01   M(G&M)-10-01 No Standard at this level
M(G&M)-10-02   Creates formal proofs of propositions (e.g., angles, lines, circles, distance, midpoint and polygons including tri
M(G&M)-10-03   M(G&M)-10-03 No Standard at this level.
M(G&M)-10-04   Applies the concepts of congruency by solving problems on or off a coordinate plane involving reflections, tran
M(G&M)-10-05   Applies concepts of similarity by solving problems within mathematics or across disciplines or contexts.
M(G&M)-10-06   Solves problems involving perimeter, circumference, or area of two-dimensional figures.
M(G&M)-10-07   Uses units of measure appropriately and consistently when solving problems across content strands.
M(G&M)-10-08   M(G&M)-10-08 No Standard at this level.
M(G&M)-10-09   Solves problems on and off the coordinate plane involving distance, midpoint, perpendicular and parallel lines,
M(G&M)-10-10   Demonstrates conceptual understanding of spatial reasoning and visualization by sketching or using dynamic

M(G&M)-12-01   M(G&M)-12-01 No GSE at this grade.
M(G&M)-12-02   Creates formal proofs of propositions (e.g., angles, lines, circles, distance, midpoint and polygons including tri
M(G&M)-12-03   M(G&M)-12-03 No GSE at this grade.
M(G&M)-12-04   Applies the concepts of congruency by using matrices to represent reflections, translations, and rotations.
M(G&M)-12-05   Applies the concepts of similarity of right triangles with the trigonometric functions defined as ratios of sides o
M(G&M)-12-06   Solves prooblems involving angles, lengths, and areas of polygons by applying the trigonometric formulas (law
M(G&M)-12-07   Uses informal concepts of successive approximation, upper and lower bounds, and limits in measurement situ
M(G&M)-12-08   M(G&M)-12-08 No GSE at this grade.
M(G&M)-12-09   Solves problems involving circles as loci of points in the plane and satisfying certain distance requirements, an
M(G&M)-12-10   Demonstrates conceptual understanding of spatial reasoning and visualization by performing and justifying co
dpoint and polygons including triangle ratios).

e plane involving reflections, translations, or rotations or solves problems using congruency involving problems within mathematics or across
 ss disciplines or contexts.

across content strands.

 perpendicular and parallel lines, or slope.
n by sketching or using dynamic geometric software to generate three-dimensional objects from two-dimensional perspectives.


dpoint and polygons including triangle congruence and similarity).

, translations, and rotations.
 ions defined as ratios of sides of triangles...
g the trigonometric formulas (law of sines/cosines, A=1/2absinC); amd applies the appropriate unit of measure.
s, and limits in measurement situations.

 ertain distance requirements, and uses the distance formula to obtain equations for circles.
n by performing and justifying constructions with compass and straightedge or dynamic geometric software.
 within mathematics or across disciplines or contexts.




nal perspectives.
RIEPS Code
G&C 7-8 1-1a
G&C 7-8 1-1b
G&C 7-8 1-1c
G&C 7-8 1-1d

G&C 7-8 1-2a
G&C 7-8 1-2b
G&C 7-8 1-2c

G&C 7-8 2-1a
G&C 7-8 2-1b
G&C 7-8 2-1c

G&C 7-8 2-2a
G&C 7-8 2-2b
G&C 7-8 2-2c

G&C 7-8 3-1a
G&C 7-8 3-1b
G&C 7-8 3-1c
G&C 7-8 3-1d

G&C 7-8 3-2a
G&C 7-8 3-2b
G&C 7-8 3-2c

G&C 7-8 4-1a
G&C 7-8 4-1b
G&C 7-8 4-1c
G&C 7-8 4-1d
G&C 7-8 4-1e

G&C 7-8 4-2a
G&C 7-8 4-2b
G&C 7-8 4-2c

G&C 7-8 4-3a
G&C 7-8 4-3b
G&C 7-8 4-3c
G&C 7-8 4-3d

G&C 7-8 5-1a
G&C 7-8 5-1b

G&C 7-8 5-2a
G&C 7-8 5-2b

G&C 7-8 5-3a
G&C 7-8 5-3b


HP 7-8 1-1a
HP 7-8 1-1b
HP 7-8 1-1c
HP 7-8 1-2a
HP 7-8 1-2b

HP 2-1(7-8)
HP 7-8 2-1a
HP 7-8 2-1b
HP 7-8 2-1c

HP 7-8 2-2a
HP 7-8 2-2b

HP 2-3(7-8)
HP 7-8 2-3a

HP 3-1(7-8)
HP 7-8 3-1a
HP 7-8 3-1b

HP 7-8 3-2a
HP 7-8 3-2b
HP 7-8 3-2c

G&C9-12 1-1a
G&C9-12 1-1b
G&C9-12 1-1c
G&C9-12 1-1d

G&C9-12 1-2a
G&C9-12 1-2b
G&C9-12 1-2c

G&C9-12 2-1a
G&C9-12 2-1b
G&C9-12 2-1c
G&C9-12 2-1d

G&C9-12 3-1a
G&C9-12 3-1b
G&C9-12 3-1c
G&C9-12 3-1d
G&C9-12 3-1e

G&C9-12 4-1a
G&C9-12 4-1b
G&C9-12 4-1c
G&C9-12 4-1d
G&C9-12 4-1e

G&C9-12 4-2a
G&C9-12 4-2b
G&C9-12 4-2c

G&C9-12 4-3a
G&C9-12 4-3b
G&C9-12 4-3c

G&C9-12 5-1a
G&C9-12 5-1b

G&C9-12 5-2a
G&C9-12 5-2b

G&C9-12 5-3a
G&C9-12 5-3b
G&C9-12 5-3c

HP9-12 1-1a
HP9-12 1-1b
HP9-12 1-1c
HP9-12 1-1d

HP9-12 1-2a
HP9-12 1-2b

HP9-12 2-1a
HP9-12 2-1b
HP9-12 2-1c

HP9-12 2-2a
HP9-12 2-2b

HP9-12 2-3a
HP9-12 2-3b

HP9-12 3-1a
HP9-12 3-1b

HP9-12 3-2a
HP9-12 3-2b
Code Description
G&C 7-8 1-1a. Identifying and explaining the origins and basic functions of government
G&C 7-8 1-1b Comparing and contrasting different forms of government
G&C 7-8 1-1c Explaining what happens when political structures do or do not meet the needs of people
G&C 7-8 1-1d Explaining how geography and economics influence the structure of government

G&C 7-8 1-2a Comparing and contrasting the key stages of development ofo the rule of of development of the rule of law, as pr
G&C 7-8 1-2b Explaining why the rule of law is necessary to the role of government
G&C 7-8 1-2cDefining and identifying the nature of authority and sources of power

G&C 7-8 2-1a identifying the functions of the three branches of government; and analyzing and describing the interrelationship a
G&C 7-8 2-1b. explaining how and whypower is divided and shared among the levels of government (federalism)
G&C 7-8 2-1c. tracing the process of how an idea transforms into a bill, and then becomes a law

G&C 7-8 2-2a. explaining how democratic values are reflected in enduring documents, political speeches (discourse), and group
G&C 7-8 2-2b. Using a variety of sources to identify and defend a position on a democratic principle
G&C 7-8 2-2c. exhibiting and explaining what it means to be a responsible citizen in the state and nation

G&C 7-8 3-1a. defining and applying the concepts: "civic"(adj.), "civics"(n), "civil," "citizen," and "rights"
G&C 7-8 3-1b. evaluating and defending a position on issues involving individual rights (personal, economic, legal, or political rig
G&C 7-8 3-1c analyzing and defending a position on an issue involving civic responsibilities (personal, economic, legal or politic
G&C 7-8 3-1d. providing examples that reflect conflicts between individual rights and the common good, within the context of civ

G&C 7-8 3-2a. identifying an issue, proposing solutions, and developing an action plan to resolve the issue
G&C 7-8 3-2b. identifying and explaining how an action taken by an individual or a group impacts the rights of others
G&C 7-8 3-2c. identifying the impact of an historic court case

G&C 7-8 4-1a. explaining how leaders are selected or elected (election process, public agenda, special interest groups, and me
G&C 7-8 4-1b. describing how and why individuals identify themselves politically (Federalist, Anti-federalist, suffragette, pacifist,
G&C 7-8 4-1c. evaluating the strengths and weaknesses of various political systems (dictatorship, oligarchy, monarchy, democr
G&C 7-8 4-1d. examining how elections are/can be vehicles of change
G&C 7-8 4-1e. recognizing multiple perspectives on historical or current controversial issues

G&C 7-8 4-2a. expressing and defending an informed opinion and presenting their opinion to an audience beyond the classroom
G&C 7-8 4-2b. describing their role and impact in the voting process
G&C 7-8 4-2c. engaging in the political process

G&C 7-8 4-3a. demonstrating an understanding and empathy for the opinions of others
G&C 7-8 4-3b. demonstrating the ability to compromise
G&C 7-8 4-3c. recognizing the cause(s) and effect(s) of taking a civil action
G&C 7-8 4-3d. utilizing a variety of reliable sources to develop an informed opinion

G&C 7-8 5-1a. tracing and explaining social, technological, geographical, economical, and cultural connections for a given socie
G&C 7-8 5-1b. identifying, describing, and explaining how people are politically, economically, environmentally, militarily, and (or

G&C 7-8 5-2a identifying and discussing factors that lead to the breakdown of order among societies and the resulting conseque
G&C 7-8 5-2b considering competing interests on issues that benefit some people and cause other people to suffer

G&C 7-8 5-3a making predictions as to the effects of personal consumer, environmental, communication, and eventual political
G&C 7-8 5-3b summarizing a significant situation; proposing and defending actions to be taken or not taken


HP 7-8 1-1a identifying appropriate sources and using evidence to substantiate specific accounts of human activity
HP 7-8 1-1b drawing inferences from Rhode Island History about the larger context of history (Opening of Japan, Separation of
HP 7-8 1-1c asking and answering historical questions, evaluating sources of information, organizing the information, and evalu
HP 7-8 1-2a investigating and analyzing historical and visual data in order to draw connections between a series of events DOK
HP 7-8 1-2b developing, expanding, and supporting an historical thesis, based on a series of events

HP 2-1(7-8) Students connect the past with the present by…
HP 7-8 2-1a determining the cause(s) and effect(s) of specific historical events that impact RI today
HP 7-8 2-1b analyzing the impact of RI’s ethnic development on local, state, and national history
HP 7-8 2-1c analyzing and evaluating how national and world events have impacted RI and how RI has impacted world events

HP 7-8 2-2a identifying key events and people of a particular historical era or time period
HP 7-8 2-2b correlating key events to develop an understanding of the historical perspective of the time period in which they occ

HP 2-3(7-8) Students show understanding of change over time by…
HP 7-8 2-3a establishing a chronological order by working backward from some issue, problem, or event to explain its origins an

HP 3-1(7-8) Students demonstrate an understanding of how the past frames the present by…
HP 7-8 3-1a analyzing and reporting on a social movement from its inception (including historical causes), its impacts on us toda
HP 7-8 3-1b evaluating alternative courses of action, (keeping in mind the context of the time), ethical considerations, and the in

HP 7-8 3-2a recognizing and reflecting on how the similarities of human issues across time periods influence their own persona
HP 7-8 3-2b recognizing and reflecting on how the differences of human issues across time periods influence their own persona
HP 7-8 3-2c comparing and contrasting the cultural influences that shape individuals and historical events

G&C 9-12 1-1a describing or explaining competing ideas about the purposes and functions of politics and government.
G&C 9-12 1-1b comparing and contrasting different forms of government and their purposes.
G&C 9-12 1-1c explaining how a political ideology is reflected in the form and structure of a government.
G&C 9-12 1-1d . distinguishing between the rule of law and the “rule of men”

G&C 9-12 1-2a . identifying how actions of a government affect relationships involving the individual, society and the governmen
G&C 9-12 1-2b explaining how political authority is obtained and legitimized DOK 2 (G&C9-12 1-2b)
G&C 9-12 1-2c examining the historical origins of power and how that power has been exercised over time (G&C9-12 1-2c)

G&C 9-12 2-1a evaluating, taking, and defending positions on a current issue regarding the judicial protection of individual or sta
G&C 9-12 2-1b analyzing the basic structures of government in the U.S.
G&C 9-12 2-1c identifying and describing ways in which people gain or fail to gain access to the institutions of the U.S. governm
G&C 9-12 2-1d . critically examining the principles, traditions, and precedents of American constitutional government DOK 3

G&C 9-12 3-1a comparing and contrasting different perspective on provisions found in the Bill of Rights
G&C 9-12 3-1b comparing and contrasting human rights provided for in various seminal documents or materials
G&C 9-12 3-1c evaluating, taking, and defending positions regarding the personal and civic responsibilities of
G&C 9-12 3-1d analyzing the scope and limits of personal, cultural, economic, or political rights
G&C 9-12 3-1e describing the criteria used for admission to citizenship in the US

G&C 9-12 4-1a comparing and contrasting U.S. systems of government with others
G&C 9-12 4-1b nteracting with, analyzing, and evaluating political institutions and political parties in an authentic context (using l
G&C 9-12 4-1c analyzing and interpreting sources (print and non-print discourse/media), by distinguishing fact from opinion, and
G&C 9-12 4-1d selecting a landmark campaign or election in the American political system, explaining the historical context and
G&C 9-12 4-1e analyzing multiple perspectives on an historical or current controversial

G&C 9-12 4-2a using collaborative decision making/problem solving to consider multiple perspectives on a current political, soci
G&C 9-12 4-2b working individually or with others to identify, propose, and carry out a community/civic engagement project/initia
G&C 9-12 4-2c engaging in and reflecting upon an electoral process in a class, school, or community

G&C 9-12 4-3a critically reflecting on their own civic dispositions
G&C 9-12 4-3b identifying and describing the role that various institutions play in meeting the needs of the community
G&C 9-12 4-3c identifying and analyzing the conflicts that exist between public and private life

G&C 9-12 5-1a identifying the ways the world is organized: politically, socially, culturally, economically, environmentally
G&C 9-12 5-1b organizing information to show relationships between and among various individuals, systems, and structures

G&C 9-12 5-2a describing the interconnected nature of a contemporary or historical issue
G&C 9-12 5-2b analyzing and evaluating a contemporary or historical issue (G&C9-12 5-2b)

G&C 9-12 5-3a Predicting outcomes and possible consequences of a conflict, event, or course of action
G&C 9-12 5-3b Identifying and summarizing the intended and unintended consequences of a conflict, event, or course of action
G&C 9-12 5-3c Using deliberation, negotiation, and compromise to plan and develop just solutions to problems

HP 9-12 1-1a Formulating historical questions, obtaining, analyzing, evaluating historical primary and secondary print and non-p
HP 9-12 1-1b Explaining how historical facts and historical interpretations may be different, but are related
HP 9-12 1-1c Identifying, describing, or analyzing multiple perspectives on an historical trend or event
HP 9-12 1-1d Using technological tools in historical research

HP 9-12 1-2a Explaining cause and effect relationships in order to sequence and summarize events, make connections betwee
HP 9-12 1-2b Interpreting and constructing visual data

HP 9-12 2-1a Explaining origins of major historical events
HP 9-12 2-1b Identifying and linking key ideas and concepts and their enduring implications
HP 9-12 2-1c Analyzing and evaluating how national and world events have impacted Rhode Island and how Rhode Island has i

HP 9-12 2-2a Creating narratives based on a particular historical point of view
HP 9-12 2-2b Synthesizing information from multiple sources to formulate an historical interpretation

HP 9-12 2-3a Tracing patterns chronologically in history to describe changes on domestic, social, or economic life
HP 9-12 2-3b Documenting various groups

HP 9-12 3-1a Gathering evidence of circumstances and factors contributing to contemporary problems
HP 9-12 3-1b Formulating a position or course of action on a current issue from a choice of carefully evaluated options, taking in

HP 9-12 3-2a Articulating an understanding of the meaning, implications, and impact of historical events on their lives today
HP 9-12 3-2b Analyzing how an historical development
 of the rule of law, as presented in various enduring/significant documents



ng the interrelationship among the branches (checks and balances/ cause and effect).



s (discourse), and group actions




mic, legal, or political rights reflected in the Bill of Rights)
conomic, legal or political rights)
 within the context of civic responsibility


hts of others


nterest groups, and media)
ist, suffragette, pacifist, nationalists, socialists)
chy, monarchy, democracy, theocracy)



ce beyond the classroom




ections for a given society of people (trade, transportation, communication)
entally, militarily, and (or) diplomatically connected

d the resulting consequences (abolition of slavery, terrorism, Fall of Roman Empire, civil war)
ple to suffer

n, and eventual political choices (hybrid cars, local vs imported)




of Japan, Separation of Church and State, Industrialism)
e information, and evaluating information in terms of relevance and comprehensiveness
a series of events DOK 3, 4




 mpacted world events


period in which they occurred


t to explain its origins and its development over time; and to construct an historical narrative


s), its impacts on us today, and its implications for the future
onsiderations, and the interest of those affected by the decision, and determining the long- and short-term consequences

ence their own personal histories
ence their own personal histories


d government.




 iety and the government (e.g., Homeland Security)

me (G&C9-12 1-2c)

ection of individual or state rights via judicial review

ons of the U.S. government (local, state, national) or other political institutions
 government DOK 3




 uthentic context (using local, national, or international issues/events that are personally meaningful)
ng fact from opinion, and evaluating possible bias/propaganda or conflicting information within or across sources (GSE R-10-8.4) (G&C9-12 4
he historical context and its significance, and evaluating its impact


n a current political, social, or economic issue, evaluating the consequences of various options, and developing a plan of action
ngagement project/initiative



he community
nvironmentally
stems, and structures




 ent, or course of action


condary print and non-print sources




 ke connections between a series of events, or compare/contrast events




 how Rhode Island has impacted national and world events




aluated options, taking into account the historical underpinnings

 on their lives today
es (GSE R-10-8.4) (G&C9-12 4-1c)



g a plan of action
RIEPS Code
HE 5-8 S1 a1
HE 5-8 S1 a2
HE 5-8 S1 a3
HE 5-8 S1 a4a
HE 5-8 S1 a4b
HE 5-8 S1 a5
HE 5-8 S1 a6
HE 5-8 S1 a7

HE 9-10 S1b1
HE 9-10 S1b2
HE 9-10 S1b3
HE 9-10 S1b4

HE 11-12S1c1
HE 11-12S1c2
HE 11-12S1c3
HE 11-12S1c4

HE 5-8 S2 a1
HE 5-8 S2 a2
HE 5-8 S2 a3
HE 5-8 S2 a4
HE 5-8 S2 a5
HE 5-8 S2 a6
HE 5-8 S2 a7

HE 9-10 S2b1
HE 9-10 S2b2
HE 9-10 S2b3
HE 9-10 S2b4
HE 9-10 S2b5
HE 9-10 S2b6
HE 9-10 S2b7

HE 11-12S2c1
HE 11-12S2c2
HE 11-12S2c3
HE 11-12S2c4
HE 11-12S2c5

HE 5-8 S3 a1
HE 5-8 S3 a2
HE 5-8 S3 a3
HE 5-8 S3 a4
HE 5-8 S3 a5
HE 5-8 S3 a6
HE 5-8 S3 a7

HE 9-10 S3b1
HE 9-10 S3b2
HE 9-10 S3b3
HE 9-10 S3b4
HE 9-10 S3b5
HE 9-10 S3b6
HE 9-10 S3b7

HE 11-12S3c1
HE 11-12S3c2
HE 11-12S3c3
HE 11-12S3c4

HE 5-8 S4 a1
HE 5-8 S4 a2
HE 5-8 S4 a3
HE 5-8 S4 a4

HE 9-10 S4b1
HE 9-10 S4b2
HE 9-10 S4b3
HE 9-10 S4b4

HE 11-12S4c1
HE 11-12S4c2

HE 5-8 S5 a1
HE 5-8 S5 a2
HE 5-8 S5 a3
HE 5-8 S5 a4
HE 5-8 S5 a5
HE 5-8 S5 a6
HE 5-8 S5 a7
HE 5-8 S5 a8

HE 9-10 S5b1
HE 9-10 S5b2
HE 9-10 S5b3
HE 9-10 S5b4
HE 9-10 S5b5
HE 9-10 S5b6
HE 9-10 S5b7
HE 9-10 S5b8

HE 11-12S5c1
HE 11-12S5c2

HE 5-8 S6 a1
HE 5-8 S6 a2
HE 5-8 S6 a3
HE 5-8 S6 a4
HE 5-8 S6 a5

HE 9-10S6b1
HE 9-10S6b2
HE 9-10S6b3
HE 9-10S6b4
HE 9-10S6b5

HE 11-12S6c1
HE 11-12S6c2
HE 11-12S6c3

HE 5-8 S7 a1
HE 5-8 S7 a2
HE 5-8 S7 a3
HE 5-8 S7 a4
HE 5-8 S7 a5

HE 9-10 S7b1
HE 9-10 S7b2
HE 9-10 S7b3
HE 9-10 S7b4
HE 9-10 S7b5

HE 11-12S7c1
HE 11-12S7c2
HE 11-12S7c3
HE 11-12S7c4
HE 11-12S7c5
Goal Description
HE 5-8 S1 a1 Explain the relationship between positive health behaviors and the prevention of injury, illness, disease and prema
HE 5-8 S1 a2 Describe the interrelationship of mental, emotional, physical, social and physical health during adolescence.
HE 5-8 S1 a3 Explain how health is influenced by the interaction of body systems.
HE 5-8 S1 a4a Describe how family, peers and enviornment influence the health of adolescents.
HE 5-8 S1 a4b Analyze how enviornment and personal health are interrelated.
HE 5-8 S1 a5 Describe ways to reduce risks related to early adolescent health problems.
HE 5-8 S1 a6 Explain how appropriate health care can prevent premature death and disability.
HE 5-8 S1 a7 Describe how lifestyle, family history, pathogens and other risk factors are related to the cause or prevention of dis

HE 9-10 S1b1 Analyze how behavior can impact health maintenance and disease prevention.
HE 9-10 S1b2 Describe the interrelationships of mental, emotional, social and physical health throughout young adulthood.
HE 9-10 S1b3 Analyze the impact of personal health behaviors on the functioning of body systems.
HE 9-10 S1b4 Analyze how the family, peers, community and enviornment influence the health of individuals.

HE 11-12S1c1 Analyze the interrelationships of mental, emotional, social and physical health throughout life.
HE 11-12S1c2 Analyze how the family, peers, community and enviornment influence public health.
HE 11-12S1c3 Describe how to delay onset and reduce risks of potential life-long health problems.
HE 11-12S1c4 Analyze how public health policies, government regualtions and public pressure influence health promotion and d

HE 5-8 S2 a1 Analyze the validity of health information, products, and services.
HE 5-8 S2 a2 Utilize resources form home, school and community that provide valid health information.
HE 5-8 S2 a3 Analyze how media influences the selection of health information, products and services.
HE 5-8 S2 a4 Locate health products and services.
HE 5-8 S2 a5 Compare the costs and validity of health products.
HE 5-8 S2 a6 Describe situations requiring professional health services.
HE 5-8 S2 a7 Explain roles played by different health providers.

HE 9-10 S2b1 Evaluate the validity of health information, products and services.
HE 9-10 S2b2 Analyze resources from home school and community that provide valid health information.
HE 9-10 S2b3 Evaluate media influences on the selection of health information and products.
HE 9-10 S2b4 Access school and community health services for self and others.
HE 9-10 S2b5 Analyze the cost and availability of health care products and services for individuals.
HE 9-10 S2b6 Analyze situations requiring professional health services.
HE 9-10 S2b7 Explain requirements for entering and pursuing health careers.

HE 11-12S2c1 Evaluate resources from home, school and community that provide valid health information for self and others.
HE 11-12S2c2 Evaluate all factors that influence personal selection of health products and services in the community.
HE 11-12S2c3 Evaluate situations requiring professional health services.
HE 11-12S2c4 Evaluate opportunities for career choices in health.
HE 11-12S2c5 Analyze the educational requirements, demands, rewards and benefits of a career in health services.

HE 5-8 S3 a1 Explain the importance of assuming responsibility for personal health behaviors.
HE 5-8 S3 a2 Analyze personal health habits to determine health strenghts and risks.
HE 5-8 S3 a3 Distinguish between safe and risky or harmful behaviors.
HE 5-8 S3 a4 Demonstrate strategies to improve or maintain personal and family health.
HE 5-8 S3 a5 Develop injury prevention and management strategies for personal, family and community health.
HE 5-8 S3 a6 Identify and demonstrate ways to avoid and reduce threatening situations.
HE 5-8 S3 a7 Develop and apply appropriate ways of managing conflict and specific stressful situations.

HE 9-10 S3b1 Analyze the role of individual responsibility for enhancing health.
HE 9-10 S3b2 Evaluate personal health habits to determine strategies for health enhancement and risk reduction.
HE 9-10 S3b3 Analyze the short-term and long-term conequences of safe, risky and harmful behaviors.
HE 9-10 S3b4 Demonstrate strategies to improve or maintain personal, family and community health.
HE 9-10 S3b5 Develop injury prevention and management strategies for personal, family and community health.
HE 9-10 S3b6 Identify and demonstrate ways to avoid and reduce threatening situations.
HE 9-10 S3b7 Research and evaluate strategies to manage stress in individuals.

HE 11-12S3c1 Evaluate the effect of responsible health behaviors on self, others and community.
HE 11-12S3c2 Evaluate injury prevention and managment strategies for personal, family, workplace and community health.
HE 11-12S3c3 Develop strategies to reduce a health-threatening situation in the community.
HE 11-12S3c4 Research and evaluate strategies to manage stress in individuals and groups in school, work and/or social situat

HE 5-8 S4 a1 Describe the influence of cultural beliefs on health behaviors and the use of health services.
HE 5-8 S4 a2 Analyze how positive and negative messages from media and other resources influence health behaviors.
HE 5-8 S4 a3 Analyze the influence of technology on personal or family health.
HE 5-8 S4 a4 Analyze how information from peers influences and affects health choices.

HE 9-10 S4b1 Analyze how cultural diversity enriches and challenges health behaviors.
HE 9-10 S4b2 Evaluate the effect of media and other factors on personal, family and community health.
HE 9-10 S4b3 Evaluate the impact of technology on personal, family and community health.
HE 9-10 S4b4 Analyze how information from the community influences health.

HE 11-12S4c1 Research a school or community health issue resulting from the influence of culture, media, technology and othe
HE 11-12S4c2 Develop and implement a solution to a researched health issue.

HE 5-8 S5 a1 Demonstrate effective verbal & non-verbal communication skills to enhance health.
HE 5-8 S5 a2 Describe how the behavior of family and peers affects interpersonal communication.
HE 5-8 S5 a3 Demonstrate healthy ways to express needs, wants and feelings.
HE 5-8 S5 a4 Demonstrate ways to communicate care, consideration and respect of self and others.
HE 5-8 S5 a5 Demonstrate communication skills needed to build and maintain healthy relationships.
HE 5-8 S5 a6 Demonstrate refusal and negotiation skills needed to enhance health.
HE 5-8 S5 a7 Analyze the possible causes of conflict among youth in schools and communities.
HE 5-8 S5 a8 Demonstrate strategies needed to manage conflict in healthy ways.

HE 9-10 S5b1 Demonstrate skills for communicating effectively with family, peers and others.
HE 9-10 S5b2 Analyze how interpersonal communication affects relationships.
HE 9-10 S5b3 Demonstrate healthy ways to express needs, wants and feelings.
HE 9-10 S5b4 Demonstrate ways to communicate care, consideration and respect of self and others.
HE 9-10 S5b5 Demonstrate strategies for solving interpersonal conflicts without harming self of others.
HE 9-10 S5b6 Demonstrate refusal, negotiation and collaboration skills needed to avoid potentially-harmful situations.
HE 9-10 S5b7 Analyze the possible causes of conflict in schools, families and communities.
HE 9-10 S5b8 Demonstrate healthy strategies used to prevent conflict.

HE 11-12S5c1 Evaluate the effectiveness of communication methods for accuratley expressing health information an ideas.
HE 11-12S5c2 Apply strategies to a selected situation that facilitate effective communication among individuals or groups.

HE 5-8 S6 a1 Demonstrate the ability to apply a decision-making process to health issues and problems individually and collabo
HE 5-8 S6 a2 Analyze how health-related decisions are influenced by individuals, family or commuity values.
HE 5-8 S6 a3 Predict how decisions regarding health behaviors have consequences for self and others.
HE 5-8 S6 a4 Apply strategies and skills needed to attain personal health goals.
HE 5-8 S6 a5 Develop a plan that addresses personal strenghts, needs and health risks.

HE 9-10S6b1 Analyze the ability to use different strategies when making decisions related to health needs and risks of young a
HE 9-10S6b2 Analyze health concerns that require individuals to work together.
HE 9-10S6b3 Predict immediate and long-term impact of health decisions on the individual family and community.
HE 9-10S6b4 Describe how personal health goals are influenced by changes in information, abilities, priorities and responsibiliti
HE 9-10S6b5 Compare and contrast a variety of plans that address personal strenghts, needs and health risks.

HE 11-12S6c1 Evaluate different strategies to use when making decisions related to the health needs and risks of young adults
HE 11-12S6c2 Design, evaluate and implement a plan for attaining a personal health goal.
HE 11-12S6c3 Formulate an effective plan for optimal lifelong health.

HE 5-8 S7 a1 Discuss accurate information and express opinions about health issues.
HE 5-8 S7 a2 Analyze various communication methods needed to express health information and ideas accuratley.
HE 5-8 S7 a3 Identify barriers to effective communication of information, ideas, feelings and opinions about health issues.
HE 5-8 S7 a4 Influence and support others in making positive health choices.
HE 5-8 S7 a5 Work cooperatively when advocating for healthy individuals, families and schools.

HE 9-10 S7b1 Discuss accurate information and express opinions about health issues.
HE 9-10 S7b2 Design methods for accurately expressing health information and ideas.
HE 9-10 S7b3 Utilize strategies to overcome barriers when communicating information, ideas, feelings and opinions about healt
HE 9-10 S7b4 Influence and support others in making positive health choices.
HE 9-10 S7b5 Work cooperatively when advocating for healthy communities.

HE 11-12S7c1 Discuss accurate information and express opinions about health issues.
HE 11-12S7c2 Adapt health messages and techniques to the characteristics of a particular audience.
HE 11-12S7c3 Influence and support others in making positive health choices.
HE 11-12S7c4 Work cooperatively when advocating for a healthy enviornment and other issues.
HE 11-12S7c5 Evaluate community health services and systems currently in place and make recommendations for improving th
ess, disease and premature death.
ring adolescence.




ause or prevention of disease and other health problems.


t young adulthood.




e health promotion and disease prevention.




on for self and others.
e community.


lth services.
d community health.

work and/or social situations.


ealth behaviors.




dia, technology and other factors.




 ful situations.



nformation an ideas.
viduals or groups.

 individually and collaboratively.




 ds and risks of young adults.


orities and responsibilities.


nd risks of young adults.
accuratley.
out health issues.




nd opinions about health issues.




ndations for improving those systems and services.
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

M-DSP-12-1
M-DSP-12-2
M-DSP-12-3
M-DSP-12-4
M-DSP-12-5
M-DSP-12-5a

M-FA-12-1
M-FA-12-2
M-FA-12-3
M-FA-12-4

M-GM-12-1
M-GM-12-2
M-GM-12-3
M-GM-12-4
M-GM-12-5
M-GM-12-6
M-GM-12-7
M-GM-12-8
M-GM-12-9
M-GM-12-10
M-NO-12-1
M-NO-12-2
M-NO-12-3
M-NO-12-4
M-NO-12-5
M-NO-12-6
M-NO-12-7
M-NO-12-8
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 measu
M-DSP-10-3 Identifies or describes representations or elements or representations that best display a given set of data or situat
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., surv

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

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

M-NO-10-1 No Standard at this level
M-NO-10-2 Demonstrates understanding of the relative magnitude of real numbers by solving problems involving ordering or co
M-NO-10-3 No Standard at this level.
M-NO-10-4 Accurately solves problems that involve but are not limited to proportional relationships, percents, ratios, and rates.
M-NO-10-5 No Standard at this level.
M-NO-10-6 Uses a variety of mental computation strategies to solve problems. Calculates benchmark perfect squares and relat
M-NO-10-7 Makes appropriate estimates in a given situation by determining the level of accuracy needed and analyzing the acc
M-NO-10-8 Applies properties of numbers to solve problems, to simplify computations, or to compare and contrast the propertie

M-DSP-12-1 Interprets a given representation(s)(e.g., regression function including linear, quadratic, and exponential) to analyze
M-DSP-12-2 Analyzes patterns, trends, or distributions in data in a variety of contexts by calculating and analyzing measures of
M-DSP-12-3 Organizes and displays one-and two-variable data using a variety of representations to analyze the data to formula
M-DSP-12-4 Uses counting techniques to solve problems in context involving combination or permutations using a variety of str
M-DSP-12-5 For a probabilty event in which the sample space may or may not contain equally likely outcomes, predicts the theo
M-DSP-12-5a In response to a teacher or student generated question or hypothesis decides the most effective method...

M-FA-12-1 Identifies arithmetic and geometric sequences and finds the nth term;then uses the generalization to find a specific te
M-FA-12-2 Demonstrates conceptual understanding of linear and nonlinear functions and relations by representing and analyzin
M-FA-12-3 Demonstrates conceptual understanding of algebraic expressions by manipulating, evaluating, and simplifying algeb
M-FA-12-4 Demonstrates conceptual understanding of equality by solving equations and systems of equations or inequalities an

M-GM-12-1 No GSE at this grade.
M-GM-12-2 Creates formal proofs of propositions (e.g., angles, lines, circles, distance, midpoint and polygons including triangle
M-GM-12-3 No GSE at this grade.
M-GM-12-4 Applies the concepts of congruency by using matrices to represent reflections, translations, and rotations.
M-GM-12-5 Applies the concepts of similarity of right triangles with the trigonometric functions defined as ratios of sides of triang
M-GM-12-6 Solves prooblems involving angles, lengths, and areas of polygons by applying the trigonometric formulas (law of si
M-GM-12-7 Uses informal concepts of successive approximation, upper and lower bounds, and limits in measurement situation
M-GM-12-8 No GSE at this grade.
M-GM-12-9 Solves problems involving circles as loci of points in the plane and satisfying certain distance requirements, and use
M-GM-12-10 Demonstrates conceptual understanding of spatial reasoning and visualization by performing and justifying constru
M-NO-12-1 Demonstrate conceptual understanding of rational numbers by knowing why a real number is rational if and only if th
M-NO-12-2 Demonstrates the understanding of the relative magnitude of real numbers by solving problems that involve ordering
M-NO-12-3 No GSE at this grade.
M-NO-12-4 Accurately solves problems involving scientific notation or uses significant digits to assess the precision of an answe
M-NO-12-5 No GSE at this grade.
M-NO-12-6 No GSE at this grade.
M-NO-12-7 Makes appropriate estimates in a given situation by determining the level of accuracy needed and analyzing the acc
M-NO-12-8 Applies properties to determine whether a given subset of numbers is closed under a given arithmetic operation.
e graphs, circle graph, histograms, frequency charts),
 ing, or analyzing measures of central tendency;
 ven 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;

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

 ing algebraic expressions, by simplifying expressions,
 easoning about equality;


 ygons including triangle ratios).

 ng reflections, translations, or rotations; or solves problems using congruency involving problems within mathematics or across disciplines or




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


 involving ordering or comparing rational numbers, common irrational numbers,

 ents, ratios, and rates.

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

d exponential) to analyze the data to make inferences and to formulate, justify, and critique conclusions.
  analyzing measures of dispersion (standard deviation, variance, and percentiles)
 lyze the data to formulate or justify conclusions, make predictions, or to solve problems with or without using technology.
 ns using a variety of strategies (e.g., nCr, nPr, or n) and finds unions, intersections, and complements of sets.
comes, predicts the theoretical probablity of an event and tests the prediction through experiments and simulations
 fective method...

 ation to find a specific term.
 presenting and analyzing functions in several ways;...
 g, and simplifying algebraic and numerical expressions...
 ations or inequalities and interpreting the solutions algebraically and graphically;...


 ygons including triangle congruence and similarity)

 and rotations.
 s ratios of sides of triangles…
 etric formulas (law of sines/cosines, A=1/2absinC); amd applies the appropriate unit of measure.
  measurement situations.

 e requirements, and uses the distance formula to obtain equations for circles.
 ng and justifying constructions with compass and straightedge or dynamic geometric software.
s rational if and only if the number's decimal expansion eventually repeats or terminates.
ms that involve ordering or comparing any subset of the real numbers.

e precision of an answer.


d and analyzing the accuracy of results.
arithmetic operation.
matics or across disciplines or contexts.




erfect 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    Goal Description
              Number and Operations
M(N&0)-10-1   No Standard at this level (M-NO-10-1)
M(N&0)-10-2   Demonstrates understanding of the relative magnitude of real numbers by solving problems involving ordering o
M(N&0)-10-3   No Standard at this level. (M-NO-10-3)
M(N&0)-10-4   Accurately solves problems that involve but are not limited to proportional relationships, percents, ratios, and ra
M(N&0)-10-5   M(N&0)-10-5 No Standard at this level.
M(N&0)-10-6   ses a variety of mental computation strategies to solve problems. Calculates benchmark perfect squares and re
M(N&0)-10-7   Makes appropriate estimates in a given situation by determining the level of accuracy needed and analyzing the
M(N&0)-10-8   Applies properties of numbers to solve problems, to simplify computations, or to compare and contrast the prop

M(N&0)-12-1   Demonstrate conceptual understanding of rational numbers by knowing why a real number is rational if and onl
M(N&0)-12-2   Demonstrates the understanding of the relative magnitude of real numbers by solving problems that involve ord
M(N&0)-12-3   M(N&0)-12-3 No GSE at this grade.
M(N&0)-12-4   Accurately solves problems involving scientific notation or uses significant digits to assess the precision of an a
M(N&0)-12-5   M(N&0)-12-5 No GSE at this grade.
M(N&0)-12-6   M(N&0)-12-6 No GSE at this grade.
M(N&0)-12-7   Makes appropriate estimates in a given situation by determining the level of accuracy needed and analyzing the
M(N&0)-12-8   Applies properties to determine whether a given subset of numbers is closed under a given arithmetic operation
 lems involving ordering or comparing rational numbers, common irrational numbers.

 , percents, ratios, and rates.

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

mber is rational if and only if the number's decimal expansion eventually repeats or terminates. (M-NO-12-1)
problems that involve ordering or comparing any subset of the real numbers.

ess the precision of an answer.


 eeded and analyzing the accuracy of results.
 iven arithmetic operation.
non-perfect square root or cube root.
RIEPS Code

OC-10-1.1
OC-10-1.2
OC-10-1.3
OC-10-1.4
OC-10-1.5

OC-10-2.1
OC-10-2.2
OC-10-2.3
OC-10-2.4
OC-10-2.5
OC-10-2.6

OC-12-1.1
OC-12-1.2
OC-12-1.3
OC-12-1.4
OC-12-1.5

OC-12-2.1
OC-12-2.2
OC-12-2.3
OC-12-2.4
OC-12-2.5
OC-12-2.6
Goal Description
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)
OC-12-1 In oral communication students demonstrate interactive listening by..
OC-12-1.1 Following verbal instructions to perform specific tasks, to answer questions, or to solve problems.
OC-12-1.2 Summarizing , paraphrasing, questioning, or contributing to information presented to advance understanding.
OC-12-1.3 Identifying the thesis of a presentation, determining the essential elements of elaboration, and interpreting or evaluat
OC-12-1.4 Participating in large and small group discussions showing respect for individual ideas.
OC-12-1.5 Reaching consensus to solve a problem, make a decision, or achieve a goal.
OC-12-2 In oral communicaiton, students make oral presentations by..
OC-12-2.1 Exhibiting logical organization and language use, appropriate to audience, context, amd purpose.
OC-12-2.2 Maintaining a consistent focus.
OC-12-2.3 Including smooth transitions, supporting thesis with well-chosen details, and providing a coherent conclusion.
OC-12-2.4 Effectively responding to audience questions and feedback.
OC-12-2.5 Using a variety of strategies of address(e.g., eye contact, speaking rate, volume, articulation, enunciation, pronunciai
OC-12-2.6 Using tools of technology to enhance message.
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)



e understanding.
d interpreting or evaluating the message.




rent conclusion.

 enunciation, pronunciaiton, inflection, voice modulation, intonation, rhythm, and gessture) to communicate ideas effectively.
as effectively (Local)




eas effectively.
RIEPS Code

PE 6-8 S1 a1
PE 6-8 S1 a2
PE 6-8 S1 a3
PE 6-8 S1 a4

PE 9-12 S1b1
PE 9-12 S1b2

PE 6-8 S2 a1
PE 6-8 S2 a2
PE 6-8 S2 a3
PE 6-8 S2 a4
PE 6-8 S2 a5

PE 9-12 S2b1
PE 9-12 S2b2
PE 9-12 S2b3
PE 9-12 S2b4

PE 6-8 S3 a1
PE 6-8 S3 a2
PE 6-8 S3 a3
PE 6-8 S3 a4
PE 6-8 S3 a5
PE 6-8 S3 a6

PE 9-12 S3b1
PE 9-12 S3b2
PE 9-12 S3b3
PE 9-12 S3b4

PE 6-8 S4 a1
PE 6-8 S4 a2
PE 6-8 S4 a3
PE 6-8 S4 a4
PE 6-8 S4 a5
PE 6-8 S4 a6
PE 6-8 S4 a7
PE 6-8 S4 a8
PE 6-8 S4 a9

PE 9-12 S4b1
PE 9-12 S4b2
PE 9-12 S4b3
PE 9-12 S4b4
PE 9-12 S4b5
PE 9-12 S4b6
PE 9-12 S4b7
PE 9-12 S4b8
PE 9-12 S4b9

PE 6-8 S5 a1
PE 6-8 S5 a2
PE 6-8 S5 a3
PE 6-8 S5 a4
PE 6-8 S5 a5
PE 6-8 S5 a6
PE 6-8 S5 a7

PE 9-12 S5b1
PE 9-12 S5b2
PE 9-12 S5b3
PE 9-12 S5b4
PE 9-12 S5b5
PE 9-12 S5b6
PE 9-12 S5b7
PE 9-12 S5b8

PE 6-8 S6 a1
PE 6-8 S6 a2
PE 6-8 S6 a3
PE 6-8 S6 a4
PE 6-8 S6 a5
PE 6-8 S6 a6
PE 6-8 S6 a7
PE 6-8 S6 a8

PE 9-12 S6b1
PE 9-12 S6b2
PE 9-12 S6b3
PE 9-12 S6b4
PE 9-12 S6b5
PE 9-12 S6b6
PE 9-12 S6b7
PE 9-12 S6b8
Goal Description

PE 6-8 S1 a1 Use mature from in many basic manipulative, locomotor and non-locomotor skills.
PE 6-8 S1 a2 Show consistnecy in skills specific to games and sports.
PE 6-8 S1 a3 Adapt and combine skills to the demands of increasingly complex situations of selected movement forms.
PE 6-8 S1 a4 Show competence in modified versions in a variety of movement forms.

PE 9-12 S1b1 Show competence in an increasing number of more complex versions in at least three types of movement forms.
PE 9-12 S1b2 Show proficiency in a few movement forms.

PE 6-8 S2 a1 Use information from a variety of sources of internal and external origin to improve performance.
PE 6-8 S2 a2 Identify and apply bio-mechanical principles to enhance performance.
PE 6-8 S2 a3 Identify and apply critical elements of various movement forms to provide feedback for both self-and peer-assessm
PE 6-8 S2 a4 Understand and apply strategies in a variety of game situations.
PE 6-8 S2 a5 Transfer movement skills, concepts and principles between activities at a consistent level.

PE 9-12 S2b1 Apply activity-specific knowledge to develop movement competence or proficiency.
PE 9-12 S2b2 Identify and apply critical elements to enable the development of movement competence or proficiency.
PE 9-12 S2b3 Transfer movement skills, concepts, and principles between activities at a more complex level.
PE 9-12 S2b4 Analyze and apply basic offensive and defensive strategies in games and sports.

PE 6-8 S3 a1 Explain the physical benefits of regualar participation in physical activity.
PE 6-8 S3 a2 Explain the emotional benefits of regular participation in physical activity.
PE 6-8 S3 a3 Explain the social benefits of regular participation in physical activity.
PE 6-8 S3 a4 Explain the cognitive benefits of regular participation in physical activity.
PE 6-8 S3 a5 Participate in more challenging activities to learn new skills.
PE 6-8 S3 a6 Use physical activity as a means of self-expression.

PE 9-12 S3b1 Analyze the physical benefits of regular participation in physical activity.
PE 9-12 S3b2 Analyze the emotional benefits of regular participation in physical activity.
PE 9-12 S3b3 Analyze the social benefits of regular participation in physical activity.
PE 9-12 S3b4 Identify the cognitive benefits of regular participation in physical activity.

PE 6-8 S4 a1 Participate in a health-related physical fitness assessment.
PE 6-8 S4 a2 Make progress towards, meet, or exceed in the health-related fitness standards of the assessment tool.
PE 6-8 S4 a3 Assess and evaluate personal health status from fitness assessment results.
PE 6-8 S4 a4 Develop personal fitness goals and a plan to achieve those goals on the results of the health related physical fitne
PE 6-8 S4 a5 Participate in activities to achieve personal fitness goals.
PE 6-8 S4 a6 Participate in activities to improve skills and health.
PE 6-8 S4 a7 Explain factors that affect physical activity and develop strategies some strategies to maintain a physically active l
PE 6-8 S4 a8 Meet or exceed national physical activity recommendations by participating in physical activities in structured and
PE 6-8 S4 a9 Describe how various technologies can help to assess, plan, maintain and enhance physical activity level.

PE 9-12 S4b1 Participate in the health-related physical fitness assessment.
PE 9-12 S4b2 Show improvement in, meet, or exceed the health-related fitness standards of the assessment tool.
PE 9-12 S4b3 Interpret results of fitness assessment to understand personal health status.
PE 9-12 S4b4 Apply fitness assessment results to develop personal fitness goals and create a detailed plan to achieve those go
PE 9-12 S4b5 Explain how and why participation in a variety of activities can affect fitness and health.
PE 9-12 S4b6 Participate in activities to improve physical skills and fitness.
PE 9-12 S4b7 Analyze factors that affect physical activity and apply behavioral and cognitive strategies to adopt and maintain a
PE 9-12 S4b8 Show improvement in, meet or exceed national physical activity recommendations by participating in physical act
PE 9-12 S4b9 Utilize a variety of technologies to assess, plan, maintain or enhance physical activity level.

PE 6-8 S5 a1 Use responsible decision making in all physical activity settings.
PE 6-8 S5 a2 Explain the influence of peer pressure on behavior in physical activity settings.
PE 6-8 S5 a3 Resolve conflict in appropriate ways.
PE 6-8 S5 a4 Analyze potential consequences when confronted with a behavior choice.
PE 6-8 S5 a5 Work cooperatively with a group to achieve group goals in competitive as well as cooperative settings.
PE 6-8 S5 a6 Discuss the use of physical activity as a means for social interaction.
PE 6-8 S5 a7 Participate with others in games, sports, and activities to achieve a common goal.

PE 9-12 S5b1 Apply safe practices, rules, and procedures in all physical activity settings.
PE 9-12 S5b2 Explain why and how rules make participate in physical activity safe.
PE 9-12 S5b3 Act independently of negative peer pressure.
PE 9-12 S5b4 Resolve conflicts in appropriate ways.
PE 9-12 S5b5 Work cooperatively and productively with a partner and/or a group setting to accomplish a set goal.
PE 9-12 S5b6 Anticipate potentially dangerous consequences and outcomes of participation in physical activities.
PE 9-12 S5b7 Describe how physical activity cna provide opportunities for positive social interaction.
PE 9-12 S5b8 Participate with others in games, sports, and activities to achieve a common goal.

PE 6-8 S6 a1 Describe appropriate and safe areas within the community to particpate in physical activity.
PE 6-8 S6 a2 Describe physical activities that can be performed in a variety of settings.
PE 6-8 S6 a3 Describe different forms of media and technology that impact one's level of physical activity.
PE 6-8 S6 a4 Describe how one's home/family enviornmentcan impact one's level and type of physical activity.
PE 6-8 S6 a5 Describe healthy ways to promote physical activity with one's peers.
PE 6-8 S6 a6 Identify youth organizations in the community that offer physical activity programs.
PE 6-8 S6 a7 Use a variety of reliable and valid sources to find information about physical activity.
PE 6-8 S6 a8 Describe how positive and negative emotions can impact physical activity levels.

PE 9-12 S6b1 Evaluate appropriate and safe areas within the community to participate in physical activity.
PE 9-12 S6b2 Identify physical activities that can be performed in a variety of settings.
PE 9-12 S6b3 Analyze how media and technology can impact one's level and type of physical activity.
PE 9-12 S6b4 Explain how the home/family enviornment can impact one's level of physical activity.
PE 9-12 S6b5 Design healthy ways to promote physical activity with one's peers.
PE 9-12 S6b6 Identify youth organizations in the community that offer physical activity programs.
PE 9-12 S6b7 Analyze a variety of resources to select physical activity information that is reliable and valid.
PE 9-12 S6b8 Identify and analyze how positive and negative emotions can impact physical activity levels, amd describe ways to
ovement forms.


pes of movement forms.




h self-and peer-assessment.




or proficiency.




essment tool.

lth related physical fitness assessment.


tain a physically active lifestyle.
 vities in structured and non-structured settings that promote lifelong fitness and health.
cal activity level.




plan to achieve those goals to improve personal health status.


o adopt and maintain a physically active lifestyle.
icipating in physical activities in structured and non-structured settings that promote lifelong fitness and health.
ive settings.




s, amd describe ways to overcome emotional barriers to physical activity.
RIEPS Code

R-10-1.1

R-10-11.1
R-10-11.2
R-10-11.3

R-10-12.1
R-10-13

R-10-14.1
R-10-14.2
R-10-14.3

R-10-15.1
R-10-15.2
R-10-15.3
R-10-15.3
R-10-15.4

R-10-16.1
R-10-16.1
R-10-16.2

R-10-17.1
R-10-17.2

R-10-2.1a
R-10-2.1b

R-10-3.1
R-10-3.2

R-10-4.1
R-10-4.2
R-10-4.3
R-10-4.4
R-10-4.5

R-10-5.1
R-10-5.2
R-10-5.3
R-10-5.4
R-10-5.5

R-10-6.1

R-10-7.1
R-10-7.2
R-10-7.3
R-10-7.4
R-10-7.5

R-10-8.1
R-10-8.2
R-10-8.3
R-10-8.4
R-10-8.5
R-10-8.6

R-12-1.1

R-12-11.1
R-12-11.2
R-12-11.3

R-12-12.1
R-12-13

R-12-14.1
R-12-14.2
R-12-14.3

R-12-15.1
R-12-15.2
R-12-15.3
R-12-15.4

R-12-16.1
R-12-16.2

R-12-17.1
R-12-17.2

R-12-2.1a
R-12-2.1b

R-12-3.1
R-12-3.2

R-12-4.1
R-12-4.2
R-12-4.3
R-12-4.4
R-12-4.5

R-12-5.1
R-12-5.2
R-12-5.3
R-12-5.4
R-12-5.5
R-12-5.6

R-12-6.1a
R-12-6.1b

R-12-7.1
R-12-7.2
R-12-7.3
R-12-7.4
R-12-7.5

R-12-8.1
R-12-8.2
R-12-8.3
R-12-8.4
R-12-8.5
R-12-8.6
Goal Description
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-10-15.3 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-10-16.1 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-10-8.4 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-10-8.6 Evaluating the clarity and accuracy of information (e.g., consistency, effectiveness of organizational pattern, or logic or
R-12-1 Applies word identification/decoding strategies by…
R-12-1.1 Identifying multi-syllabic words by using knowledge of sounds, syllable division, and word patterns. (Local)
R-12-11 Reads grade-level appropriate material with ..
R-12-11.1 Accuracy: reading material appropriate for high school with at least 90-94% accuracy. (Local)
R-12-11.2 Fluency: reading with appropriate silent and oral reading fluency rates as determined by text demands, and purpose f
R-12-11.3 Fluency: reading familiar text with phrasing and expression, and with attention to text features such as punctuation, ita
R-12-12 Demonstrates ability to monitor comprehension and strategy use for different types of texts and purpose by...
R-12-12.1 Using range of self-monitoring and self-correction approaches (Local)
R-12-13 Uses Comprehension strategies (flexibly and as needed) before, during, and after reading literary and informational tex
R-12-14 Demonstrates the habit of reading widely and extensively by…
R-12-14.1 Reading with frequency, including in-school, out-of-school, and summer reading (Local)
R-12-14.2 Reading from a wide range of genres/kinds of text, including primary and secondary sources. and variety of authors (
R-12-14.3 Reading multiple texts for depth of understanding an author, subject, theme or genre (Local)
R-12-15 Research by reading multiple sources (including print and non-print texts) to solve a problem, or to make a decision, or
R-12-15.1 Identifying and evaluating potential sources of information (Local)
R-12-15.2 Evaluating and selecting the information presented, in terms of completeness, relevance, and validity (Local)
R-12-15.3 Organizing, analyzing and interpreting the information (Local)
R-12-15.4 Drawing conclusions/judgments and supporting them with evidence (Local)
R-12-16 Generates a personal response to what is read through a variety of means..
R-12-16.1 Comparing stories or other texts to related personal experience, prior knowledge, or to other books (Local)
R-12-16.2 Providing relevant details to support the connections made or judgements (interpretive, analytical, evaluative, or refle
R-12-17 Demonstrates participation in a literate community by...
R-12-17.1 Self-selecting reading materials in line with reading ability and personal interests (Local)
R-12-17.2 Participating in in-depth discussions about text, ideas, and student writing by offering comments and supporting evide
R-12-2 Students identify the meaning of unfamiliar vocabulary by ..
R-12-2.1a Using strategies to unlock meaning
R-12-2.1b Using strategies to unlock meaning including base words, general and specialized print or electronic resources to det
R-12-3 Shows breadth of vocabulary knowledge through demonstrating understanding of word meaning and relationships by…
R-12-3.1 Identifying synonyms, antonyms, homonyms/homophones, shades of meaning, analogies, idioms, or word origins, incl
R-12-3.2 Selecting appropriate words or explaining the use of words in context...
R-12-4 Demonstrate initial understanding of elements of literary texts by...
R-12-4.1 Identifying, describing, or making logical predictions about character, setting, problem/solution, or plots/subplots, as ap
R-12-4.2 Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text. (Local)
R-12-4.3 Generating questions before, during, and after reading to enhance/expand understanding and/or gain new information
R-12-4.4 Identifying the characteristics of a variety of types/genres of literary text...
R-12-4.5 Identify literary devices as appropriate to genre..
R-12-5 Analyze and interpret literary elements within or across texts, citing evidence where appropriate by...
R-12-5.1 Explaining and supporting logical predictions or logical outcomes
R-12-5.2 Examining characterization, citing thoughts, words or actions that reveal character traits, motivations, or changes over
R-12-5.3 Making inferences about cause/effect, internal or external conflicts or the relationship among elements within texts (Lo
R-12-5.4 Explaining how the narrator's point of view, or author's style, or tone is evident and affects the reader's interpretation or
R-12-5.5 Explaining how the author's purpose, message or theme (which may include universal themes) is supported within text
R-12-5.6 Subsumed under R-12-5.2 and R-12-5.3
R-12-6 Analyze and interpret author's craft within or across texts, citing evidence where appropriate by..
R-12-6.1a Demonstrating knowledge of author's style or use of literary elements and devices to analyze literary works (Local)
R-12-6.1b Examining author's style or use of literary devices to convey theme. (Local)
R-12-7 Demonstrate initial understanding of informational texts (expository and practical texts) by…
R-12-7.1 Obtaining information from text features..
R-12-7.2 Using information from the text to answer questions, perform specific tasks, or solve problmes; to state the main/centr
R-12-7.3 Organizing information to show understanding or relationships among facts, ideas, and events...
R-12-7.4 Generating questions before, during, and after reading to enhance understanding and recall; expand understanding an
R-12-7.5 Identifying the characteristics of a variety of types of text..
R-12-8 Analyze and interpret informational text (which may include technical writing), citing evidence as appropriate by...
R-12-8.1 Explaining connections among ideas across multiple texts (local)
R-12-8.2 Synthesizing and evaluating information within or across text(s) (e.g., constructing appropriate titles; or formulating ass
R-12-8.3 Drawing inferences about text, including author's purpose or message
R-12-8.4 Critiquing author's use of strategies to achieve intended purpose or message
R-12-8.5 Making inferences about cause and effects (local)
R-12-8.6 Evaluating the clarity 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)
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)

ation within or across texts (State)

 onal pattern, or logic or arguments) (State)




demands, and purpose for reading.(Local)
 such as punctuation, italics, and dialogue. (Local)
 purpose by...

 ry and informational text (Local)


 and variety of authors (Local)

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

 validity (Local)



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


nts and supporting evidence


ctronic resources to determine definition, pronunciation, etymology, or usage of words; or prior knowlege (Local)
and relationships by…
ms, or word origins, including words from dialects or other languages that have been adopted into standard English. (Local)


 or plots/subplots, as appropriate to text...

or gain new information. (Local)




ations, or changes over time (Local)
lements within texts (Local)
eader's interpretation or is supported throughout the texts (Local)
 is supported within texts (Local)


literary works (Local)



 to state the main/central ideas;..
xpand understanding and/or gain new information (Local)

appropriate by...

titles; or formulating assertions or controlling ideas) (Local)
anning, etc.) (Local)




ge/standard English (State)




es over time (State)




bles, or diagrams. (State)
nglish. (Local)
RIEPS Code

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

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

e and provides feedback.



hers, responsibly challenges existing procedures and policies.




 nd operates effectively with them.
 ations, diagnose systems performance and corrects malfunctions.
w or alternative systems to improve performance.
 ated technologies.
 d operation of equipment.
 ment, including computers and other technologies.
 s such as manuals, graphs, and schedules.
 documents such as letters, directions, manuals, reports, graphs, and flow charts.
by choosing appropriately from a variety of mathematical techniques.



 nd evaluates and chooses best alternative.

cts, and other information.
dge and skills.
 jects and applies it when solving a problem.


 in group settings.
 xhibits self-control.
RIEPS Code        Goal Description
                  Earth and Space Science GSE's
                  ESS1 The earth and earth materials as we know them today have developed over long periods of time,
                  ESS1(9-11) INQ+POC-1 Provided with geologic data (including movement of plates) on a given locale,
                  ESS1(9-11)-1 Students demonstrate an understanding of processes and change over time within earth
ESS1(9-11)-1.a    1a. Plotting the location of mountain ranges and recent earthquakes and volcanic eruptions to identify any exis
                  ESS1(9-11) NOS-2 Trace the development of the theory of plate tectonics or provide supporting geolog
                  ESS1(9-11)-2 Students demonstrate an understanding of processes and change over time within earth
ESS1(9-11)-2a     2a. Using given data(diagrams, charts, narratives, etc.) and advances in technology to explain how scientific kn
                  ESS1(9-11) SAE+POC-3 Explain how internal and external sources of heat(energy) fuel geologic proces
                  ESS1(9-11)-3 Students demonstrate an understanding of processes and change over time within earth
ESS1(9-11)-3.a    3a. Explaining how heat (produced by friction radioactive decay and pressure) affects the Rock Cycle.
ESS1(9-11)-3.b    3b. Explaining how convection circulations of the mantle initiate the movement of the crustal plates which then
ESS1(9-11)-3.c    3c. Investigating and using evidence to explain that conversation in the amount of earth materials occurs durin
ESS1(9-11)-3.d    3d. Explaining how the physical and chemical processes of the Earth alter the crust(e.g., seafloor spreading, h
                  ESS1. (9-11) INQ+POC+MAS-4 Relate how geologic time is determined using various dating methods (
                  ESS1 (9-11) -4 Students demonstrate an understanding of processes and change over time by...
ESS1 (9-11) -4a   4a. Describing various dating methods to determine the age of different rock structures.
                  ESS3 The origin and evolution of galaxies and the universe demonstrate fundamental principles of phy
                  ESS3(9-11) NOS-5 Explain how scientific theories about the structure of the universe have been advan
                  ESS3(9-11)-5 Students demonstrate an understanding of the origins and evolution of galaxies and the
ESS3(9-11)-5a     5a. Using appropriate prompts(diagrams, charts, narratives, etc),
                  ESS3(9-11) NOS-6 Provide scientific evidence that supports or refutes the "Big Bang" theory of how th
                  ESS3(9-11)-6 Students demonstrate an understanding of the formation of the universe by...
ESS3(9-11)-6a     6a. Using data (diagrams, charts, narratives, etc.) to explain how the "Big Bang" theory has developed over tim
                  ESS3. (9-11) SAE-7 Based on the nature of electromagnetic waves, explain the movement and location
                  ESS3 (9-11) -7 Students demonstrate an understanding of processes and change over time within the s
ESS3(9-11)-7a     7a. Applying the properties of waves/particles to explain the movement, location, and composition of the stars
                  ESS3.. (9-11) POC+SAE-8 Explain the relationships between or among the energy produced from nucle
                    ESS3 (9-11)-8 Students demonstrate an understanding of the life cycle of stars by…
ESS3(9-11)-8b     8a. Relating the process of star formation to the size of the star and including the interaction of the force of gra
ESS3(9-11)-8a     8b. Describing the ongoing processes involved in star formation, their life cycles and their destruction.
ed over long periods of time, through continual change processes.
 of plates) on a given locale, predict the likelihood for an earth event(e.g., volcanoes, mountain ranges, islands, earthquakes).
hange over time within earth systems by...
 ic eruptions to identify any existing patterns.
or provide supporting geologic/geographic evidence that supports the validity of the theory of plate tectonics.
hange over time within earth systems by...
 logy to explain how scientific knowledge regarding plate tectonics has changed over time.
(energy) fuel geologic processes (e.g., rock cycle, plate tectonics, sea floor spreading).
hange over time within earth systems by...
 ffects the Rock Cycle.
of the crustal plates which then cause plate movement and seismic activity.
 of earth materials occurs during the Rock Cycle.
rust(e.g., seafloor spreading, hydrologic cycle, weathering, element cycling.
ng various dating methods (e.g., radioactive decay, rock sequences, fossil records).
change over time by...

 undamental principles of physical science across vast distances and time.
he universe have been advanced through the use of sophisticated technology (e.g., space probes; visual, radio and x-ray telescope
 volution of galaxies and the universe by...

  "Big Bang" theory of how the universe was formed.
 the universe by...
  theory has developed over time citing evidence to supports its occurrance(Doppler Effect/red shift).
n the movement and location of objects in the universe or their composition (e.g., red shift, blue shift, line spectra)
change over time within the system of the universe (Scale, Distances, Star Formation, Theories, Instrumentation) by...
 , and composition of the stars and other bodies in the universe.
  energy produced from nuclear reactions, the origin of elements, and the life cycle of stars.
of stars by…
 e interaction of the force of gravity, fusion, and energy release...
  and their destruction.
lands, earthquakes).




, radio and x-ray telescopes).




entation) by...
RIEPS Code      Goal Description
                Life Science GSE's
                LS1 All living organisms have identifiable structures and characteristics that allow for survival (orga
                LS1(9-11) INQ+SAE+FAF-1 Use data and observation to make connections between, to explain, or to
                LS1(9-11)-1 Students demonstrate understanding of structure and function-survival requirements by
LS1(9-11)-1a    1a. Explaining the relationships between and amongst the specialized structures of the cell and their function
LS1(9-11)-1b    1b. Explaining the most multicellular organisms have specialized cells to survive while unicellular organisms
LS1(9-11)-1c    1c. Students demonstrate understanding of differentiation by comparing the role of various sub-cellular struc
                LS1.(9-11) FAF+POC-2 Explain or justify with evidence how the alteration of the DNA sequence may
                LS1(9-11)-2 Students demonstrate an understanding of the molecular basis for heredity by...
LS1(9-11)-2a    2a. Describing the DNA structure and relating the DNA sequence to the genetic code.
LS1(9-11)-2b    2b. Explaining how DNA may be altered and how this affects genes/heredity (e.g., substitution, insertion, or d
LS1(9-11)-2c    2c. Describing how DNA contains the code for the production of specific proteins.

                LS2 Matter cycles and energy flows through an ecosystem.
                LS2(9-11) INQ+SAE-3 Using data from a specific ecosystem, explain relationships or make prediction
                 LS2(9-11)-3 Students demonstrate an understanding of equilibrium in an ecosystem by...
LS2(9-11)-3a    3a. Defining and giving an example of equilibrium in an ecosystem.
LS2(9-11)-3b        3b. Describing ways in which humans can modify ecosystems and describe and predict the potential imp
LS2(9-11)-3c        3c. Describing ways in which natural events (e.g., floods and fires) can modify ecosystems and describe
                LS2(9-11) POC+SAE-4 Trace the cycling of matter (e.g., carbon cycle) and the flow of energy in a livin
                LS2(9-11)-4 Students demonstrate an understanding of matter and energy flow in an ecosystem by...
LS2(9-11)-4a    4a. Diagramming the energy flow in an ecosystem that compares the energy at different trophic levels (e.g.,
LS2(9-11)-4b    4b. Explaining how the chemical elements and compounds that make up living things pass through food web
                LS2.(9-11) NOS-5 Explain or evaluate potential bias in how evidence is interpreted in reports concern
                LS2(9-11)-5 Students will evaluate potential bias from a variety of media sources in how information
LS2(9-11)-5a    5a. Analyzing claims from evidence and sources and evaluate based upon relevance, and validity.
LS2(9-11)-5b    5b. Applying additional scientific data to develop logical arguments concerning enviornmental issues (e.g., ta

                LS3 Groups of organisms show evidence of change over time (structure, behaviors, and biochemist
                LS3(9-11) .NOS-6 Explain how evidence from technological advances supports or refutes the genetic
                LS3(9-11)-6 Students will demonstrate their understanding of the degree of genetic relationships am
LS3(9-11)-6a    6a. Using given data (diagrams, charts, narratives, etc.) and advances in technology to explain how our und

                LS3(9-11) INQ POC-7 Given a scenario, provide evidence that demonstrates how sexual reproduction
                LS3(9-11)-7 Students demonstrate an understanding of Natural Selection/evolution by...
LS3(9-11)-7a    7a. Investigating how information is passed from parents to offspring by encoded molecules (e.g., evidence
LS3(9-11)-7b    7b. Investigating how the sorting and recombination of genes in sexual reproduction results in a great variety
LS3(9-11)-7c    7c. Citing evidence of how natural selection and its evolutionary consequences provide a scientific explanati
                LS3(9-11) INQ+FAF+POC-8 Given information about living or extinct organisms, cite evidence to exp
                LS3(9-11)-8 Students demonstrate an understanding of Natural Selection/evolution by...
LS3(9-11)-8a    8a. Illustrating that when an enviornmemt changes, the survival advantage/disadvantage of some characteri
LS3(9-11)-8b    8b. Distinguish between microevolution (on small scale within a single population-e.g., change in gene frequ
LS3(9-11)-8c    8c. Recognizing patterns in molecular and fossil evidence to provide a scientific explanation for Natural Sele
LS3(9-11)-8d    8d. Students demonstrate an understanding of classification of organisms by using data or models (charts, d

                LS4 Humans are similar to other species in many ways, and yet are unique among Earth's life forms.
                LS4(9-11) NOS+INQ-9 Use evidence to make and support conclusions about the ways that humans o
                LS4(9-11)-9 Students demonstrate an understanding of how humans are affected by environmental factors
LS4(9-11)-9b    9a. Researching scientific information to explain how such things as radiation, chemicals, and other factors c
LS4(9-11)-9a    9b. Providing an explanation of how the human species impacts the environment and other organisms.
                LS4(9-11) SAE+FAF-10 Explain how the immune system, endocrine sytem, or nervous system works
                LS4(9-11)-10 Students demonstrate an understanding of human body systems by...
LS4(9-11)-10a   10a. Explaining how the roles of the immune, endocrine, and nervous systems work together to maintain ho
LS4(9-11)-10b   10b. Investigating the factors that affect homeostasis(e.g., positive and negative feedback).
 tics that allow for survival (organisms, populations, & species).
ctions between, to explain, or to justify how specific cell organelles produce/regulate what the cell needs or what a unicellular or m
 nction-survival requirements by...
uctures of the cell and their functions (e.g., transport of materials, energy, transfer, protein building, waste disposal, information feedback and
 urvive while unicellular organisms perform all survival functions (e.g., nerve cells communicate with other cell, muscle cells contract, unicellu
he role of various sub-cellular structures in unicelluar organisms to comparable structures in multicellular organisms.
ation of the DNA sequence may produce new gene combinations that make little difference, enhance capabilities, or can be harmfu
 r basis for heredity by...
enetic code.
 ity (e.g., substitution, insertion, or deletion).



relationships or make predictions about how enviornmental disturbance (human impact or natural events) affects the flow of ener
in an ecosystem by...

scribe and predict the potential impact, (LS2(9-11)-3b)
n modify ecosystems and describe and predict the potential effets. (LS2(9-11)-3c)
 ) and the flow of energy in a living system from its source through its transformation in cellular, biochemical processes (e.g., phot
 nergy flow in an ecosystem by...
rgy at different trophic levels (e.g., What inferences can you make about energy "loss" & use?)
 iving things pass through food webs and are combined and recombined in different ways (e.g., nitrogen, carbon cycles, O2 & H20 cycles).
 is interpreted in reports concerning a particular enviornmental factor that impacts the biology of humans.
edia sources in how information is interpreted by...
n relevance, and validity.
 ning enviornmental issues (e.g., tabacco company vs.cancer society articles on effects of smoking, government/big business vs.enviornmen

ture, behaviors, and biochemistry).
s supports or refutes the genetic relationships among groups of organisms (e.g., DNA analysis, protein analysis.
gree of genetic relationships among organisms by...
technology to explain how our understanding of genetic variation has developed over time.

 strates how sexual reproduction results in a great variety of possible gene combinations and contributes to natural selection
ction/evolution by...
ncoded molecules (e.g., evidence from electrophoresis, DNA fingerprinting).
production results in a great variety of possible gene combinations in the offspring of any two parents.
 nces provide a scientific explanation for the diversity and unity of past and present life forms on Earth.
 organisms, cite evidence to explain the frequency of inherited characteristics of organisms in a population, OR
ction/evolution by...
e/disadvantage of some characteristics may change.
pulation-e.g., change in gene frequency within a population) and microevaluation (on a scale that transcends boundaries of a single species.
entific explanation for Natural Selection and its evolutionary consequences (e.g., survival, adaptation).
 by using data or models (charts, diagrams, table, narratives etc.).

unique among Earth's life forms.
 s about the ways that humans or other organisms are affected by environmental factors or heredity(e.g., pathogens, diseases, me
 affected by environmental factors and /or heredity by... ()
tion, chemicals, and other factors can cause gene mutations or disease.
onment and other organisms.
 ytem, or nervous system works and draw conclusions about how systems interact to maintain homeostasis in the human body.
y systems by...
tems work together to maintain homeostasis.
 gative feedback).
 ds or what a unicellular or multi-cellular organism needs for survival.

osal, information feedback and even movement).
 muscle cells contract, unicellular are not specialized).

apabilities, or can be harmful to the organism.




ents) affects the flow of energy or cycling of matter in an ecosystem.




emical processes (e.g., photosynthesis, cellular respiration, fermentation).


on cycles, O2 & H20 cycles).



 nt/big business vs.enviornmental perceptions of global climate change).


n analysis.



utes to natural selection




oundaries of a single species.




 g., pathogens, diseases, medical advances, pollution, mutations).



ostasis in the human body.
RIEPS Code      Goal Description
                Physical Science GSE's
                PS1 All living and nonliving things are composed of matter having characteristic properties that di
                PS1(9-11) INQ-1 Use physical and chemical properties as determined through an investigation to id
                 PS1(9-11)-1 Students demonstrate an understanding of characteristic properties of matter by...
PS1(9-11)-1a    1a. Utilizing appropriate data (related to chemical and physical properties), to distinguish one substance fro
PS1(9-11)-1b    1b. Determine the degree of change in pressure of a given volume of gas when the temperature changes i
                PS1(9-11) MAS+.NOS-2 Scientific thought about atoms has changed over time. Using information (
                PS1(9-11)-2 Students demonstrate an understanding of characteristic properties of matter by...
PS1(9-11)-2a    2a. Using given data (diagrams, charts, narratives, etc.) and advances in technology to explain how the un
                PS1(9-11) POC-3 Explain how properties of elements and the location of elements on the periodic t
                PS1(9-11)-3 Students demonstrate an understanding of characteristic properties of matter by...
PS1(9-11)-3a    3a. Identifying and explaining the basis for the arrangement of the elements within a periodic table (e.g., tre
PS1(9-11)-3b    3b. Predicting the relative physical and chemical properties of an element based on its location within the P
                PS1(9-11) MAS+FAF-4 Model and explain the structure of an atom or explain how an atom's electro
                PS1(9-11)-4 Students demonstrate an understanding of the structure of matter by...
PS1(9-11)-4a    4a. Comparing the three subatomic particles of atoms (protons, electrons, neutrons) and their location with
PS1(9-11)-4b    4b. Writing formulae for compounds and developing basic (excluding transition elements) models using ele
PS1(9-11)-4c    4c. Explaining or modeling how the electron configuration of atoms governs how atoms interact with one a
                PS2 Energy is necessary for change to occur in matter. Energy can be stored, transferred, and tran
                PS2(9-11) .POC+SAE-5 Demonstrate how transformations of energy produce some energy in the fo
                PS2(9-11)-5 Students demonstrate an understanding of energy by...
PS2(9-11)-5a    5a. Describing or diagramming the changes in energy (transformation) that occur in different systems (e.g.
PS2(9-11)-5b    5b. Explaining the Law of Conservation of Energy as it relates to the efficiency (loss of heat) of a system.
                PS2(9-11) INQ+SAE-6 Using information provided about chemical changes, draw conclusions abou
                PS2(9-11)-6 Students demonstrate an understanding of physical, chemical, and nuclear changes by
PS2(9-11)-6a    6a. Writing simple balanced chemical equations to represent chemical reactions and illustrate the conserva
PS2(9-11)-6b    6b. Identifying whether a given chemical reaction or a biological process will release or consume energy(en
PS2(9-11)-6c    6c. Explaining and/or modeling how the nuclear make-up of atoms governs alpha and beta emissions crea
PS2(9-11)-6e    6d. Explaining the concept of half-life and using the half-life principal to predict the approximate age of mat
PS2(9-11)-6d    6e. Differentiating between fission and fusion in nuclear reactions and their relation to element changes an
                PS2(9-11)-SAE-7 Explain relationships between and among electric charges, magnetic fields, electr
                PS2(9-11)-7 Students demonstrate an understanding of electromagnetism by...
PS2(9-11)-7a    7a. Explaining through words, diagrams, models, or electrostatic demonstrations the principal that like cha
PS2(9-11)-7b    7b. Explaining through words, charts, diagrams, and models the effects of distance and the amount of cha
PS2(9-11)-7c    7c. Describing the relationship between moving electric charges and magnetic fields. (PS2(9-11)-7c)
                PS3 The motion of an object is affected by forces.
                PS3(9-11) POC+INQ-8 Given information (e.g., graphs, data, diagrams), use the relationships betwe
                PS3(9-11)-8 Students demonstrate an understanding of forces and motion by...
PS3(9-11)-8a    8a. Predicting and/or graphing the path of an object in different references planes and explain how and wh
PS3(9-11)-8b    8b. Using modeling, illustrating, graphing explain how distance and velocity change over time for a free fall
                PS3(9-11) POC-9 Apply the concepts of inertia, motion, and momentum to predict and explain situa
                PS3(9-11)-9 Students demonstrate an understanding of forces and motion by...
PS3(9-11)-9a    9a. Explaining through words, charts, diagrams, and models the effects of distance and the amount of mas
PS3(9-11)-9b    9b. Using Newton's Laws of Motion and the Law of Conservation of Momentum to predict the effect on the
                PS3(9-11) SAE-10 Explain the effects on wavelength and frequency as electromagnetic waves inter
                PS3(9-11)-10 Students demonstrate an understanding of waves by...
PS3(9-11)-10a   10a. Investigating examples of wave phenomena (e.g., ripples in water, sound waves, seismic waves.
PS3(9-11)-10b   10b. Comparing and contrasting electromagnetic waves to mechanical waves.
PS3(9-11)-10c   10c. Qualifying the relationship between frequency and wavelength of any wave.
ristic properties that distinguish one substance from another(independent of size or amount of substance).
 h an investigation to identify a substance.
erties of matter by...
nguish one substance from another or identify an unknown substance.
 e temperature changes incrementally (doubles, triples, etc.)
me. Using information (narratives or models of atoms) provided, cite evidence that has changed our understanding of the atom and
 rties of matter by...
 gy to explain how the understanding of atomic structure has changed over time.
ments on the periodic table are related.
 rties of matter by...
  a periodic table (e.g., trends, valence electrons, reactivity, electronegativity, ionization).
 n its location within the Periodic Table.
  how an atom's electron configuration, particularly the outermost electron(s), determines how that atom can interact with other ato

 s) and their location within an atom, their relative mass, and their change.
ements) models using electron structure.
 toms interact with one another (e.g., covalent, hydrogen and ionic bonding).
d, transferred, and transformed, but cannot be destroyed.
e some energy in the form of heat and therefore the efficiency of the system is reduced (chemical, biological, and physical systems

 n different systems (e.g., chemical=exo and endo thermic reactins, biological=food webs, physical=phase changes.
ss of heat) of a system.
draw conclusions about and explain the energy flow in a given chemical reaction (e.g., exothermic reactios, endothermic reactions
and nuclear changes by...
 nd illustrate the conservation of matter.
se or consume energy(endothermic and exothermic)based on the information provided (e.g., given a table of energy values for reactants and
 and beta emissions creating changes in the nucleus of an atom results in the formation of new elements.
 approximate age of material.
n to element changes and energy formation.
  magnetic fields, electromagnetic forces, and atomic particles.

he principal that like charges repel and unlike charges attract.
e and the amount of charge on the strength of the electrical force present. (PS2(9-11)-7b)
ds. (PS2(9-11)-7c)

 he relationships between or among force, mass, velocity, momentum, and acceleration to predict and explain the motion of object

and explain how and why (forces) it occurs.
e over time for a free falling object.
edict and explain situations involving forces and motion, including stationary objects and collisions.

e and the amount of mass on the gravitational force between objects (e.g., Universal Gravitation Law).
 predict the effect on the motion of objects.
omagnetic waves interact with matter (e.g., light diffraction, blue sky).

ves, seismic waves.
nderstanding of the atom and the development of atomic theory.




 m can interact with other atoms.




ogical, and physical systems).



ctios, endothermic reactions).


energy values for reactants and products or an energy digram) (PS2(9-11)-6b)




 explain the motion of objects.
RIEPS Code

TC-1.1a
TC-1.2a
TC-1.3a


TC-2.1t
TC-2.2t
TC-2.3t
TC-2.4t


TP-1.1a
TP-1.2a
TP-1.3a


TP-2.1t
TP-2.2t
TP-2.3t


TR-1.1a
TR-1.2a
TR-1.3a


TR-2.1t
TR-2.2t
TR-2.3t
Goal Description
TC 1 Acting-Students will demonstrate their ability to develop, sustain, and communicate in Acting by creating believa
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 Technical- Students will demonstrate their ability to create functional designs in a chosen area of technical intere
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
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.
ng by creating believable characterizations by:
 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.

 rea of technical interest for a theatrical production by:




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


 and skills 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


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 Engaging in self or group expression by creating original artwork and interpreting works of art
  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 a
  C1.3 Documenting personal progress by maintaining a portfolio of their artwork, identifying works' strengths and weaknesses
C2 Developing the ability to communicate in the language of art forms through the use of materials, tools, and techniq
VA-C2.1 Using media, techniques, tools, and processes with evidence of skill, craftsmanship and personalization to communica
C3 Making connections between visual arts and other disciplines.
VA-C3.1 Analyzing and utilizing concepts and content of the visual arts and other arts disciplines, the humanities, or the science
R1 Choosing and evaluating a range of subject matter, symbols, and ideas.
R1.1 Analyzing the subject matter, symbols, and ideas of exemplar artworks.
R2 Understanding the relationships withn personal, social, cultural, and historical contexts.
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 Making connections between the visual arts and other disciplines.
R3.1 Analyzing how concepts and content learned in the visual arts and in other disciplines are connected.
hesis, and evaluation.
ms and demonstrating an awareness of context.
 ngths and weaknesses and making necessary modifications.
als, tools, and techniques.
nalization to communicate meaning.

manities, or the sciences to expand the meaning of their artwork.



their personal assessment of it.

interprets history at various times and places.
RIEPS Code


C&G 1 (3-4)–1a
C&G 1 (3-4) –1b
C&G 1 (3-4) –1c

C&G 1 (3-4) –2a
C&G 1 (3-4) –2b

C&G 1 (5-6) –1a
C&G 1 (5-6) –1b
C&G 1 (5-6) –1c

C&G 1 (5-6) –2a
C&G 1 (5-6) –2a

C&G 1 (K-2) –1a
C&G 1 (K-2) –1b
C&G 1 (K-2) –1c

C&G 1 (K-2) –2a
C&G 1 (K-2) –2b



C&G 2 (3-4) –1a
C&G 2 (3-4) –1b

C&G 2 (3-4) –2a
C&G 2 (3-4) –2b
C&G 2 (3-4) –2c

C&G 2 (5-6) –1a
C&G 2 (5-6) –1b
C&G 2 (5-6) –1c

C&G 2 (5-6) –2a
C&G 2 (5-6)-2b
C&G 2 (5-6)-2c

C&G 2 (K-2) –1a

C&G 2 (K-2)-2a
C&G 2 (K-2)-2b
C&G 2 (K-2)-2c



C&G 3 (3-4) –1a
C&G 3 (3-4) –1b

C&G 3 (3-4) –2a
C&G 3 (3-4) –2b
C&G 3 (3-4) –2c
C&G 3 (5-6) –1a
C&G 3 (5-6) –1b
C&G 3 (5-6) –1c
C&G 3 (5-6) –1d

C&G 3 (5-6) –2a
C&G 3 (5-6) –2b
C&G 3 (5-6) –2c

C&G 3 (K-2)-1a

C&G 3 (K-2)-2a
C&G 3 (K-2)-2b
C&G 3 (K-2)-2c



C&G 4 (3-4)-1a

C&G 4 (3-4)-2a

C&G 4 (3-4)-3a
C&G 4 (3-4)-3b

C&G 4 (5-6) –1a
C&G 4 (5-6) –1b
C&G 4 (5-6) –1c

C&G 4 (5-6) –2a
C&G 4 (5-6) –2b
C&G 4 (5-6) –2c)

C&G 4 (5-6) –3a
C&G 4 (5-6) –3b
C&G 4 (5-6) –3c
C&G 4 (5-6) –3d


C&G 4 (K-2)-1a
C&G 4 (K-2)-2a

C&G 4 (K-2)-3a



C&G 5 (3-4)-1a
C&G 5 (3-4)-1b

C&G 5 (3-4)-2a

C&G 5 (3-4)-3a

C&G 5 (5-6)-1a
C&G 5 (5-6)-1b
C&G 5 (5-6)-2a
C&G 5 (5-6)-2b

C&G 5 (5-6)-3a
C&G 5 (5-6)-3b

C&G 5 (K-2)-1a

C&G 5 (K-2)-2a

C&G 5 (K-2)-3a



HP 1 (3-4)-1a
HP 1 (3-4)-1b
HP 1 (3-4)-1c

HP 1 (3-4)-2a
HP 1 (3-4)-2b

HP 1 (5-6)-1a
HP 1 (5-6)-1b
HP 1 (5-6)-1c
HP 1 (5-6)-1d

HP 1 (5-6)-2a

HP 1 (K-2)-1a
HP 1 (K-2)-1b

HP 1 (K-2)-2a
HP 1 (K-2)-2b



HP 2 (3-4)-1a

HP 2 (3-4)-2a

HP 2 (3-4)-3a

HP 2 (5-6)-1a
HP 2 (5-6)-1b
HP 2 (5-6)-1c

HP 2 (5-6)-2a
HP 2 (5-6)-2b

HP 2 (5-6)-3a

HP 2 (K-2)-1a

HP 2 (K-2)-2a
HP 2 (K-2)-3a



HP 3 (3-4)-1a

HP 3 (3-4)-2a

HP 3 (5-6)-1a
HP 3 (5-6)-1b

HP 3 (5-6)-2a
HP 3 (5-6)-2b
HP 3 (5-6)-2c

HP 3 (K-2)-1a

HP 3 (K-2)-2a
Goal Description
C&G 1: People create and change structures of power, authority, and governance in order to accomplish common goa
C&G 1 (3-4) –1 Students demonstrate an understanding of origins, forms, and purposes of government by…
C&G 1 (3-4) –1a. making, applying, and enforcing rules (home, school, community) (C&G 1 (3-4)–1a)
C&G 1 (3-4) –1b. comparing similarities between a rule and a law (C&G 1 (3-4) –1b)
C&G 1 (3-4) –1c. citing examples of services that local and state governments provide for the common good (C&G 1 (3-4) –1c)
C&G 1 (3-4) –2 Students demonstrate an understanding of sources of authority and use of power, and how they are/can
C&G 1 (3-4) –2a. identifying authority figures who make, apply, and enforce rules (e.g., family, school, police, firefighters, etc.) a
C&G 1 (3-4) –2b. recognizing, describing, and demonstrating the characteristics of leadership and fair decision making, and exp
C&G 1 (5-6) –1 Students demonstrate an understanding of origins, forms, and purposes of government by…
C&G 1 (5-6) -1a. identifying the basic functions of government (C&G 1 (5-6) –1a)
C&G 1 (5-6) –1b. listing and defining various forms of government (e.g., dictatorship, democracy, parliamentary, monarchy) (C&
C&G 1 (5-6) –1c. citing examples of when major changes in governments have occurred (e.g., American Revolution, Hammurab
C&G 1 (5-6) –2 Students demonstrate an understanding of sources of authority and use of power, and how they are/can
C&G 1 (5-6) –2a. identifying and summarizing the rule of law, using various enduring/ significant documents (e.g., Magna Carta,
C&G 1 (5-6) –2b. identifying and describing the role of individuals (e.g., Thomas Jefferson, George Washington, Thomas Paine
C&G 1 (K-2) –1 Students demonstrate an understanding of origins, forms, and purposes of government by...
C&G 1 (K-2) –1a. identifying rules and consequences for not following them in different settings (e.g., home, bus, classroom, ca
C&G 1 (K-2) –1b. evaluating the rules in different settings (e.g., Is this a good rule and why/why not?) (C&G 1 (K-2) –1b)
C&G 1 (K-2) –1c. exploring examples of services (e.g., post office, police, fire, garbage collection) provided in their own commu
C&G 1 (K-2) –2 Students demonstrate an understanding of sources of authority and use of power, and how they are/ca
C&G 1 (K-2) –2a. identifying authority figures who make, apply, and enforce rules (e.g., family, school, police, firefighters, etc.) a
C&G 1 (K-2) –2b. recognizing and describing the characteristics of leadership and fair decision making, and explaining how they

C&G 2: The Constitution of the United States establishes a government of limited powers that are shared among differ
C&G 2 (3-4) –1 Students demonstrate an understanding of United States government (local, state, national) by…
C&G 2 (3-4) –1a. identifying the levels (local, state, national) and three branches of government, as defined by the U.S. Constitu
C&G 2 (3-4) –1b. describing the U.S. Constitution and Bill of Rights and explaining why they are important (C&G 2 (3-4) –1b)
C&G 2 (3-4) –2 Students demonstrate an understanding of the democratic values and principles underlying the U.S. go
C&G 2 (3-4) –2a. identifying and explaining the meaning of symbols and national holidays used to depict Americans shared dem
C&G 2 (3-4) –2b. using a variety of sources (e.g., Bill of Rights, Declaration of Independence, ...) to illustrate the basic values an
C&G 2 (3-4) –2c. exhibiting and explaining what it means to be a responsible member of a group to achieve a common goal (e.g
C&G 2 (5-6) –1 Students demonstrate an understanding of United States government (local, state, national) by...
C&G 2 (5-6) –1a. identifying and describing the function of the three branches (i.e., checks and balances, separation of powers)
C&G 2 (5-6) –1b. identifying how power is divided and shared among the levels of the United States government (C&G 2 (5-6) –
C&G 2 (5-6) –1c. explaining how a bill becomes a law (C&G 2 (5-6) –1c)
C&G 2 (5-6) –2 Students demonstrate an understanding of the democratic values and principles underlying the U.S. go
C&G 2 (5-6) –2a. exploring democratic values such as: respect, property, compromise, liberty, self-government, and self-determ
C&G 2 (5-6)-2b. identifying enduring documents (e.g., Bill of Rights, U.S. Constitution) that reflect the underlying principles of the
C&G 2 (5-6)-2c. exhibiting and explaining what it means to be a responsible citizen in the community (C&G 2 (5-6)-2c)
C&G 2 (K-2) –1 Students demonstrate an understanding of United States government (local, state, national) by…
C&G 2 (K-2) –1a. identifying elected leadership titles/basic role at different levels of government (e.g., mayor is the leader of a c
C&G 2 (K-2) –2 Students demonstrate an understanding of the democratic values and principles underlying the U.S. go
C&G 2 (K-2)-2a. identifying symbols and national holidays used to depict Americans’ shared democratic values, principles, and
C&G 2 (K-2)-2b. using a variety of sources (e.g., trade books, picture books, ...) to illustrate the basic values and principles of de
C&G 2 (K-2)-2c. identifying individual roles in a group and acting as a productive member of a group (C&G 2 (K-2)-2c)

C&G 3: In a democratic society all people have certain rights and responsibilities.
C&G 3 (3-4) –1 Students demonstrate an understanding of citizens’ rights and responsibilities by...
C&G 3 (3-4) –1a. exhibiting respect for self, parents, teachers, authority figures (police, fire, doctors, community leaders), and o
C&G 3 (3-4) –1b. using a variety of sources (e.g., primary sources, secondary sources, literature, videos) to provide examples o
C&G 3 (3-4) –2 Students demonstrate an understanding of how individuals and groups exercise (or are denied) their rig
C&G 3 (3-4) –2a. demonstrating and explaining how personal choices can affect rights, responsibilities and privileges of self and
C&G 3 (3-4) –2b.working cooperatively in a group, demonstrating individual/personal accountability (e.g., dividing responsibilities
C&G 3 (3-4) –2c. explaining different ways conflicts can be resolved, how conflicts and resolutions can affect people, and descri
C&G 3 (5-6) –1 Students demonstrate an understanding of citizens’ rights and responsibilities by…
C&G 3 (5-6) –1a. defining the concepts: “civic”(adj.), “civics”(n), “civil,” and “citizen” (C&G 3 (5-6) –1a)
C&G 3 (5-6) –1b. identifying citizen’s rights in a democratic society (personal, economic, legal, and civic) (C&G 3 (5-6) –1b)
C&G 3 (5-6) –1c. identifying a citizen’s responsibilities in a democratic society (personal, economic, legal, and civic) (C&G 3 (5-6
C&G 3 (5-6) –1d. identifying conflicts between individual rights and the common good (e.g., Eminent domain, airport expansion,
C&G 3 (5-6) –2 Students demonstrate an understanding how individuals and groups exercise (or are denied) their right
C&G 3 (5-6) –2a. identifying and explaining specific ways rights may or may not be exercised (e.g., civil rights) (C&G 3 (5-6) –2a
C&G 3 (5-6) –2b. recognizing potential conflicts within or among groups, brainstorming possible solutions, and reaching compro
C&G 3 (5-6) –2c. explaining the judicial process - due process – local, state, and federal (e.g., school discipline policy, truancy c
C&G 3 (K-2) –1 Students demonstrate an understanding of citizens’ rights and responsibilities by…
C&G 3 (K-2)-1a. exhibiting respect (e.g., waiting one’s turn, respecting differences, sharing, etc.) for self, parents, teachers, auth
C&G 3 (K-2) –2 Students demonstrate an understanding of how individuals and groups exercise (or are denied) their ri
C&G 3 (K-2)-2a. demonstrating personal and group rights and responsibility (e.g., self-managing behavior, time, space, and ma
C&G 3 (K-2)-2b. working cooperatively in a group, sharing responsibilities or individual roles within a group (C&G 3 (K-2)-2b)
C&G 3 (K-2)-2c. identifying feelings and situations that lead to conflict and describing ways people solve problems effectively (C

C&G 4: People engage in political processes in a variety of ways.
C&G 4 (3-4) –1 Students demonstrate an understanding of political systems and political processes by…
C&G 4 (3-4)-1a. identifying forms and levels (e.g., voting vs. running for office, organizing a meeting vs. attending a meeting) of
C&G 4 (3-4) – 2 Students demonstrate their participation in political processes by…
C&G 4 (3-4)-2a. engaging in a variety of forms of participation (e.g., voting, petition, survey) and explaining the purpose of each
C&G 4 (3-4) –3 Students participate in a civil society by…
C&G 4 (3-4)-3a. identifying problems, planning and implementing solutions, and evaluating the outcomes in the classroom, scho
C&G 4 (3-4)-3b. explaining how individuals can take responsibility for their actions and how their actions impact the community (
C&G 4 (5-6) –1 Students demonstrate an understanding of political systems and political processes by…
C&G 4 (5-6) –1a. explaining how leaders are selected or elected (e.g., election process, appointment process, political parties, c
C&G 4 (5-6) –1b. listing the “labels” that individuals may give themselves within a political process (e.g., radical, liberal, conserva
C&G 4 (5-6) –1c. identifying, comparing, and contrasting different “political systems” (e.g., monarchy, democracy, feudal) (C&G
C&G 4 (5-6) -2 Students demonstrate their participation in political processes by…
C&G 4 (5-6) –2a. using a variety of sources to form, substantiate, and communicate an opinion and presenting their opinion to a
C&G 4 (5-6) –2b. describing the voting process for a local, state, or national election (C&G 4 (5-6) –2b)
C&G 4 (5-6) –2c. engaging in the political process (e.g., voting in school elections) (C&G 4 (5-6) –2c)
C&G 4 (5-6) –3 Students participate in a civil society by…
C&G 4 (5-6) –3a. demonstrating respect for the opinions of others (e.g., listening to and asking relevant questions, taking turns,
C&G 4 (5-6) –3b. demonstrating the ability to compromise (e.g., offering solutions, persisting to resolve issues) (C&G 4 (5-6) –3
C&G 4 (5-6) –3c. taking responsibility for one’s own actions (anticipating and accepting consequences) (C&G 4 (5-6) –3c)
C&G 4 (5-6) –3d. identifying and accessing reliable sources to answer questions about current important issues (e.g., news med
C&G 4 (K-2) – 2 Students demonstrate their participation in political processes by…
C&G 4 (K-2) –1 Students demonstrate an understanding of political systems and political processes by…
C&G 4 (K-2)-1a. identifying forms of civic participation (e.g., voting, conducting a survey) (C&G 4 (K-2)-1a)
C&G 4 (K-2)-2a. experiencing a variety of forms of participation (e.g., voting, conducting a survey, writing a class letter about an
C&G 4 (K-2) –3 Students participate in a civil society by…
C&G 4 (K-2)-3a. identifying problems, planning and implementing solutions in the classroom, school, and community (e.g., prob

C&G 5: As members of an interconnected world community, the choices we make impact others locally, nationally, and
C&G 5 (3-4) -1 Students demonstrate an understanding of the many ways Earth’s people are interconnected by…
C&G 5 (3-4)-1a. explaining how current events around the world affect our lives (e.g., trade, war, conflict-resolution, global warm
C&G 5 (3-4)-1b. locating where different nations are in the world in relation to the United States (e.g., related to current events, l
C&G 5 (3-4) -2 Students demonstrate an understanding of the benefits and challenges of an interconnected world by…
 C&G 5 (3-4)-2a. exploring current issues using a variety of print and non-print sources (e.g., Where does our food come from
C&G 5 (3-4) -3 Students demonstrate an understanding of how the choices we make impact, and are impacted by an in
C&G 5 (3-4)-3a. listing and explaining the pros and cons of personal and organizational (e.g., businesses, governments, other g
C&G 5 (5-6) -1 Students demonstrate an understanding of the many ways Earth’s people are interconnected by…
C&G 5 (5-6)-1a. identifying, describing, and explaining how people are socially, technologically, geographically, economically, or
C&G 5 (5-6)-1b. locating where different nations are in the world in relation to the U.S. (C&G 5 (5-6)-1b)
C&G 5 (5-6) -2 Students demonstrate an understanding of the benefits and challenges of an interconnected world by…
C&G 5 (5-6)-2a. identifying and discussing factors that lead to the breakdown of order among societies (e.g., natural disasters, w
C&G 5 (5-6)-2b. citing a social, technological, geographical, economical, or cultural issue that provides an example of both bene
C&G 5 (5-6) -3 Students demonstrate an understanding of how the choices we make impact and are impacted by an int
C&G 5 (5-6)-3a. identifying and analyzing the effects of consumer choice (environmental, communication, political) (C&G 5 (5-6
C&G 5 (5-6)-3b. explaining how actions taken or not taken impact societies (e.g., natural disasters, incidences of social injustice
C&G 5 (K-2) -1 Students demonstrate an understanding of the many ways earth’s people are interconnected by…
C&G 5 (K-2)-1a. exploring and discussing ways we interact with others around the world (e.g., food, clothing, transportation, tou
C&G 5 (K-2) –2 Students demonstrate an understanding of the benefits and challenges of an interconnected world by…
C&G 5 (K-2)-2a. using a variety of print and non-print sources to explore other people and places (C&G 5 (K-2)-2a)
C&G 5 (K-2)-3 Students demonstrate an understanding of how the choices we make impact, and are impacted by an int
C&G 5 (K-2)-3a. listing the pros and cons of personal decisions (e.g., littering, recycling) (C&G 5 (K-2)-3a)

HP 1: History is an account of human activities that is interpretive in nature.
HP 1 (3-4) –1 Students act as historians, using a variety of tools (e.g., artifacts and primary and secondary sources) by…
HP 1 (3-4)-1a. describing the difference between primary and secondary sources and interpreting information from each (e.g., a
HP 1 (3-4)-1b. classifying objects, artifacts, and symbols from long ago and today and describing how they add to our understan
HP 1 (3-4)-1c. organizing information obtained to answer historical questions (HP 1 (3-4)-1c)
HP 1 (3-4) –2 Students interpret history as a series of connected events with multiple cause-effect relationships, by…
HP 1 (3-4)-2a. describing and organizing a sequence of significant events in Rhode Island history (e.g., interpreting and analyzin
HP 1 (3-4)-2b. explaining and inferring how a sequence of events affected people of Rhode Island (e.g., settlement or changes i
HP 1 (5-6) –1 Students act as historians, using a variety of tools (e.g., artifacts and primary and secondary sources) by…
HP 1 (5-6)-1a. identifying appropriate sources (e.g., historical maps, diaries, photographs) to answer historical questions (HP 1 (
HP 1 (5-6)-1b. using sources to support the stories of history (How do we know what we know?) (HP 1 (5-6)-1b)
HP 1 (5-6)-1c. asking and answering historical questions, organizing information, and evaluating information in terms of relevanc
HP 1 (5-6)-1d. identifying the point of view of a historical source (e.g., media sources) (HP 1 (5-6)-1d)
HP 1 (5-6) –2 Students interpret history as a series of connected events with multiple cause-effect relationships, by…
HP 1 (5-6)-2a. investigating and summarizing historical data in order to draw connections between two events and to answer rel
HP 1 (K-2) –1 Students act as historians, using a variety of tools (e.g., artifacts and primary and secondary sources) by
HP 1 (K-2)-1a. identifying and categorizing the kinds of information obtained from a variety of artifacts and documents (e.g., Wh
HP 1 (K-2)-1b. distinguishing objects, artifacts, and symbols from long ago and today (e.g., passage of time documented throug
HP 1 (K-2) –2 Students interpret history as a series of connected events with multiple cause-effect relationships, by…
HP 1 (K-2)-2a. describing and organizing a sequence of various events in personal, classroom, or school life (e.g., organizing an
HP 1 (K-2)-2b. explaining how a sequence of events affected people in home, classroom, or school (e.g., getting a new student

HP 2: History is a chronicle of human activities, diverse people, and the societies they form.
HP 2 (3-4) –1 Students connect the past with the present by…
HP 2 (3-4)-1a. investigating and explaining the origin, name, or significance of local and Rhode Island geographic and human-m
HP 2 (3-4) – 2 Students chronicle events and conditions by…
HP 2 (3-4)-2a. describing, defining, and illustrating by example Rhode Island historical individuals, groups and events (e.g., Rog
HP 2 (3-4) – 3 Students show understanding of change over time by…
HP 2 (3-4)-3a. interpreting and explaining similarities and differences in objects, artifacts, technologies, ideas, or beliefs (e.g., re
HP 2 (5-6) – 1 Students connect the past with the present by…
HP 2 (5-6)-1a. identifying sequential events, people, and societies that have shaped RI today (HP 2 (5-6)-1a)
HP 2 (5-6)-1b. comparing and contrasting the development of RI ethnic history to the nation’s history (e.g., What historical factor
HP 2 (5-6)-1c. identifying and describing how national and world events have impacted RI and how RI has impacted world event
HP 2 (5-6) – 2 Students chronicle events and conditions by…
HP 2 (5-6)-2a. placing key events and people of a particular historical era in chronological sequence (HP 2 (5-6)-2a)
HP 2 (5-6)-2b. summarizing key events and explaining the historical contexts of those events (HP 2 (5-6)-2b)
HP 2 (5-6) – 3 Students show understanding of change over time by…
HP 2 (5-6)-3a. establishing a chronological order by working backward from some issue, problem, or event to explain its origins
HP 2 (K-2) – 1 Students connect the past with the present by…
HP 2 (K-2)-1a. recognizing the origin, name, or significance of local geographic and human-made features (e.g., school, street,
HP 2 (K-2) – 2 Students chronicle events and conditions by…
HP 2 (K-2)-2a. describing, defining, and illustrating a sequence of events from personal, classroom, school, or community life (e
HP 2 (K-2) – 3 Students show understanding of change over time by…
HP 2 (K-2)-3a. exploring and describing similarities and differences in objects, artifacts, and technologies from the past and pres

HP 3: The study of history helps us understand the present and shape the future.
HP 3 (3-4) –1 Students demonstrate an understanding of how the past frames the present by…
HP 3 (3-4)-1a. recognizing and interpreting how events, people, problems, and ideas shape life in the community and in Rhode
HP 3 (3-4) – 2 Students make personal connections in an historical context (e.g., source-to-source, source-to-self, sour
HP 3 (3-4)-2a. using a variety of sources (e.g., photographs, written text, clothing, oral history) to reconstruct the past, understan
HP 3 (5-6) – 1 Students demonstrate an understanding of how the past frames the present by…
HP 3 (5-6)-1a. identifying historical conditions and events that relate to contemporary issues (e.g., separation of church state, tre
HP 3 (5-6)-1b. answering “what if” questions and using evidence to explain how history might have been different (e.g., How mig
HP 3 (5-6) – 2 Students make personal connections in an historical context (e.g., source-to-source, source-to-self, sour
HP 3 (5-6)-2a. explaining how the similarities of human issues across time periods influence their own personal histories (e.g., s
HP 3 (5-6)-2b. explaining how the differences of human issues across time periods influence their own personal histories (e.g., s
HP 3 (5-6)-2c. identifying the cultural influences that shape individuals and historical events (HP 3 (5-6)-2c)
HP 3 (K-2) – 1 Students demonstrate an understanding of how the past frames the present by…
HP 3 (K-2)-1a. identifying how events and people shape family and school life (e.g., How would your life change if you moved to
HP 3 (K-2) – 2 Students make personal connections in an historical context (e.g., source-to-source, source-to-self, sou
HP 3 (K-2)-2a. using a variety of sources (e.g., photographs, written text, clothing, oral history) to reconstruct their past and unde
omplish common goals.
nment by…


good (C&G 1 (3-4) –1c)
 , and how they are/can be changed by…
olice, firefighters, etc.) and explaining how there are limits to their power (e.g., What are police not allowed to do?) (C&G 1 (3-4) –2a)
ecision making, and explaining how they affect others (C&G 1 (3-4) –2b)
 nment by…

mentary, monarchy) (C&G 1 (5-6) –1b)
n Revolution, Hammurabi’s Code, Rhode Island Royal Charter/ RI Constitution) (C&G 1 (5-6) –1c)
 , and how they are/can be changed by…
ents (e.g., Magna Carta, Preamble of U.S. Constitution, U.N. Rights of the Child, “I Have A Dream” speech) (C&G 1 (5-6) –2a)
 hington, Thomas Paine) as authority figures/ leaders in the creation of government (C&G 1 (5-6) –2b)
rnment by...
 me, bus, classroom, cafeteria, etc.) and explaining why we need rules and who makes the rules (C&G 1 (K-2) –1a)
 &G 1 (K-2) –1b)
ded in their own community (C&G 1 (K-2) –1c)
r, and how they are/can be changed by…
olice, firefighters, etc.) and how these people help to meet the needs of the common good (C&G 1 (K-2) –2a)
and explaining how they affect others (e.g., line leader, team captain) (C&G 1 (K-2) –2b)

e shared among different levels and branches.
e, national) by…
ned by the U.S. Constitution, and the roles and purposes of each (e.g., checks and balances) (C&G 2 (3-4) –1a)
 nt (C&G 2 (3-4) –1b)
underlying the U.S. government by…
  Americans shared democratic values, principles, and beliefs (e.g., colors of the American flag, Pledge of Allegiance, bald eagle, Presidents
 rate the basic values and principles of democracy (e.g., Statue of Liberty represents freedom,...) (C&G 2 (3-4) –2b)
 eve a common goal (e.g., problem solving, task completion, etc.) and self-monitoring effectiveness in a group (C&G 2 (3-4) –2c)
e, national) by...
s, separation of powers) (C&G 2 (5-6) –1a)
 ernment (C&G 2 (5-6) –1b)

underlying the U.S. government by…
 rnment, and self-determination (C&G 2 (5-6) –2a)
 derlying principles of the United States (C&G 2 (5-6)-2b)
&G 2 (5-6)-2c)
e, national) by…
 ayor is the leader of a city, governor is the leader of the state, president is the leader of the country) (C&G 2 (K-2) –1a)
 underlying the U.S. government by…
 values, principles, and beliefs (e.g., American flag, Pledge of Allegiance, Presidents’ Day, Independence Day) (C&G 2 (K-2)-2a)
 ues and principles of democracy (e.g., Statue of Liberty represents freedom, Independent Man on State House represents individual rights,
&G 2 (K-2)-2c)



mmunity leaders), and others, and demonstrating an understanding of others’ points of view (C&G 3 (3-4) –1a)
 ) to provide examples of individuals’ and groups’ rights and responsibilities (e.g., justice, equality, and diversity) (C&G 3 (3-4) –1b)
  or are denied) their rights and responsibilities by…
and privileges of self and others (e.g., bullying, breaking rules, intruding on others’ space, interference with others’ rights to learn) (C&G 3 (3-
 , dividing responsibilities, ...) to complete a task (e.g., in-class group projects, civic or community activities, ...working toward a common goal
 ffect people, and describing the resolution of conflicts by the courts or other authorities (C&G 3 (3-4) –2c)
   (C&G 3 (5-6) –1b)
 l, and civic) (C&G 3 (5-6) –1c)
main, airport expansion, Scituate Reservoir, Coastal Access) (C&G 3 (5-6) –1d)
  are denied) their rights and responsibilities by…
rights) (C&G 3 (5-6) –2a)
s, and reaching compromises (e.g., discrimination, bullying) (C&G 3 (5-6) –2b)
scipline policy, truancy court, appeals process) (C&G 3 (5-6) –2c)

, parents, teachers, authority figures (police, fire, doctors, community leaders), and others (C&G 3 (K-2)-1a)
(or are denied) their rights and responsibilities by…
or, time, space, and materials) (C&G 3 (K-2)-2a)
up (C&G 3 (K-2)-2b)
 problems effectively (C&G 3 (K-2)-2c)



attending a meeting) of civic participation and how it affects the common good (local, state, national, world) (C&G 4 (3-4)-1a)

ng the purpose of each form (C&G 4 (3-4)-2a)

s in the classroom, school, community, state, nation, or world (e.g., problem of global warming/solutions - recycling, energy conservation) (C
 impact the community (C&G 4 (3-4)-3b)

ocess, political parties, campaigns) (C&G 4 (5-6) –1a)
radical, liberal, conservative, environmentalist, Democrat, Republican) (C&G 4 (5-6) –1b)
mocracy, feudal) (C&G 4 (5-6) –1c)

senting their opinion to an audience beyond the classroom (e.g., letter to the editor, student exhibition, persuasive essay, article in school new



questions, taking turns, considering alternative perspectives) (C&G 4 (5-6) –3a)
ssues) (C&G 4 (5-6) –3b)
 C&G 4 (5-6) –3c)
t issues (e.g., news media, children’s news magazines) (C&G 4 (5-6) –3d)



g a class letter about an issue of concern) (C&G 4 (K-2)-2a)

d community (e.g., problem of litter/solutions -each picks up one piece of trash, recycle, plan a clean-up day, etc.) (C&G 4 (K-2)-3a)

 locally, nationally, and globally.
rconnected by…
-resolution, global warming) (C&G 5 (3-4)-1a)
ated to current events, literature, trade books) (C&G 5 (3-4)-1b)
connected world by… (C&G 5 (3-4) –2)
 es our food come from and what happens if there is a drought?) (C&G 5 (3-4)-2a)
 are impacted by an interconnected world, by…
s, governments, other groups) decisions (e.g., donations to global charities) (C&G 5 (3-4)-3a)
rconnected by…
hically, economically, or culturally connected to others (C&G 5 (5-6)-1a)
connected world by…
e.g., natural disasters, wars, plagues, population shifts, natural resources) (C&G 5 (5-6)-2a)
n example of both benefits and challenges (C&G 5 (5-6)-2b)
are impacted by an interconnected world by…
n, political) (C&G 5 (5-6)-3a)
ences of social injustice or genocide) (C&G 5 (5-6)-3b)
rconnected by…
hing, transportation, tourism, news) (C&G 5 (K-2)-1a)
rconnected world by…

 are impacted by an interconnected world, by…



econdary sources) by…
ation from each (e.g., asking and answering questions, making predictions) (HP 1 (3-4)-1a)
ey add to our understanding of the past (HP 1 (3-4)-1b)

ct relationships, by…
 nterpreting and analyzing data in timelines) (HP 1 (3-4)-2a)
  settlement or changes in community/ Rhode Island, Hurricane Katrina) (HP 1 (3-4)-2b)
 econdary sources) by…
 torical questions (HP 1 (5-6)-1a)

 tion in terms of relevance (HP 1 (5-6)-1c)

ct relationships, by…
  vents and to answer related historical questions (HP 1 (5-6)-2a)
  econdary sources) by…
nd documents (e.g., What would this artifact tell us about how people lived?) (HP 1 (K-2)-1a)
  me documented through family photos, evolution of household appliances) (HP 1 (K-2)-1b)
ct relationships, by…
  l life (e.g., organizing and interpreting data in timelines) (HP 1 (K-2)-2a)
 ., getting a new student in the classroom) (HP 1 (K-2)-2b)



eographic and human-made features (HP 2 (3-4)-1a)

 s and events (e.g., Roger Williams, Native Americans,...) and how they relate to the context (e.g., conditions of the time,...) (HP 2 (3-4)-2a)

 deas, or beliefs (e.g., religious, economic, ...) from the past and present (e.g., transportation or communication ...) (HP 2 (3-4)-3a)


g., What historical factors makes RI unique?; immigration, settlement patterns, religion, resources, geography) (HP 2 (5-6)-1b)
as impacted world events (e.g., China Trade, WWII, Industrial Revolution) (HP 2 (5-6)-1c)

P 2 (5-6)-2a)


ent to explain its origins and its development over time (HP 2 (5-6)-3a)

es (e.g., school, street, park, city, river, monuments) (HP 2 (K-2)-1a)

ool, or community life (e.g., timeline or self-made informational text showing key events) (HP 2 (K-2)-2a)
s from the past and present (e.g., transportation, communication, school and home life) (HP 2 (K-2)-3a)



mmunity and in Rhode Island (HP 3 (3-4)-1a)
 e, source-to-self, source-to-world) by…
truct the past, understand the present, and make predictions for the future (HP 3 (3-4)-2a)

ation of church state, treatment of Native Americans, immigration, gender issues) (HP 3 (5-6)-1a)
 different (e.g., How might history be different if Anne Hutchinson hadn’t dissented?) (HP 3 (5-6)-1b)
e, source-to-self, source-to-world) by…
ersonal histories (e.g., so what? How does this relate to me?) (HP 3 (5-6)-2a)
ersonal histories (e.g., so what? How does this relate to me?) (HP 3 (5-6)-2b)


 change if you moved to another place? What would happen if your school closed? What would happen if there were no school buses?) (HP
ce, source-to-self, source-to-world) by…
 truct their past and understand the present. (HP 3 (K-2)-2a)
 C&G 1 (3-4) –2a)




 e, bald eagle, Presidents’ Day, Independence Day) (C&G 2 (3-4) –2a)

G 2 (3-4) –2c)




G 2 (K-2)-2a)
resents individual rights, ...) (C&G 2 (K-2)-2b)




&G 3 (3-4) –1b)

 ghts to learn) (C&G 3 (3-4) –2a)
 g toward a common goal) (C&G 3 (3-4) –2b)
 energy conservation) (C&G 4 (3-4)-3a)




ssay, article in school newspaper) (C&G 4 (5-6) –2a)




C&G 4 (K-2)-3a)
time,...) (HP 2 (3-4)-2a)

HP 2 (3-4)-3a)
e no school buses?) (HP 3 (K-2)-1a)
RIEPS Code       Goal Description
                 CC&R Grade K-2
                 Students will communicate their understanding of mathematics and be able to:
M(CCR)-2-1 1        1. Demonstrate mathematical communication through discussion, reading, writing, listening, and respondi
M(CCR)-2-1 2        2. Discuss relationships between everyday language and mathematical language and symbols (e.g., word
M(CCR)-2-1 3        3. Explain conclusions, thought processes, and strategies in problem-solving situations.
M(CCR)-2-1 4        4. Discuss, illustrate, and write about mathematical concepts and relationships.
M(CCR)-2-1 5        5. Draw pictures and use objects to illustrate mathematical concepts.
                 Students will create and use representations to communicate mathematical ideas and to solve proble
M(CCR)-2-2 1        1. Create and use age level appropriate representations to organize, record, and communicate mathemat
M(CCR)-2-2 2        2. Select, apply, and translate among mathematical representations to solve problems (e.g., representing
M(CCR)-2-2 3        3. Link different representations.
M(CCR)-2-2 4        4. Use representations to model and interpret physical, social, and mathematical phenomena.
M(CCR)-2-2 5        5. Use conventional and self-generated (invented) representations and connect them.
M(CCR)-2-2 6        6. Realize that any representation is subject to multiple interpretations (e.g., drawings and graphs can be r
                 Students will recognize, explore, and develop mathematical connections and be able to:
M(CCR)-2-3 1        1. Link conceptual and procedural knowledge (e.g., they will know that when they “regroup,” they are simp
M(CCR)-2-3 2        2. Recognize and use mathematics in other curriculum areas (e.g., science, social studies).
M(CCR)-2-3 3        3. Recognize and use mathematics in their daily lives (e.g., graphs, tables, or maps).
M(CCR)-2-3 4        4. Identify mathematical situations occurring in literature for children.
M(CCR)-2-3 5        5. Identify examples of geometry in nature, art, and architecture.
                 CC&R Grade 3-5
                 Students will communicate their understanding of mathematics and be able to:
M(CCR)-5-1 1        1. Discuss mathematical ideas and write convincing arguments.
M(CCR)-5-1 2        2. Understand, explain, analyze, and evaluate mathematical arguments and conclusions presented by oth
M(CCR)-5-1 3        3. Ask clarifying and extending questions related to mathematics they have heard or read about.
M(CCR)-5-1 4        4. Understand and appreciate the economy and power of mathematical symbolism and its role in the deve
M(CCR)-5-1 5        5. Demonstrate an understanding of mathematical concepts and relationships through a variety of method
M(CCR)-5-1 6        6. Use a variety of technologies (e.g., computers, calculators, video, probes) to represent and communica
                 Students will create and use representations to communicate mathematical ideas and to solve proble
M(CCR)-5-2 1        1. Use physical models and diagrams to represent important mathematical ideas (e.g., multiplication).
M(CCR)-5-2 2        2. Use appropriate representations to solve problems or to portray, clarify, or extend a mathematical idea.
M(CCR)-5-2 3        3. Recognize equivalent representations of concepts and procedures and translate among them as appro
                 Students will recognize, explore, and develop mathematical connections and be able to:
(M(CCR)-5-3 1)      1. See mathematics as an integrated whole.
(M(CCR)-5-3 1)      2. Recognize relationships among different topics in mathematics.
(M(CCR)-5-3 1)      3. Recognize and use mathematics in other curriculum areas and in their daily lives.
(M(CCR)-5-3 1)      4. Link concepts and procedures.
(M(CCR)-5-3 1)      5. Use mathematical skills, concepts, and applications in other disciplines (e.g., graphs in social studies, p

                 Data, Statistics, and Probability (DS&P)
                 DS&P Grade K
M(DSP)-K-1         Interprets a given representation created by the class (models and tally charts) to answer questions related
M(DSP)-K-2       Analyzes patterns, trends, or distributions in data in a variety of contexts by determining or using more, less, o
M(DSP)-K-3       No GLE at this grade
M(DSP)-K-4       No GLE at this grade
M(DSP)-K-5       No GLE at this grade
M(DSP)-K-6       No GLE at this grade
                 DS&P Grade 1
 M(DSP)-1-1       Interprets a given representation created by the class…
 M(DSP)-1-2      Analyzes patterns, trends, or distributions in data in a variety of contexts by determining or using more, less, o
 M(DSP)-1-3      No GLE at this grade
 M(DSP)-1-4      No GLE at this grade
 M(DSP)-1-5      For a probability event in which the sample space may or may not contain equally likely outcomes, groups us
 M(DSP)-1-6      No GLE at this grade
                 DS&P Grade 2
M(DSP)-2-1      Interprets a given representation (pictographs with one-to-one correspondence, line plots, tally charts, or table
M(DSP)-2-2      Analyzes patterns, trends, or distributions in data in a variety of contexts by determining or using more, less, o
M(DSP)-2-3      No GLE at this grade
M(DSP)-2-4      Uses counting techniques to solve problems involving combinations using a variety of strategies...
M(DSP)-2-5      For a probability event in which the sample space may or may not contain equally likely outcomes, uses exper
M(DSP)-2-6      In response to a teacher or student generated question or hypothesis, groups decide the most effective metho
                DS&P Grade 3
  M(DSP)-3-1     Interprets a given representation (line plots, tally charts, tables, or bar graphs) to answer questions related to
  M(DSP)-3-2    Analyzes patterns, trends, or distributions in data in a variety of contexts by determining or using most frequen
  M(DSP)-3-3a   Organizes and displays data using tables, tally charts, and bar graphs, to answer questions related to the data
  M(DSP)-3-3b   Identifies or describes representations or elements of representations that best display a given set of data or s
  M(DSP)-3-4    Uses counting techniques to solve problems involving combinations and simple permutations using a variety o
  M(DSP)-3-5a   For a probability event in which the sample space may or may not contain equally likely outcomes,…
  M(DSP)-3-5b   For a probability event in which the sample space may or may not contain equally likely outcomes, determines
  M(DSP)-3-6    In response to a teacher or student generated question or hypothesis, groups decide the most effective metho
                   DS&P Grade 4
M(DSP)-4-1      Interprets a given representation...
M(DSP)-4-2      Analyzes patterns, trends, or distributions in data in a variety of contexts by determining or using measures of
M(DSP)-4-3      Organizes and displays data using tables, line plots, bar graphs, and pictographs to answer questions related
M(DSP)-4-4      Uses counting techniques to solve problems in context involving combinations or simple permutations...
M(DSP)-4-5a     For a probability event in which the sample space may or may not contain equally likely outcomes, predicts the
M(DSP)-4-5b     For a probability event in which the sample space may or may not contain equally likely outcomes, determines
M(DSP)-4-6      In response to a teacher or student generated question or hypothesis, groups decide the most effective metho
                DS&P Grade 5
M(DSP)-5-1      Interprets a given representation
M(DSP)-5-2      Analyzes patterns, trends, or distributions in data in a variety of contexts by determining or using measures of
M(DSP)-5-3a     Organizes and displays data using tables, bar graphs, or line graphs to answer questions related to the data, t
M(DSP)-5-3b     Identifies or describes representations or elements of representations that best display a given set of data or s
M(DSP)-5-4      No GLE at this grade
M(DSP)-5-5a     For a probability event in which the sample space may or may not contain equally likely outcomes, predicts the
M(DSP)-5-5b     For a probability event in which the sample space may or may not contain equally likely outcomes, determines
M(DSP)-5-6      In response to a teacher or student generated question or hypothesis decides the most effective method...

                Functions and Algebra (F&A)
                F&A Grade K
  M(F&A)-K-1    Identifies and extends to specific cases a variety of patterns (sequences of shapes, sounds, movement, color
  M(F&A)-K-2    No GLE at this grade
  M(F&A)-K-3    No GLE at this grade
  M(F&A)-K-4    No GLE at this grade
                F&A Grade 1
  M(F&A)-1-1    Identifies and extends to specific cases a variety of patterns...
  M(F&A)-1-2    No GLE at this grade
  M(F&A)-1-3    No GLE at this grade
  M(F&A)-1-4    Demonstrates conceptual understanding of equality...
                F&A Grade 2
  M(F&A)-2-1    Identifies and extends to specific cases a variety of patterns (linear and non-numeric) represented in models,
  M(F&A)-2-2    No GLE at this grade
  M(F&A)-2-3    No GLE at this grade
  M(F&A)-2-4    Demonstrates conceptual understanding of equality by finding the value that will make an open sentence true
                F&A Grade 3
  M(F&A)-3-1    Identifies and extends to specific cases a variety of patterns (linear and non-numeric) represented in models,
  M(F&A)-3-2    No GLE at this grade
  M(F&A)-3-3    No GLE at this grade
  M(F&A)-3-4    Demonstrates conceptual understanding of equality...
              F&A Grade 4
M(F&A)-4-1    Identifies and extends to specific cases a variety of patterns (linear and nonlinear) represented in models, tab
M(F&A)-4-2    Demonstrates conceptual understanding of linear relationships (y = kx) as a constant rate of change by identif
M(F&A)-4-3    Demonstrates conceptual understanding of algebraic expressions...
M(F&A)-4-4    Demonstrates conceptual understanding of equality…
              F&A Grade 5
M(F&A)-5-1    Identifies and extends to specific cases a variety of patterns…
M(F&A)-5-2    Demonstrates conceptual understanding of linear relationships…
M(F&A)-5-3    Demonstrates conceptual understanding of algebraic expressions...
M(F&A)-5-4    Demonstrates conceptual understanding of equality...
              Geometry and Measurement (G&M)
              G&M Grade K
M(G&M)-K-1    Uses properties, attributes, composition, or decomposition to sort or classify polygons (triangles, squares, rec
M(G&M)-K-2    No GLE at this grade
M(G&M)-K-3     No GLE at this grade
M(G&M)-K-4    No GLE at this grade
M(G&M)-K-5    No GLE at this grade
M(G&M)-K-6    No GLE at this grade
M(G&M)-K-7    Demonstrates conceptual understanding of measurable attributes using comparative language to describe an
M(G&M)-K-8     Determines elapsed and accrued time as it relates to calendar patterns...
M(G&M)-K-9    Demonstrates understanding of spatial relationships using location and position by using positional words to lo
              G&M Grade 1
M(G&M)-1-1    Uses properties, attributes, composition, or decomposition to sort or classify polygons... (M(G&M)–1–1 )
M(G&M)-1-2    No GLE at this grade
M(G&M)-1-3    Given an example of a three-dimensional geometric shape (rectangular prisms, cylinders, or spheres) finds ex
M(G&M)-1-4    Demonstrates conceptual understanding of congruency by making mirror images and creating shapes that ha
M(G&M)-1-5    No GLE at this grade
M(G&M)-1-6    Demonstrates conceptual understanding of the length/height of a two-dimensional object using non-standard
M(G&M)-1-7    Demonstrates conceptual understanding of measurable attributes using comparative language to describe an
M(G&M)-1-8    Determines elapsed and accrued time as it relates to calendar patterns (days of the week, months of the year
M(G&M)-1-9    Demonstrates understanding of spatial relationships using location and position by using positional words...
              G&M Grade 2
M(G&M)-2-1    Uses properties, attributes, composition, or decomposition to sort or classify polygons or objects by a combina
M(G&M)-2-2    No GLE at this grade
M(G&M)-2-3    No GLE at this grade
M(G&M)-2-4    Demonstrates conceptual understanding of congruency by composing and decomposing two-dimensional obj
M(G&M)-2-5    No GLE at this grade
M(G&M)-2-6    Demonstrates conceptual understanding of perimeter and area by using models or manipulatives to surround
M(G&M)-2-7    Measures and uses units of measures appropriately and consistently, and makes conversions within systems
M(G&M)-2-8    No GLE at this grade
M(G&M)-2-9    Demonstrates understanding of spatial relationships using location and position by using positional language i
              G&M Grade 3
M(G&M)-3-01   Uses properties or attributes of angles..
M(G&M)-3-02   No GLE at this grade
M(G&M)-3-03   No GLE at this grade
M(G&M)-3-04   Demonstrates conceptual understanding of congruency…
M(G&M)-3-05   Demonstrates conceptual understanding of similarity by identifying similar shapes
M(G&M)-3-06   Demonstrates conceptual understanding of perimeter of polygons, and the area of rectangles on grids using a
M(G&M)-3-07   Measures and uses units of measures appropriately and consistently, and makes conversions within systems
M(G&M)-3-08   No GLE at this grade
M(G&M)-3-09   Demonstrates understanding of spatial relationships using location and position...
M(G&M)-3-10   Demonstrates conceptual understanding of spatial reasoning and visualization...
              G&M Grade 4
M(G&M)-4-01   Uses properties or attributes of angles...
M(G&M)-4-02   No standard at this grade
M(G&M)-4-03   Uses properties or attributes (shape of bases or number of lateral faces) to identify, compare, or describe thre
M(G&M)-4-04   Demonstrates conceptual understanding of congruency...
M(G&M)-4-05   Demonstrates conceptual understanding of similarity...
M(G&M)-4-06   Demonstrates conceptual understanding of perimeter of polygons, and the area of rectangles, polygons or irre
M(G&M)-4-07   Measures and uses units of measures appropriately and consistently, and makes conversions within systems
M(G&M)-4-08   No GLE at this grade
M(G&M)-4-09   Demonstrates understanding of spatial relationships using location and position...
M(G&M)-4-10   Demonstrates conceptual understanding of spatial reasoning and visualization…
              G&M Grade 5
M(G&M)-5-01   Uses properties or attributes of angles... (M(G&M)–5–1 )
M(G&M)-5-02   No standard at this grade
M(G&M)-5-03   Uses properties or attributes (shape of bases, number of lateral faces, or number of bases) to identify, compa
M(G&M)-5-04   No GLE at this grade
M(G&M)-5-05   Demonstrates conceptual understanding of similarity...
M(G&M)-5-06   Demonstrates conceptual understanding of perimeter of polygons, and the area of rectangles or right triangles
M(G&M)-5-07   Measures and uses units of measures appropriately and consistently, and makes conversions within systems
M(G&M)-5-08   No GLE at this grade
M(G&M)-5-09   Demonstrates understanding of spatial relationships using location and position...
M(G&M)-5-10   Demonstrates conceptual understanding of spatial reasoning and visualization by building models of rectangu
              Number and Operations (N&O)
              N&O Grade K
M(N&O)-K-1    Demonstrates conceptual understanding of rational numbers with respect to: whole numbers from 0 to 12...
M(N&O)-K-2    Demonstrates understanding of the relative magnitude of numbers from 0 to 20...
M(N&O)-K-3    Demonstrates conceptual understanding of mathematical operations through investigations involving addition
M(N&O)-K-4    No GLE at this grade
M(N&O)-K-5    Demonstrates understanding of monetary value through investigation involving knowing the names and values
M(N&O)-K-6    Mentally adds and subtracts whole numbers by naming the number that is one more or one less than the origi
M(N&O)-K-7    Makes estimates of the number of objects in a set (up to 20) by making and revising estimates as objects are
M(N&O)-K-8    No GLE at this grade
              N&O Grade 1
M(N&O)-1-1    Demonstrates conceptual understanding of rational numbers with respect to: whole numbers from 0 to 100 us
M(N&O)-1-2    Demonstrates understanding of the relative magnitude of numbers from 0 to 100 by ordering whole numbers..
M(N&O)-1-3    Demonstrates conceptual understanding of mathematical operations involving addition and subtraction of who
M(N&O)-1-4    No GLE at this grade
M(N&O)-1-5    Demonstrates understanding of monetary value by knowing the names and values for coins (penny, nickel, di
M(N&O)-1-6    Mentally adds and subtracts whole numbers by naming the number that is one or two more or less than the or
M(N&O)-1-7    Makes estimates of the number of objects in a set (up to 30 ) and revises estimates as objects are counted.
M(N&O)-1-8    Applies properties of numbers (odd, even, composition, and decomposition.
              N&O Grade 2
M(N&O)-2-1    Demonstrates conceptual understanding of rational numbers with respect to: whole numbers from 0 to 199 us
M(N&O)-2-2    Demonstrates understanding of the relative magnitude of numbers from 0 to 199 by ordering whole numbers;
M(N&O)-2-3    Demonstrates conceptual understanding of mathematical operations involving addition and subtraction of who
M(N&O)-2-4    No GLE at this grade
M(N&O)-2-5    Demonstrates understanding of monetary value by adding coins together to a value no greater than $1.99 and
M(N&O)-2-6    Mentally adds and subtracts whole number facts to a sum of 20; names the number that is 10 more or less th
M(N&O)-2-7    Makes estimates of the number of objects in a set (up to 50) by selecting an appropriate method of estimation
M(N&O)-2-8    Applies properties of numbers (odd and even) and field properties (commutative for addition, identity for additi
              N&O Grade 3
M(N&O)-3-1    Demonstrates conceptual understanding of rational numbers with respect to:whole numbers from 0 to 999 thr
M(N&O)-3-2    Demonstrates understanding of the relative magnitude of numbers from 0 to 999 by ordering whole numbers;
M(N&O)-3-3    Demonstrates conceptual understanding of mathematical operations by describing or illustrating the inverse re
M(N&O)-3-4    Accurately solves problems involving addition and subtraction with regrouping; the concept of multiplication; a
M(N&O)-3-5    No GLE at this grade
M(N&O)-3-6    Mentally adds and subtracts whole number facts through 20; adds two-digit and one-digit whole numbers; add
M(N&O)-3-7    Makes estimates in a given situation by identifying when estimation is appropriate, selecting the appropriate m
  M(N&O)-3-8   Applies properties of numbers (odd, even, and multiplicative property of zero for single-digit whole numbers [6
               N&O Grade 4
  M(N&O)-4-1   Demonstrates conceptual understanding of rational numbers with respect to: whole numbers from 0 to 999,99
  M(N&O)-4-2   Demonstrates understanding of the relative magnitude of numbers from 0 to 999,999 by ordering or comparin
  M(N&O)-4-3   Demonstrates conceptual understanding of mathematical operations by describing or illustrating the relationsh
  M(N&O)-4-4   Accurately solves problems involving multiple operations on whole numbers or the use of the properties of fac
  M(N&O)-4-5    No GLE at this grade
  M(N&O)-4-6   Mentally adds and subtracts whole number facts through 20; multiplies whole number facts to a product of 10
  M(N&O)-4-7   Makes estimates in a given situation by identifying when estimation is appropriate..
  M(N&O)-4-8   Applies properties of numbers (odd, even, multiplicative property of zero, and remainders) and field properties
               N&O Grade 5
  M(N&O)-5-1   Demonstrates conceptual understanding of rational numbers with respect to: whole numbers from 0 to 9,999,9
  M(N&O)-5-2   Demonstrates understanding of the relative magnitude of numbers...
  M(N&O)-5-3   Demonstrates conceptual understanding of mathematical operations by adding and subtracting decimals and
  M(N&O)-5-4   Accurately solves problems involving multiple operations on whole numbers or the use of the properties of fac
  M(N&O)-5-5   No GLE at this grade
  M(N&O)-5-6   Mentally calculates change back from $1.00, $5.00, and $10.00;...
  M(N&O)-5-7   Makes estimates in a given situation by identifying when estimation is appropriate...
  M(N&O)-5-8   Applies properties of numbers (odd, even, and divisibility) and field properties (commutative, associative, iden
               Problem Solving, Reasoning, and Proof (PR&P)
                PR&P Grade K-2 (PR&P K-2)
               Students will use problem-solving strategies to investigate and understand increasingly complex mathematica
M(PRP)-2-1 1   1. Formulate and solve multi-step problems from everyday and mathematical situations.
M(PRP)-2-1 2   2. Solve problems using a variety of strategies (e.g., working backwards, looking for patterns and relationships
M(PRP)-2-1 3   3. Verify and interpret results with respect to the original problem.
M(PRP)-2-1 4   4. Determine if the solution of a problem is reasonable.
M(PRP)-2-1 5   5. Solve problems using manipulatives, graphs, charts, diagrams, and calculators.
M(PRP)-2-1 6   6. Demonstrate that a problem may be solved in more than one way.
M(PRP)-2-1 7   7. Exhibit confidence in their ability to solve problems independently and in groups.
M(PRP)-2-1 8   8. Display increasing perseverance, and persistence in problem solving.
M(PRP)-2-2     Students will use mathematical reasoning and proof and be able to:
M(PRP)-2-2 1   1. Use models, known facts, properties, and relationships to explain their thinking.
M(PRP)-2-2 2   2. Justify solution processes and answers (e.g., "I chose this method to solve the problem because...").
M(PRP)-2-2 3   3. Draw conclusions using inductive reasoning.
M(PRP)-2-2 4   4. Identify the missing information needed to find a solution to a given story problem.
M(PRP)-2-2 5   5. Use patterns and relationships to analyze mathematical situations (e.g., count by fives).
               PR&P Grade 3-5 (PR&P 3-5)
               Students will use problem-solving strategies to investigate and understand increasingly complex mathematica
M(PRP)-5-1 1   1. Determine the reasonableness of solutions to real-world problems.
M(PRP)-5-1 2   2. Generalize solutions and apply strategies to new problem situations.
M(PRP)-5-1 3   3. Add to the repertoire of problem-solving strategies (e.g., looking for similar problems) and use those strateg
M(PRP)-5-1 4   4. Solve problems with multiple solutions, recognize when a problem has no solution, and recognize problems
M(PRP)-5-1 5   5. Translate results of a computation into solutions that fit the real-world problem (e.g., when a computation sh
               Students will use mathematical reasoning and proof and be able to (M(PRP)–5–2 )
M(PRP)-5-2 1   1. Draw conclusions and solve problems using elementary deductive reasoning and reasoning by analogy.
M(PRP)-5-2 2   2. Make and defend conjectures and generalizations.
M(PRP)-5-2 3   3. Use models, known facts, properties, and relationships to explain thinking and to justify answers and solutio
M(PRP)-5-2 4   4. Recognize the pervasive use and power of reasoning as a part of mathematics.
writing, listening, and responding, individually and in groups.
guage and symbols (e.g., words that mean something different in mathematics and in everyday life).
 g situations.


cal ideas and to solve problems and be able to:
 , and communicate mathematical ideas (e.g., students should recognize the relationship among seven counters, seven tally marks, and the
e problems (e.g., representing fractions with circles, with geoboards, and with pattern blocks).

 atical phenomena.

, drawings and graphs can be read in a different way).
and be able to:
n they “regroup,” they are simply changing the representation of the minuend, but not its value).
, social studies).




d conclusions presented by others.
  heard or read about.
mbolism and its role in the development of mathematics.
 ps through a variety of methods (e.g., writing, graphing, charts, diagrams, number sentences, or symbols).
s) to represent and communicate mathematical ideas.
cal ideas and to solve problems and be able to:
 ideas (e.g., multiplication).
or extend a mathematical idea. (M(CCR)–5–2 2)
 anslate among them as appropriate (for example, understand how the addition of whole numbers, fractions, and decimals are related). (M(C
 and be able to:




e.g., graphs in social studies, patterns in art, or music and geometry in technology education).



s) to answer questions related to the data, or to analyze the data to formulate conclusions using words, diagrams, or verbal/scribed response
ermining or using more, less, or equal (e.g., Have there been more, less, or the same number of cloudy days compared to sunny days this w




ermining or using more, less, or equal.


ally likely outcomes, groups use experiments to describes the likelihood or chance of an event (using "more likely," "less likely", or "equally lik
, line plots, tally charts, or tables) to answer questions related to the data, or to analyze the data to formulate conclusions.
ermining or using more, less, or equal.

 riety of strategies...
ally likely outcomes, uses experiments to describe the likelihood or chance of an event using "more likely," "less likely," "equally likely," certain
decide the most effective method...

 to answer questions related to the data, to analyze the data to formulate conclusions, or to make predictions. (M(DSP)–3–1 )
 ermining or using most frequent (mode), least frequent, largest, or smallest.
 er questions related to the data, to analyze the data to formulate conclusions, to make predictions, or to solve problems.
  display a given set of data or situation, consistent with the representations required in M(DSP)–3–1.
e permutations using a variety of strategies (e.g., student diagrams, organized lists, tables, tree diagrams, orsc others).
ally likely outcomes,…
ally likely outcomes, determines the likelihood of the occurrence of an event (using "more likely", "less likely", or "equally likely").
decide the most effective method...


 ermining or using measures of central tendency (median or mode), or range.
hs to answer questions related to the data, to analyze the data to formulate or justify conclusions, to make predictions, or to solve problems.
 or simple permutations...
ally likely outcomes, predicts the likelihood of an event as a part to whole relationship...
ally likely outcomes, determines the theoretical probability of an event and expresses the result as part to whole.
decide the most effective method...


ermining or using measures of central tendency (mean, median, or mode) or range to analyze situations, or to solve problems.
questions related to the data, to analyze the data to formulate or justify conclusions, to make predictions, or to solve problems.
 display a given set of data or situation, consistent with the representations required in M(DSP)–5–1.

ally likely outcomes, predicts the likelihood of an event as a fraction and tests the prediction through experiments; and determines if a game i
ally likely outcomes, determines the experimental or theoretical probability of an event and expresses the result as a fraction.
 he most effective method...



 pes, sounds, movement, colors, and letters) by extending the pattern to the next one, two or three elements, or by translating AB patterns ac




meric) represented in models, tables, or sequences by extending the pattern to the next element, or finding a missing element (e.g., 2, 4, 6,


ll make an open sentence true (e.g., ). (limited to one operation and limited to use addition or subtraction)

meric) represented in models, tables, or sequences by extending the pattern to the next one, two, or three elements, or finding missing elem
ar) represented in models, tables or sequences; and writes a rule in words orsc symbols to find the next case.
nstant rate of change by identifying, describing, or comparing situations that represent constant rates of change.




 lygons (triangles, squares, rectangles, rhombi, trapezoids, and hexagons)... (




arative language to describe and compare attributes of objects...

n by using positional words to locate and describe where an object is found in the environment.

 lygons... (M(G&M)–1–1 )

, cylinders, or spheres) finds examples of objects in the environment that are of the same geometric shape.
es and creating shapes that have line symmetry.

 nal object using non-standard units.
arative language to describe and compare attributes of objects...
 f the week, months of the year), the sequence of events in a day; and recognizes an hour and “on the ½ hour”.
n by using positional words...

 lygons or objects by a combination of two or more non-measurable or measurable attributes.


omposing two-dimensional objects using models or explanations…

s or manipulatives to surround and cover polygons
es conversions within systems when solving problems across the content strands .

n by using positional language in two- and three- dimensional situations to describe and interpret relative positions...




a of rectangles on grids using a variety of models or manipulatives. Expresses all measures using appropriate units.
es conversions within systems when solving problems across the content strands .
 ntify, compare, or describe three-dimensional shapes (rectangular prisms, triangular prisms, cylinders, or spheres).


 a of rectangles, polygons or irregular shapes on grids using a variety of models, manipulatives, or formulas. Expresses all measures using ap
 es conversions within systems when solving problems across the content strands.




ber of bases) to identify, compare, or describe three-dimensional shapes (rectangular prisms, triangular prisms, cylinders, spheres, pyramids


 a of rectangles or right triangles...
 es conversions within systems when solving problems across the content strands.


 by building models of rectangular and triangular prisms, cones, cylinders, and pyramids from two- or three-dimensional representations.


 hole numbers from 0 to 12...

nvestigations involving addition and subtraction of whole numbers (from 0 to 10)..

  knowing the names and values for coins (penny, nickel and dime).
  more or one less than the original number.
 vising estimates as objects are counted.


 hole numbers from 0 to 100 using place value...
00 by ordering whole numbers...
addition and subtraction of whole numbers (from 0 to 30)...

 ues for coins (penny, nickel, dime, and quarter); and by adding collections of like coins together to a sum no greater than $1.00.
 or two more or less than the original number; and adds and subtracts whole number facts to ten (e.g., 5 + 3 = 8; 8 – 5 = 3).
mates as objects are counted.


 hole numbers from 0 to 199 using place value by applying the concepts of equivalency in composing or decomposing numbers...
99 by ordering whole numbers; by comparing whole numbers to each other or to benchmark whole numbers...
addition and subtraction of whole numbers..

 alue no greater than $1.99 and representing the result in dollar notation;...
 mber that is 10 more or less than the original number, and mentally adds and subtracts two-digit multiplies of ten (e.g., 60 + 80, 90 – 30).
 propriate method of estimation.
 e for addition, identity for addition, and associative for addition) to solve problems and to simplify computations involving whole numbers.

hole numbers from 0 to 999 through equivalency, composition, decomposition, or place value... (M(N&O)–3–1 )
99 by ordering whole numbers; by comparing whole numbers to benchmark whole numbers...
bing or illustrating the inverse relationship between addition and subtraction of whole numbers;...
 the concept of multiplication; and addition or subtraction of decimals (in the context of money).

d one-digit whole numbers; adds combinations of two-digit and three-digit whole numbers that are multiples of ten...
ate, selecting the appropriate method of estimation, and evaluating the reasonableness of solutions appropriate to grade level GLEs across c
r single-digit whole numbers [6 x 0 = 0]) and field properties...

 hole numbers from 0 to 999,999…
99,999 by ordering or comparing whole numbers…
bing or illustrating the relationship between repeated subtraction and division (no remainders);...
 the use of the properties of factors and multiples...

umber facts to a product of 100, and calculates related division facts...

emainders) and field properties (commutative, associative, and identity) to solve problems and to simplify computations.

hole numbers from 0 to 9,999,999 through equivalency, composition, decomposition, or place value... (M(N&O)–5–1 )

 and subtracting decimals and positive proper fractions with unlike denominators.
the use of the properties of factors, multiples, prime, or composite numbers...



commutative, associative, identity, and distributive) to solve problems and to simplify computations.


easingly complex mathematical content and be able to:

 g for patterns and relationships; guess and check; making tables, charts, or organized lists; solving a simpler version of a problem, drawing




he problem because...").




easingly complex mathematical content and be able to:


roblems) and use those strategies in more sophisticated ways.
lution, and recognize problems where more information is needed. 4)
m (e.g., when a computation shows that one needs 3.2 gallons of paint to paint a room, how much paint do you buy?).

g and reasoning by analogy.

nd to justify answers and solution processes.
ers, seven tally marks, and the symbol 7).




 nd decimals are related). (M(CCR)–5–2 3)




ms, or verbal/scribed responses to express answers.
compared to sunny days this week?).




kely," "less likely", or "equally likely").
 onclusions.



s likely," "equally likely," certain or impossible.


(M(DSP)–3–1 )




 r "equally likely").




dictions, or to solve problems.




 solve problems.
o solve problems.


nts; and determines if a game is fair.
 t as a fraction.




or by translating AB patterns across formats...




missing element (e.g., 2, 4, 6, ___, 10).




ments, or finding missing elements.
xpresses all measures using appropriate units.




s, cylinders, spheres, pyramids, or cones).




mensional representations.




 reater than $1.00.
  8; 8 – 5 = 3).



mposing numbers...




 en (e.g., 60 + 80, 90 – 30).

s involving whole numbers.




 e to grade level GLEs across content strands.
version of a problem, drawing a diagram; or creating a model)
RIEPS Code Goal Description
            Reading K-5 (GLE-K-5-R)
            Breadth of Reading: Reading Widely and Extensively (R-14) (R R-14)
            R-K-14
R-K-14.1    Not assessed at this grade level
R-K-14.2    Not assessed at this grade level
R-K-14.3    Not assessed at this grade level
            R-1-14
R-1-14.1    Demonstrates the habit of reading widely and extensively* by reading with frequency, including in-school, out-of-s
R-1-14.2    Demonstrates the habit of reading widely and extensively* by reading from a wide range of genres/kinds of text a
R-1-14.3    Not assessed at this grade level
            R-2-14
R-2-14.1    Demonstrates the habit of reading widely and extensively by reading with frequency, including in-school, out-of-sc
R-2-14.2    Demonstrates the habit of reading widely and extensively by reading from a wide range of genres/kinds of text an
R-2-14.3    Not assessed at this grade level
            R-3-14
R-3-14.1    Demonstrates the habit of reading widely and extensively by reading with frequency, including in-school, out-of-sc
R-3-14.2    Demonstrates the habit of reading widely and extensively by reading from a wide range of genres/kinds of text an
R-3-14.3    Demonstrates the habit of reading widely and extensively by reading multiple texts for depth of understanding an
            R-4-14
R-4-14.1    Demonstrates the habit of reading widely and extensively by reading with frequency, including in-school, out-of-sc
R-4-14.2    Demonstrates the habit of reading widely and extensively by reading from a wide range of genres/kinds of text an
R-4-14.3    Demonstrates the habit of reading widely and extensively by reading multiple texts for depth of understanding an
            R-5-14
R-5-14.1    Demonstrates the habit of reading widely and extensively by reading with frequency, including in-school, out-of-sc
R-5-14.2    Demonstrates the habit of reading widely and extensively by reading from a wide range of genres/kinds of text an
R-5-14.3    Demonstrates the habit of reading widely and extensively by reading multiple texts for depth of understanding an
            Breadth of Reading: Reading for Research Across Content Areas (R-15) (R R-15)
            R-K-15
R-K-15.1    Not assessed at this grade level
R-K-15.2    Not assessed at this grade level
R-K-15.3    Not assessed at this grade level
R-K-15.4    Not assessed at this grade level
            R-1-15
R-1-15.1    Not assessed at this grade level
R-1-15.2    Not assessed at this grade level
R-1-15.3    Not assessed at this grade level
R-1-15.4    Not assessed at this grade level
            R-2-15
R-2-15.1    Not assessed at this grade level
R-2-15.2    Not assessed at this grade level
R-2-15.3    Not assessed at this grade level
R-2-15.4    Not assessed at this grade level
            R-3-15
R-3-15.1    Research by reading multiple sources (including print and non-print texts) to report information by using sources
R-3-15.2    Research by reading multiple sources (including print and non-print texts) to report information by evaluating info
R-3-15.3    Research by reading multiple sources (including print and non-print texts) to report information by gathering inform
R-3-15.4    Research by reading multiple sources (including print and non-print texts) to report information by using evidence
            R-4-15
   R-4-15.1 Research by reading multiple sources (including print and non-print texts) to report information, or to formulate a
   R-4-15.2 Research by reading multiple sources (including print and non-print texts) to report information, or to formulate a
   R-4-15.3 Research by reading multiple sources (including print and non-print texts) to report information, or to formulate a
   R-4-15.4 Research by reading multiple sources (including print and non-print texts) to report information, or to formulate a
            R-5-15
R-5-15.1    Research by reading multiple sources (including print and non-print texts) to report information, solve a problem,
R-5-15.2   Research by reading multiple sources (including print and non-print texts) to report information, solve a problem,
R-5-15.3   Research by reading multiple sources (including print and non-print texts) to report information, solve a problem,
R-5-15.4   Research by reading multiple sources (including print and non-print texts) to report information, solve a problem,
           Breadth of Reading: Participating in a Literate Community (R-17) (R R-17)
           R-K-17
R-K-17.1   Demonstrates participation in a literate community by self-selecting reading materials aligned with reading ability
R-K-17.2   Demonstrates participation in a literate community by participating in discussions about text, ideas, and student “
           R-1-17
R-1-17.1   Demonstrates participation in a literate community by self-selecting reading materials aligned with reading ability
R-1-17.2   Demonstrates participation in a literate community by participating in discussions about text, ideas, and student w
           R-2-17
R-2-17.1   Demonstrates participation in a literate community by Participating in discussions about text, ideas, and student w
           R-3-17
R-3-17.1   Demonstrates participation in a literate community by self-selecting reading materials aligned with reading ability
R-3-17.2   Demonstrates participation in a literate community by participating in discussions about text, ideas, and student w
           R-4-17
R-4-17.1   Demonstrates participation in a literate community by self-selecting reading materials aligned with reading ability
R-4-17.2   Demonstrates participation in a literate community by participating in discussions about text, ideas, and student w
           R-5-17
R-5-17.1   Demonstrates participation in a literate community by self-selecting reading materials aligned with reading ability
R-5-17.2   Demonstrates participation in a literate community by participating in in-depth discussions about text, ideas, and
           Early Reading Strategies: Phonemic Awareness and Phonological Knowledge (R-9) (R R-9)
           R-K-9
R-K-9.1    Demonstrates phonemic awareness and applies phonological knowledge and skills by blending and segmenting
R-K-9.2    Not assessed at this grade level
R-K-9.3    Demonstrates phonemic awareness and applies phonological knowledge and skills by isolating phonemes in sing
R-K-9.4    Not assessed at this grade level
R-K-9.5    Demonstrates phonemic awareness and applies phonological knowledge and skills by recognizing pairs of rhymi
R-K-9.6    Not assessed at this grade level
R-K-9.7    Not assessed at this grade level
           R-1-9
R-1-9.1    Demonstrates phonemic awareness and applies phonological knowledge and skills by blending and segmenting
R-1-9.2       R–1–9.2 Demonstrates phonemic awareness and applies phonological knowledge and skills by blending and s
R-1-9.3       R–1–9.3 Demonstrates phonemic awareness and applies phonological knowledge and skills by isolating phone
R-1-9.4       R–1–9.4 Demonstrates phonemic awareness and applies phonological knowledge and skills by deleting phone
R-1-9.5       R–1–9.5 Demonstrates phonemic awareness and applies phonological knowledge and skills by producing pair
R-1-9.6       R–1–9.6 Demonstrates phonemic awareness and applies phonological knowledge and skills by counting syllab
           R-2-9
R-2-9.1    Demonstrates phonemic awareness and applies phonological knowledge and skills by blending and segmenting
R-2-9.2    Not assessed at this grade level
R-2-9.3    Not assessed at this grade level
R-2-9.4    Not assessed at this grade level
R-2-9.5    Not assessed at this grade level
R-2-9.6    Not assessed at this grade level
R-3-9      No GLE at this grade level
R-4-9      No GLE at this grade level
R-5-9      No GLE at this grade level
           Informational Texts: Initial Understanding of Informational Text (R-7) (R R-7)
           R-K-7
R-K-7.1    Demonstrate initial understanding of informational texts read aloud (expository and practical texts) by obtaining in
R-K-7.2    Demonstrate initial understanding of informational texts read aloud (expository and practical texts) by using explic
R-K-7.3    Not assessed at this grade level
R-K-7.4    Demonstrate initial understanding of informational texts read aloud (expository and practical texts) by generating
R-K-7.5    Not assessed at this grade level
            R-1-7
R-1-7.1   Demonstrate initial understanding of informational texts (expository and practical texts) by obtaining information,
R-1-7.2   Demonstrate initial understanding of informational texts (expository and practical texts) by using explicitly stated i
R-1-7.3   Not assessed at this grade level
R-1-7.4   Demonstrate initial understanding of informational texts (expository and practical texts) by generating questions b
R-1-7.5   Demonstrate initial understanding of informational texts (expository and practical texts) by distinguishing between
          R-2-7
R-2-7.1   Demonstrate initial understanding of informational texts (expository and practical texts) by obtaining information f
R-2-7.2   Demonstrate initial understanding of informational texts (expository and practical texts) by Demonstrate initial und
R-2-7.3   Demonstrate initial understanding of informational texts (expository and practical texts) by locating and recording
R-2-7.4   Demonstrate initial understanding of informational texts (expository and practical texts) by generating questions b
R-2-7.5   Demonstrate initial understanding of informational texts (expository and practical texts) by distinguishing among a
          R-3-7
R-3-7.1   Demonstrate initial understanding of informational texts (expository and practical texts) by obtaining information f
R-3-7.2      R–3–7.2 Demonstrate initial understanding of informational texts (expository and practical texts) by using inform
R-3-7.3      R–3–7.3 Demonstrate initial understanding of informational texts (expository and practical texts) by organizing
R-3-7.4      R–3–7.4 Demonstrate initial understanding of informational texts (expository and practical texts) by generating
R-3-7.5      R–3–7.5 Demonstrate initial understanding of informational texts (expository and practical texts) by identifying
          R-4-7
R-4-7.1   Demonstrate initial understanding of informational texts (expository and practical texts) by obtaining information f
R-4-7.2   Demonstrate initial understanding of informational texts (expository and practical texts) by using information from
R-4-7.3   Demonstrate initial understanding of informational texts (expository and practical texts) by organizing information
R-4-7.4   Demonstrate initial understanding of informational texts (expository and practical texts) by generating questions b
R-4-7.5   Demonstrate initial understanding of informational texts (expository and practical texts) by identifying the characte
          R-5-7
R-5-7.1   Demonstrate initial understanding of informational texts (expository and practical texts) by obtaining information f
R-5-7.2   Demonstrate initial understanding of informational texts (expository and practical texts) by using information from
R-5-7.3   Demonstrate initial understanding of informational texts (expository and practical texts) by organizing information
R-5-7.4   Demonstrate initial understanding of informational texts (expository and practical texts) by generating questions b
R-5-7.5   Demonstrate initial understanding of informational texts (expository and practical texts) by identifying the characte
          Informational Texts: Analysis and Interpretation of Informational Texts, Citing Evidence (R-8) (R R-8)
          R-K-8
R-K-8.1   Analyze and interpret informational text read-aloud, citing evidence as appropriate by telling what was learned.
R-K-8.2   Not assessed at this grade level
R-K-8.3   Analyze and interpret informational text read-aloud, citing evidence as appropriate by making basic inferences.
R-K-8.4   Not assessed at this grade level
R-K-8.5   Subsumed under R-K-8.3
           R-1-8
R-1-8.1   Analyze and interpret informational text read aloud or independently, citing evidence as appropriate by telling wha
R-1-8.2   Analyze and interpret informational text read aloud or independently, citing evidence as appropriate by identifying
R-1-8.3   Analyze and interpret informational text read aloud or independently, citing evidence as appropriate by making ba
R-1-8.4   Analyze and interpret informational text read aloud or independently, citing evidence as appropriate by identifying
R-1-8.5   Subsumed under R-1-8.3
            R-2-8
R-2-8.1   Analyze and interpret informational text, citing evidence as appropriate by connecting information within a text.
R-2-8.2   Analyze and interpret informational text, citing evidence as appropriate by recognizing generalizations about text
R-2-8.3   Analyze and interpret informational text, citing evidence as appropriate by making basic inferences or drawing ba
R-2-8.4   Analyze and interpret informational text, citing evidence as appropriate by identifying facts presented in text.
R-2-8.5   Analyze and interpret informational text, citing evidence as appropriate by making inferences about causes or eff
          R-3-8
R-3-8.1   Analyze and interpret informational texts, citing evidence where appropriate by connecting information within a te
R-3-8.2   Analyze and interpret informational texts, citing evidence where appropriate by recognizing generalizations about
R-3-8.3   Analyze and interpret informational texts, citing evidence where appropriate by making basic inferences, drawing
R-3-8.4   Analyze and interpret informational texts, citing evidence where appropriate by distinguishing fact from opinion.
R-3-8.5   Analyze and interpret informational texts, citing evidence where appropriate by making inferences about causes o
          R-4-8
R-4-8.1    Analyze and interpret informational text, citing evidence as appropriate by connecting information within a text or
R-4-8.2    Analyze and interpret informational text, citing evidence as appropriate by synthesizing information within or acros
R-4-8.3    Analyze and interpret informational text, citing evidence as appropriate by drawing inferences about text, includin
R-4-8.4    Analyze and interpret informational text, citing evidence as appropriate by distinguishing fact from opinion.
R-4-8.5    Analyze and interpret informational text, citing evidence as appropriate by making inferences about causes or eff
           R-5-8
R-5-8.1    Analyze and interpret informational text, citing evidence as appropriate by connecting information within a text or
R-5-8.2    Analyze and interpret informational text, citing evidence as appropriate by synthesizing information within or acros
R-5-8.3    Analyze and interpret informational text, citing evidence as appropriate by drawing inferences about text, includin
R-5-8.4    Analyze and interpret informational text, citing evidence as appropriate by distinguishing fact from opinion.
R-5-8.5    Analyze and interpret informational text, citing evidence as appropriate by making inferences about causes or eff
           Literary Texts: Initial Understanding of Literary Texts (R-4) (R R-4)
           R-K-4
R-K-4.1    Demonstrate initial understanding of elements of literary texts read aloud by identifying characters in a story.
R-K-4.2    Demonstrate initial understanding of elements of literary texts read aloud by responding to simple questions abou
R-K-4.3    Demonstrate initial understanding of elements of literary texts read aloud by generating questions during read alo
R-K-4.4    Not assessed at this grade level
R-K-4.5    Not assessed at this grade level
           R-1-4
R-1-4.1    Demonstrate initial understanding of elements of literary texts (including text read aloud, reading independently, o
R-1-4.2a      R–1–4.2a Demonstrate initial understanding of elements of literary texts (including text read aloud, reading ind
R-1-4.2b      R–1–4.2b Demonstrate initial understanding of elements of literary texts (including text read aloud, reading ind
R-1-4.3       R–1–4.3 Demonstrate initial understanding of elements of literary texts (including text read aloud, reading inde
R-1-4.4       R–1–4.4 Demonstrate initial understanding of elements of literary texts (including text read aloud, reading inde
R-1-4.5       R–1–4.5 Demonstrate initial understanding of elements of literary texts (including text read aloud, reading inde
           R-2-4
R-2-4.1    Demonstrate initial understanding of elements of literary texts by identifying or describing character(s), setting, pr
R-2-4.2a   Demonstrate initial understanding of elements of literary texts by sequencing key events in order, as appropriate
R-2-4.2b   Demonstrate initial understanding of elements of literary texts by retelling the key elements of a story.
R-2-4.3    Demonstrate initial understanding of elements of literary texts by generating questions before, during, and after re
R-2-4.4    Demonstrate initial understanding of elements of literary texts by distinguishing among a variety of types of text (e
R-2-4.5    Demonstrate initial understanding of elements of literary texts by identifying literary devices as appropriate to gen
           R-3-4
R-3-4.1    Demonstrate initial understanding of elements of literary texts by identifying or describing character(s), setting, pr
R-3-4.2    Demonstrate initial understanding of elements of literary texts by paraphrasing or summarizing key ideas/plot, wit
R-3-4.3    Demonstrate initial understanding of elements of literary texts by generating questions before, during, and after re
R-3-4.4    Demonstrate initial understanding of elements of literary texts by identifying the characteristics of a variety of type
R-3-4.5    Demonstrate initial understanding of elements of literary texts by identifying literary devices as appropriate to gen
           R-4-4
R-4-4.1    Demonstrate initial understanding of elements of literary texts by identifying or describing character(s), setting, pr
R-4-4.2    Demonstrate initial understanding of elements of literary texts by paraphrasing or summarizing key ideas/plot, wit
R-4-4.3    Demonstrate initial understanding of elements of literary texts by generating questions before, during, and after re
R-4-4.4    Demonstrate initial understanding of elements of literary texts by identifying the characteristics of a variety of type
R-4-4.5    Demonstrate initial understanding of elements of literary texts by identifying literary devices as appropriate to gen
           R-5-4
R-5-4.1    Demonstrate initial understanding of elements of literary texts by identifying or describing character(s), setting, pr
R-5-4.2    Demonstrate initial understanding of elements of literary texts by paraphrasing or summarizing key ideas/plot, wit
R-5-4.3    Demonstrate initial understanding of elements of literary texts by generating questions before, during, and after re
R-5-4.4    Demonstrate initial understanding of elements of literary texts by identifying the characteristics of a variety of type
R-5-4.5    Demonstrate initial understanding of elements of literary texts by identifying literary devices as appropriate to gen
           Literary Texts: Analysis and Interpretation of Literary Text, Citing Evidence (R-5) (R R-5)
           R-K-5
R-K-5.1    Analyze and interpret elements of literary texts read aloud, citing evidence where appropriate by making predictio
R-K-5.2    Analyze and interpret elements of literary texts read aloud, citing evidence where appropriate by identifying chara
R-K-5.3    Not assessed at this grade level
R-K-5.4   Not assessed at this grade level
R-K-5.5   Not assessed at this grade level
R-K-5.6   Not assessed at this grade level
R-K-5.7   Not assessed at this grade level
          R-1-5
R-1-5.1   Analyze and interpret elements of literary texts read aloud or read independently, citing evidence where appropria
R-1-5.2   Analyze and interpret elements of literary texts read aloud or read independently, citing evidence where appropria
R-1-5.3   Analyze and interpret elements of literary texts read aloud or read independently, citing evidence where appropria
R-1-5.4   Not assessed at this grade level
R-1-5.5   Not assessed at this grade level
R-1-5.6   Not assessed at this grade level
R-1-5.7   Not assessed at this grade level
          R-2-5
R-2-5.1   Analyze and interpret elements of literary texts, citing evidence where appropriate by making logical predictions.
R-2-5.2   Analyze and interpret elements of literary texts, citing evidence where appropriate by identifying relevant physical
R-2-5.3   Analyze and interpret elements of literary texts, citing evidence where appropriate by Making basic inferences ab
R-2-5.4   Not assessed at this grade level
R-2-5.5   Analyze and interpret elements of literary texts, citing evidence where appropriate by identifying the author’s basic
R-2-5.6   Analyze and interpret elements of literary texts, citing evidence where appropriate by identifying possible motives
R-2-5.7   Analyze and interpret elements of literary texts, citing evidence where appropriate by recognizing explicitly stated
          R-3-5
R-3-5.1   Analyze and interpret elements of literary texts, citing evidence where appropriate by making logical predictions.
R-3-5.2   Analyze and interpret elements of literary texts, citing evidence where appropriate by describing main characters’
R-3-5.3   Analyze and interpret elements of literary texts, citing evidence where appropriate by making basic inferences ab
R-3-5.4   Analyze and interpret elements of literary texts, citing evidence where appropriate by identifying who is telling the
R-3-5.5   Analyze and interpret elements of literary texts, citing evidence where appropriate by identifying the author’s basic
R-3-5.6   Analyze and interpret elements of literary texts, citing evidence where appropriate by identifying possible motives
R-3-5.7   Analyze and interpret elements of literary texts, citing evidence where appropriate by recognizing explicitly stated
          R-4-5
R-4-5.1   Analyze and interpret elements of literary texts, citing evidence where appropriate by making logical predictions.
R-4-5.2   Analyze and interpret elements of literary texts, citing evidence where appropriate by describing main characters’
R-4-5.3   Analyze and interpret elements of literary texts, citing evidence where appropriate by making inferences about pr
R-4-5.4   Analyze and interpret elements of literary texts, citing evidence where appropriate by identifying who is telling the
R-4-5.5   Analyze and interpret elements of literary texts, citing evidence where appropriate by identifying author’s messag
R-4-5.6   Analyze and interpret elements of literary texts, citing evidence where appropriate by identifying causes or effects
R-4-5.7   Subsumed under R-4-5.6
          R-5-5
R-5-5.1   Analyze and interpret elements of literary texts, citing evidence where appropriate by making logical predictions.
R-5-5.2   Analyze and interpret elements of literary texts, citing evidence where appropriate by describing characters’ phys
R-5-5.3   Analyze and interpret elements of literary texts, citing evidence where appropriate by making inferences about pr
R-5-5.4   Analyze and interpret elements of literary texts, citing evidence where appropriate by identifying the narrator.
R-5-5.5   Analyze and interpret elements of literary texts, citing evidence where appropriate by identifying author’s messag
R-5-5.6   Analyze and interpret elements of literary texts, citing evidence where appropriate by identifying causes or effects
R-5-5.7   No GLE at this grade level
          Literary Texts: Analysis and Interpretation of Literary Text, Citing Evidence (R-6) (R R-6)
          R-K-6 Not assessed at this grade level
          R-1-6 Not assessed at this grade level
          R-2-6 Not assessed at this grade level
          R-3-6
R-3-6.1   Analyze and interpret author’s craft, citing evidence where appropriate by recognizing the use of literary elements
          R-4-6
R-4-6.1   Analyze and interpret author’s craft, citing evidence where appropriate by demonstrating knowledge of use of liter
          R-5-6
R-5-6.1   Analyze and interpret author’s craft, citing evidence where appropriate by demonstrating knowledge of use of liter
          Literary Texts: Generates a Personal Response (R-16) (R R-16)
           R-K-16
R-K-16.1   Generates a personal response to what is read aloud through a variety of means by comparing stories or other te
R-K-16.2   Not assessed at this grade level
           R-1-16
R-1-16.1   Generates a personal response to what is read aloud or read independently through a variety of means by compa
R-1-16.2   Not assessed at this grade level
           R-2-16
R-2-16.1   Generates a personal response to what is read through a variety of means by comparing stories or other texts to
R-2-16.2   Not assessed at this grade level
           R-3-16
R-3-16.1   Generates a personal response to what is read through a variety of means by comparing stories or other texts to
R-3-16.2   Not assessed at this grade level
           R-4-16
R-4-16.1   Generates a personal response to what is read through a variety of means comparing stories or other texts to rel
R-4-16.2   Not assessed at this grade level
           R-5-16
R-5-16.1   Generates a personal response to what is read through a variety of means comparing stories or other texts to rel
R-5-16.2   Generates a personal response to what is read through a variety of means providing relevant details to support th
           Reading Fluency and Accuracy(R-11) (R R-11)
           R-K-11 No GLE at this grade level
           R-1-11
R-1-11.1   Reads grade-level appropriate material with accuracy: reading material appropriate for the end of grade 1 with at
R-1-11.2   Reads grade-level appropriate material with fluency: reading previously - introduced or previously read grade-app
R-1-11.3   Reads grade-level appropriate material with fluency: reading grade-appropriate text in a way that makes meaning
           R-2-11
R-2-11.1   Reads grade-level appropriate material with accuracy: reading material appropriate for the end of grade 2 with at
R-2-11.2   Reads grade-level appropriate material with fluency: reading grade-appropriate text with oral fluency rates of at le
R-2-11.3   Reads grade-level appropriate material with fluency: reading grade-appropriate text in a way that makes meaning
           R-3-11
R-3-11.1   Reads grade-level appropriate material with accuracy: reading material appropriate for grade 3 with at least 90-94
R-3-11.2   Reads grade-level appropriate material with fluency: reading with oral fluency rates of at least 90- 120 words corr
R-3-11.3   Reads grade-level appropriate material with fluency: reading familiar text with phrasing and expression, and with
           R-4-11
R-4-11.1   Reads grade-level appropriate material with accuracy: reading material appropriate for grade 4 with at least 90-94
R-4-11.2   Reads grade-level appropriate material with fluency: reading with oral fluency rates of at least 115-140 words cor
R-4-11.3   Reads grade-level appropriate material with fluency: reading familiar text with phrasing and expression, and with
           R-5-11
R-5-11.1   Reads grade-level appropriate material with accuracy: reading material appropriate for grade 5 with 90-94% accu
R-5-11.2   Reads grade-level appropriate material with fluency: reading with appropriate silent and oral reading fluency rates
R-5-11.3   Reads grade-level appropriate material with fluency: reading familiar text with phrasing and expression, and with
           Reading Strategies: Strategies for Monitoring and Adjusting Reading (R-12) (R R-12)
           R-K-12
R-K-12.1   Demonstrates ability to monitor comprehension and strategy use for different types of texts noticing when simple
R-K-12.2   Demonstrates ability to monitor comprehension and strategy use for different types of texts using pictures, syntax
           R-1-12
R-1-12.1   Demonstrates ability to monitor comprehension and strategy use for different types of texts monitoring own readi
R-1-12.2   Subsumed under R-1-12.1
           R-2-12
R-2-12.1   Demonstrates ability to monitor comprehension and strategy use for different types of texts and purposes by usin
R-2-12.2   Subsumed under R-2-12.1
           R-3-12
R-3-12.1   Demonstrates ability to monitor comprehension and strategy use for different types of texts and purposes by usin
R-3-12.2   Subsumed under R-3-12.1
           R-4-12
R-4-12.1   Demonstrates ability to monitor comprehension and strategy use for different types of texts and purposes by Usin
R-4-12.2   Subsumed under R-4-12.1.
           R-5-12
R-5-12.1   Demonstrates ability to monitor comprehension and strategy use for different types of texts and purposes by usin
R-5-12.2   Subsumed under R-5-12.1.
           Reading Strategies: Reading Comprehension Strategies (R-13) (R R-13)
           R-K-13
R-K-13     Uses comprehension strategies (flexibly and as needed) while listening to literary or informational text.
           R-1-13
R-1-13     Uses comprehension strategies (flexibly and as needed) while listening to literary or informational text.
           R-2-13
R-2-13     Uses comprehension strategies (flexibly and as needed) while reading or listening to literary and informational tex
           R-3-13
R-3-13     Uses comprehension strategies (flexibly and as needed) before, during, and after reading literary and information
           R-4-13
R-4-13     Uses comprehension strategies (flexibly and as needed) before, during, and after reading literary and information
           R-5-13
R-5-13     Uses comprehension strategies (flexibly and as needed) before, during, and after reading literary and information
           Vocabulary: Vocabulary Strategies (R-2) (R R-2)
           R-K-2
R-K-2.1    Students identify the meaning of unfamiliar vocabulary by using strategies to unlock meaning (e.g., activating prio
           R-1-2
R-1-2.1    Students identify the meaning of unfamiliar vocabulary by using strategies to unlock meaning (e.g., activating prio
           R-2-2
R-2-2.1    Students identify the meaning of unfamiliar vocabulary by using strategies to unlock meaning.
           R-3-2
R-3-2.1    Students identify the meaning of unfamiliar vocabulary by using strategies to unlock meaning.
           R-4-2
R-4-2.1    Students identify the meaning of unfamiliar vocabulary by using strategies to unlock meaning.
           R-5-2
R-5-2.1    Students identify the meaning of unfamiliar vocabulary by using strategies to unlock meaning.
           Vocabulary: Breath of Vocabulary (R-3) (R R-3)
           R-K-3
R-K-3.1    Shows breadth of vocabulary knowledge, demonstrating understanding of word meanings or relationships by iden
R-K-3.2    Shows breadth of vocabulary knowledge, demonstrating understanding of word meanings or relationships by dem
R-K-3.3    Shows breadth of vocabulary knowledge, demonstrating understanding of word meanings or relationships by org
           R-1-3
R-1-3.1    Shows breadth of vocabulary knowledge, demonstrating understanding of word meanings or relationships by iden
R-1-3.2    Shows breadth of vocabulary knowledge, demonstrating understanding of word meanings or relationships by sele
R-1-3.3    Shows breadth of vocabulary knowledge, demonstrating understanding of word meanings or relationships by des
           R-2-3
R-2-3.1    Shows breadth of vocabulary knowledge, demonstrating understanding of word meanings or relationships by iden
R-2-3.2    Shows breadth of vocabulary knowledge, demonstrating understanding of word meanings or relationships by sele
R-2-3.3    Subsumed under R-2-3.1.
           R-3-3
R-3-3.1    Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings or relationships
R-3-3.2    Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings or relationships
R-3-3.3    Subsumed under R-3-3.1.
           R-4-3
R-4-3.1    Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings or relationships
R-4-3.2    Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings or relationships
R-4-3.3    No GLE at this grade level
           R-5-3
R-5-3.1    Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings or relationships
R-5-3.2    Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings or relationships
R-5-3.3    No GLE at this grade level
          Word Identification Skills and Strategies (R-1) (R R-1)
          R-K-1
R-K-1.1   Applies word identification and decoding strategies (leading to automaticity) by demonstrating a basic understand
R-K-1.2   Not assessed at this grade level
R-K-1.3   Not assessed at this grade level
R-K-1.4   Applies word identification and decoding strategies (leading to automaticity) by reading high frequency words, inc
R-K-1.5   Applies word identification and decoding strategies (leading to automaticity) by recognizing and naming all upper
R-K-1.6   Applies word identification and decoding strategies (leading to automaticity) by identifying the primary sounds rep
          R-1-1
R-1-1.1   Applies word identification and decoding strategies (leading to automaticity) by sounding out regularly spelled (de
R-1-1.2   Applies word identification and decoding strategies (leading to automaticity) by reading regularly spelled one or tw
R-1-1.3   Applies word identification and decoding strategies (leading to automaticity) by reading grade-level appropriate w
R-1-1.4   Applies word identification and decoding strategies (leading to automaticity) by reading grade- appropriate, high-f
R-1-1.5   No GLE at this grade level
R-1-1.6   No GLE at this grade level
          R-2-1
R-2-1.1   Applies word identification and decoding strategies by identifying regularly spelled multi-syllabic words, by using k
R-2-1.2   Applies word identification and decoding strategies by reading regularly spelled one or two-syllable words using k
R-2-1.3   Applies word identification and decoding strategies by reading grade-level appropriate words (in connected text) w
R-2-1.4   Applies word identification and decoding strategies by reading grade- appropriate, high-frequency words (includin
R-2-1.5   No GLE at this grade level
R-2-1.6   No GLE at this grade level
          R-3-1
R-3-1.1   Applies word identification/ decoding strategies by identifying multi-syllabic words, by using knowledge of sounds
R-3-1.2   Applies word identification/ decoding strategies by reading regularly spelled multi-syllabic words by using knowled
R-3-1.3   Applies word identification/ decoding strategies by reading grade-level appropriate words (in connected text) with
R-3-1.4   Applies word identification/ decoding strategies by reading grade- appropriate, high-frequency words (including irr
R-3-1.5   No GLE at this grade level
R-3-1.6   No GLE at this grade level
          R-4-1
R-4-1.1   Applies word identification/ decoding strategies by identifying multi-syllabic words by using knowledge of sounds,
R-4-1.2   Applies word identification/ decoding strategies by reading multi-syllabic words, by using knowledge of sounds, sy
R-4-1.3   Applies word identification/ decoding strategies by reading grade-level appropriate words (in connected text) with
R-4-1.4   Applies word identification/ decoding strategies by reading grade- appropriate words (including irregularly spelled
R-4-1.5   No GLE at this grade level
R-4-1.6   No GLE at this grade level
          R-5-1
R-5-1.1   Applies word identification/ decoding strategies by identifying multi-syllabic words by using knowledge of sounds,
R-5-1.2   Applies word identification/ decoding strategies by reading multi-syllabic words, by using knowledge of sounds, sy
R-5-1.3   Applies word identification/ decoding strategies by reading grade-level appropriate words (in connected text) with
R-5-1.4   Applies word identification/ decoding strategies by reading grade-appropriate words.
R-5-1.5   No GLE at this grade level
R-5-1.6      R–5–1.6 No GLE at this grade level (R–5–1.6)
ncluding in-school, out-of-school, and summer reading.
 e of genres/kinds of text and a variety of authors.


cluding in-school, out-of-school, and summer reading.
 of genres/kinds of text and a variety of authors.


cluding in-school, out-of-school, and summer reading.
 of genres/kinds of text and a variety of authors.
depth of understanding an author or genre.

cluding in-school, out-of-school, and summer reading.
 of genres/kinds of text and a variety of authors.
depth of understanding an author or genre.

cluding in-school, out-of-school, and summer reading.
 of genres/kinds of text and a variety of authors.
depth of understanding an author, subject, theme, or genre.




rmation by using sources provided.
rmation by evaluating information presented in terms of relevance.
rmation by gathering information and using a given structure.
rmation by using evidence to support conclusions.

rmation, or to formulate a judgment by using sources provided (R–4–15.1 )
rmation, or to formulate a judgment by evaluating information presented in terms of relevance.
rmation, or to formulate a judgment by gathering information and using a given structure.
rmation, or to formulate a judgment by using evidence to support conclusions.

rmation, solve a problem, or to formulate a judgment by identifying potential sources of information from those provided (R–5–15.1 )
rmation, solve a problem, or to formulate a judgment by evaluating information presented, in terms of relevance.
rmation, solve a problem, or to formulate a judgment by gathering, organizing, and interpreting the information.
rmation, solve a problem, or to formulate a judgment by using evidence to support conclusions.


 ligned with reading ability and personal interests.
  text, ideas, and student “writing” by offering comments and supporting evidence,...

 ligned with reading ability and personal interests.
  text, ideas, and student writing by offering comments and supporting evidence,...

t text, ideas, and student writing by offering comments and supporting evidence,…

 ligned with reading ability and personal interests (R–3–17.1 )
  text, ideas, and student writing by offering comments and supporting evidence,...

 ligned with reading ability and personal interests.
  text, ideas, and student writing by offering comments and supporting evidence,...

 ligned with reading ability and personal interests.
ons about text, ideas, and student writing by offering comments and supporting evidence,...


blending and segmenting syllables and onset-rimes (e.g., cup-cake, s-at )

isolating phonemes in single syllable words.

recognizing pairs of rhyming words.



blending and segmenting syllables and onset-rimes (e.g., cup-cake, s-at). )
nd skills by blending and segmenting phonemes in one syllable words (R–1–9.2 )
nd skills by isolating phonemes in single syllable words (R–1–9.3 )
nd skills by deleting phonemes in one-syllable words (“what is “crust” without the ‘c’?”) (R–1–9.4 )
nd skills by producing pairs of rhyming words (R–1–9.5 )
nd skills by counting syllables in 1 to 4-syllable words (R–1–9.6 )

blending and segmenting phonemes in more complex one-syllable words.




ctical texts) by obtaining information, using text features.
ctical texts) by using explicitly stated information to answer questions (R–K–7.2 )

ctical texts) by generating questions during read alouds.
 by obtaining information, using text features.
 by using explicitly stated information to answer questions.

 by generating questions before, during, and after reading.
 by distinguishing between literary and informational texts.

 by obtaining information from text features.
 by Demonstrate initial understanding of informational texts (expository and practical texts) by using explicitly stated information to answer qu
 by locating and recording information to show understanding, when given an organizational format.
 by generating questions before, during, and after reading to enhance recall, expand understanding and/or gain new information.
 by distinguishing among a variety of types of text.

 by obtaining information from text features (R–3–7.1 )
 ctical texts) by using information from the text to answer questions related to explicitly stated main/central ideas or details (R–3–7.2 )
 ctical texts) by organizing information to show understanding (R–3–7.3 )
 ctical texts) by generating questions before, during, and after reading to enhance recall, expand understanding and/or gain new information
 ctical texts) by identifying the characteristics of a variety of types of text (R–3–7.5 )

 by obtaining information from text features.
 by using information from the text to answer questions related to explicitly stated main/central ideas or key details.
 by organizing information to show understanding.
 by generating questions before, during, and after reading to enhance recall, expand understanding and/or gain new information.
 by identifying the characteristics of a variety of types of text.

 by obtaining information from text features.
 by using information from the text to answer questions related to main/central ideas or key details.
 by organizing information to show understanding.
 by generating questions before, during, and after reading to enhance recall, expand understanding and/or gain new information.
 by identifying the characteristics of a variety of types of text.
 idence (R-8) (R R-8)

elling what was learned.

making basic inferences.



  appropriate by telling what was learned.
  appropriate by identifying the topic of the text or explaining the title.
  appropriate by making basic inferences or drawing basic conclusions .
  appropriate by identifying facts presented in text.


nformation within a text.
generalizations about text (e.g., identifying appropriate titles or main/central ideas).
c inferences or drawing basic conclusions.
cts presented in text.
ences about causes or effects, when signal words are presen.

ing information within a text.
zing generalizations about text (e.g., identifying appropriate titles, assertions, or controlling ideas).
 basic inferences, drawing basic conclusions, or forming judgments/opinions about central ideas that are relevant.
ishing fact from opinion.
 inferences about causes or effects.
nformation within a text or across texts.
 information within or across text(s).
 ences about text, including author’s purpose.
g fact from opinion.
ences about causes or effects.

nformation within a text or across texts.
 information within or across text(s).
 ences about text, including author’s purpose.
g fact from opinion.
ences about causes or effects.


 characters in a story.
g to simple questions about a book’s content (e.g., What did that hungry caterpillar eat?)
  questions during read alouds.



d, reading independently, or in a guided manner) by Identifying characters or setting in a story (R–1–4.1 )
ext read aloud, reading independently, or in a guided manner) by responding to simple questions about a book’s content (e.g., Where did Sy
ext read aloud, reading independently, or in a guided manner) by retelling the beginning, middle, and end of a story (R–1–4.2b )
xt read aloud, reading independently, or in a guided manner) by generating questions before, during, and after reading (R–1–4.3 )
xt read aloud, reading independently, or in a guided manner) by distinguishing between literary and informational texts (R–1–4.4 )
xt read aloud, reading independently, or in a guided manner) by identifying literary devices as appropriate to genre: rhyme, repeated languag

ng character(s), setting, problem, solution, or major events, as appropriate to text (R–2–4.1 )
 s in order, as appropriate to text.
ents of a story.
before, during, and after reading to enhance recall, expand understanding and/or gain new information.
 a variety of types of text (e.g., literary texts: poetry, plays, realistic fiction, fairy tales, fables, tall tales, or fantasy).
ices as appropriate to genre: rhyme, repeated language or dialogue (e.g., "When I was young in the mountains…").

ng character(s), setting, problem/solution, major events, or plot, as appropriate to text.
marizing key ideas/plot, with events sequenced, as appropriate to text .
before, during, and after reading to enhance recall, expand understanding and/or gain new information.
 eristics of a variety of types of text (e.g., literary texts: poetry, plays, fairytales, fantasy, fables, tall tales, or realistic fiction).
ices as appropriate to genre: rhyme, alliteration, dialogue, or description.

ng character(s), setting, problem/ solution, major events, or plot, as appropriate to text; or identifying any significant changes in character(s) o
marizing key ideas/plot, with major events sequenced, as appropriate to text.
before, during, and after reading to enhance recall, expand understanding and/or gain new information.
 eristics of a variety of types of text (e.g., literary texts: poetry, plays, fairytales, fantasy, fables, realistic fiction, folktales, historical fiction.
ices as appropriate to genre: rhyme, alliteration, simile, description, or dialogue.

ng character(s), setting, problem/solution, major events, or plot, as appropriate to text; or identifying any significant changes in character(s) o
marizing key ideas/plot, with major events sequenced, as appropriate to text.
before, during, and after reading to enhance recall, expand understanding and/or gain new information.
 eristics of a variety of types of text.
ices as appropriate to genre: rhyme, alliteration, simile, dialogue, imagery, or simple metaphors.


opriate by making predictions about what might happen next.
opriate by identifying characteristics of main characters.
 evidence where appropriate by making predictions about what might happen next, and telling why the prediction was made.
 evidence where appropriate by identifying physical characteristics, personality traits, or possible motives of main characters.
 evidence where appropriate by making basic inferences about the text.




aking logical predictions.
entifying relevant physical characteristics or personality traits of main characters.
aking basic inferences about problem or solution.

entifying the author’s basic message.
entifying possible motives of main characters.
cognizing explicitly stated causes or effects.

 aking logical predictions.
escribing main characters’ physical characteristics...
 aking basic inferences about problem, conflict, or solution (e.g., cause-effect relationships)
entifying who is telling the story.
entifying the author’s basic message.
entifying possible motives of characters.
 cognizing explicitly stated causes or effects.

 aking logical predictions.
escribing main characters’ physical characteristics or personality traits;...
 aking inferences about problem, conflict, or solution.
entifying who is telling the story.
entifying author’s message or theme.
entifying causes or effects, including possible motives of characters .


 aking logical predictions.
escribing characters’ physical characteristics, personality traits, or interactions;…
 aking inferences about problem, conflict, solution, or the relationship among elements (plot, character, setting) within text.
entifying the narrator.
entifying author’s message or theme (implied or stated, as in a fable).
entifying causes or effects, including possible motives of characters.




he use of literary elements and devices.

g knowledge of use of literary elements and devices.

g knowledge of use of literary elements and devices.
mparing stories or other texts to personal experience, prior knowledge, which might include other texts.


variety of means by comparing stories or other texts to personal experience, prior knowledge or to other texts.


ng stories or other texts to related personal experience, prior knowledge, or to other texts.


ng stories or other texts to related personal experience, prior knowledge, or to other books.


stories or other texts to related personal experience, prior knowledge, or to other books.


stories or other texts to related personal experience, prior knowledge, or to other books.
levant details to support the conclusions made.



 the end of grade 1 with at least 90-94% accuracy.
 previously read grade-appropriate text with oral fluency rates of at least 50-80 words correct per minute.
a way that makes meaning clear, and demonstrates phrasing, expression, and attention to end punctuation.

 the end of grade 2 with at least 90- 94% accuracy.
h oral fluency rates of at least 80-100 words correct per minute.
a way that makes meaning clear, demonstrating phrasing, expression, and with attention to punctuation (including commas and quotation ma

 grade 3 with at least 90-94% accuracy.
at least 90- 120 words correct minute.
 and expression, and with attention to text features, such as punctuation, italics, and dialogue.

 grade 4 with at least 90-94% accuracy.
at least 115-140 words correct per minute.
 and expression, and with attention to text features, such as punctuation, italics, and dialogue.

 grade 5 with 90-94% accuracy.
d oral reading fluency rates as determined by text demands and purpose for reading.
 and expression, and with attention to text features, such as punctuation, italics, and dialogue.


exts noticing when simple sentences fail to make sense (while listening to a read aloud or reading a simple text).
exts using pictures, syntax or repetitive language patterns to help predict upcoming words.

exts monitoring own reading for meaning and self-correcting when attempt to identify...


exts and purposes by using a range of self-monitoring and self-correction approaches (R–2–12.1 )


exts and purposes by using a range of self-monitoring and self-correction approaches.


exts and purposes by Using a range of self-monitoring and self-correction approaches.
exts and purposes by using a range of self-monitoring and self-correction approaches.



ormational text.

ormational text.

erary and informational text.

ng literary and informational text.

ng literary and informational text.

ng literary and informational text.


eaning (e.g., activating prior knowledge, using cues, using context clues, or asking questions.

eaning (e.g., activating prior knowledge, using cues, using context clues, or asking questions during read-alouds or text reading).




ngs or relationships by identifying synonyms and antonyms (e.g., big/large; hot/cold) to connect new words to known words.
ngs or relationships by demonstrating knowledge of basic concepts .
ngs or relationships by organizing words by category (e.g., sorting pictures or objects into groups).

ngs or relationships by identifying synonyms and antonyms to connect new words to known words.
ngs or relationships by selecting appropriate words to use in context .
ngs or relationships by describing words in terms of categories.

ngs or relationships by identifying synonyms or antonyms; or categorizing words.
ngs or relationships by selecting appropriate words to use in context, including words specific to the content of the text.


 meanings or relationships identifying synonyms, antonyms, or homonyms/homophones; or categorizing words.
 meanings or relationships selecting appropriate words to use in context, including content specific vocabulary.


 meanings or relationships by identifying synonyms, antonyms, homonyms/homophones, or shades of meaning.
 meanings or relationships by selecting appropriate words to use in context..


 meanings or relationships identifying synonyms, antonyms, homonyms/homophones, or shades of meaning.
 meanings or relationships selecting appropriate words or explaining the use of words in context...
 trating a basic understanding of how the letters of phonetically regular words (going from left to right), represent their sounds.


 high frequency words, including names, environmental print, sight words (as appropriate to the child’s personal and classroom experiences)
zing and naming all upper and lower case letters.
ng the primary sounds represented by most letters (sound-symbol correspondence.

 g out regularly spelled (decodable) one-syllable or two-syllable words using letter-sound correspondence knowledge.
 regularly spelled one or two-syllable words using knowledge of sounds and letter patterns (including common endings – s, ed, ly, ing).
 grade-level appropriate words (in connected text).
 grade- appropriate, high-frequency words (that include irregularly spelled words -said; contractions – I'm).



 -syllabic words, by using knowledge of sounds, syllable types, or word patterns (including most common spellings for consonants and vowel
two-syllable words using knowledge of sounds and letter patterns .
words (in connected text) with automaticity.
-frequency words (including irregularly spelled words).



sing knowledge of sounds, syllable types, or word patterns.
 ic words by using knowledge of sounds, syllable types, or word patterns.
ds (in connected text) with automaticity.
quency words (including irregularly spelled words).



 ing knowledge of sounds, six syllable types*/syllable division, or word patterns (including prefixes, and suffixes).
 g knowledge of sounds, syllable types, or word patterns.
ds (in connected text) with automaticity.
ncluding irregularly spelled words).



ing knowledge of sounds, six syllable types*/ syllable division, and word patterns (including prefixes, and suffixes).
g knowledge of sounds, syllable types, or word patterns.
ds (in connected text) with automaticity.
provided (R–5–15.1 )
stated information to answer questions.

n new information.



as or details (R–3–7.2 )

g and/or gain new information (R–3–7.4 )




n new information.




n new information.
k’s content (e.g., Where did Sylvester go?) (R–1–4.2a )
 story (R–1–4.2b )
  reading (R–1–4.3 )
nal texts (R–1–4.4 )
enre: rhyme, repeated language (e.g., “teeny- tiny”) (R–1–4.5 )




listic fiction).


icant changes in character(s) over time.


folktales, historical fiction.


cant changes in character(s) over time.
on was made.
ain characters.




) within text.
ding commas and quotation marks).
ds or text reading).




known words.
nt their sounds.


al and classroom experiences).




endings – s, ed, ly, ing).




ngs for consonants and vowels).
RIEPS Code   Goal Description
             Expressive Writing: Narratives- Creating a Story Line (W-4) (W&O W-4)
             W-K-4
W-K-4.1      Students organize and relate a story line/plot/series of events by using pictures to create an understandable sto
W-K-4.2      Not assessed at this grade level
W-K-4.3      Not assessed at this grade level
             W-1-4
W-1-4.1      In written narratives, students organize and relate a story line/plot/series of events by creating an understandab
W-1-4.2      Not assessed at this grade level
W-1-4.3      Not assessed at this grade level
             W-2-4
W-2-4.1      In written narratives, students organize and relate a story line/plot/series of events by creating a clear understan
W-2-4.2      Not assessed at this grade level
W-2-4.3      Not assessed at this grade level
             W-3-4
W-3-4.1      In written narratives, students organize and relate a story line/plot/series of events by creating a clear, understan
W-3-4.2      Not assessed at this grade level
W-3-4.3      In written narratives, students organize and relate a story line/plot/series of events by using basic transition word
             W-4-4
W-4-4.1      In written narratives, students organize and relate a story line/plot/series of events by creating a clear, understan
W-4-4.2      In written narratives, students organize and relate a story line/plot/series of events by establishing a problem an
W-4-4.3      In written narratives, students organize and relate a story line/plot/series of events by establishing transitions by
             W-5-4
W-5-4.1      In written narratives, students organize and relate a story line/plot/series of events by creating a clear and coher
W-5-4.2      In written narratives, students organize and relate a story line/plot/series of events by establishing context (settin
W-5-4.3      In written narratives, students organize and relate a story line/plot/series of events by using transition words/phr
             Expressive Writing: Narratives- Applying Narrative Strategies (W-5) (W&O W-5)
             W-K-5
W-K-5.1      Not assessed at this grade level
W-K-5.2      Not assessed at this grade level
W-K-5.3      Students demonstrate use of narrative strategies by using pictures to create character(s).
W-K-5.4      Not assessed at this grade level
W-K-5.5      Students demonstrate use of narrative strategies by expressing ideas and recognizing that experiences and sto
W-K-5.6      Not assessed at this grade level
             W-1-5
W-1-5.1      Not assessed at this grade level
W-1-5.2      Not assessed at this grade level
W-1-5.3      Students demonstrate use of narrative strategies by creating character(s) (may take form of words or pictures o
W-1-5.4      Not assessed at this grade level
W-1-5.5      Students demonstrate use of narrative strategies by writing about observations and experiences.
W-1-5.6      Students demonstrate use of narrative strategies by extending ideas.
             W-2-5
W-2-5.1      Not assessed at this grade level
W-2-5.2      Not assessed at this grade level
W-2-5.3      Students demonstrate use of narrative strategies by creating character(s) through description.
W-2-5.4      Not assessed at this grade level
W-2-5.5      Students demonstrate use of narrative strategies by writing about observations and experiences.
W-2-5.6      Students demonstrate use of narrative strategies by extending and elaborating ideas.
             W-3-5
W-3-5.1      Students demonstrate use of narrative strategies by using details.
W-3-5.2      Not assessed at this grade level
W-3-5.3      Students demonstrate use of narrative strategies by creating character(s) through description of physical attribu
W-3-5.4      Not assessed at this grade level
W-3-5.5      Students demonstrate use of narrative strategies by writing about observations and experiences.
W-3-5.6      Students demonstrate use of narrative strategies by extending and elaborating ideas with purpose.
           W-4-5
W-4-5.1    Students demonstrate use of narrative strategies by using relevant and descriptive details.
W-4-5.2    Not assessed at this grade level
W-4-5.3a       W–4–5.3a Students demonstrate use of narrative strategies by identifying characters (W–4–5.3a )
W-4-5.3b       W–4–5.3b Students demonstrate use of narrative strategies by creating character(s) through description of p
W-4-5.4        W–4–5.4 Not assessed at this grade level (W–4–5.4)
W-4-5.5        W–4–5.5 Students demonstrate use of narrative strategies by writing about observations and experiences (W
W-4-5.6        W–4–5.6 Students demonstrate use of narrative strategies by selecting and elaborating important ideas (W–
           W-5-5
W-5-5.1    Students demonstrate use of narrative strategies by using relevant and descriptive details to advance the plot/s
W-5-5.2    Students demonstrate use of narrative strategies by using dialogue to advance plot/story line.
W-5-5.3    Students demonstrate use of narrative strategies by developing characters through description.
W-5-5.4    Not assessed at this grade level
W-5-5.5    Students demonstrate use of narrative strategies by establishing a focus when writing about observations and e
W-5-5.6    Students demonstrate use of narrative strategies by selecting and elaborating important ideas; and excluding ex
           Habit of Writing: Writing Process (W-10) (W&OC-W-10)
W-K-10     Students use pre-writing, drafting, revising, editing, and critiquing to produce final drafts of written products.
W-1-10     Students use pre-writing, drafting, revising, editing, and critiquing to produce final drafts of written products.
W-2-10     Students use pre-writing, drafting, revising, editing, and critiquing to produce final drafts of written products.
W-3-10     Students use pre-writing, drafting, revising, editing, and critiquing to produce final drafts of written products.
W-4-10     Students use pre-writing, drafting, revising, editing, and critiquing to produce final drafts of written products.
W-5-10     Students use pre-writing, drafting, revising, editing, and critiquing to produce final drafts of written products.
           Habit of Writing: Writing Extensively (W-11) (W&OC-W-11) (W&OC-W-11)
W-K-11     Not assessed at this grade level
W-1-11     Not assessed at this grade level
W-2-11     Not assessed at this grade level
           W-3-11
W-3-11.1   Demonstrates the habit of writing extensively by writing with frequency, including in-school, out-of-school, and d
W-3-11.2   Demonstrates the habit of writing extensively by sharing thoughts, observations, or impressions.
W-3-11.3   Demonstrates the habit of writing extensively by generating topics for writing.
W-3-11.4   Not assessed at this grade level
           W-4-11
W-4-11.1    Demonstrates the habit of writing extensivey by writing with frequency, including in-school, out-of-school, and d
W-4-11.2   Demonstrates the habit of writing extensively by sharing thoughts, observations, or impressions.
W-4-11.3   Demonstrates the habit of writing extensively by generating topics for writing.
W-4-11.4   Demonstrates the habit of writing extensively by writing in a variety of genres.
           W-5-11
W-5-11.1   Demonstrates the habit of writing extensively by writing with frequency, including in-school, out-of-school, and d
W-5-11.2   Demonstrates the habit of writing extensively by sharing thoughts, observations, or impressions.
W-5-11.3   Demonstrates the habit of writing extensively by generating topics for writing.
W-5-11.4   Demonstrates the habit of writing extensively by writing in a variety of genres.
           Informational Writing: Reports, Procedures, or Persuasive Writing- Organizing Information (W-6.1 to 6.2
           W-K-6
W-K-6.1    In informational writing (reports or procedures), students organize ideas/concepts by naming or labeling objects
W-K-6.2    In informational writing (reports or procedures), students organize ideas/concepts by representing facts through
W-K-6.3    Not assessed at this grade level
W-K-6.4    Not assessed at this grade level
W-K-6.5    Not assessed at this grade level
           W-1-6
W-1-6.1    In informational writing (reports or procedures), students organize ideas/concepts by sorting and classifying fact
W-1-6.2    In informational writing (reports or procedures), students organize ideas/concepts by representing facts through
W-1-6.3    In informational writing (reports or procedures), students organize ideas/concepts by listing steps of a procedure
W-1-6.4    Not assessed at this grade level
W-1-6.5     Not assessed at this grade level
           W-2-6
W-2-6.1    In informational writing (reports or procedures), students organize ideas/concepts by using a given organization
W-2-6.2    In informational writing (reports or procedures), students organize ideas/concepts by selecting facts to set conte
W-2-6.3    In informational writing (reports or procedures), students organize ideas/concepts by listing steps of a procedure
W-2-6.4    Not assessed at this grade level
W-2-6.5    In informational writing (reports or procedures), students organize ideas/concepts by providing a list of resource
           W-3-6
W-3-6.1    In informational writing (reports or procedures), students organize ideas/concepts by using a given organization
W-3-6.2    In informational writing (reports or procedures), students organize ideas/concepts by selecting appropriate facts
W-3-6.3a       W–3–6.3a In informational writing (reports or procedures), students organize ideas/concepts by using basic
W-3-6.3b       W–3–6.3b In informational writing (reports or procedures), students organize ideas/concepts by using numbe
W-3-6.4        W–3–6.4 In informational writing (reports or procedures), students organize ideas/concepts by providing a co
W-3-6.5        W–3–6.5 In informational writing (reports or procedures), students organize ideas/concepts by providing a lis
           W-4-6
W-4-6.1    In informational writing (reports or procedures), students organize ideas/concepts by grouping ideas logically (e
W-4-6.2a   In informational writing (reports or procedures), students organize ideas/concepts by writing an introduction that
W-4-6.2b   In informational writing (reports or procedures), students organize ideas/concepts by selecting appropriate inform
W-4-6.3a   In informational writing (reports or procedures), students organize ideas/concepts by using transition words or p
W-4-6.3b   In informational writing (reports or procedures), students organize ideas/concepts by using numbering or words
W-4-6.4    In informational writing (reports or procedures), students organize ideas/concepts by writing a conclusion (W–4–
W-4-6.5    In informational writing (reports or procedures), students organize ideas/concepts by providing a list of resource
           W-5-6
W-5-6.1    In informational writing (reports or procedures), students organize ideas/concepts by using an organizational tex
W-5-6.2    In informational writing (reports or procedures), students organize ideas/concepts by selecting appropriate inform
W-5-6.3    In informational writing (reports or procedures), students organize ideas/concepts by using transition words or p
W-5-6.4    In informational writing (reports or procedures), students organize ideas/concepts by writing a conclusion that pr
W-5-6.5    In informational writing (reports or procedures), students organize ideas/concepts by providing a list of resource
           Informational Writing: Reports, Procedures, or Persuasive Writing- Conveying Information (W-7) (W&O
           W-K-7
W-K-7.1     Not assessed at this grade level
W-K-7.2    Not assessed at this grade level
           W-1-7
W-1-7.1     In informational writing (reports or procedures only), students effectively convey purpose by using pictures to cr
W-1-7.2    Not assessed at this grade level
           W-2-7
W-2-7.1    In informational writing (reports or procedures only), students effectively convey purpose by establishing a topic
W-2-7.2    In informational writing (reports or procedures only), students effectively convey purpose by In informational writ
           W-3-7
W-3-7.1    In informational writing (reports or procedures only), students effectively convey purpose by establishing a topic
W-3-7.2    In informational writing (reports or procedures only), students effectively convey purpose by stating a focus/cont
           W-4-7
W-4-7.1    In informational writing (reports or procedures only), students effectively convey purpose by establishing a topic
W-4-7.2    In informational writing (reports or procedures only), students effectively convey purpose by stating and maintain
           W-5-7
W-5-7.1    In informational writing (reports or procedures only), students effectively convey purpose by establishing a topic
W-5-7.2    In informational writing (reports or procedures only), students effectively convey purpose by stating and maintain
           Informational Writing: Reports, Procedures, or Persuasive Writing- Using Elaboration Strategies (W-8) (
           W-K-8
W-K-8.1    In informational writing (reports or procedures only), students demonstrate use of a range of elaboration strateg
W-K-8.2    Not assessed at this grade level
           W-1-8
W-1-8.1    In informational writing (reports or procedures only), students demonstrate use of a range of elaboration strateg
W-1-8.2    Not assessed at this grade level
           W-2-8
W-2-8.1    In informational writing (reports or procedures only), students demonstrate use of a range of elaboration strateg
W-2-8.2    In informational writing (reports or procedures only), students demonstrate use of a range of elaboration strateg
             W-3-8
W-3-8. 1     In informational writing (reports and procedures only), students demonstrate use of a range of elaboration strate
W-3-8.2      In informational writing (reports and procedures only), students demonstrate use of a range of elaboration strate
             W-4-8
W-4-8.1      In informational writing (reports and procedures only), students demonstrate use of a range of elaboration strate
W-4-8.2      In informational writing (reports and procedures only), students demonstrate use of a range of elaboration strate
             W-5-8
W-5-8.1       In informational writing (reports and procedures only), students demonstrate use of a range of elaboration strat
W-5-8.2      In informational writing (reports and procedures only), students demonstrate use of a range of elaboration strate
             Oral Communication Strategies: Interactive Listening (OC-1) (W&O OC-1)
             OC-K-1 (OC-K-1 )
OC-K-1.1      In oral communication, students demonstrate interactive listening by following simple verbal instructions and di
OC-K-1.2     In oral communication, students demonstrate interactive listening by listening and responding to stories, songs,
OC-K-1.3     Not assessed at this grade level
OC-K-1.4     In oral communication, students demonstrate interactive listening by participating in large group discussions.
OC-K-1.5a    In oral communication, students demonstrate interactive listening by understanding that communicating is verba
OC-K-1.5b    In oral communication, students demonstrate interactive listening by attending to speaker and waiting for appro
             STANDARDS FOR GRADE 1 MISSING
             OC-1-1 (OC-1-1)
OC-1-1.1     In oral communication students demonstrate interactive listening by following simple verbal instructions and dire
OC-1-1.2     In oral communications students demonstrate interactive listening by responding to or reacting to stories, songs
OC-1-1.3     Not assessed at this grade level.
OC-1-1.4     In oral communication, students demonstrate interactive listening by participating in large group discussions to s
OC-1-1.5a    In oral communication, students demonstrate interactive listening by understanding that communicating is verba
OC-1-1.5b    In oral communication, students demonstrate interactive listening by attending to speaker and waiting for appro
             OC-2-1 (OC-2-1)
OC-2-1.1     In oral communication, students demonstrate interactive listening by following multi-step verbal instructions and
OC-2-1.2     In oral communication, students demonstrate interactive listening by conversing, and asking questions about co
OC-2-1.3     Not assessed at this grade level
OC-2-1.4     In oral communication, students demonstrate interactive listening by participating in large group discussions to s
OC-2-1.5     In oral communication, students demonstrate interactive listening by understanding that meaning can be convey
OC-2-1.6     In oral communication, students demonstrate interactive listening by attending to speaker and waiting for appro
             OC-3- 1 (OC-3–-1 )
OC-3-1.1     In oral communication, students demonstrate interactive listening by following multi-step verbal instructions and
OC-3-1.2     In oral communication, students demonstrate interactive listening by conversing, and asking questions about co
OC-3-1.3     Not assessed at this grade level
OC-3-1.4     In oral communication, students demonstrate interactive listening by participating in large group discussions to s
OC-3-1.5a    In oral communication, students demonstrate interactive listening by understanding how alternative nonverbal a
OC-3-1.5b    In oral communication, students demonstrate interactive listening by attending to speaker and waiting for appro
                OC-4-1 (OC-4-1)
OC-4-1.1     In oral communication, students demonstrate interactive listening by following verbal instructions to answer que
OC-4-1.2     In oral communication, students demonstrate interactive listening by paraphrasing and asking questions about c
OC-4-1.3     Not assessed at this grade level
OC-4-1.4     In oral communication, students demonstrate interactive listening by participating in large and small group discu
OC-4-1.5a    In oral communication, students demonstrate interactive listening by identifying choices, alternatives and conse
OC-4-1.5b    In oral communication, students demonstrate interactive listening by attending to speaker and waiting for appro
             OC-5-1 (OC-5-1)
  OC-5-1.1   In oral communication, students demonstrate interactive listening by following verbal instructions to perform spe
  OC-5-1.2   In oral communication, students demonstrate interactive listening by summarizing, paraphrasing, questioning, o
  OC-5-1.3   Not assessed at this grade level
  OC-5-1.4   In oral communication, students demonstrate interactive listening by participating in large and small group discu
  OC-5-1.5   In oral communication, students demonstrate interactive listening by reaching consensus to solve a problem, m
             Oral Communication Strategies: Make Oral Presentations (OC-2) (W&O OC-2)
             OC-K-2 (OC-K-2 )
  OC-K-2.1   In oral communication, students make oral presentations by speaking clearly and distinctly, orally sharing inform
 OC-K-2.2   In oral communication, students make oral presentations by demonstrating an awareness of options of languag
 OC-K-2.3   In oral communication, students make oral presentations by telling stories about pictures, books or experiences
 OC-K-2.4   In oral communication, students make oral presentations by recognizing role of audience.
            OC-1-2 (OC-1-2)
 OC-1-2.1   In oral communication, students make oral presentations by orally ordering ideas in a sequence or telling a fam
 OC-1-2.2   In oral communication, students make oral presentations by using various forms of linguistic elements and struc
 OC-1-2.3   In oral communication, students make oral presentations by telling/retelling stories using details.
 OC-1-2.4   In oral communication, students make oral presentations by providing appropriate feedback to audience.
 OC-1-2.5   In oral communication, students make oral presentations by recognizing role of audience.
            OC-2-2 (OC-2-2 )
 OC-2-2.1   In oral communication, students make oral presentations by orally ordering ideas in a sequence, carrying on a c
 OC-2-2.2   In oral communication, students make oral presentations by using various linguistic elements and structures to
 OC-2-2.3   In oral communication, students make oral presentations by telling stories or giving information using details.
 OC-2-2.4   In oral communication, students make oral presentations by Providing appropriate feedback to audience.
 OC-2-2.5   In oral communication, students make oral presentations by using strategies to engage audience (e.g., using ey
               OC-3-2 (OC-3-2 )
 OC-3-2.1   In oral communication, students make oral presentations by using standards for good speaking in different kind
 OC-3-2.2   In oral communication, students make oral presentations by using various linguistic elements and structures to
 OC-3-2.3   In oral communication, students make oral presentations by telling stories, giving information using details and p
 OC-3-2.4   In oral communication, students make oral presentations by providing appropriate feedback to audience.
 OC-3-2.5   In oral communication, students make oral presentations by using strategies to engage audience (e.g., eye-con
            OC-4-2 (OC-4-2)
 OC-4-2.1   In oral communication, students make oral presentations by using rules that regulate social conventions in sma
 OC-4-2.2   In oral communication, students make oral presentations by identifying how different verbal and nonverbal choic
 OC-4-2.3   In oral communication, students make oral presentations by telling stories, giving information using details, prov
 OC-4-2.4   In oral communication, students make oral presentations by providing effective and appropriate feedback to aud
 OC-4-2.5   In oral communication, students make oral presentations by using a variety of strategies to engage audience (e
            OC-5-2 (OC-5-2 )
 OC-5-2.1   In oral communication, students make oral presentations by demonstrating skills required in interpersonal, sma
 OC-5-2.2   In oral communication, students make oral presentations by using verbal and nonverbal choices to convey cons
 OC-5-2.3   In oral communication, students make oral presentations by telling stories, giving information using details and p
 OC-5-2.4   In oral communication, students make oral presentations by providing effective and appropriate feedback to aud
 OC-5-2.5   In oral communication, students make oral presentations by using a variety of strategies to engage audience (e
            Reading-Writing Connection: Writing in Response to Literacy or Informational Text-Showing Understan
            W-K-2 (W-K-2)
 W-K-2.1    In response to literary or informational text, students show understanding of plot/ideas/concepts by representing
 W-K-2.2    Not assessed at this grade level
 W-K-2.3    Not assessed at this grade level
            W-1-2 (W-1-2)
 W-1-2.1    In response to literary of informational text, students show understanding of plot/ideas/concepts by representing
 W-1-2.2    Not assessed at this grade level
 W-1-2.3    Not assessed at this grade level
            W-2-2 (W-2-2)
 W-2-2.1    In response to literary or informational text, students show understanding of plot/ideas/concepts by selecting inf
 W-2-2.2    Not assessed at this grade level
 W-2-2.3    Not assessed at this grade level
            W-3-2 (W-3-2)
 W-3-2.1    In response to literary or informational text, students show understanding of plot/ideas/concepts by selecting ap
 W-3-2.2    In response to literary or informational text, students show understanding of plot/ideas/concepts by selecting ide
 W-3-2.3    In response to literary or informational text, students show understanding of plot/ideas/concepts by connecting w
               W-4-2 (W-4-2)
W-4-2.1a      In repsonse to literary or informational text, students show understanding of plot/ideas/concepts by selecting a
W-4-2.1b    In response to literary or informational text, students show understanding of plot/ideas/concepts by writing an in
W-4-2.2     In response to literary or informational text, students show understanding of plot/ideas/concepts by summarizing
W-4-2.3     In repsonse to literary or informational text, students show understanding of plot/ideas/concepts by connecting w
             W-5-2 (W-5-2)
W-5-2.1     In response to literary or informational text, students show understanding of plot/ideas/concepts by selecting ap
W-5-2.2    In response to literary or informational text, students show understanding of plot/ideas/concepts by summarizing
W-5-2.3    In response to literary or informational text, students show understanding of plot/ideas/concepts by connecting w
           Reading -Writing Connection: Writing in Response to Literary or Informational Text-Making Analytical J
           W-K-3 (W-K-3)
W-K-3.1    In response to literary or informational text read aloud, students make and support analytical judgements about
W-K-3.2    Not assessed at this grade level
W-K-3.3    Not assessed at this grade level
W-K-3.4    Not assessed at this grade level
           W-1-3 (W-1-3)
W-1-3.1    In response to literary or informational text read aloud or read independently, students make and support analyt
W-1-3.2    Not assessed at this grade level
W-1-3.3    Not assessed at this grade level
W-1-3.4    In response to literary or informational text read aloud or read independently, students make and support analyt
           W-2-3 (W-2-3)
W-2-3.1    In response to literary or informational text, students make and support analytical judgements about text by stat
W-2-3.2    Not assessed at this grade level
W-2-3.3    In response to literary or informational text, students make and support analytical judgements about text by usin
W-2-3.4    In response to literary or informational text, students make and support analytical judgements about text by orga
            W-3-3 (W-3-3)
W-3-3.1    In response to literary or informational text, students make and support analytical judgements about text by stat
W-3-3.2    In response to literary or informational text, students make and support analytical judgements about text by mak
W-3-3.3    In response to literary or informational text, students make and support analytical judgements about text by usin
W-3-3.4    In response to literary or informational text, students make and support analytical judgements about text by orga
            W-4-3 (W-4-3)
W-4-3.1     In response to literary or informational text, students make and support analytical judgements about text by sta
W-4-3.2    In response to literary or informational text, students make and support analytical judgements about text by mak
W-4-3.3    In response to literary or informational text, students make and support analytical judgements about text by usin
W-4-3.4    In response to literary or informational text, students make and support analytical judgements about text by orga
           W-5-3 (W-5-3)
W-5-3.1    In response to literary or informational text, students make and support analytical judgments about text by Statin
W-5-3.2    In response to literary or informational text, students make and support analytical judgments about text by Maki
W-5-3.3    In response to literary or informational text, students make and support analytical judgments about text by using
W-5-3.4    In response to literary or informational text, students make and support analytical judgments about text by organ
           Structures of Language: Applying Understanding of Sentences, Paragraphs, Text Structures (W-1) (W-1
           W-K-1 (W-K-1 )
W-K-1.1    Students demonstrate command of the structures of sentences, paragraphs, and text by expressing and idea u
W-K-1.2    Not assessed at this grade level
W-K-1.3    Not assessed at this grade level
W-K-1.4    Not assessed at this grade level
W-K-1.5    Not assessed at this grade level
W-K-1.6    Not assessed at this grade level
           W-1-1 (W-1-1)
 W-1-1.1   Students demonstrate command of structures of sentences, paragraphs, and text by writing recognizable short
 W-1-1.2   Not assessed at this grade level
 W-1-1.3   Not assessed at this grade level
 W-1-1.4   Not assessed at this grade level
 W-1-1.5   Students demonstrate command of the structures of sentences, paragraphs, and text by distinguishing between
 W-1-1.6   Students demonstrate command of the structures of sentences, paragraphs, and text by applying directionality
           W-2-1 (W-2-1)
 W-2-1.1   Students demonstrate command of the structures of sentences, paragraphs, and text by writing short sentences
 W-2-1.2   Not assessed at this grade level
 W-2-1.3   Not assessed at this grade level
 W-2-1.4   Not assessed at this grade level
  W-2-1.5   Students demonstrate command of the structures of sentences, paragraphs, and text by distinguishing between
  W-2-1.6   Students demonstrate command of the structures of sentences, paragraphs, and text by applying directionality
            W-3-1 (W-3-1)
  W-3-1.1   Students demonstrate command of the structure of sentences, paragraphs, and text by writing a variety of comp
  W-3-1.2   Students demonstrate command of the structure of sentences, paragraphs, and text by recognizing indentations
  W-3-1.3   Not assesses at this grade level
  W-3-1.4   Not assesses at this grade level
  W-3-1.5   Students demonstrate command of the structures of sentences, paragraphs, and text by recognizing complete s
  W-3-1.6   Students demonstrate command of the structures of sentences, paragraphs, and text by applying directionality
            W-4-1 (W-4-1)
  W-4-1.1   Students demonstrate command of the structures of sentences, paragraphs, and text by writing a variety of com
  W-4-1.2   Students demonstrate command of the structures of sentences, paragraphs, and text by using the paragraph fo
  W-4-1.3   Not assessed at this grade level
  W-4-1.4   Not assessed at this grade level
  W-4-1.5   Subsumed in W-4-1.1
  W-4-1.6   Students demonstrate command of the structures of sentences, paragraphs, and text by applying directionality
            W-5-1 (W-5-1)
  W-5-1.1   Students demonstrate command of the structures of sentences, paragraphs, and text by using varied sentence
  W-5-1.2   Students demonstrate command of the structures of sentences, paragraphs, and text by using the paragraph fo
  W-5-1.3   Students demonstrate command of the structures of sentences, paragraphs, and text by recognizing organizatio
  W-5-1.4   Not assessed at this grade level
  W-5-1.5   Subsumed in W-5-1.1
  W-5-1.6   Students demonstrate command of the structures of sentences, paragraphs, and text by applying directionality
            Writing Conventions: Applying Rules of Grammar, Usage, and Mechanics (W-9) (W&O W-9)
            W-K-9 (W-K-9 )
 W-K-9.1    Not assessed at this grade level
 W-K-9.2    Not assessed at this grade level
 W-K-9.3    Not assessed at this grade level
 W-K-9.4    Not assessed at this grade level
 W-K-9.5    In independent writing, students demonstrate command of appropriate English conventions by using phonemic
            W-1-9 (W-1-9)
 W-1-9.1    Not assessed at this grade level
 W-1-9.2    Not assessed at this grade level
 W-1-9.3    Not assessed at this grade level
 W-1-9.4    Not assessed at this grade level
 W-1-9.5a   In independent writing, students demonstrate command of appropriate English conventions by using phonemic
W-1-9.5b.   In independent writing, students demonstrate command of appropriate English conventions by correctly spelling
            W-2-9 (W-2-9)
 W-2-9.1    Not assessed at this grade level
 W-2-9.2    In independent writing, students demonstrate command of appropriate English conventions by using capital lette
 W-2-9.3    Not assessed at this grade level
 W-2-9.4    In independent writing, students demonstrate command of appropriate English conventions by using correct end
 W-2-9.5a   In independent writing, students demonstrate command of appropriate English conventions by correctly spelling
 W-2-9.5b   In independent writing, students demonstrate command of appropriate English conventions by correctly spelling
 W-2-9.5c   In independent writing, students demonstrate command of appropriate English conventions by giving a readable
            W-3-9 (W-3-9)
 W-3-9.1    Not assessed at this grade level
 W-3-9.2    In independent writing, students demonstrate command of appropriate English conventions by using capital lette
 W-3-9.3    Not assessed at this grade level
 W-3-9.4    In independent writing, students demonstrate command of appropriate English conventions by using end punctu
 W-3-9.5    In independent writing, students demonstrate command of appropriate English conventions by correctly spelling
            W-4-9 (W-4-9 )
 W-4-9.1    In independent writing, students demonstrate command of appropriate English conventions by identifying gramm
 W-4-9.2    In independent writing, students demonstrate command of appropriate English conventions by applying basic ca
 W-4-9.3    In independent writing, students demonstrate command of appropriate English conventions by using commas c
W-4-9.4   In independent writing, students demonstrate command of appropriate English conventions by using end punctu
W-4-9.5   In independent writing, students demonstrate command of appropriate English conventions by correctly spelling
          W-5-9 (W-5-9)
W-5-9.1   In independent writing, students demonstrate command of appropriate English conventions by identifying or cor
W-5-9.2   In independent writing, students demonstrate command of appropriate English conventions by applying basic ca
W-5-9.3   Subsumed in W-5-9.4
W-5-9.4   In independent writing, students demonstrate command of appropriate English conventions by using punctuatio
W-5-9.5   In independent writing, students demonstrate command of appropriate English conventions by correctly spelling
 to create an understandable story line, when given a structure (pictures may include labels).



nts by creating an understandable story line, when given a structure (may take form of words or pictures or some combination.



nts by creating a clear understandable story line, with a beginning, middle, and end, when given a structure.



nts by creating a clear, understandable story line with a beginning, middle, and end .

nts by using basic transition words, when appropriate.

nts by creating a clear, understandable story line with a beginning, middle, and end.
nts by establishing a problem and solution .
nts by establishing transitions by using signal words/phrases.

nts by creating a clear and coherent logically consistent story line.
nts by establishing context (setting or background information), problem/conflict/challenge, and resolution.
nts by using transition words/phrases to establish clear chronology and to enhance meaning.




 gnizing that experiences and stories can be written about.




 take form of words or pictures or some combination.

 and experiences.




ugh description.

 and experiences.




ugh description of physical attributes.

 and experiences.
 ideas with purpose.
 haracters (W–4–5.3a )
aracter(s) through description of physical attributes and behaviors (W–4–5.3b )

 observations and experiences (W–4–5.5 )
 elaborating important ideas (W–4–5.6 )

 tive details to advance the plot/story line.
  plot/story line.
ough description.

writing about observations and experiences.
mportant ideas; and excluding extraneous details.

nal drafts of written products.
nal drafts of written products.
nal drafts of written products.
nal drafts of written products.
nal drafts of written products.
nal drafts of written products.




 g in-school, out-of-school, and during the summer.
s, or impressions.



ng in-school, out-of-school, and during the summer.
s, or impressions.



 g in-school, out-of-school, and during the summer.
s, or impressions.


nizing Information (W-6.1 to 6.2) (W&O W-6.1 to 6.2)

pts by naming or labeling objects or pictures.
pts by representing facts through pictures.




pts by sorting and classifying facts.
pts by representing facts through pictures, "words," "sentences," or some combination.
pts by listing steps of a procedure in a logical order, with instructional support .
pts by using a given organizational structure for grouping facts (e.g., template, frame, graphic organizer), with instructional support.
pts by selecting facts to set context/background (Local).
pts by listing steps of a procedure in a logical order.

pts by providing a list of resources (e.g. materials to be used in a task.

pts by using a given organizational structure for grouping facts and ideas (e.g., template, frame, graphic organizer.
pts by selecting appropriate facts to set context/background.
e ideas/concepts by using basic transition words, when appropriate (W–3–6.3a)
e ideas/concepts by using numbering or words to arrange the steps in a logical manner (W–3–6.3b)
 ideas/concepts by providing a concluding statement (W–3–6.4 )
 ideas/concepts by providing a list of resources (e.g. materials to be used in a task (W–3–6.5 )

pts by grouping ideas logically (e.g., predictable categories, steps of a procedure, reasons/arguments).
pts by writing an introduction that sets the context (including materials list in procedures.
pts by selecting appropriate information to set context/background.
pts by using transition words or phrase (W–4–6.3a)
pts by using numbering or words to arrange the steps in a logical manner.
pts by writing a conclusion (W–4–6.4 )
pts by providing a list of resources (e.g. materials used in a task; sources used for reference.

pts by using an organizational text structure appropriate to focus/controlling idea.
pts by selecting appropriate information to set the context.
pts by using transition words or phrases appropriate to organizing text structure.
pts by writing a conclusion that provides closure.
pts by providing a list of resources (e.g. materials used in a task; sources used for reference).
eying Information (W-7) (W&O W-7)




y purpose by using pictures to create meaning .


y purpose by establishing a topic.
y purpose by In informational writing (reports or procedures only), students effectively convey purpose by restating a given focus/controlling id

y purpose by establishing a topic (W–3–7.1 )
y purpose by stating a focus/controlling idea on a topic .

y purpose by establishing a topic.
y purpose by stating and maintaining a focus/controlling idea on a topic .

y purpose by establishing a topic.
y purpose by stating and maintaining a focus/controlling idea on a topic .
 Elaboration Strategies (W-8) (W&O W-8)

 of a range of elaboration strategies by using pictures to illustrate details/information related to topic (pictures may include labels).


 of a range of elaboration strategies by including details/information relevant to topic.


 of a range of elaboration strategies by including details/information relevant to topic and/or focus.
 of a range of elaboration strategies by using sufficient details/pictures to illustrate facts.
se of a range of elaboration strategies by including details/information relevant to topic and/or focus.
se of a range of elaboration strategies by including sufficient details for appropriate depth of information.

se of a range of elaboration strategies by including facts and details relevant to focus/controlling idea (W–4–8.1 )
se of a range of elaboration strategies by including sufficient details or facts for appropriate depth of information.

 se of a range of elaboration strategies by including facts and details relevant to focus/controlling idea, and excluding extraneous information.
se of a range of elaboration strategies by including sufficient details or facts for appropriate depth of information.


simple verbal instructions and directions.
nd responding to stories, songs, or poems.

ng in large group discussions.
ding that communicating is verbal and nonverbal.
to speaker and waiting for appropriate turn to speak.


 imple verbal instructions and directions.
ng to or reacting to stories, songs or poems by using simple words, phrases, and sentences.

ng in large group discussions to show understanding.
ding that communicating is verbal and nonverbal.
to speaker and waiting for appropriate turn to speak.

multi-step verbal instructions and directions to answer questions or perform tasks.
g, and asking questions about content (e.g., stories, songs or poems).

ng in large group discussions to show understanding.
ding that meaning can be conveyed by facial expressions.
to speaker and waiting for appropriate turn to speak.

multi-step verbal instructions and directions to answer questions, perform tasks, or solve problems (OC–3–1.1 )
g, and asking questions about content (e.g., stories, songs, or poems.

ng in large group discussions to show understanding of how other group members think.
ding how alternative nonverbal actions reinforce a verbal message (e.g., use of gestures.
to speaker and waiting for appropriate turn to speak.

verbal instructions to answer questions, to perform tasks, or to solve problems .
 ing and asking questions about content.

ng in large and small group discussions to show understanding how other group members think.
 choices, alternatives and consequences for problem solving.
to speaker and waiting for appropriate turn to speak.

verbal instructions to perform specific tasks, to answer questions, or to solve problems.
ing, paraphrasing, questioning, or contributing to information presented.

ng in large and small group discussions showing respect for a range of individual ideas.
consensus to solve a problem, make a decision, or achieve a goal.


nd distinctly, orally sharing information and experiences.
awareness of options of language.
ut pictures, books or experiences.


as in a sequence or telling a familiar story.
 s of linguistic elements and structures.
ries using details.
ate feedback to audience.


as in a sequence, carrying on a conversation, asking and answering questions.
uistic elements and structures to convey meaning.
 ving information using details.
 ate feedback to audience.
  engage audience (e.g., using eye-contact and adjustment of rate and volume.

or good speaking in different kinds of small groups and cultural settings.
uistic elements and structures to convey meaning.
ng information using details and providing a conclusion.
 ate feedback to audience.
  engage audience (e.g., eye-contact and adjustment of rate and volume).

gulate social conventions in small groups (e.g., interviews, small group discussions).
ferent verbal and nonverbal choices alter the meanings conveyed to others.
ng information using details, providing conclusions that include inflectional tone to convey meaning (OC–4–2.3 )
 and appropriate feedback to audience.
strategies to engage audience (e.g., eye contact, voice tone, and gestures).

 ls required in interpersonal, small group, and public exchanges (e.g., discussions, interviews).
 onverbal choices to convey consistent focus.
ng information using details and providing a coherent conclusion.
  and appropriate feedback to audience and small groups.
strategies to engage audience (e.g., eye contact, voice tone, and gestures).
ional Text-Showing Understanding of Ideas in Text (W-2)

ot/ideas/concepts by representing understanding of text through pictures.



 t/ideas/concepts by representing understanding of text through pictures. words, sentences, or some combination.



ot/ideas/concepts by selecting information to set context/background.



ot/ideas/concepts by selecting appropriate information to set context background.
ot/ideas/concepts by selecting ideas that support the development of a summary.
ot/ideas/concepts by connecting what has been read (plot/ideas/concepts) to prior knowledge, which might include other texts (W-3-2.3)

 lot/ideas/concepts by selecting appropriate information to set context/background.
ot/ideas/concepts by writing an introduction that sets context/background.
ot/ideas/concepts by summarizing ideas.
ot/ideas/concepts by connecting what has been read (plot/ideas/concepts) to prior knowledge which might include other texts.
ot/ideas/concepts by selecting appropriate information to set context/background.
ot/ideas/concepts by summarizing key ideas.
ot/ideas/concepts by connecting what has been read to prior knowledge or other texts by referring to relevant ideas.
 ional Text-Making Analytical Judgements about Text (W-3) (W&OC -W-3)

port analytical judgements about text by using prior knowledge or references to text to respond to a question using pictures.




tudents make and support analytical judgements about text by using prior knowledge or references to text to respond to a question.


tudents make and support analytical judgements about text by organizing ideas by using a beginning and an ending given a structure.

cal judgements about text by stating a focus (purpose) when responding to a given question.

cal judgements about text by using details or references to text to support a given focus.
cal judgements about text by organizing ideas by using a beginning, middle, and concluding statement/sentence given a structure.

cal judgements about text by stating a focus (purpose) when responding to a given question.
cal judgements about text by making inferences about content, events, characters, or setting.
cal judgements about text by using details or references to text to support focus.
cal judgements about text by organizing ideas, using basic transition words.

 cal judgements about text by stating and maintaining a focus(purpose) when responding to a given question.
cal judgements about text by making inferences about content, events, characters, setting, or common themes.
cal judgements about text by using specific details and references to text to support focus.
cal judgements about text by organizing ideas, using transition words/phrases and writing a conclusion.

cal judgments about text by Stating and maintaining a focus (purpose) when responding to a given question.
cal judgments about text by Making inferences about the content, events, characters, setting, or common themes.
cal judgments about text by using specific details and references to text or citations to support focus.
cal judgments about text by organizing ideas, using transition words/phrases and writing a conclusion that provides closure.
 hs, Text Structures (W-1) (W-1 )

nd text by expressing and idea using pictures and letters.




ext by writing recognizable short sentences.



nd text by distinguishing between letters, words, and sentences.
nd text by applying directionality as appropriate to text.

nd text by writing short sentences.
nd text by distinguishing between letters, words, and sentences.
nd text by applying directionality as appropriate to text.

d text by writing a variety of complete simple sentences.
d text by recognizing indentations for new paragraphs.


nd text by recognizing complete sentences.
nd text by applying directionality as appropriate to text .

nd text by writing a variety of complete simple and compound sentences.
nd text by using the paragraph form: indenting, main idea, supporting details.



nd text by applying directionality as appropriate to text.

nd text by using varied sentence length and structure to enhance meaning (W-5-1.1)
nd text by using the paragraph form: identing, main idea, supporting details.
nd text by recognizing organizational structures within paragraphs.


 nd text by applying directionality as appropriate to text.
s (W-9) (W&O W-9)




 conventions by using phonemic awareness and letter knowledge to spell independently.




 conventions by using phonemic awareness and letter knowledge to spell independently.
 conventions by correctly spelling many common words (e.g., had, can, including own first name.


 conventions by using capital letters for the beginning of sentences and names.

 conventions by using correct end punctuation in simple sentences.
 conventions by correctly spelling grade-appropriate, high-frequency words.
 conventions by correctly spelling most words with regularly spelled patterns.
 conventions by giving a readable and accurate phonetic spelling for words that have not been taught.


 conventions by using capital letters for the beginning of sentences and names.

 conventions by using end punctuation correctly in simple sentences.
 conventions by correctly spelling grade-appropriate, high-frequency words and using within-word patterns to correct spelling.

 conventions by identifying grammatical errors, when given examples.
 conventions by applying basic capitalization rules.
 conventions by using commas correctly in dates and in a series.
conventions by using end punctuation correctly in a variety of sentence structures.
conventions by correctly spelling grade-appropriate, high-frequency words and recognizing syllables...

conventions by identifying or correcting grammatical errors.
conventions by applying basic capitalization rules.

conventions by using punctuation to clarify meaning.
conventions by correctly spelling grade-appropriate, high-frequency words, including homonyms and homophones and applying syllables an
me combination.
instructional support.




ating a given focus/controlling idea on a topic.




may include labels).
luding extraneous information.
ude other texts (W-3-2.3)




ude other texts.
sing pictures.




espond to a question.


nding given a structure.




ce given a structure.




vides closure.
orrect spelling.
ones and applying syllables and affix spelling patterns/rules.
RIEPS Code


OC-6-1.1
OC-6-1.2
OC-6-1.3
OC-6-1.4
OC-6-1.5

OC-6-2.1
OC-6-2.2
OC-6-2.3
OC-6-2.4
OC-6-2.5


R-6-1.1

R-6-2.1

R-6-3.1
R-6-3.2

R-6-4.1
R-6-4.2
R-6-4.3
R-6-4.4
R-6-4.5

R-6-5.1
R-6-5.2
R-6-5.3
R-6-5.4
R-6-5.5


R-6-6.1
R-6-6.2

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-6-8.1
R-6-8.2
R-6-8.3
R-6-8.4
R-6-8.5

R-6-11.1
R-6-11.2
R-6-11.3
R-6-12.1

R-6-13.1

R-6-14.1
R-6-14.2
R-6-14.3

R-6-15.1
R-6-15.2
R-6-15.3
R-6-15.4

R-6-16.1
R-6-16.2

R-6-17.1
R-6-17.2


W-6-1.1
W-6-1.2
W-6-1.3
W-6-1.4

W-6-1.6

  W-6-2.1
  W-6-2.2
  W-6-2.3

W-6-3.1
W-6-3.2
W-6-3.3
W-6-3.4

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-6-6.1
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-6-9.1
W-6-9.2
W-6-9.3
W-6-9.4
W-6-9.5

W-6-10.1

W-6-11.1
W-6-11.2
W-6-11.3
W-6-11.4

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
Goal Description
Grade 6 Oral Communication
Interactive Listening
In oral communication, students demonstrate interactive listening by fllowing verbal instructions to perform specific tasks, to ans
In oral communication, students demonstrate interactive listening by summarizing, paraphrasing, questioning, or contributing to
In oral communication, students demonstrate interactive listening by not assessed at this grade level
In oral communication, students demonstrate interactive listening by participating in large and small group discussions showing
In oral communication, students demonstrate interactive listening by reaching consensus to solve a problem, make a decision, o
Make Oral Presentations
In oral communication, students make oral presentations by demonstrating skills and logical organization and language use in in
In oral communication, students make oral presentations by using verbal and nonverbal choices to convey consistent focus.
In oral communication, students make oral presentations by telling stories, giving information using details /elaboration and prov
In oral communication, students make oral presentations by effectively responding to audience questions and feedback.
In oral communication, students make oral presentations by using a variety of strategies of address.
Grade 6 Reading
Word Identification Skills and Strategies
Applies word identification/decoding strategies by identifying multi-syllabic words by using knowledge of sounds, syllable division
Vocabulary: Vocabulary Strategies
Students identify the meaning of unfamiliar vocabulary by using strategies to unlock meaning.
Vocabulary: Breadth of Vocabulary
Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings and relationships by identifyin
Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings and relationships by selecting
Literary Texts: Initial Understanding of Literary Texts
Demonstrate initial understanding of elements of literary texts by identifying or describing character(s), setting, problem/ solution
Demonstrate initial understanding of elements of literary texts by paraphrasing or summarizing key ideas/plot, with major events
Demonstrate initial understanding of elements of literary texts by generating questions before, during, and after reading to enhan
Demonstrate initial understanding of elements of literary texts by identifying the characteristics of a variety of types/genres of lite
Demonstrate initial understanding of elements of literary texts by identifying literary devices as appropriate to genre: rhyme, allite
Literary Texts: Analysis and Interpretation of Literary Text, Citing Evidence
Analyze and interpret elements of literary texts, citing evidence where appropriate by explaining or supporting logical predictions
Analyze and interpret elements of literary texts, citing evidence where appropriate by describing characters’ traits, motivation, or
Analyze and interpret elements of literary texts, citing evidence where appropriate by making inferences about cause/effect, exte
Analyze and interpret elements of literary texts, citing evidence where appropriate by explaining how the narrator’s point of view
Analyze and interpret elements of literary texts, citing evidence where appropriate by identifying author’s message or theme (Sta
   R-6-5.6 (GLE R-6-5.6 becomes subsumed under R-6-5.2 and R-6-5.3)
Literary Texts: Analysis and Interpretation of Literary Text, Citing Evidence
Analyze and interpret author’s craft, citing evidence where appropriate by demonstrating knowledge of use of literary elements a
Analyze and interpret author’s craft, citing evidence where appropriate by demonstrating knowledge of use of literary elements a
 Informational Texts: Initial Understanding of Informational Text (Expository and Practical Text across Content Areas)
Demonstrate initial understanding of informational texts (expository and practical texts) by obtaining information from text feature
Demonstrate initial understanding of informational texts (expository and practical texts) by obtaining information from text feature
Demonstrate initial understanding of informational texts (expository and practical texts) by using information from the text to ans
Demonstrate initial understanding of informational texts (expository and practical texts) by organizing information to show unders
Demonstrate initial understanding of informational texts (expository and practical texts) by generating questions before, during, a
Demonstrate initial understanding of informational texts (expository and practical texts) by identifying the characteristics of a var
Informational Texts: Analysis and Interpretation of Informational Text (Expository and Practical Text across Content Ar
Analyze and interpret informational text, citing evidence as appropriate by connecting information within a text or across texts (S
Analyze and interpret informational text, citing evidence as appropriate by synthesizing information within or across text(s) (e.g.,
Analyze and interpret informational text, citing evidence as appropriate by drawing inferences about text, including author’s purp
Analyze and interpret informational text, citing evidence as appropriate by distinguishing fact from opinion, and identifying possib
Analyze and interpret informational text, citing evidence as appropriate by ... Making inferences about causes or effects (State)
Reading Fluency and Accuracy
Reads grade-level appropriate material with accuracy: reading material appropriate for grade 6 with 90-94% accuracy (Local) (R
Reads grade-level appropriate material with fluency: reading with appropriate silent and oral reading fluency rates as determined
Reads grade-level appropriate material with fluency: reading familiar text with phrasing and expression, and with attention to tex
Reading Strategies: Strategies for Monitoring and Adjusting Reading
Demonstrates ability to monitor comprehension for different types of texts and purposes by using a range of self-monitoring and
Reading Strategies: Reading Comprehension Strategies
Uses comprehension strategies (flexibly and as needed) before, during, and after reading literary and informational text. (Local)
Breadth of Reading: Reading Widely and Extensively
Demonstrates the habit of reading widely and extensively* by reading with frequency, including in-school, out-of-school, and sum
Demonstrates the habit of reading widely and extensively* by reading from a wide range of genres/ kinds of text, including prima
Demonstrates the habit of reading widely and extensively* by reading multiple texts for depth of understanding an author, a subj
Breadth of Reading: Reading for Research Across Content Areas
Research* by reading multiple sources (including print and non-print texts) to report information, to solve a problem, or to make
Research* by reading multiple sources (including print and non-print texts) to report information, to solve a problem, or to make
Research* by reading multiple sources (including print and non-print texts) to report information, to solve a problem, or to make
Research* by reading multiple sources (including print and non-print texts) to report information, to solve a problem, or to make
Literary Texts: Generates a Personal Response
Generates a personal response to what is read through a variety of means comparing stories or other texts to related personal e
   R-6-16.2 Generates a personal response to what is read through a variety of means providing relevant details to support the c
Breadth of Reading: Participating in Literate Community
Demonstrates participation in a literate community by self-selecting reading materials aligned with reading ability and personal in
Demonstrates participation in a literate community by participating in in-depth discussions about text, ideas, and student writing
Grade 6 Written Communication
Structures of Language – Applying Understanding of Sentences, Paragraphs, and Text Structures – Structures of Lang
Students demonstrate command of the structures of sentences, paragraphs, and text by using varied sentence length and struc
Students demonstrate command of the structures of sentences, paragraphs, and text by using the paragraph form: indenting, m
Students demonstrate command of the structures of sentences, paragraphs, and text by recognizing organizational structures w
Students demonstrate command of the structures of sentences, paragraphs, and text by applying a format and text structure ap
   W-6-1.5 ... Subsumed in W-6-1.1 (W-6-1.5)
Students demonstrate command of the structures of sentences, paragraphs, and text by applying directionality as appropriate to
Reading-Writing Connection: Writing in Response to Literary Text
In response to literary or informational text, students show understanding of plot /ideas/concepts by selecting appropriate inform
In response to literary or informational text, students show understanding of plot /ideas/concepts by summarizing key ideas (Loc
In response to literary or informational text, students show understanding of plot /ideas/concepts by connecting what has been r
Reading-Writing Connection: Writing in Response to Informational Text
In response to literary or informational text, students make and support analytical judgments about text by stating and maintainin
In response to literary or informational text, students make and support analytical judgments about text by making inferences ab
In response to literary or informational text, students make and support analytical judgments about text by using specific details
In response to literary or informational text, students make and support analytical judgments about text by organizing ideas, usin
  W-6-04 ,W-6-5 Expressive Writing: Narratives
In written narratives, students organize and relate a story line/plot/series of events by creating a clear and coherent (logically con
In written narratives, students organize and relate a story line/plot/series of events by establishing context, problem/conflict/ chal
In written narratives, students organize and relate a story line/plot/series of events by using transition words/phrases to establish
Students demonstrate use of narrative strategies by using relevant and descriptive details and sensory language to advance the
   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 extrane
  W-6-06,W-6-7,W-6-8 Informational Writing - Reports, Procedures, or Persuasive Writing
In informational writing, students organize ideas/concepts by using an organizational text structure appropriate to focus/controllin
n informational writing, students organize ideas/concepts by selecting appropriate information to set context, which may include
In informational writing, students organize ideas/concepts by using transition words or phrases appropriate to organizational text
In informational writing, students organize ideas/concepts by writing a conclusion that provides closure (Local)
In informational writing, students organize ideas/concepts by listing sources (Local)
In informational writing, students effectively convey purpose by establishing a topic (Local)
In informational writing, students effectively convey purpose by stating and maintaining a focus/controlling idea on a topic (Local
In informational writing, students effectively convey purpose by ... Not assessed at this grade level In informational writing, stude
In informational writing, students effectively convey purpose by not assessed at this grade level.
In informational writing, students effectively convey purpose by not assessed at this grade level.
In informational writing, students demonstrate use of a range of elaboration strategies by including facts and details relevant to f
In informational writing, students demonstrate use of a range of elaboration strategies by including sufficient details or facts for a
In informational writing, students demonstrate use of a range of elaboration strategies by addressing readers' concerns (includin
In informational writing, students demonstrate use of a range of elaboration strategies by not assessed at this grade level.
Writing Conventions-Applying Rules of Grammar, Usage, and Mechanics - Conventions are assessed within all genres
n independent writing, students demonstrate command of appropriate English conventions by applying rules of standard English
In independent writing, students demonstrate command of appropriate English conventions by applying basic capitalization rules
In independent writing, students demonstrate command of appropriate English conventions by subsumed in W-6-9.4.
In independent writing, students demonstrate command of appropriate English conventions by using punctuation to clarify mean
In independent writing, students demonstrate command of appropriate English conventions by correctly spelling grade-appropria
Habit of Writing: Writing Process
Students use pre-writing, drafting, revising, editing, and critiquing to produce final drafts of written products. (Local)
Habit of Writing: Writing Extensively
Demonstrates the habit of writing extensively by writing with frequency, including in-school, out-of-school, and during the summe
   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
In writing poetry, students demonstrate awareness of purpose by not assessed at this grade level.
In writing poetry, students demonstrate awareness of purpose by not assessed at this grade level.
In writing poetry, students demonstrate awareness of purpose by not assessed at this grade level.
In writing poetry, use language effectively by not assessed at this grade level.
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-6-14)
 m specific tasks, to answer questions, or to solve problems (Local)
oning, or contributing to information presented (Local)

up discussions showing respect for a range of individual ideas (Local)
 lem, make a decision, or achieve a goal (Local)

n and language use in interpersonal, small group and public exchanges (eg., discussions, interviews)
ey consistent focus.
 ls /elaboration and providing a coherent conclusion .
s and feedback.



sounds, syllable division, and word patterns (Local)



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

 etting, problem/ solution, or plot, as appropriate to text;
s/plot, with major events sequenced, as appropriate to text (State)
nd after reading to enhance understanding and recall, expand understanding and/or gain new information (Local)
 ty of types/genres of literary text.
 te to genre: rhyme, alliteration, simile, dialogue, imagery, simple metaphors, flashback, onomatopoeia, repetition, or idioms (Local)

orting logical predictions (e.g., providing evidence from text to explain why something is likely to happen next) (State)
ers’ traits, motivation, or interactions, citing thoughts, words, or actions that reveal characters’ traits, motivations.
 about cause/effect, external conflicts.
 narrator’s point of view affects the reader’s interpretation (State)
 message or theme (State) (R-6-5.5)


 se of literary elements and devices.
 se of literary elements and devices.
cross Content Areas)
rmation from text features.
rmation from text features (e.g., maps, diagrams, tables, captions, timelines, citations, or transitional devices) (Local)
 tion from the text to answer questions related to main/central ideas or key details (State)
ormation to show understanding.
 estions before, during, and after reading to enhance understanding and recall; expand understanding and/or gain new information (Local)
  characteristics of a variety of types of text.
Text across Content Areas), Citing Evidence
 a text or across texts (State)
n or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas (State)
   including author’s purpose.
 n, and identifying possible bias/propaganda (State)
  uses or effects (State)

94% accuracy (Local) (R-6-11.1)
 ncy rates as determined by text demands and purpose for reading (Local)
and with attention to text features, such as punctuation, italics, and dialogue (Local)
e of self-monitoring and self-correction approache.

 ormational text. (Local)

 , out-of-school, and summer reading (Local)
s of text, including primary and secondary sources, and a variety of authors.
anding an author, a subject, a theme, or genre (Local)

 a problem, or to make a decision, or to formulate a judgment by identifying potential sources of information (Local)
 a problem, or to make a decision, or to formulate a judgment by evaluating information presented, in terms of relevance (Local)
 a problem, or to make a decision, or to formulate a judgment by gathering, organizing, and interpreting the information (Local)
 a problem, or to make a decision, or to formulate a judgment by using evidence to support conclusions (Local)

xts to related personal experience, prior knowledge, or to other books (Local)
t details to support the connections made or judgments (interpretive, analytical, evaluative, or reflective) (Local) (R-6-16.2)

ng ability and personal interests (Local)
eas, and student writing by offering comments and supporting evidence, recommending books and other materials, (R-6-17.2)

 s – Structures of Language are assessed within all genres of writing
 ntence length and structure to enhance meaning (e.g., including phrases and clauses) (Local)
graph form: indenting, main idea, supporting details (Local)
 anizational structures within paragraphs (Local)
 at and text structure appropriate to the purpose of the writing (Local)

onality as appropriate to text (Local)

cting appropriate information to set context/background (Local)
 marizing key ideas (Local)
necting what has been read (plot/ideas/concepts) to prior knowledge or other texts, by referring to relevant ideas (Local)

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

d coherent (logically consistent) story line (Local) (W-6-4.1)
xt, problem/conflict/ challenge, and resolution, and maintaining point of view, (1st person, 3rd person, or omniscient) (Local) (W-6-4.2)
 rds/phrases to establish clear chronology and to enhance meaning (Local)
anguage to advance the plot/story line (Local)

on, dialogue, and actions (Local)


s; and excluding extraneous details (Local)

opriate to focus/controlling idea (Local)
text, which may include a lead/hook (Local)
ate to organizational text structure (Local)



 g idea on a topic (Local)
ormational writing, students effectively convey purpose by not assessed at this grade level.
 and details relevant to focus/controlling idea, and excluding extraneous information (Local)
 ient details or facts for appropriate depth of information: naming, describing, explaining, comparing, use of visual images (Local) (W-6-8.2)
 ders' concerns (including counterarguments.
at this grade level.
 ssed within all genres of writing
ules of standard English usage to correct grammatical errors.
basic capitalization rules.
 d in W-6-9.4.
nctuation to clarify meaning.
 spelling grade-appropriate, high-frequency words.



 , and during the summer (Local)
 ons (Local)
on, or idioms (Local)




gain new information (Local)
 relevance (Local)
formation (Local)



 l) (R-6-16.2)


rials, (R-6-17.2)




 stion (Local)
mong them (Local)




 cient) (Local) (W-6-4.2)
ual images (Local) (W-6-8.2)
RIEPS Code   Goal Description
             Grade 7 Oral Communication
             Interactive Listening
OC-7-1.1     In oral communication, students demonstrate interactive listening by following verbal instructions to perform sp
OC-7-1.2     In oral communication, students demonstrate interactive listening by summarizing, paraphrasing, questioning,
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 disc
OC-7-1.5     In oral communication, students demonstrate interactive listening by reaching consensus to solve a problem, m
             Make Oral Presentations
OC-7-2.1     In oral communication, students make oral presentations by exhibiting logical organization and language use,
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 wit
OC-7-2.4     In oral communication, students make oral presentations by effectively responding to audience questions and
OC-7-2.5     In oral communication, students make oral presentations by using a variety of strategies of address.
             Grade 7 Reading
              Word Identification Skills and Strategies
  R-7-1.1    Applies word identification/decoding strategies by identifying multi-syllabic words by using knowledge of sound
             Vocabulary: Vocabulary Strategies
R-7-2.1      Students identify the meaning of unfamiliar vocabulary by using strategies to unlock meaning.
             Vocabulary: Breadth of Vocabulary
  R-7-3.1    Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings and relation
  R-7-3.2       R-7-3.2 Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings a
             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
R-7-4.2      Demonstrate initial understanding of elements of literary texts by paraphrasing or summarizing key ideas/plot,
R-7-4.3      Demonstrate initial understanding of elements of literary texts by generating questions before, during, and afte
R-7-4.4      Demonstrate initial understanding of elements of literary texts by identifying the characteristics of a variety of ty
R-7-4.5      Demonstrate initial understanding of elements of literary texts by identifying literary devices as appropriate to g
             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 l
R-7-5.2      Analyze and interpret elements of literary texts, citing evidence where appropriate by describing characters’ tra
R-7-5.3      Analyze and interpret elements of literary texts, citing evidence where appropriate by making inferences about
R-7-5.4      Analyze and interpret elements of literary texts, citing evidence where appropriate by explaining how the narrat
R-7-5.5      Analyze and interpret elements of literary texts, citing evidence where appropriate by explaining how the autho
             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 l
R-7-6.2      Analyze and interpret author’s craft, citing evidence where appropriate by demonstrating knowledge of use of l
             Informational Texts: Initial Understanding of Informational Text (Expository and Practical Text across
R-7-7.1      Demonstrate initial understanding of informational texts (expository and practical texts) by obtaining informatio
R-7-7.2      Demonstrate initial understanding of informational texts (expository and practical texts) by using information fro
R-7-7.3      Demonstrate initial understanding of informational texts (expository and practical texts) by organizing informati
R-7-7.4      Demonstrate initial understanding of informational texts (expository and practical texts) by generating question
R-7-7.5       Demonstrate initial understanding of informational texts (expository and practical texts) by identifying the char
             Informational Texts: Analysis and Interpretation of Informational Text (Expository and Practical Text ac
R-7-8.1      Analyze and interpret informational text, citing evidence as appropriate by explaining connections about inform
R-7-8.2      Analyze and interpret informational text, citing evidence as appropriate by synthesizing and evaluating informa
R-7-8.3      Analyze and interpret informational text, citing evidence as appropriate by drawing inferences about text, includ
R-7-8.4      Analyze and interpret informational text, citing evidence as appropriate by distinguishing fact from opinion, and
R-7-8.5      Analyze and interpret informational text, citing evidence as appropriate by making inferences about causes or
R-7-8.6      Analyze and interpret informational text, citing evidence as appropriate by evaluating the clarity and accuracy o
             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
R-7-11.2     Reads grade-level appropriate material with fluency: reading with appropriate silent and oral reading fluency ra
R-7-11.3     Reads grade-level appropriate material with fluency: reading familiar text with phrasing and expression, and w
             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 se
             Reading Strategies: Reading Comprehension Strategies
R-7-13.1     Uses comprehension strategies (flexibly and as needed) before, during, and after reading literary and informat
             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-o
  R-7-14.2   Demonstrates the habit of reading widely and extensively* by reading from a wide range of genres/ kinds of tex
  R-7-14.3   Demonstrates the habit of reading widely and extensively* by reading multiple texts for depth of understanding
             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 de
R-7-15.2     Research* by reading multiple sources (including print and non-print texts) to solve a problem, or to make a de
R-7-15.3     Research by reading multiple sources (including print and non-print texts) to solve a problem, or to make a dec
R-7-15.4     Research* by reading multiple sources (including print and non-print texts) to solve a problem, or to make a de
             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
R-7-16.2     Generates a personal response to what is read through a variety of means providing relevant details to suppor
             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
R-7-17.2     Demonstrates participation in a literate community by participating in in-depth discussions about text, ideas, an
             Grade 7 Written Communication
             Structures of Language – Applying Understanding of Sentences, Paragraphs, and Text Structures – St
  W-7-1.1    Students demonstrate command of the structures of sentences, paragraphs, and text by using varied sentence
  W-7-1.2    Students demonstrate command of the structures of sentences, paragraphs, and text by using the paragraph f
  W-7-1.3    Students demonstrate command of the structures of sentences, paragraphs, and text by recognizing organizat
  W-7-1.4    Students demonstrate command of the structures of sentences, paragraphs, and text by applying a format and
                 W-7-1.5 ... W-7-1.5 Subsumed in W-7-1.1 (W-7-1.5)
  W-7-1.6    Students demonstrate command of the structures of sentences, paragraphs, and text by applying directionality
              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 a
                 W-7-2.2 ... W-7-2.2 Subsumed in W-7-2.1 (W-7-2.2)
W-7-2.3      In response to literary or informational text, students show understanding of plot /ideas/concepts by connecting
             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 stat
W-7-3.2      In response to literary or informational text, students make and support analytical judgments about text by mak
W-7-3.3      In response to literary or informational text, students make and support analytical judgments about text by usin
W-7-3.4      In response to literary or informational text, students make and support analytical judgments about text by orga
                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 coh
W-7-4.2       In written narratives, students organize and relate a story line/plot/series of events by establishing context, cha
W-7-4.3         In written narratives, students organize and relate a story line/plot/series of events by using a variety of effec
W-7-4.5      In written narratives, students organize and relate a story line/plot/series of events by establishing and maintain
W-7-4.6      In written narratives, students organize and relate a story line/plot/series of events by providing a sense of clos
W-7-5.1      Students demonstrate use of narrative strategies by using relevant and descriptive details and sensory langua
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
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 e
             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
W-7-6.2      In informational writing, students organize ideas/concepts by selecting appropriate information to set context, w
W-7-6.3      In informational writing, students organize ideas/concepts by using transitional words or phrases appropriate to
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
W-7-7.3    In informational writing, students effectively convey purpose by writing with a sense of audience, when appropr
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 d
W-7-8.2    In informational writing, students demonstrate use of a range of elaboration strategies by including sufficient de
W-7-8.3    In informational writing, students demonstrate use of a range of elaboration strategies by addressing readers' c
W-7-8.4    In informational writing, students demonstrate use of a range of elaboration strategies by commenting on the s
           Writing Conventions – Applying Rules of Grammar, Usage, and Mechanics - Conventions are assessed
W-7-9.1    In independent writing, students demonstrate command of appropriate English conventions by applying rules o
W-7-9.2    In independent writing, students demonstrate command of appropriate English conventions by applying capita
W-7-9.3    In independent writing, students demonstrate command of appropriate English conventions by subsumed in W
W-7-9.4    In independent writing, students demonstrate command of appropriate English conventions by applying approp
W-7-9.5    In independent writing, students demonstrate command of appropriate English conventions by correctly spellin
           Habit of Writing: Writing Process
W-7-10.1   Students use a recursive process, including pre-writing, drafting, revising, editing, and critiquing to produce fina
           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
W-7-11.2   Demonstrates the habit of writing extensively by sharing thoughts, observations, or impressions (Local) (W-7-1
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 mo
W-7-12.3   In writing poetry, students demonstrate awareness of purpose by choosing conventional or alternative text stru
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
Goal Description
Grade 7 Oral Communication
Interactive Listening
In oral communication, students demonstrate interactive listening by following verbal instructions to perform specific tasks, to answer quest
In oral communication, students demonstrate interactive listening by summarizing, paraphrasing, questioning, or contributing to information
In oral communication, students demonstrate interactive listening by not assessed at this grade level.
In oral communication, students demonstrate interactive listening by participating in large and small group discussions showing respect for
In oral communication, students demonstrate interactive listening by reaching consensus to solve a problem, make a decision, or achieve a
Make Oral Presentations
In oral communication, students make oral presentations by exhibiting logical organization and language use, appropriate to audience, con
In oral communication, students make oral presentations by maintaining a consistent focus (Local)
In oral communication, students make oral presentations by including smooth transitions, supporting thesis with well-chosen details, and pr
In oral communication, students make oral presentations by effectively responding to audience questions and feedback (Local)
In oral communication, students make oral presentations by using a variety of strategies of address.
Grade 7 Reading
 Word Identification Skills and Strategies
Applies word identification/decoding strategies by identifying multi-syllabic words by using knowledge of sounds, syllable division, and word
Vocabulary: Vocabulary Strategies
Students identify the meaning of unfamiliar vocabulary by using strategies to unlock meaning.
Vocabulary: Breadth of Vocabulary
Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings and relationships by identifying synonym
   R-7-3.2 Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings and relationships by selecting
Literary Texts: Initial Understanding of Literary Texts
 Demonstrate initial understanding of elements of literary texts by identifying or describing character(s), setting, problem/ solution, or plot, a
Demonstrate initial understanding of elements of literary texts by paraphrasing or summarizing key ideas/plot, with major events sequenced
Demonstrate initial understanding of elements of literary texts by generating questions before, during, and after reading to enhance/expand
Demonstrate initial understanding of elements of literary texts by identifying the characteristics of a variety of types/genres of literary text.
Demonstrate initial understanding of elements of literary texts by identifying literary devices as appropriate to genre.
Literary Texts: Analysis and Interpretation of Literary Text, Citing Evidence
Analyze and interpret elements of literary texts, citing evidence where appropriate by explaining or supporting logical predictions (State)
Analyze and interpret elements of literary texts, citing evidence where appropriate by describing characters’ traits, motivation, or interaction
Analyze and interpret elements of literary texts, citing evidence where appropriate by making inferences about cause/effect.
Analyze and interpret elements of literary texts, citing evidence where appropriate by explaining how the narrator’s point of view affects the
Analyze and interpret elements of literary texts, citing evidence where appropriate by explaining how the author’s message or theme is sup
Literary Texts: Analysis and Interpretation of Literary Text, Citing Evidence
Analyze and interpret author’s craft, citing evidence where appropriate by demonstrating knowledge of use of literary elements and devices
Analyze and interpret author’s craft, citing evidence where appropriate by demonstrating knowledge of use of literary elements and devices
Informational Texts: Initial Understanding of Informational Text (Expository and Practical Text across Content Areas)
Demonstrate initial understanding of informational texts (expository and practical texts) by obtaining information from text features.
Demonstrate initial understanding of informational texts (expository and practical texts) by using information from the text to answer questio
Demonstrate initial understanding of informational texts (expository and practical texts) by organizing information to show understanding.
Demonstrate initial understanding of informational texts (expository and practical texts) by generating questions before, during, and after re
 Demonstrate initial understanding of informational texts (expository and practical texts) by identifying the characteristics of a variety of type
Informational Texts: Analysis and Interpretation of Informational Text (Expository and Practical Text across Content Areas), Citin
Analyze and interpret informational text, citing evidence as appropriate by explaining connections about information within a text, across tex
Analyze and interpret informational text, citing evidence as appropriate by synthesizing and evaluating information within or across text(s) (e
Analyze and interpret informational text, citing evidence as appropriate by drawing inferences about text, including author’s purpose.
Analyze and interpret informational text, citing evidence as appropriate by distinguishing fact from opinion, and identifying possible bias/pro
Analyze and interpret informational text, citing evidence as appropriate by making inferences about causes or effects (State)
Analyze and interpret informational text, citing evidence as appropriate by evaluating the clarity and accuracy of information (Local)
Reading Fluency and Accuracy
Reads grade-level appropriate material with accuracy: reading material appropriate for grade 7 with at least 90-94% accuracy (Local)
Reads grade-level appropriate material with fluency: reading with appropriate silent and oral reading fluency rates as determined by text de
Reads grade-level appropriate material with fluency: reading familiar text with phrasing and expression, and with attention to text features s
Reading Strategies: Strategies for Monitoring and Adjusting Reading
Demonstrates ability to monitor comprehension for different types of texts and purposes by using a range of self-monitoring and self-correc
Reading Strategies: Reading Comprehension Strategies
Uses comprehension strategies (flexibly and as needed) before, during, and after reading literary and informational text. (Local) (R-7-13.1)
Breadth of Reading: Reading Widely and Extensively
Demonstrates the habit of reading widely and extensively* by reading with frequency, including in-school, out-of-school, and summer readin
Demonstrates the habit of reading widely and extensively* by reading from a wide range of genres/ kinds of text, including primary and sec
Demonstrates the habit of reading widely and extensively* by reading multiple texts for depth of understanding an author, a subject, a them
Breadth of Reading: Reading for Research Across Content Areas
Research* by reading multiple sources (including print and non-print texts) to solve a problem, or to make a decision, or to formulate a judg
Research* by reading multiple sources (including print and non-print texts) to solve a problem, or to make a decision, or to formulate a judg
Research by reading multiple sources (including print and non-print texts) to solve a problem, or to make a decision, or to formulate a judgm
Research* by reading multiple sources (including print and non-print texts) to solve a problem, or to make a decision, or to formulate a judg
Literary Texts: Generates a Personal Response
Generates a personal response to what is read through a variety of means comparing stories or other texts to related personal experience,
Generates a personal response to what is read through a variety of means providing relevant details to support the connections made or ju
Breadth of Reading: Participating in Literate Community
Demonstrates participation in a literate community by self-selecting reading materials in line with reading ability and personal interests (Loc
Demonstrates participation in a literate community by participating in in-depth discussions about text, ideas, and student writing by offering
Grade 7 Written Communication
Structures of Language – Applying Understanding of Sentences, Paragraphs, and Text Structures – Structures of Language are a
Students demonstrate command of the structures of sentences, paragraphs, and text by using varied sentence length and structure to enh
Students demonstrate command of the structures of sentences, paragraphs, and text by using the paragraph form: indenting, main idea, su
Students demonstrate command of the structures of sentences, paragraphs, and text by recognizing organizational structures within parag
Students demonstrate command of the structures of sentences, paragraphs, and text by applying a format and text structure appropriate to
    W-7-1.5 ... W-7-1.5 Subsumed in W-7-1.1 (W-7-1.5)
Students demonstrate command of the structures of sentences, paragraphs, and text by applying directionality as appropriate to text (Loca
 Reading-Writing Connection: Writing in Response to Literary Text
In response to literary or informational text, students show understanding of plot /ideas/concepts by selecting and summarizing key ideas to
    W-7-2.2 ... W-7-2.2 Subsumed in W-7-2.1 (W-7-2.2)
In response to literary or informational text, students show understanding of plot /ideas/concepts by connecting what has been read.
Reading-Writing Connection: Writing in Response to Informational Text
In response to literary or informational text, students make and support analytical judgments about text by stating and maintaining a focus (
In response to literary or informational text, students make and support analytical judgments about text by making inferences about the rela
In response to literary or informational text, students make and support analytical judgments about text by using specific details and referen
In response to literary or informational text, students make and support analytical judgments about text by organizing ideas, using transition
   W-7-04 ,W-7-5 Expressive Writing: Narratives
 In written narratives, students organize and relate a story line/plot/series of events by creating a clear and coherent (logically consistent) st
 In written narratives, students organize and relate a story line/plot/series of events by establishing context, character motivation, problem/c
   In written narratives, students organize and relate a story line/plot/series of events by using a variety of effective transitional devices (e.g.
In written narratives, students organize and relate a story line/plot/series of events by establishing and maintaining a theme (Local)
In written narratives, students organize and relate a story line/plot/series of events by providing a sense of closure (Local)
Students demonstrate use of narrative strategies by using relevant and descriptive details and sensory language to advance the plot/story l
Students demonstrate use of narrative strategies by using dialogue to advance plot/story line (State)
Students demonstrate use of narrative strategies by developing characters through description, dialogue, and actions (State)
Students demonstrate use of narrative strategies by using voice appropriate to purpose (State)
Students demonstrate use of narrative strategies by maintaining focus (State)
Students demonstrate use of narrative strategies by selecting and elaborating important ideas; and excluding extraneous details (Local)
W-7-06,W-7-7,W-7-8 Informational Writing - Reports, Procedures, or Persuasive Writing
In informational writing, students organize ideas/concepts by using an organizational text structure appropriate to focus/controlling idea (Sta
In informational writing, students organize ideas/concepts by selecting appropriate information to set context, which may include a lead/hoo
In informational writing, students organize ideas/concepts by using transitional words or phrases appropriate to organizational text structure
In informational writing, students organize ideas/concepts by writing a conclusion that provides closure (State)
In informational writing, students organize ideas/concepts by listing and citing sources (Local)
In informational writing, students effectively convey purpose by establishing a topic (State)
In informational writing, students effectively convey purpose by stating and maintaining a focus/controlling idea (State)
In informational writing, students effectively convey purpose by writing with a sense of audience, when appropriate (State)
In informational writing, students effectively convey purpose by not assessed at this grade level
In informational writing, students effectively convey purpose by not assessed at this grade level.
In informational writing, students demonstrate use of a range of elaboration strategies by including facts and details relevant to focus/contro
In informational writing, students demonstrate use of a range of elaboration strategies by including sufficient details or facts for appropriate
In informational writing, students demonstrate use of a range of elaboration strategies by addressing readers' concerns.
In informational writing, students demonstrate use of a range of elaboration strategies by commenting on the significance of information, w
Writing Conventions – Applying Rules of Grammar, Usage, and Mechanics - Conventions are assessed within all genres of writin
In independent writing, students demonstrate command of appropriate English conventions by applying rules of standard English usage to
In independent writing, students demonstrate command of appropriate English conventions by applying capitalization rules (State)
In independent writing, students demonstrate command of appropriate English conventions by subsumed in W-7-9.4.
In independent writing, students demonstrate command of appropriate English conventions by applying appropriate punctuation to various
In independent writing, students demonstrate command of appropriate English conventions by correctly spelling grade-appropriate, high-fre
Habit of Writing: Writing Process
Students use a recursive process, including pre-writing, drafting, revising, editing, and critiquing to produce final drafts of written products.
Habit of Writing: Writing Extensively
Demonstrates the habit of writing extensively by writing with frequency, including in-school, out-of-school, and during the summer (Local)
Demonstrates the habit of writing extensively by sharing thoughts, observations, or impressions (Local) (W-7-11.2)
Demonstrates the habit of writing extensively by generating topics for writing (Local)
Demonstrates the habit of writing extensively by writing in a variety of genres (Local)
  W-7-12 ,W-7-13 Expressive Writing: Poetry
In writing poetry, students demonstrate awareness of purpose by not assessed at this grade level.
In writing poetry, students demonstrate awareness of purpose by writing poems that express the speaker’s moods, thoughts, or feelings (L
In writing poetry, students demonstrate awareness of purpose by choosing conventional or alternative text structures to achieve impact (Lo
In writing poetry, use language effectively by not assessed at this grade level.
In writing poetry, use language effectively by not assessed at this grade level.
In writing poetry, use language effectively by not assessed at this grade level.
In writing poetry, use language effectively by not assessed at this grade level.
Expressive Writing: Reflective Essay
ecific tasks, to answer questions, or to solve problems (Local) (OC-7-1.1)
or contributing to information presented (Local)

 ussions showing respect for a range of individual ideas (Local)
make a decision, or achieve a goal (Local)

appropriate to audience, context, and purpose (Local)

h well-chosen details, and providing a coherent conclusion (Local)
feedback (Local)



s, syllable division, and word patterns (Local)



ships by identifying synonyms, antonyms, homonyms/ homophones, or shades of meaning (State)
nd relationships by selecting appropriate words or explaining the use of words in context, (R-7-3.2)

 , problem/ solution, or plot, as appropriate to text; or identifying any significant changes in character or setting over time.
 with major events sequenced, as appropriate to text (State)
 r reading to enhance/expand understanding and /or gaining new information (Local)
ypes/genres of literary text.


ogical predictions (State)
its, motivation, or interactions, citing thoughts, words.
 cause/effect.
or’s point of view affects the reader’s interpretation (State)
r’s message or theme is supported within the text (State)

  terary elements and devices.
  terary elements and devices.
Content Areas)
 n from text features.
om the text to answer questions, to state the main/central ideas, or to provide supporting details (State)
 on to show understanding.
 s before, during, and after reading to enhance understanding and recall; expand understanding and/or gain new information (Local)
acteristics of a variety of types of text.
cross Content Areas), Citing Evidence
 ation within a text, across texts, or to related ideas (State)
 tion within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas (State)
ding author’s purpose.
   identifying possible bias/propaganda or conflicting information within or across texts (State)
 effects (State)
of information (Local)

-94% accuracy (Local)
tes as determined by text demands, and purpose for reading (Local)
th attention to text features such as punctuation, italics, and dialogue (Local)
elf-monitoring and self-correction approaches; (R-7-12.1)

ional text. (Local) (R-7-13.1)

of-school, and summer reading (Local)
xt, including primary and secondary sources, and a variety of authors.
 an author, a subject, a theme, or genre (Local)

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

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

y and personal interests (Local)
nd student writing by offering comments and supporting evidence.

 ructures of Language are assessed within all genres of writing
e length and structure to enhance meaning (e.g., including phrases and clauses) (State)
 orm: indenting, main idea, supporting details (State)
 ional structures within paragraphs or within texts (State)
d text structure appropriate to the purpose of the writing (State)

 as appropriate to text (Local)

and summarizing key ideas to set context (State)

g what has been read.

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

erent (logically consistent) story line (State) (W-7-4.1)
aracter motivation, problem/conflict/challenge, and resolution and maintaining point of view (State)
tive transitional devices (e.g., ellipses, time transitions, white space, or words/phrases) to enhance meaning (State)
ning a theme (Local)
 ure (Local)
ge to advance the plot/story line (State)

actions (State)


extraneous details (Local)

 to focus/controlling idea (State)
which may include a lead/hook (State)
o organizational text structure (State)
 iate (State)


etails relevant to focus/controlling idea, and excluding extraneous information (State) (W-7-8.1)
etails or facts for appropriate depth of information: naming, describing, explaining, comparing, use of visual images (State)

 ignificance of information, when appropriate (State)
d within all genres of writing
of standard English usage to correct grammatical errors (State)
 ization rules (State)

priate punctuation to various sentence patterns to enhance meaning (State).
 g grade-appropriate, high-frequency words and applying conventional spelling patterns/rules (State).

al drafts of written products.

during the summer (Local)




ods, thoughts, or feelings (Local)
ctures to achieve impact (Local).
ew information (Local)
vance (Local)
ages (State)
RIEPS Code


OC-8-1.1
OC-8-1.2
OC-8-1.3
OC-8-1.4
OC-8-1.5

OC-8-2.1
OC-8-2.2
OC-8-2.3
OC-8-2.4
OC-8-2.5



R-8-1.1

R-8-2.1

R-8-3.1
R-8-3.2

R-8-4.1
R-8-4.2
R-8-4.3
R-8-4.4
R-8-4.5

R-8-5.1
R-8-5.2
R-8-5.3
R-8-5.4
R-8-5.5

R-8-6.1


R-8-7.1
R-8-7.2
R-8-7.3
R-8-7.4
R-8-7.5

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-8-11.1
R-8-11.2
R-8-11.3
R-8-12.1

R-8-13.1

R-8-14.1
R-8-14.2
R-8-14.3

R-8-15.1
R-8-15.2
R-8-15.3
R-8-15.4

R-8-16.1
R-8-16.2

R-8-17.1
R-8-17.2



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-8-2.1

W-8-2.3

W-8-3.1
W-8-3.2
W-8-3.3
W-8-3.4

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-8-6.1
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-8-9.1
W-8-9.2
W-8-9.3
W-8-9.4
W-8-9.5

W-8-10.1

W-8-11.1
W-8-11.2
W-8-11.3
W-8-11.4

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-8-14.1
W-8-14.2
W-8-14.3
W-8-14.4
W-8-14.5
W-8-14.6
Goal Description
Grade 8 Oral Communication
Interactive Listening
In oral communication, students demonstrate interactive listening by following verbal instructions to perform specific tasks, to an
In oral communication, students demonstrate interactive listening by summarizing, paraphrasing, questioning, or contributing to
In oral communication, students demonstrate interactive listening by not assessed at this grade level.
In oral communication, students demonstrate interactive listening by participating in large and small group discussions showing
In oral communication, students demonstrate interactive listening by reaching consensus to solve a problem, make a decision, o
Make Oral Presentations
In oral communication, students make oral presentations by exhibiting logical organization and language use, appropriate to aud
In oral communication, students make oral presentations by maintaining a consistent focus (Local).
In oral communication, students make oral presentations by including smooth transitions, supporting thesis with well-chosen det
In oral communication, students make oral presentations by effectively responding to audience questions and feedback (Local).
In oral communication, students make oral presentations by uing a variety of strategies of address (e.g., eye contact, speaking r

Grade 8 Reading
Word Identification Skills and Strategies
Applies word identification/decoding strategies by identifying multi-syllabic words by using knowledge of sounds, syllable division
Vocabulary: Vocabulary Strategies
Students identify the meaning of unfamiliar vocabulary by using strategies to unlock meaning.
Vocabulary: Breadth of Vocabulary
Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings and relationships by identifyin
Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings and relationships by selecting
Literary Texts: Initial Understanding of Literary Texts
Demonstrate initial understanding of elements of literary texts by identifying or describing character(s), setting, problem/ solution
Demonstrate initial understanding of elements of literary texts by paraphrasing or summarizing key ideas/plot, with major events
Demonstrate initial understanding of elements of literary texts by generating questions before, during, and after reading to enhan
Demonstrate initial understanding of elements of literary texts by ... Identifying the characteristics of a variety of types/genres of
Demonstrate initial understanding of elements of literary texts by identifying literary devices as appropriate to genre.
Literary Texts: Analysis and Interpretation of Literary Text, Citing Evidence
Analyze and interpret elements of literary texts, citing evidence where appropriate by explaining or supporting logical predictions
Analyze and interpret elements of literary texts, citing evidence where appropriate by describing characterization.
Analyze and interpret elements of literary texts, citing evidence where appropriate by making inferences about cause/effect, inte
Analyze and interpret elements of literary texts, citing evidence where appropriate by explaining how the narrator’s point of view
Analyze and interpret elements of literary texts, citing evidence where appropriate by explaining how the author’s message or th
Literary Texts: Analysis and Interpretation of Literary Text, Citing Evidence
Analyze and interpret author’s craft, citing evidence where appropriate by demonstrating knowledge of author’s style or use of lit
   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-8-6.2)
Informational Texts: Initial Understanding of Informational Text (Expository and Practical Text across Content Areas)
Demonstrate initial understanding of informational texts (expository and practical texts) by obtaining information from text feature
Demonstrate initial understanding of informational texts (expository and practical texts) by using information from the text to ans
Demonstrate initial understanding of informational texts (expository and practical texts) by organizing information to show unders
Demonstrate initial understanding of informational texts (expository and practical texts) by generating questions before, during, a
Demonstrate initial understanding of informational texts (expository and practical texts) by identifying the characteristics of a var
R-8-08 Informational Texts: Analysis and Interpretation of Informational Text (Expository and Practical Text across Con
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-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-school,
R-8-14.2 Demonstrates the habit of reading widely and extensively by reading from a wide range of genres/ kinds of text, includi
R-8-14.3 Demonstrates the habit of reading widely and extensively by reading multiple texts for depth of understanding an autho
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, or
R-8-15.2 Research by reading multiple sources (including print and non-print texts) to solve a problem, or to make a decision, or
R-8-15.3 Researchby reading multiple sources (including print and non-print texts) to solve a problem, or to make a decision, or
R-8-15.4 Research by reading multiple sources (including print and non-print texts) to solve a problem, or to make a decision, or
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-8-16.2 Generates a personal response to what is read through a variety of means by providing relevant details to support the
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..(Local) (R-8-17.2)

Grade 8 Written Communication
Structures of Language – Applying Understanding of Sentences, Paragraphs, and Text Structures – Structures of Lang
Students demonstrate command of the structures of sentences, paragraphs, and text by using varied sentence length and struc
Students demonstrate command of the structures of sentences, paragraphs, and text by using the paragraph form: indenting, m
Students demonstrate command of the structures of sentences, paragraphs, and text by recognizing organizational structures w
Students demonstrate command of the structures of sentences, paragraphs, and text by applying a format and text structure ap
Students demonstrate command of the structures of sentences, paragraphs, and text by subsumed in W-8-1.1.
Students demonstrate command of the structures of sentences, paragraphs, and text by applying directionality as appropriate to
Reading-Writing Connection: Writing in Response to Literary Text
In response to literary or informational text, students show understanding of plot /ideas/concepts by selecting and summarizing k
   W-8-2.2 ... W-8-2.2 Subsumed in W-8-2.1 (W-8-2.2)
In response to literary or informational text, students show understanding of plot /ideas/concepts by connecting what has been r
Reading-Writing Connection: Writing in Response to Informational Text
In response to literary or informational text, students make and support analytical judgments about text by stating and maintainin
In response to literary or informational text, students make and support analytical judgments about text by making inferences ab
In response to literary or informational text, students make and support analytical judgments about text by using specific details
In response to literary or informational text, students make and support analytical judgments about text by organizing ideas, usin
   W-8-04 ,W-8-5 Expressive Writing: Narratives
 In written narratives, students organize and relate a story line/plot/series of events by creating a clear and coherent (logically co
In written narratives, students organize and relate a story line/plot/series of events by establishing context, character motivation,
In written narratives, students organize and relate a story line/plot/series of events by using a variety of effective transitional devi
In written narratives, students organize and relate a story line/plot/series of events by establishing and maintaining a theme (Loc
In written narratives, students organize and relate a story line/plot/series of events by providing a sense of closure (Local).
Students demonstrate use of narrative strategies by creating images, using details and sensory language to advance the plot/sto
Students demonstrate use of narrative strategies by using dialogue to advance plot/story line (Local).
Students demonstrate use of narrative strategies by developing characters through description, dialogue, actions, and relationsh
Students demonstrate use of narrative strategies by using voice appropriate to purpose (Local).
Students demonstrate use of narrative strategies by maintaining focus (Local).
Students demonstrate use of narrative strategies by selecting and elaborating important ideas; and excluding extraneous details
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
In informational writing, students organize ideas/concepts by using an organizational text structure appropriate to focus/controllin
In informational writing, students organize ideas/concepts by selecting appropriate information to set context, which may include
In informational writing, students organize ideas/concepts by using transitional words or phrases appropriate to organizational te
In informational writing, students organize ideas/concepts by drawing a conclusion by synthesizing information (Local).
In informational writing, students organize ideas/concepts by listing and citing sources (Local).
In informational writing, students effectively convey purpose by establishing a topic (Local).
In informational writing, students effectively convey purpose by stating and maintaining a focus/controlling idea/thesis (Local).
In informational writing, students effectively convey purpose by writing with a sense of audience, when appropriate (Local).
In informational writing, students effectively convey purpose by establishing an authoritative voice (Local).
In informational writing, students effectively convey purpose by not assessed at this grade level.
In informational writing, students demonstrate use of a range of elaboration strategies by including facts and details relevant to f
In informational writing, students demonstrate use of a range of elaboration strategies by including sufficient details or facts for a
In informational writing, students demonstrate use of a range of elaboration strategies by addressing readers' concerns.
In informational writing, students demonstrate use of a range of elaboration strategies by commenting on the significance of the
Writing Conventions -Applying Rules of Grammar, Usage, and Mechanics - Conventions are assessed within all genres
In independent writing, students demonstrate command of appropriate English conventions by applying rules of standard Englis
In independent writing, students demonstrate command of appropriate English conventions by applying capitalization rules (Loca
In independent writing, students demonstrate command of appropriate English conventions by ... Subsumed in W-8-9.
In independent writing, students demonstrate command of appropriate English conventions by applying appropriate punctuation
In independent writing, students demonstrate command of appropriate English conventions by applying conventional and word-d
Habit of Writing: Writing Process
Students use a recursive process, including pre-writing, drafting, revising, editing, and critiquing to produce final drafts of written
Habit of Writing: Writing Extensively
Demonstrates the habit of writing extensively by writing with frequency, including in-school, out-of-school, and during the summe
Demonstrates the habit of writing extensively by sharing thoughts, observations, or impressions (Local).
Demonstrates the habit of writing extensively by generating topics for writing (Local).
Demonstrates the habit of writing extensively by writing in a variety of genres (Local).
  W-8-12 ,W-8-13 Expressive Writing: Poetry
In writing poetry, students demonstrate awareness of purpose by writing poems in a variety of voices for a variety of audiences (
In writing poetry, students demonstrate awareness of purpose by writing poems that express speaker’s moods, thoughts, or fee
In writing poetry, students demonstrate awareness of purpose by choosing conventional or alternative text structures to achieve
In writing poetry, use language effectively by selecting vocabulary according to purpose and for effect on audience (Local).
In writing poetry, use language effectively by using rhyme, figurative language (Local).
In writing poetry, use language effectively by not assessed at this grade level.
In writing poetry, use language effectively by using a variety of poetic forms (Local).
 Expressive Writing: Reflective Essay
In reflective writing, students explore and share thoughts, observations, and impressions by engaging the reader by establishing
In reflective writing, students explore and share thoughts, observations, and impressions by analyzing a condition or situation of
In reflective writing, students explore and share thoughts, observations, and impressions by not assessed at this grade level.
In reflective writing, students explore and share thoughts, observations, and impressions by using a range of elaboration techniq
In reflective writing, students explore and share thoughts, observations, and impressions by providing closure - leaving the reade
In reflective writing, students explore and share thoughts, observations, and impressions by not assessed at this grade level.
o perform specific tasks, to answer questions, or to solve problems (Local) (OC-8-1.1)
 uestioning, or contributing to information presented (Local).

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

guage use, appropriate to audience, context, and purpose (Local) (OC-8-2.1)

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



ge of sounds, syllable division, and word patterns (Local).



and relationships by identifying synonyms, antonyms, homonyms/ homophones, shades of meaning; (R-8-3.1)
and relationships by selecting appropriate words or explaining the use of words in context.

r(s), setting, problem/ solution, or plots/subplots.
  ideas/plot, with major events sequenced, as appropriate to text (Local).
ng, and after reading to enhance/expand understanding and /or gaining new information (Local).
 f a variety of types/genres of literary text.
ropriate to genre.

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

e of author’s style or use of literary elements and devices, (R-8-6.1)
y in grade 8) (R-8-6.2)
ext across Content Areas)
g information from text features.
 ormation from the text to answer questions, to state the main/central ideas, or to provide supporting details (Local).
ng information to show understanding or relationships among facts, ideas, and events.
 ng questions before, during, and after reading to enhance understanding and recall; expand understanding and/or gain new information (Loc
ng the characteristics of a variety of types of text.
 d Practical Text across Content Areas), Citing Evidence
ections about information within a text, across texts, or to related ideas.(Local) (R-8-8.1)
d evaluating information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas)(Local) (R-
ces about text, including author’s purpose..(Local) (R-8-8.3)
 ct from opinion, and identifying possible bias/propaganda or conflicting information within or across texts.(Local) (R-8-8.4)
 es about causes or effects.(Local) (R-8-8.5)
 arity and accuracy of information.(Local) (R-8-8.6)

ade 8 with at least 90-94% accuracy.(Local) (R-8-11.1)
 ral reading fluency rates as determined by text demands, and purpose for reading.(Local) (R-8-11.2)
nd expression, and with attention to text features such as punctuation, italics, and dialogue.(Local) (R-8-11.3)
by using a range of self-monitoring and self-correction approaches..(Local) (R-8-12.1)

g literary and informational text.(Local) (R-8-13.1)

 ding in-school, out-of-school, and summer reading.(Local) (R-8-14.1)
                                     R-8-14.2 Demonstrates the habit of variety of authors.(Local) (R-8-14.2)
f genres/ kinds of text, including primary and secondary sources, and areading widely and extensively by reading from a wide range of genre
pth of understanding an author, a subject, a theme, or genre.(Local) (R-8-14.3)

 em, or to make a decision, or to formulate a judgment, or to support a thesis by identifying and evaluating potential sources of information (L
 em, or to make a decision, or to formulate a judgment, or to support a thesis by..(Local) (R-8-15.2)
em, or to make a decision, or to formulate a judgment, or to support a thesis by...(Local) (R-8-15.3)
 em, or to make a decision, or to formulate a judgment, or to support a thesis by using evidence to support conclusions.(Local) (R-8-15.4)

ories or other texts to related personal experience, prior knowledge, or to other books.(Local) (R-8-16.1)
elevant details to support the connections made..(Local) (R-8-16.2)

 ne with reading ability and personal interests.(Local) (R-8-17.1)



ctures – Structures of Language are assessed within all genres of writing
 ed sentence length and structure to enhance meaning (e.g., including phrases and clauses) (Local) (W-8-1.1)
 paragraph form: indenting, main idea, supporting details (Local)
ng organizational structures within paragraphs or within texts (Local)
a format and text structure appropriate to the purpose of the writing (Local)
d in W-8-1.1.
directionality as appropriate to text (Local).

y selecting and summarizing key ideas to set context (Local) (W-8-2.1)

y connecting what has been read.

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

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

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


d excluding extraneous details (Local).


 appropriate to focus/controlling idea (Local).
et context, which may include a lead/hook (Local).
ppropriate to organizational text structure (Local).
 information (Local).
trolling idea/thesis (Local).
hen appropriate (Local).


 facts and details relevant to focus/controlling idea, and excluding extraneous information (Local) (W-8-8.1)
 sufficient details or facts for appropriate depth of information: naming, describing, explaining, comparing, use of visual images (Local).
ng readers' concerns.
 ing on the significance of the information, when appropriate (Local).
e assessed within all genres of writing
 lying rules of standard English usage to correct grammatical errors (Local).
 lying capitalization rules (Local).
s by ... Subsumed in W-8-9.4
 lying appropriate punctuation to various sentence patterns to enhance meaning (Local).
 lying conventional and word-derivative spelling patterns/rules (Local).

produce final drafts of written products.

school, and during the summer (Local).




es for a variety of audiences (purpose) (Local).
ker’s moods, thoughts, or feelings (Local).
 ive text structures to achieve impact (Local).
ect on audience (Local).




ing the reader by establishing context (purpose) (Local).
ing a condition or situation of significance.
sessed at this grade level.
a range of elaboration techniques (i.e., questioning, comparing, connecting, interpreting, analyzing, or describing) to establish a focus (Local)
 ng closure - leaving the reader with something to think about (Local).
sessed at this grade level.
icate ideas effectively (Local).




d/or gain new information (Local).



or controlling ideas)(Local) (R-8-8.2)

al) (R-8-8.4)
ng from a wide range of genres/ kinds of text, including primary and secondary sources, and a variety of authors.(Local) (R-8-14.2)


ential sources of information (Local) (R-8-15.1)


nclusions.(Local) (R-8-15.4)




n question (Local).
hor’s craft (Local).




meaning (Local).
of visual images (Local).




ng) to establish a focus (Local).
ors.(Local) (R-8-14.2)
RIEPS Code

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-10-11.1
W-10-11.2
W-10-11.3
W-10-11.4

W-10-12.1
W-10-12.2
W-10-12.3

W-10-13.1
W-10-13.2
W-10-13.3
W-10-13.4

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-10-4.1
W-10-4.2
W-10-4.3
W-10-4.4
W-10-4.5
W-10-4.6

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-10-6.1
W-10-6.2

W-10-7.1
W-10-7.2
W-10-7.3
W-10-7.4
W-10-7.5

W-10-8.1
W-10-8.2
W-10-8.3
W-10-8.4

W-10-9.1
W-10-9.2
W-10-9.3
W-10-9.4
W-10-9.5

W-12-1.1
W-12-1.2
W-12-1.3
W-12-1.4
W-12-1.5
W-12-1.6

W-12-2.1
W-12-2.2
W-12-2.3
W-12-2.4

W-12-3.1
W-12-3.2
W-12-3.3
W-12-3.4

W-12-4.1
W-12-4.2
W-12-4.3
W-12-4.4
W-12-4.5
W-12-4.6

W-12-5.1
W-12-5.2
W-12-5.3
W-12-5.4
W-12-5.5
W-12-5.6
W-12-5.7

W-12-6.1
W-12-6.2
W-12-6.3
W-12-6.4a
W-12-6.4b
W-12-6.5

W-12-7.1
W-12-7.2
W-12-7.3
W-12-7.4
W-12-7.5

W-12-8.1
W-12-8.2
W-12-8.3
W-12-8.4

W-12-9.1
W-12-9.2
W-12-9.3
W-12-9.4
W-12-9.5

W-12-10

W-12-11.1
W-12-11.2
W-12-11.3
W-12-11.4

W-12-12.1
W-12-12.2
W-12-12.3

W-12-13.1
W-12-13.2
W-12-13.3
W-12-13.4

W-12-14.1
W-12-14.2
W-12-14.3
W-12-14.4
W-12-14.5
W-12-14.6
Goal Description
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)
Habit of Writing : Writing Process (W-10)
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 In response to literary or informational text, students show understanding of plot/ideas/concepts by...
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 In response to literary or informational text, students make and support analytical judgments about text 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)
W-12-1 Students demonstrate command of the structures of sentences, paragraphs, and text by…
W-12-1.1 Using varied sentence length and structure to enhance meaning (e.g., including phrases, clauses, and parallel structu
W-12-1.2 Using paragraph structures appropriately (e.g., block or indented format)
W-12-1.3 Recognizing organizational structures within paragraphs or within texts.
W-12-1.4 Applying a format and text structure appropriate to purpose, audience, and context.
W-12-1.5 Subsumed in W-12-1.1
W-12-1.6 Applying directionality as appropriate to text.
W-12-2 In response to literary or informational text, students show understanding of plot/ideas/concepts within or acro
W-12-2.1 Selecting and summarizing key ideas to set context, appropriate to audience.
W-12-2.2 Subsumed in W-12-2.1
W-12-2.3 Connecting what has been read (plot/ideas/concepts) to prior knowledge, other texts, or the broader world of ideas, by
W-12-2.4 Explaining the visual components (e.g., charts, diagrams, artwork) of the text, when appropriate.
W-12-3 In response to literary or informational text, students make and support analytical judgments about text by...
W-12-3.1 Establishing an interpretive claim/assertion in the form of a thesis.
W-12-3.2 Making inferences about the relationship(s) among content, events, characters, setting, theme, or author's craft.
W-12-3.3 Using specific details and references to text or relevant citations to support thesis, interpretations, or conclusions.
W-12-3.4 Organizing ideas, using transitional words/phrases and drawing a conclusion by synthesizing information (e.g., demon
W-12-4 In written narratives, students organize and relate a story line/plot/series of events by...
W-12-4.1 Creating a clear and coherent, logically consistent structure.
W-12-4.2 Establishing context, character motivation, problem/conflict/challenge, amd resolution, significance of setting, and mai
W-12-4.3 Using a variety of effective transitional devices (e.g, ellipses; time transitions: such as flashback or foreshadowing; wh
W-12-4.4 Using a variety of effective literary devices (i.e., flashback or foreshadowing, figurative language imagery) to enhance
W-12-4.5 Establishing and maintaining theme.
W-12-4.6 Providing a sense of closure.
W-12-5 Students demonstrate use of narrative strategies to engage the reader by…
W-12-5.1 Creating images, using relevant and descriptive details and sensory language to advance the plot/story line.
W-12-5.2 Using dialogue to advance plot/story line.
W-12-5.3 Developing characters through description, dialogue, actions, (including gestures, expressions), and relationships with
W-12-5.4 Using voice appropriate to purpose.
W-12-5.5 Maintaining focus.
W-12-5.6 Selecting and elaborating important ideas; and excluding extraneous details.
W-12-5.7 Controlling the pace of the story.
W-12-6 In informational writing, students organize ideas/concepts by...
W-12-6.1 Using a text structure appropriate to focus/controlling idea or thesis (e.g., purpose, audience, context)
W-12-6.2 Selecting appropriate and relevant information (excluding extraneous details) to set context.
W-12-6.3 Using transitional words or phrases appropriate to text structure to enhance ideas.
W-12-6.4a Drawing a conclusion by synthesizing information.
W-12-6.4b Synthesizing information from multiple sources to draw conclusions beyond those found in any single source.
W-12-6.5 Listing and citing sources using standard format.
W-12-7 In informational writing, students effectively convey purpose by...
W-12-7.1 Establishing a topic.
W-12-7.2 Stating and maintaining a focus/controlling idea/thesis.
W-12-7.3 Selecting and using formal, informal, literary or technical language appropriate to audience and context.
W-12-7.4 Establishing an authoritative voice.
W-12-7.5 Using precise and descriptive language that clarifies and supports intent and enhances meaning.
W-12-8 In informational writing, students demonstrate use of a range of elaboration strategies by...
W-12-8.1 Including facts and details relevant to focus/controlling idea or thesis, and excluding extraneous information.
W-12-8.2 Including sufficient details or facts for appropriate depth of information: naming, describing, explaining, comparing, con
W-12-8.3 Addressing reader's concerns (anticipating and addresing potential problems, mistakes, or misunderstandings that mi
W-12-8.4 Commenting on the significance of the information (in reports, throughout the piece; in procedural or persuasive writin
W-12-9 In independent writing, students demonstrate command of appropriate English conventions by...
W-12-9.1 Applying rules of standard English usage to correct grammatical errors.
W-12-9.2 Applying capitalization rules.
W-12-9.3 Subsumed in W-12-9.4
W-12-9.4 Applying appropriate punctuation to various sentence patterns to enhance meaning.
W-12-9.5 Applying conventional and word derivative spelling patterns/rules.
Habit of Writing : Writing Process (W-10)
W-12-10 Students use a recursive process, including pre-writing, drafting, revising, editing and critiquing to produce final drafts o
W-12-11 Demonstrates the habit of writing extensively by...
W-12-11.1 Writing with frequency, including in-school, out-of-school, and during the summer.
W-12-11.2 Sharing thoughts, observations, or impressions.
W-12-11.3 Generating topics for writing.
W-12-11.4 Writing in a variety of genres.
W-12-12 In writing poetry, students demonstrate awareness of purpose by…
W-12-12.1 Writing poems in a variety of voices for a variety of audiences.
W-12-12.2 Writing poems that express speaker's moods, thoughts, or feelings.
W-12-12.3 Choosing conventional or alternative text structures to achieve impact.
W-12-13 In writing poetry, use language effectively by…
W-12-13.1 Selecting vocabulary according to purpose and for effect on audience.
W-12-13.2 Using rhyme, rhythm, meter, literary elements (e.g, setting, plot, characters) or figurative language
W-12-13.3 Selecting and manipulating words, phrases, or clauses, for connotation/shades of meaning and impact.
W-12-13.4 Using a variety of poetic forms.
W-12-14 In reflective writing, students explore and share thoughts, observations, and impressions by...
W-12-14.1 Engaging the reader by establishing context.
W-12-14.2 Analyzing a condition or situation of significance or developing a commonplace, concrete occasion as the basis for th
W-12-14.3 Using an organizational structure that allows for progression of ideas to develop.
W-12-14.4 Using a range of elaboration techniques (i.e., questioning, comparing, connecting, interpreting, analyzing, or describi
W-12-14.5 Providing closure-leaving the reader with something to think about.
W-12-14.6 Making connections between ideas and experiences and more abstract aspects of life, leading to new perspectives o
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)

oncepts by...


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


 , 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)




ses, and parallel structure).




oncepts within or across texts by...


oader world of ideas, by referring to and explaining relevant ideas, themes, motifs, or archetypes.

ents about text by...

 , or author's craft.
ons, or conclusions.
nformation (e.g., demonstrate a connection to the broader world of ideas)


ance of setting, and maintaining point of view.
ck or foreshadowing; white space; or words/phrases) to enhance meaning.
ge imagery) to enhance meaning.



plot/story line.

 ), and relationships with other characters, when appropriate.
ny single source.




 s information.
plaining, comparing, contrasting, or using visual images to support intended purpose.
sunderstandings that might arise for the audience)
ural or persuasive writing, as appropriate)




 to produce final drafts of written products.




asion as the basis for the reflection.

g, analyzing, or describing)to establish a focus.

ng to new perspectives or insights.
RIEPS Code      Code Description
                Academic Development
                 Acquire Skills for Improving Learning
ASCA-AD-A1.1    Use communications skills to know when and how to ask for help when needed
ASCA-AD-A1.2    Apply knowledge and learning styles to positively influence school performance
ASCA-AD-A1.3     Achieve School Success
ASCA-AD-A1.4    Take responsibility for their actions
ASCA-AD-A1.5    Demonstrate the ability to work independently, as well as the ability to work cooperatively with other students
                Apply time-management and task-managment skills
ASCA-AD-A2.1    Develop a broad range of interests and abilities
ASCA-AD-A2.2    Demonstrate dependability, productivity and initiative
ASCA-AD-A2.3    Share Knowledge
ASCA-AD-A2.4    Improve Academic Self-Concept
                Demonstrate how effort and persistence positively affect learning
ASCA-AD-A3.1    Articulate feelings of competence and confidence as learners
ASCA-AD-A3.2    Display a positive interest in learning
ASCA-AD-A3.3    Take pride in work and achievement
ASCA-AD-A3.4    Accept mistakes as essential to the learning process
ASCA-AD-A3.5    Identify attitudes and behaviors that lead successful learning
                Become a self-directed and independent learner
ASCA-AD-B1.1    Improve Learning
ASCA-AD-B1.2    Demonstrate the motivation to achieve individual potential
ASCA-AD-B1.3    Learn and apply critical-thinking skills
ASCA-AD-B1.4    Apply the study skills necessary for academic success at each level
ASCA-AD-B1.5    Seek information and support from faculty, staff, family and peers
ASCA-AD-B1.6    Organize and apply academic information from a variety of sources
ASCA-AD-B1.7    Use knowlege of learning styles to positively influence school performance
                 Plan to Achieve Goals
ASCA-AD-B2.1    Establish challenging academic goals in elementary, middle/jr. high and high school
ASCA-AD-B2.2    Use assessment results in educational planning
ASCA-AD-B2.3    Develop and implement annual plan of study to maximize academic ability and achievement
ASCA-AD-B2.4    Apply knowldege of aptitudes and interests to goal setting
ASCA-AD-B2.5    Use problem-solving and decision-making skills to assess progress toward educational goals
ASCA-AD-B2.6    Understand the relationship between classroom performance and success in school
ASCA-AD-B2.7    Identify post-secondary options consistent with interests, achievement, aptitude and abilities
                 Relate to Life Experiences
ASCA-AD-C1.1    Demonstrate the ability to balance school, studies, extracurricular activities, leisure time and family life.
ASCA-AD-C1.2    Seek co-curricular and community experiences to enhance the school experience.
ASCA-AD-C1.3    Understand the relationship between learning and work.
ASCA-AD-C1.4    Demonstrate an understanding of the value of lifelong learning as essential to seeking, obtaining and maintai
ASCA-AD-C1.5    Understand that school success is the preparation to make the transition from student to community memebe
ASCA-AD-C1.6    Understand how school success and academic achievement enhance future career and vocational opportuni
                Career Development
                Develop Career Awareness
ASCA-CD-A1.01   Develop skills to locate, evaluate and interpret career information.
ASCA-CD-A1.02   Learn about the variety of traditional and nontraditional occupations.
ASCA-CD-A1.03   Develop an awareness of personal abilities, skills, interests and motivations.
ASCA-CD-A1.04   Learn how to interact and work cooperatively in teams.
ASCA-CD-A1.05   Learn to make decisions.
ASCA-CD-A1.06    Learn how to set goals.
ASCA-CD-A1.07   Understand the importance of planning.
ASCA-CD-A1.08   Pursue and develop competency in areas of interest.
ASCA-CD-A1.09   Develop hobbies and vocational interests.
ASCA-CD-A1.10   Balance between work and leisure time.
                Develop Employment Readiness
ASCA-CD-A2.1    Acquire employability skills such as working on a team, problem-solving and organizational skills.
ASCA-CD-A2.2    Apply job readiness skills to seek employment opportunities.
ASCA-CD-A2.3    Demonstrate knowledge about the changing workplace.
ASCA-CD-2.4     Learn about the rights and responsibilities of employers and employees.
ASCA-CD-A2.5    Learn to respect individual uniqueness in the workplace.
ASCA-CD-A2.6    Learn how to write a resume.
ASCA-CD-A2.7    Develop a positive attitude toward work and learning.
ASCA-CD-A2.8    Understand the importance of responsibility, dependability, puctuality, integrity and effort in the workplace.
ASCA-CD-A2.9    Utilize time-and task-management skills.
                Acquire Career Information
ASCA-CD-B1.1    Apply decision-making skills to career planning, course selection and career tranistion.
ASCA-CD-B1.2     Identify personal skills, interest and abilities and relate them to current career choice.
ASCA-CD-B1.3    Demonstrate knowledge of the career-planning process.
ASCA-CD-B1.4    Know the various ways in which occupations can be classified.
ASCA-CD-B1.5    Use research and information resources to obtain career information.
ASCA-CD-B1.6    Learn to use the Internet to access career-planning information.
ASCA-CD-B1.7    Describe traditional and nontraditional career choices and how they relate to career choice.
ASCA-CD-B1.8)   Understand how changing economic and societal needs influence employment trens and future training.
                 Identify Career Goals
ASCA-CD-B2.1    Demonstrate awareness of the education and training needed to achive career goals.
ASCA-CD-B2.2    Assess and modify their educational plan to support career.
ASCA-CD-B2.3    Use employability and job readiness skills in internship, mentoring, shadowing and /or other work experience
ASCA-CD-B2.4    Select course work that is related to career interests.
ASCA-CD-B2.5    Maintain a career-planning portfolio.
                Acquire knowledge to achieve career goals
ASCA-CD-C1.1    Understand the relationship between educational achievement and career success.
ASCA-CD-C1.2    Explain how work can help to achieve personal success and satisfaction.
ASCA-CD-C1.3    Identify personal preferences and interests influencing career choice and success.
ASCA-CD-C1.4    Understand that the changing workplace requires lifelong learning and acquiring new skills.
ASCA-CD-C1.5    Describe the effect of work on lifestyle.
ASCA-CD-C1.6    Understand the importance of equity and access in career choice.
ASCA-CD-C1.7    Understand that work is an important and satisfying means of personal expression.
                Apply skills to achieve career goals
ASCA-CD-C2.1    Demonstrate how interests, abilities and achievement relate to achieving personal, social, educational and ca
ASCA-CD-C2.2    Learn how to use conflict managment skills with peers and adults.
ASCA-CD-C2.3    Learn to work cooperatively with others as a team member.
ASCA-CD-C2.4    Apply academic and employment readiness skills in work-based learning situations such as internships, shad
                Personal/Social Development
                Acquire self-knowledge
ASCA-PS-A1.01   Develop positive attitudes toward self as a unique and worthy person.
ASCA-PS-A1.02   Identify values, attitudes and beliefs.
ASCA-PS-A1.03   Learn the goal-setting process.
ASCA-PS-A1.04   Understand change is a part of growth.
ASCA-PS-A1.05   Identify and express feelings.
ASCA-PS-A1.06   Distinguish between appropriate and inappropriate behavior.
ASCA-PS-A1.07   Recognize personal boundaries, rights and privacy needs.
ASCA-PS-A1.08   Understand the need for self-control and how to practice it.
ASCA-PS-A1.09   Demonstrate cooperative behavior in groups.
ASCA-PS-A1.10   Identify personal strengths and assets.
ASCA-PS-A1.11   Identify and discuss changing personal and social roles. (
ASCA-PS-A1.12   Identify and recognize changing family roles.
                Acquire Interpersonal skills
ASCA-PS-A2.1    Recognize that everyone has rights and responsibilities.
ASCA-PS-A2.2    Respect alternative points of view.
ASCA-PS-A2.3     Recognize, accept and appreciate individual differences
ASCA-PS-A2.4  Recognize, accept and appreciate ethnic and cultural diversity
ASCA-PS-A2.5  Recognize and respect differences in various family configurations
ASCA-PS-A2.6  Use effective communiction skills
ASCA-PS-A2.7  Know that communication involves speaking, listening and nonverbal behavior
ASCA-PS-A2.8   Learn how to make and keep friends
              Self-knowledge application
ASCA-PS-B1.01 Use a decision-making and problem-solving model
ASCA-PS-B1.02 Understand consequences of decisions and choices
ASCA-PS-B1.03 Identify alternative solutions to a problem
ASCA-PS-B1.04 Develop effective coping skills for dealing with problems
ASCA-PS-B1.05 Demonstrate when, where and how to seek help for solving problems and making decisions
ASCA-PS-B1.06 Know how to apply conflict resolution skills
ASCA-PS-B1.07 Demonstrate a respect and appreciation for individual and cultural differences
ASCA-PS-B1.08 Know when peer pressure is influencing a decision
ASCA-PS-B1.09 Identify long- and short - term goals
ASCA-PS-B1.10 Identify alternative ways of achieving goals
ASCA-PS-B1.11 Use persistence and perserverance in acquiring knowledge and skills
ASCA-PS-B1.12 Develop an action plan to set and achieve realistic goals
              Acquire personal safety skills
ASCA-PS-C1.1 Demonstrate knowledge of personal information (i.e., telephone numbers, home address, emergency contac
ASCA-PS-C1.2 Learn about the relationship between rules, laws, safety and the protection of rights of the individual
ASCA-PS-C1.3 Learn about the differences between appropriate and inappropriate physical contact
ASCA-PS-C1.4 Demonstrate the ability to set boundaries, rights and personal privacy
ASCA-PS-C1.5 Differentiate between situations requiring peer support and situations requiring adult professional help
ASCA-PS-C1.6 Identify resource peole in the school and community, and know how to seek their help
ASCA-PS-C1.7 Apply effective problem-solving and decision-making skills to make safe and healthy choices
ASCA-PS-C1.8 Learn about the emotional and physical dangers of substance use and abuse
ASCA-PS-C1.9 Learn how to cope with peer pressure
ASCA-PS-C1.10 Learn techniques for maaging stress and conflict
ASCA-PS-C1.11 Learn coping skills for managing life events
cooperatively with other students




and achievement

educational goals

ude and abilities

 leisure time and family life.


 to seeking, obtaining and maintaining life goals.
om student to community memeber.
 e career and vocational opportunities.
d organizational skills.




rity and effort in the workplace.


r tranistion.




o career choice.
 ent trens and future training.



 ng and /or other work experience.




uiring new skills.




ersonal, social, educational and career goals.


 uations such as internships, shadowing and /or mentoring experiences.
making decisions




home address, emergency contact)
of rights of the individual


ing adult professional help

d healthy choices
RIEPS Code   Code Description
             Creativity and Innovation
NETS-S-1.1   Students apply existing knowledge to generate new ideas, products, or processes.
NETS-S-1.2   Students create original works as a means of personal or group expression.
NETS-S-1.3   Students use models and simulations to explore complex systems and issues.
NETS-S-1.4   Students identify trends and forecast possibilities.
             Communication and Collaboration
NETS-S-2.1   Students interact, collaborate, and publish with peers, experts, or others employing a variety of digital environ
NES-S-2.2    Students communicate information and ideas effectively to multiple audiences using a variety of media and fo
NETS-S-2.3   Students develop cultural understanding and global awareness by engaging with learners of other cultures.
NETS-S-2.4   Students contribute to project teams to produce original works or solve problems.
             Research and Information Fluency
NETS-S-3.1   Students plan strategies to guide inquiry.
NETS-S-3.2   Students locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sourc
NETS-S-3.3   Students evaluate and select information sources and digital tools based on the appropriateness to specific ta
NETS-S-3.4   Students process data and report results.
             Critical Thinking, Problem Solving, and Decision Making
NETS-S-4.1   Students identify and define authentic problems and significant questions for investigation.
NETS-S-4.2   Students plan and manage activities to develop a solution or complete a project.
NETS-S-4.3   Students collect and analyze data to identify solutions and/or make informed decisions.
NETS-S-4.4   Students use multiple processes and diverse perspectives to explore alternative solutions.
             Digital Citizenship
NETS-S-5.1   Students advocate and practice safe, legal, and responsible use of information and technology.
NETS-S-5.2   Students exhibit a positive attitude toward using technology that supports collaboration, learning, and product
NETS-S-5.3   Students demonstrate personal responsibility for lifelong learning.
NETS-S-5.4   Students exhibit leadership for digital citizenship.
             Technology Operations and Concepts
NETS-S-6.1   Students understand and use technology systems.
NETS-S-6.2   Students select and use applications effectively and productively.
NETS-S-6.3   Students troubleshoot systems and applications.
NETS-S-6.4   Students transfer current knowledge to learning of new technologies.
mploying a variety of digital environments and media.
 es using a variety of media and formats.
g with learners of other cultures.



 nformation from a variety of sources and media.
n the appropriateness to specific tasks.


 r investigation.


 ative solutions.

 ion and technology.
ollaboration, learning, and productivity.
RIEPS Code     Code Description
               Mission, Vision and Goals for Teaching and Learning
 RILS-1A.1     Use multiple sources of information and analyze data about current practices and outcomes to shape a missi
 RILS-1A.2     Align the mission, vision, and goals to school, district, state, and federal policies and the purposes of educatio
 RILS-1A.3     Recruit, support, and retain those who have the capacity to grow the organization in the direction of the missi
 RILS-1A.4     Challenge the school community to ensure the alignment of programs and practices to the established missio
               Shared Commitments to Implement the Mission, Vision, and Goals
 RILS - 1B.1   Establish, implement, evaluate, and revise process for building the capacity of staff, students, families and co
 RILS - 1B.2   Engage multiple stakeholders with diverse perspectives in constructing shared understandings and commitm
 RILS - 1B.3   Develop shared commitments and responsibilities among staff and the community for selecting and impleme
 RILS - 1B.4    Celebrate and recognize progress in order to sustain a commitment to the mission, vision, and goals.
                Continuous Improvement toward the Mission, Vision, and Goals
 RILS - 1C.1    Create or utilize a data system that uses multiple sources of data to identify unique strengths and needs of s
 RILS - 1C.2   Use data-driven decision making, research, and best practices to monitor and revise plans, programs, and ac
 RILS - 1C.3   Use effective change strategies to engage staff and community stakeholders in planning and implementing p
 RILS - 1C.4   Identify and address barriers to achieving the mission, vision, and goals.
 RILS - 1C.5   Incorporate the mission, vision, and goals into planning and decision making processes.
 RILS - 1C.6   Align all resources to achieve the mission, vision, and goals.
 RILS - 1C.7   Revise plans, programs, and activities as indicated and warrantied by systemically monitoring evidence abou
               Building a professional culture
 RILS - 2A.1   Develop a shared understanding and commitment to high standards for each student consistent with local, st
 RILS - 2A.2   Model openness to change and support initiatives that improve student learning
 RILS - 2A.3    Develop a culture that promotes shared responsibility to continuously examine beliefs, values and practices
 RILS - 2A.4   Use data for program evaluation that improves learning and teaching.
 RILS - 2A.5   Guide and support job-embedded, standards-based professional development that responds to diverse learn
               Rigorous Curriculum and Instruction
 RILS - 2B.1   Promote an understanding of Rhode Island and national curriculum standards throughout the school commun
 RILS - 2B.2   Support the development, implementation, and evaluation of standards-based curriculum.
 RILS - 2B.3   Improve the capacity of the school community to differentiate instruction, analyze student work, monitor stude
 RILS - 2B.4   Provide coherent alignment among curriculum, instruction, assessment, professional development and evalu
 RILS - 2B.5   Monitor the effects of differentiated teaching strategies, curricular materials, and education technologies to ad
 RILS - 2B.6   Collaborate with educators/staff to identify and implement research-based strategies and practices to ensure
 RILS - 2B.7   Ensure the systematic support and research-based interventions are provided for students who are not meet
               Assessment and Accountability
 RILS - 2C.1   Develop and use aligned standards-based accountability systems to set school improvement goals and impro
 RILS - 2C.2   Use a variety of formative and summative assessments to inform, evaluate, and modify student learning, inst
 RILS - 2C.3   Guide the school community in the regular analyses of data about all students and subgroups to improve lear
 RILS - 2C.4   Use appropriate psychometric and evaluation strategies to interpret data and communicate progress toward t
               Protecting the Welfare and Safety of Students and Staff
 RILS - 3A.1    Create and participate in systems that collaboratively support student and staff learning and well-being.
 RILS - 3A.2   Involve the school community in developing, implementing, and monitoring guidelines and norms for account
 RILS - 3A.3   Develop, monitor, and update a comprehensive safety and security plan.
               Aligning and Obtaining Human Resources
 RILS-3B.1     Align resources (time, people, space and money) to district/school mission, vision and plan.
 RILS-3B.2     Implement practices to recruit and retain highly qualified personnel.
 RILS-3B.3      Assign personnel and monitor placements to ensure diverse student needs, legal requirements, and equity g
 RILS-3B.4     Supervise personnel and conduct standards-based evaluations in accordance with district requirements and
               Aligning and Obtaining Fiscal Resources
 RILS-3C.1     Operate within budget and fiscal guidelines to measurably improve student achievement.
 RILS-3C.2     Allocate funds based on student needs within the framework of policy and regulations.
 RILS-3C.3     Advocate for and secure resources needed to accomplish the vision.
                Managing Operational Systems
 RILS-3D.1      Use problem-solving skills and knowledge of strategic, long-range, and operational planning to continuously
 RILS-3D.2     Maintain the physical plant for safety, ADA requirements, access issues, and for direct support of student lea
 RILS-3D.3     Develop and facilitate communication and data systems that ensure the timely flow of information.
RILS-3D.4   Oversee the acquisition and maintenance of equipment and technology.
RILS-3D.5   Use data systems to evaluate and revise processes to continuously improve the operational systems.
            Collaborate with Families and Other Community Members
RILS-4A.1    Understand and apply strategies for developing family and local community partnerships.
RILS-4A.2   Bring together the resources of schools, parents, guardians, family members, and community to positively aff
RILS-4A.3   Involve families in decision making about their children's education.
RILS-4A.4   Develop a comprehensive strategy for positive community and media relations.
RILS-4A.5   Use effective public information strategies and technologies to communicate with families and community me
            Community Interests and Needs
RILS-4B.1   Participate in the community to better understand values, interests, and needs.
RILS-4B.2   Identify and engage key stakeholders, including individuals and groups with competing perspectives.
RILS-4B.3   Use appropriate assessment strategies and research methods to understand community conditions and dyna
RILS-4B.4   Seek out and collaborate with community programs serving students with diverse learning needs.
RILS-4B.5   Recognize and celebrate diversity as an asset to the educational programs of the school community.
RILS-4B.6   Engage communities in a culturally-competent manner to share responsibilities that improve educations and
            Maximizing Community Resources
RILS-4C.1   Understand the network of available community resources and collaborate with agencies to provide health, so
RILS-4C.2   Develop mutually-beneficial relationships with business, religious, political, educations, and service organizat
RILS-4C.3   Use public resources and funds appropriately and effectively.
RILS-4C.4   Secure community support for seeking and sustaining the resources to address student needs.
            Ethics and Integrity
            Maintains Ethical and Legal Standards of the Profession
RILS-5A.1    Model personal and professional ethics, integrity, justice, and fairness and expect the same of others.
RILS-5A.2    Protect the rights and appropriate confidentiality of students, families, and staff.
RILS-5A.3   Behave in a trustworthy manner, using their influence to sere the best interests of each student, to enhance e
            Personal Values and Beliefs
RILS-5B.1    Demonstrate respect for the inherent dignity and worth of each individual.
RILS-5B.2   Model respect for diverse community stakeholders and treat them equitably.
RILS-5B.3    Demonstrate respect for diversity by developing cultural competency skills and equitable practices.
RILS-5B.4   Self-assess personal assumptions, values, beliefs, and practices that guide the improvement of student learn
RILS-5B.5   Lead others in safely examining and challenging deeply held assumptions and beliefs that may conflict with th
            Maintain high standards for self and others
RILS-5C.1   Reflect upon their work based on professional standards, analyze strengths and weaknesses, establish goals
RILS-5C.2   Model the continual deepening of understanding and practice related to content, standards, assessment, data
RILS-5C.3   Develop and use understanding of educational policies and accountability expectations to ensure that short a
RILS-5C.4   Assist educators and the community to understand and focus on mission, vision, and goals for students withi
RILS-5C.5   Sustain personal motivation, optimism, commitment, energy and health by balancing personal and profession
RILS-5C.6   Make decisions based on sound principles, research, data, and policy.
RILS-5C.7   Respect and support the systems of authority at the state, district, and school levels through ethical and profe
            The Education System
            Professional Influence
RILS-6A.1   Facilitate constructive discussions with the public about federal, state, and local laws, policies, regulations, an
RILS-6A.2   Develop appropriate relationships with a range of stakeholders and policymakers to identify, respond to, and
RILS-6A.3   Advocate for equity and adequacy in providing for students' and families' educational, physical, emotional, so
            Managing Local Decisions within the Larger Educational Policy Environment
RILS-6B.1   Uphold federal, state, and local laws, policies, regulations, and statutory requirements on a consistent basis.
RILS-6B.2   Collect and accurately communicate data about educational performance in a clear and timely manner, relati
RILS-6B.3   Communicate effectively with key decision-makers in the community and in broader political contexts to impro
RILS-6B.4   Advocate for increased support for excellence and equity in education.
            Policy Engagement
RILS-6C.1   Build strong and appropriate relationships with the school board, district and state education leaders, and oth
RILS-6C.2   Support public policies that provide for needs of children and families and ensure equity and excellence in ed
RILS-6C.3   Advocate for public policies that ensure appropriate and equitable human and fiscal resources that improve s
RILS-6C.4    Work with community leaders to collect and analyze data on economic, social, and other issues that impact
es and outcomes to shape a mission, vision, and goals with high, measurable results for all students and educators.
 cies and the purposes of education in a democratic society.
zation in the direction of the mission, vision, and goals.
practices to the established mission, vision, and goals.

  of staff, students, families and community members to develop, implement, and communicate the mission, vision, and goals.
 red understandings and commitments to high expectations for all students.
  munity for selecting and implementing effective improvement strategies, and assessing, and monitoring progress toward the mission, vision
 mission, vision, and goals.

y unique strengths and needs of students, gaps between desired performance and actual student performance, and areas for improvement.
 nd revise plans, programs, and activities to achieve the mission, vision, and goals.
rs in planning and implementing programs and activities.

 g processes.

 mically monitoring evidence about the effectiveness of programs.

ch student consistent with local, state, and federal expectations.

mine beliefs, values and practices in relation to the mission, vision, and goals.

 ent that responds to diverse learning needs of educators/staff to support each student's achievement.

 ds throughout the school community.
 ed curriculum.
nalyze student work, monitor student progress, and redesign curricular and instructional programs based on student achievement results.
ofessional development and evaluation to ensure the effectiveness of instruction.
, and education technologies to address the diverse needs of each student.
strategies and practices to ensure equity and close gaps in student opportunity and achievement.
 ed for students who are not meeting the standards.

hool improvement goals and improve the quality of learning and teaching.
  and modify student learning, instruction, program quality, and supports.
nts and subgroups to improve learning and teaching.
 d communicate progress toward the mission, vision, and goals to the school community and other stakeholders.

staff learning and well-being.
guidelines and norms for accountable behavior.


 vision and plan.

s, legal requirements, and equity goals are met.
 ce with district requirements and state policies in order to enhance professional practice.

 achievement.



erational planning to continuously improve the operational system.
 d for direct support of student learning.
 ely flow of information.
e the operational systems.

y partnerships.
rs, and community to positively affect student and adult learning.


e with families and community members about the mission, vision and priorities of the district and school community.


  competing perspectives.
nd community conditions and dynamics and to accommodate diverse student needs.
iverse learning needs.
 of the school community.
 ties that improve educations and achievement.

with agencies to provide health, social, and other services to families and children.
educations, and service organizations to share both school and community resources.

ress student needs.


expect the same of others.

ests of each student, to enhance education, and promote the common good.



 and equitable practices.
  the improvement of student learning.
and beliefs that may conflict with the mission, vision and goals.

  and weaknesses, establish goals, actions plans, benchmarks, and engage in activities for professional growth.
 tent, standards, assessment, data, teacher support, evaluation, and professional development strategies in order to lead others in those sam
xpectations to ensure that short and long term goals are met, including those within school and district strategic plans.
ision, and goals for students within the context of political and financial constraints and influences.
balancing personal and professional responsibilities and encouraging similar actions for others.

 ol levels through ethical and professional behavior.


ocal laws, policies, regulations, and statutory requirements affecting continuous improvement of educational programs and outcomes.
akers to identify, respond to, and influence issues, trends, and potential changes that affect the context and conduct of education.
ucational, physical, emotional, social, cultural, legal, and economic needs to meet educational expectations and policy requirements.

 uirements on a consistent basis.
n a clear and timely manner, relating specifics about the local context to improve policies, and inform political dialogue.
 broader political contexts to improve public understanding of federal, state and local laws, policies, regulations, and statutory requirements.


d state education leaders, and other policy makers to inform and influence policies in the service of children and families.
nsure equity and excellence in education.
nd fiscal resources that improve student learning and eliminate achievement gaps.
cial, and other issues that impact district and school planning, programs, and structures.
sion, and goals.

ess toward the mission, vision, and goals.


e, and areas for improvement.




udent achievement results.
der to lead others in those same practices.




rograms and outcomes.
onduct of education.
nd policy requirements.



s, and statutory requirements.
RIEPS Code   Code Description
             1. Approaches to Learning (ELS 1)
ELS 1.1      1.1Play: Children engage in play as a means to develop their individual approach to learning.
ELS 1.1a     1.1a Initiate sustained play with peers.
ELS 1.1b     1.1b Enter into and play cooperatively with other children.
ELS 1.1c     1.1c Choose from a variety of play activities.
ELS 1.2      1.2 Curiosity: Children demonstrate curiosity and a willingness to participate in tasks and challenges.
ELS 1.2a     1.2a Demonstrate an eagerness and interest in learning through questioning and adding ideas.
ELS 1.2b     1.2b Show an interest in people, things and the world around them.
ELS 1.2c     1.2c Choose to participate in an increasing variety of activities, tasks and play areas.
ELS 1.3      1.3 Persistence: Children demonstrate an increased ability to show initiative, accept help, take risks and
ELS 1.3a     1.3a Invest time in a sustained activity despite distractions and interruptions.
ELS 1.3b     1.3b Accept help from another child or adult when encountering a problem.
ELS 1.3c     1.3c Seek help when appropriate from another child or adult.
ELS 1.4      1.4 Self-organization: Children demonstrate an increased ability to establish goals, develop and follow th
ELS 1.4a     1.4a Demonstrate an increased ability to understand a task as a series of steps.
ELS 1.4b     1.4b Demonstrate an increased ability to organize themselves and materials in the learning environment.
ELS 1.4c     1.4c Follow through to complete tasks and activities.
ELS 1.5      1.5 Reasoning: Children demonstrate an increased ability to identify possible solutions to problems.
ELS 1.5a     1.5a Demonstrate an increased ability to generate different approaches to solving problems.
ELS 1.5b     1.5b Seek alternative approaches to problem solving.
ELS 1.6      1.6 Application: Children use their prior experiences, sense and knowledge to learn in new ways.
ELS 1.6a     1.6a Communicate about events and experiences.
ELS 1.6b     1.6b Use prior knowledge to understand new experiences.
             2. Social & Emotional Development (ELS 2)
ELS 2.1      2.1 Play: Children use play as a vehicle to build relationships and to develop an appreciation for their own abilitie
ELS 2.1a     2.1a Participate in a variety of individual and group play experiences.
ELS 2.1b     2.1b Explore and understand new experiences and differences among people.
ELS 2.2      2.2 Self- Concept: Children demonstrate and express an awareness of self.
ELS 2.2a     2.2a Progress towards identifying self according to gender, community membership, ethnicity, ability and family m
ELS 2.2b     2.2b Separate from familiar people, places or things.
ELS 2.2c     2.2c Demonstrate confidence in their range of abilities and express pride in accomplishments.
ELS 2.3      2.3 Self-Control: Children increase their capacity for self-control.
ELS 2.3a     2.3a Demonstrate an increased understanding and acceptance of rules and routines within the learning environm
ELS 2.3b     2.3b Begin to accept the consequences of their behavior.
ELS 2.3c     2.3c Use materials purposefully, respectfully and safely.
ELS 2.3d     2.3d Effectively manage transitions between activities.
ELS 2.3e     2.3e Demonstrate progress in the capacity to express feelings, needs and opinions.
ELS 2.4      2.4 Interactions with Others: Children develop successful relationships with other members of their learning com
ELS 2.4a     2.4a Play, work and interact easily with one or more children and adults.
ELS 2.4b     2.4b Develop friendships with peers.
ELS 2.4c     2.4c Demonstrate empathy and caring for others.
ELS 2.4d     2.4d Begin to participate in resolving conflicts and disagreement with others.
ELS 2.4d     2.4d Develop ability to take turns in activities.
ELS 2.5      2.5 Sense of Community: Children increasingly demonstrate a sense of belonging to the program, family and co
ELS 2.5a     2.5a Begin to respect the rights of others.
ELS 2.5b     2.5b Demonstrate a growing understanding and appreciation of the relationships, people and places that make u
ELS 2.5c     2.5c Participate in the care of the learning environment.
ELS 2.5d     2.5d Demonstrate progress toward an understanding and valuing of similarities and differences among people.
ELS 2.5e     2.5e Perceive the needs of others and demonstrate growing empathy.
             3. Language Development and Communication (ELS 3)
ELS 3.1      3.1 Play: Children engage in play as a means to develop their listening and expressive language skills.
ELS 3.1a     3.1a Develop and experiment with conversation during daily activities and interactions.
ELS 3.1b     3.1b Represent stories and experiences through play.
ELS 3.1c     3.1c Think and talk about play experiences.
ELS 3.2    3.2 Listening and Understanding: Children develop skills in listening and in understanding language.
ELS 3.2a   3.2a Listen and understand stories, songs and poems.
ELS 3.2b   3.2b Listen and increasingly understand conversations and questions.
ELS 3.2c   3.2c Follow directions that involve multiple steps.
ELS 3.2d   3.2d Learn to wait and take turns during conversations.
ELS 3.2e   3.2e Demonstrate progress in listening and understanding English while maintaining home language.
ELS 3.3    3.3 Speaking and Communicating: Children will use verbal and non-verbal language to express and communica
ELS 3.3a   3.3a Communicate needs or thoughts through non-verbal gestures, actions, expressions and words.
ELS 3.3b   3.3b Participate in communication around a topic.
ELS 3.3c   3.3c Use more complex and longer sentences.
ELS 3.3d   3.3d Communicate clearly enough to be understood by unfamiliar listeners.
ELS 3.3e   3.3e Begin a conversation with other children and adults.
ELS 3.3f   3.3f Understand an increasingly complex and varied vocabulary.
           Literacy (ELS 4)
ELS 4.1    4.1 Play: Children engage in play as a means to develop early reading and writing skills.
ELS 4.1a   4.1a Use symbols and forms of early writing to create more complex play.
ELS 4.1b   4.1b Use writing tools and materials in all areas of the learning environment.
ELS 4.1c   4.1c Create play ideas that come from favorite stories, poems and songs.
ELS 4.2    4.2 Early Writing: Children demonstrate an interest and ability to use symbols to represent words and ideas.
ELS 4.2a   4.2a Begin to print letters in own name.
ELS 4.2b   4.2b Understand that writing carries a message.
ELS 4.2c   4.2c Experiment with a variety of writing tools and materials.
ELS 4.2d   4.2d Use scribbles, shapes, letter-like symbols and letters to write or represent words or ideas.
ELS 4.2e    4.2e Begin to dictate ideas, sentences and stories.
ELS 4.3    4.3 Early Learning
ELS 4.3A   4.3A Phonemic & Phonological Awareness: Children demonstrate an interest in learning letters and the combina
ELS 4.3B   4.3B Book Knowledge & Appreciation: Children demonstrate an interest in understanding and appreciating that b
ELS 4.3C   4.3C Comprehension: Children demonstrate an interest in understanding that spoken and written words have m
ELS 4.3D   4.3D Print Awareness & Concepts: Recognizing the association between spoken and written words by following
ELS 4.3E   4.3E Alphabet Knowledge: Children demonstrate an interest in recognizing that symbols are associated with lette
           Mathematics (ELS 5)
ELS 5.1    5.1 Play: children engage in play to develop their mathematical thinking and problem solving.
ELS 5.1a   5.1a Begin to make groups and match objects.
ELS 5.1b   5.1b Use counting and number vocabulary as a part of play.
ELS 5.1c   5.1c Experiment with patterns and shapes.
ELS 5.1d   5.1d Explore measurement, number and quantity with various materials.
ELS 5.1e   5.1e Collect and organize information and materials as a natural part of play.
ELS 5.2    5.2 Numbers & Operations: Children show interest and curiosity in counting and grouping objects and numbers.
ELS 5.2a   5.2a Match, sort, put in a series and regroup objects according to one characteristic.
ELS 5.2b   5.2b Begin to use numbers and counting as a means for solving problems, predicting and measuring quantity.
ELS 5.2c   5.2c Use one-to-one correspondence in counting objects and matching groups of objects.
ELS 5.2d   5.2d Begin to associate a number of objects with names and symbols for numbers.
ELS 5.2e   5.2e Use words such as more than, less than and add/subtract to express some number concepts.
ELS 5.3    5.3 Geometry & Spatial Sense: Children show an interest in recognizing and creating shapes and awareness of
ELS 5.3a   5.3a Describe and name common shapes found in the natural environment.
ELS 5.3b   5.3b Use language to understand the arrangement, order and position of objects that are on top of, next to, on th
ELS 5.3c   5.3c Group objects according to their shape and size.
ELS 5.4    5.4 Patterns & Measurement: Children show an interest in recognizing and creating patterns, comparing and me
ELS 5.4a   5.4a Group and name a number of similar objects into simple categories.
ELS 5.4b   5.4b Begin to understand that some events take place in the past, present or future.
ELS 5.4c   5.4c Begin to order, compare or describe objects according to size, length, height and weight using standard or n
           Science (ELS 6)
ELS 6.1    6.1 Play: Children engage in play as a means to develop their scientific skills.
ELS 6.1a   6.1a Ask questions based upon discoveries made while playing.
ELS 6.1b   6.1b Use play to discover, question and understand the natural and physical world.
ELS 6.1c   6.1c Use scientific tools as props in their play.
ELS 6.2    6.2 Scientific Knowledge: Children learn about the development of the natural and physical world.
ELS 6.2a   6.2a Collect, describe and learn to record information through discussion, drawings and charts.
ELS 6.2b   6.2b Use tools and their senses to make observations, gather and record information and make predictions abou
ELS 6.2c   6.2c Investigate changes in materials and cause-effect relationships.
ELS 6.2a   6.2d Ask and pursue their questions through simple investigations.
ELS 6.3    6.3 Scientific Skills & Methods: Children begin to use scientific tools and methods to learn about their world.
ELS 6.3a   6.3a Explore the natural processes of growing, changing and adapting to the environment.
ELS 6.3b   6.3b Make simple observations and generalizations based on real life experiences.
ELS 6.3c   6.3c Explore time, temperature and cause-effect relationships based on everyday experiences.
            Creativity (ELS 7)
ELS 7.1    7.1 Play: Children engage in play as a means of self-expression and creativity.
ELS 7.1a   7.1a Engage in spontaneous imaginative play using a variety of materials to dramatize stories and experiences.
ELS 7.1b   7.1b Use movement, a variety of media and music while playing to represent stories, moods and experiences.
ELS 7.1c   7.1c Use musical instruments and tools from various art forms as props in dramatic play.
ELS 7.2    7.2 Creative Expression: Children engage in individual or group activities that represent real-life experiences, ide
ELS 7.2a   7.2a Explore various roles in dramatic play through the use of props, language and fantasy roles with others.
ELS 7.2b   7.2b Use movement and a variety of musical styles to express feelings and to understand and interpret experien
ELS 7.2c   7.2c Participate in musical activities using a variety of materials for expression and representation.
ELS 7.2d   7.2d Plan, work cooperatively and create drawings, paintings, sculptures and other art projects.
ELS 7.2e   7.2e Demonstrate care and persistence when involved in art projects.
ELS 7.3    7.3 Tools: Children use a variety of tools and art media to creatively express their ideas.
ELS 7.3a   7.3a Experiment with different tools to creatively express and present ideas.
ELS 7.3b   7.3b Select and use a variety of tools to approach tasks.
ELS 7.4    7.4 Appreciation of the Arts: Children express interest in and begin to build a knowledge base in the arts.
ELS 7.4a   7.4a Begin to understand and develop a vocabulary to share opinions about artistic creations and experiences.
ELS 7.4b   7.4b Enjoy participating in a variety of art experiences.
ELS 7.4c   7.4c Appreciate and demonstrate respect for the work of others.
ELS 7.4d   7.4d Begin to notice differences in the arts from a variety of cultures.
           Physical Health & Development (ELS 8)
ELS 8.1    8.1 Play: Children engage in play as a means to understand healthy behavior and develop their physical bodies.
ELS 8.1a   8.1a Participate in games, outdoor play and other forms of play that enhance physical fitness.
ELS 8.1b   8.1b Use their senses to explore materials and experience activities.
ELS 8.1c   8.1c Begin to use health and safety practices.
ELS 8.1d   8.1d Initiate activities that challenge their bodies in new ways.
ELS 8.2    8.2 Gross Motor: Children increasingly move their bodies in ways that demonstrate control, balance and coordin
ELS 8.2a   8.2a Demonstrate increasing strength and stamina in movement activities.
ELS 8.2b   8.2b Demonstrate body and space awareness to move and stop with control over speed and direction.
ELS 8.2c   8.2c Develop coordination and balance with a variety of playground equipment.
ELS 8.3    8.3 Fine Motor: Children use their fingers and hands in ways that develop hand-eye coordination, strength, contr
ELS 8.3a   8.3a Demonstrate increasing strength and stamina to perform fine motor tasks.
ELS 8.3b   8.3b Use hand-eye coordination to perform fine motor tasks with a variety of manipulative materials.
ELS 8.3c   8.3c Show increased awareness and control of tools for various learning activities.
ELS 8.4    8.4 Healthy Habits: Children begin to understand how daily activity and healthy behavior promote overall persona
ELS 8.4a   8.4a Demonstrate safety awareness when purposefully using materials.
ELS 8.4b   8.4b Demonstrate the increasing ability to perform self-care skills independently when eating, dressing, toileting
ELS 8.4c   8.4c Shows care for personal belongings.
ELS 8.4d   8.4d Begin to understand that some foods have nutritional value.
ELS 8.5    8.5 Senses: Children increase their understanding of the use of their eyes, ears, fingers, nose and mouth and ho
ELS 8.5a   8.5a Discriminate between a variety of sights, smells, sounds, textures and tastes.
ELS 8.5b   8.5b Explore and learn to tolerate a wide variety of sensory input.
ELS 8.5c   8.5c Combine and use different senses depending on the activity.
 h to learning.



 tasks and challenges.



 cept help, take risks and work towards completing tasks.



als, develop and follow through with plans.

arning environment.

olutions to problems.


earn in new ways.



ciation for their own abilities and accomplishments.



ethnicity, ability and family membership.



within the learning environment.




mbers of their learning community.




he program, family and community.

ple and places that make up their communities.

 fferences among people.


e language skills.
ding language.




home language.
o express and communicate information.
ons and words.




sent words and ideas.




 ng letters and the combination of letter sounds with letter symbols.
ding and appreciating that books and other forms of print have a purpose.
 and written words have meaning.
 written words by following print as it is read aloud.
ols are associated with letters of the alphabet and that they form words.




ping objects and numbers.

and measuring quantity.


ber concepts.
shapes and awareness of position in space.

are on top of, next to, on the bottom, underneath, beside and in front of other objects.

atterns, comparing and measuring time and quantity.


 weight using standard or non-standard forms of measurement.
ysical world.

 and make predictions about what might happen.


earn about their world.




e stories and experiences.
moods and experiences.

nt real-life experiences, ideas, knowledge, feelings and fantasy.
ntasy roles with others.
 and and interpret experiences.
presentation.




ge base in the arts.
eations and experiences.




 elop their physical bodies.




 ntrol, balance and coordination.

 ed and direction.

oordination, strength, control and object manipulation.

ative materials.

 or promote overall personal health and safety.

 eating, dressing, toileting and washing hands.


 rs, nose and mouth and how the senses work together.
RIEPS Code

FQH-1a
FQH-1b
FQH-2
FQH-3


PCI-4
PCI-5
PCI-6


CI-7
CI-8
CI-9
CI-10


DEE-11
DEE-12
DEE-13
Code Description
A. Formulating Questions & Hypothesizing (FQH)
1a. Analyze information from observations, research, or experimental data for the purpose of formulating a
1b. Analyze information from observations, research, or experimental data for the purpose of formulating a question, hypothesis
2. Construct coherent argument in support of a question, hypothesis, prediction (DOK 2 or 3 depending on complexity of argume
3. Make and describe observations in order to ask questions, hypothesize, make predictions related to topic (DOK 2) (FQH-3)

B. Planning and Critiquing of Investigations ( PCI)
4. Identify information/evidence that needs to be collected in order to answer the question, hypothesis, prediction (DOK 2 – routi
5. Develop an organized and logical approach to investigating the question, including controlling variables (DOK 2 – routine; DO
6. Provide reasoning for appropriateness of materials, tools, procedures, and scale used in the investigation (DOK 2) (PCI-6)

C. Conducting Investigations (CI)
7. Follow procedures for collecting and recording qualitative or quantitative data, using equipment or measurement devices accu
8. Use accepted methods for organizing, representing, and manipulating data (DOK 2 – compare data; display data) (CI-8)
9. Collect sufficient data to study question, hypothesis, or relationships (DOK 2 – part of following procedures) (CI-9)
10. Summarize results based on data (DOK 2). (CI-10)

D. Developing and Evaluating Explanations ( DEE)
11. Analyze data, including determining if data are relevant, artifact, irrelevant, or anomalous (DOK 2 – specify relationships betw
12. Use evidence to support and justify interpretations and conclusions or explain how the evidence refutes the hypothesis (DOK
13. Communicate how scientific knowledge applies to explain results, propose further investigations, or construct and analyze a
g a question, hypothesis, or prediction: For answering using scientific knowledge (DOK 3) (FQH-1b)
on complexity of argument) (FQH-2)
opic (DOK 2) (FQH-3)


rediction (DOK 2 – routine; DOK 3 nonroutine/ more than one dependant variable) (PCI-4)
s (DOK 2 – routine; DOK 3 non-routine) (PCI-5)
tion (DOK 2) (PCI-6)


asurement devices accurately (DOK 1 – use tools; routine procedure; DOK 2 – follow multi-step procedures; make observations) (CI-7)
display data) (CI-8)
dures) (CI-9)



 pecify relationships between facts; ordering, classifying data) (DEE-11)
tes the hypothesis (DOK 3) (DEE-12)
construct and analyze alternative explanations (DOK 3) (DEE-13)
observations) (CI-7)
RIEPS Code



FCSS 1.1
FCSS 1.1.1
FCSS 1.1.2
FCSS 1.1.3
FCSS 1.1.4
FCSS 1.1.5
FCSS 1.1.6

FCSS 1.2
FCSS 1.2.1
FCSS 1.2.2
FCSS 1.2.3
FCSS 1.2.4
FCSS 1.2.5
FCSS 1.2.6
FCSS 1.2.7
FCSS 1.2.8

FCSS 1.3
FCSS 1.3.1
FCSS 1.3.2
FCSS 1.3.3
FCSS 1.3.4
FCSS 1.3.5
FCSS 1.3.6


FCSS 2.1
FCSS 2.1.1
FCSS 2.1.2
FCSS 2.1.3
FCSS 2.1.4
FCSS 2.1.5
FCSS 2.1.6
FCSS 2.1.7
FCSS 2.1.8

FCSS 2.2
FCSS 2.2.1
FCSS 2.2.2
FCSS 2.2.3
FCSS 2.2.4

FCSS 2.3
FCSS 2.3.1
FCSS 2.3.2
FCSS 2.3.3

FCSS 2.4
FCSS 2.4.1
FCSS 2.4.2
FCSS 2.4.3

FCSS 2.5
FCSS 2.5.1
FCSS 2.5.2
FCSS 2.5.3
FCSS 2.5.4

FCSS 2.6
FCSS 2.6.1
FCSS 2.6.2
FCSS 2.6.3
FCSS 2.6.4


FCSS 3.1
FCSS 3.1.1
FCSS 3.1.2
FCSS 3.1.3
FCSS 3.1.4
FCSS 3.1.5
FCSS 3.1.6

FCSS 3.2
FCSS 3.2.1
FCSS 3.2.2
FCSS 3.2.3
FCSS 3.2.4
FCSS 3.2.5
FCSS 3.2.6
FCSS 3.2.7
FCSS 3.2.8

FCSS 3.3
FCSS 3.3.1
FCSS 3.3.2
FCSS 3.3.3
FCSS 3.3.4
FCSS 3.3.5
FCSS 3.3.6
FCSS 3.3.7
FCSS 3.3.8

FCSS 3.4
FCSS 3.4.1
FCSS 3.4.2
FCSS 3.4.3
FCSS 3.4.4
FCSS 3.4.5

FCSS 3.5
FCSS 3.5.1
FCSS 3.5.2
FCSS 3.5.3
FCSS 3.5.4
FCSS 3.5.5
FCSS 3.5.6
FCSS 3.5.7
FCSS 3.5.8


FCSS 4.1
FCSS 4.1.1
FCSS 4.1.2
FCSS 4.1.3
FCSS 4.1.4
FCSS 4.1.5
FCSS 4.1.6

FCSS 4.2
FCSS 4.2.1
FCSS 4.2.2
FCSS 4.2.3
FCSS 4.2.4
FCSS 4.2.5

FCSS 4.3
FCSS 4.3.1
FCSS 4.3.2
FCSS 4.3.3
FCSS 4.3.4
FCSS 4.3.5
FCSS 4.3.6

FCSS 4.4
FCSS 4.4.1
FCSS 4.4.2
FCSS 4.4.3
FCSS 4.4.4
FCSS 4.4.5
FCSS 4.4.6

FCSS 4.5
FCSS 4.5.1
FCSS 4.5.2
FCSS 4.5.3
FCSS 4.5.4
FCSS 4.5.5

FCSS 4.6
FCSS 4.6.1
FCSS 4.6.2
FCSS 4.6.3
FCSS 4.6.4
FCSS 4.6.5


FCSS 5.1
FCSS 5.1.1
FCSS 5.1.2
FCSS 5.1.3
FCSS 5.1.4
FCSS 5.1.5
FCSS 5.1.6

FCSS 5.2
FCSS 5.2.1
FCSS 5.2.2
FCSS 5.2.3
FCSS 5.2.4
FCSS 5.2.5
FCSS 5.2.6
FCSS 5.2.7

FCSS 5.3
FCSS 5.3.1
FCSS 5.3.2
FCSS 5.3.3
FCSS 5.3.4
FCSS 5.3.5
FCSS 5.3.6

FCSS 5.4
FCSS 5.4.1
FCSS 5.4.2
FCSS 5.4.3
FCSS 5.4.4
FCSS 5.4.5
FCSS 5.4.6
FCSS 5.4.7

FCSS 5.5
FCSS 5.5.1
FCSS 5.5.2
FCSS 5.5.3
FCSS 5.5.4
FCSS 5.5.5

FCSS 5.6
FCSS 5.6.1
FCSS 5.6.2
FCSS 5.6.3
FCSS 5.6.4

FCSS 5.7
FCSS 5.7.1
FCSS 5.7.2
FCSS 5.7.3
FCSS 5.7.4
FCSS 5.7.5
FCSS 5.7.6
FCSS 5.7.7
FCSS 5.7.8
FCSS 5.7.9
FCSS 6.1
FCSS 6.1.1
FCSS 6.1.2
FCSS 6.1.3
FCSS 6.1.4
FCSS 6.1.5
FCSS 6.1.6
FCSS 6.1.7

FCSS 6.2
FCSS 6.2.1
FCSS 6.2.2
FCSS 6.2.3
FCSS 6.2.4
FCSS 6.2.5


FCSS 7.1
FCSS 7.1.1
FCSS 7.1.2
FCSS 7.1.3
FCSS 7.1.4
FCSS 7.1.5
FCSS 7.1.6

FCSS 7.2
FCSS 7.2.1
FCSS 7.2.2
FCSS 7.2.3
FCSS 7.2.4
FCSS 7.2.5
FCSS 7.2.6
FCSS 7.2.7

FCSS 7.3
FCSS 7.3.1
FCSS 7.3.2
FCSS 7.3.3
FCSS 7.3.4
FCSS 7.3.5

FCSS 7.4
FCSS 7.4.1
FCSS 7.4.2
FCSS 7.4.3
FCSS 7.4.4
FCSS 7.4.5
FCSS 7.4.6

FCSS 7.5
FCSS 7.5.1
FCSS 7.5.2
FCSS 7.5.3
FCSS 7.5.4
FCSS 7.5.5
FCSS 7.5.6
FCSS 7.5.7


FCSS 8.1
FCSS 8.1.1
FCSS 8.1.2
FCSS 8.1.3
FCSS 8.1.4
FCSS 8.1.5
FCSS 8.1.6

FCSS 8.2
FCSS 8.2.1
FCSS 8.2.2
FCSS 8.2.3
FCSS 8.2.4
FCSS 8.2.5
FCSS 8.2.6
FCSS 8.2.7
FCSS 8.2.8
FCSS 8.2.9
FCSS 8.2.10
FCSS 8.2.11

FCSS 8.3
FCSS 8.3.1
FCSS 8.3.2
FCSS 8.3.3
FCSS 8.3.4
FCSS 8.3.5
FCSS 8.3.6

FCSS 8.4
FCSS 8.4.1
FCSS 8.4.2
FCSS 8.4.3
FCSS 8.4.4
FCSS 8.4.5
FCSS 8.4.6
FCSS 8.4.7

FCSS 8.5
FCSS 8.5.1
FCSS 8.5.2
FCSS 8.5.3
FCSS 8.5.4
FCSS 8.5.5
FCSS 8.5.6
FCSS 8.5.7
FCSS 8.5.8
FCSS 8.5.9
FCSS 8.5.10
FCSS 8.5.11
FCSS 8.5.12
FCSS 8.5.13
FCSS 8.5.14

FCSS 8.6
FCSS 8.6.1
FCSS 8.6.2
FCSS 8.6.3
FCSS 8.6.4
FCSS 8.6.5
FCSS 8.6.6
FCSS 8.6.7
FCSS 8.6.8
FCSS 8.6.9
FCSS 8.6.10

FCSS 8.7
FCSS 8.71
FCSS 8.7.2
FCSS 8.7.3
FCSS 8.7.4
FCSS 8.7.5


FCSS 9.1
FCSS 9.1.1
FCSS 9.1.2
FCSS 9.1.3
FCSS 9.1.4
FCSS 9.1.5
FCSS 9.1.6

FCSS 9.2
FCSS 9.2.1
FCSS 9.2.2
FCSS 9.2.3
FCSS 9.2.4
FCSS 9.2.5
FCSS 9.2.6
FCSS 9.2.7
FCSS 9.2.8
FCSS 9.2.9

FCSS 9.3
FCSS 9.3.1
FCSS 9.3.2
FCSS 9.3.3
FCSS 9.3.4
FCSS 9.3.5
FCSS 9.3.6
FCSS 9.3.7

FCSS 9.4
FCSS 9.4.1
FCSS 9.4.2
FCSS 9.4.3
FCSS 9.4.4
FCSS 9.4.5

FCSS 9.6
FCSS 9.6.1
FCSS 9.6.2
FCSS 9.6.3
FCSS 9.6.4
FCSS 9.6.5
FCSS 9.6.6
FCSS 9.6.7
FCSS 9.6.8
FCSS 9.6.9


FCSS 10.1
FCSS 10.1.1
FCSS 10.1.2
FCSS 10.1.3
FCSS 10.1.4
FCSS 10.1.5
FCSS 10.1.6

FCSS 10.2
FCSS 10.2.1
FCSS 10.2.2
FCSS 10.2.3
FCSS 10.2.4
FCSS 10.2.5

FCSS 10.3
FCSS 10.3.1
FCSS 10.3.2
FCSS 10.3.3
FCSS 10.3.4
FCSS 10.3.5

FCSS 10.4
FCSS 10.4.1
FCSS 10.4.2
FCSS 10.4.3
FCSS 10.4.4
FCSS 10.4.5
FCSS 10.4.6
FCSS 10.4.7
FCSS 10.4.8

FCSS 10.5
FCSS 10.5.1
FCSS 10.5.2
FCSS 10.5.3
FCSS 10.5.4
FCSS 10.5.5
FCSS 10.5.6
FCSS 10.6
FCSS 10.6.1
FCSS 10.6.2
FCSS 10.6.3
FCSS 10.6.4
FCSS 10.6.5
FCSS 10.6.6
FCSS 10.6.7


FCSS 11.1
FCSS 11.1.1
FCSS 11.1.2
FCSS 11.1.3
FCSS 11.1.4
FCSS 11.1.5
FCSS 11.1.6

FCSS 11.2
FCSS 11.2.1
FCSS 11.2.2
FCSS 11.2.3
FCSS 11.2.4

FCSS 11.3
FCSS 11.3.1
FCSS 11.3.2
FCSS 11.3.3
FCSS 11.3.4

FCSS 11.4
FCSS 11.4.1
FCSS 11.4.2
FCSS 11.4.3
FCSS 11.4.4
FCSS 11.4.5
FCSS 11.4.6

FCSS 11.5
FCSS 11.5.1
FCSS 11.5.2
FCSS 11.5.3
FCSS 11.5.4
FCSS 11.5.5

FCSS 11.6
FCSS 11.6.1
FCSS 11.6.2
FCSS 11.6.3
FCSS 11.6.4
FCSS 11.6.5

FCSS 11.7
FCSS 11.7.1
FCSS 11.7.2
FCSS 11.7.3
FCSS 11.7.4
FCSS 11.7.5
FCSS 11.7.6

FCSS 11.8
FCSS 11.8.1
FCSS 11.8.2
FCSS 11.8.3
FCSS 11.8.4
FCSS 11.8.5
FCSS 11.8.6
FCSS 11.8.7


FCSS 12.1
FCSS 12.1.1
FCSS 12.1.2
FCSS 12.1.3

FCSS 12.2
FCSS 12.2.1
FCSS 12.2.2
FCSS 12.2.3
FCSS 12.2.4
FCSS 12.2.5

FCSS 12.3
FCSS 12.3.1
FCSS 12.3.2
FCSS 12.3.3


FCSS 13.1
FCSS 13.1.1
FCSS 13.1.2
FCSS 13.1.3
FCSS 13.1.4
FCSS 13.1.5
FCSS 13.1.6

FCSS 13.2
FCSS 13.2.1
FCSS 13.2.2
FCSS 13.2.3
FCSS 13.2.4
FCSS 13.2.5

FCSS 13.3
FCSS 13.3.1
FCSS 13.3.2
FCSS 13.3.3
FCSS 13.3.4
FCSS 13.3.5
FCSS 13.3.6
FCSS 13.3.7

FCSS 13.4
FCSS 13.4.1
FCSS 13.4.2
FCSS 13.4.3
FCSS 13.4.4

FCSS 13.5
FCSS 13.5.1
FCSS 13.5.2
FCSS 13.5.3
FCSS 13.5.4
FCSS 13.5.5
FCSS 13.5.6
FCSS 13.5.7

FCSS 13.6
FCSS 13.6.1
FCSS 13.6.2
FCSS 13.6.3
FCSS 13.6.4
FCSS 13.6.5


FCSS 14.1
FCSS 14.1.1
FCSS 14.1.2
FCSS 14.1.3
FCSS 14.1.4
FCSS 14.1.5

FCSS 14.2
FCSS 14.2.1
FCSS 14.2.2
FCSS 14.2.3
FCSS 14.2.4

FCSS 14.3
FCSS 14.3.1
FCSS 14.3.2
FCSS 14.3.3

FCSS 14.4
FCSS 14.4.1
FCSS 14.4.2
FCSS 14.4.3
FCSS 14.4.4
FCSS 14.4.5
FCSS 14.4.6

FCSS 14.5
FCSS 14.5.1
FCSS 14.5.2
FCSS 14.5.3
FCSS 14.5.4


FCSS 15.1
FCSS 15.1.1
FCSS 15.1.2
FCSS 15.1.3
FCSS 15.1.4
FCSS 15.1.5

FCSS 15.2
FCSS 15.2.1
FCSS 15.2.2
FCSS 15.2.3
FCSS 15.2.4
FCSS 15.2.5

FCSS 15.3
FCSS 15.3.1
FCSS 15.3.2
FCSS 15.3.3

FCSS 15.4
FCSS 15.4.1
FCSS 15.4.2
FCSS 15.4.3


FCSS 16.1
FCSS 16.1.2
FCSS 16.1.3

FCSS 16.1.5
FCSS 16.1.6

FCSS 16.2
FCSS 16.2.1
FCSS 16.2.2
FCSS 16.2.3
FCSS 16.2.4
FCSS 16.2.5

FCSS 16.3
FCSS 16.3.1
FCSS 16.3.2
FCSS 16.3.3
FCSS 16.3.4
FCSS 16.3.5
FCSS 16.3.6
FCSS 16.3.7

FCSS 16.4
FCSS 16.4.1
FCSS 16.4.2
FCSS 16.4.3
FCSS 16.4.4
FCSS 16.4.5

FCSS 16.5
FCSS 16.5.1
FCSS 16.5.2
FCSS 16.5.3
FCSS 16.5.4
FCSS 16.5.5
FCSS 16.5.6

FCSS 16.6
FCSS 16.6.1
FCSS 16.6.2
FCSS 16.6.3
FCSS 16.6.4

FCSS 16.7
FCSS 16.7.1
FCSS 16.7.2
FCSS 16.7.3
FCSS 16.7.4
FCSS 16.7.5
FCSS 16.7.6
Code Description
Family & Consumer Sciences National Standards

Career, Community & Life Connections: Integrate multiple life roles and responsibilities in family, work, and commuity
1.1 Analyze strategies to manage multiple roles and responsibilities (individual, family, career, community, and global)
1.1.1 Summarize local and global policies, issues, and trends in the workplace and community that affect individuals and familie
1.1.2 Analyze the effects of social, economic, and technological change on work and family dynamics.
1.1.3 Analyze ways that individual career goals can affect the family's capacity to meet goals for all family members.
1.1.4 Analyze potential effects of career path decisions on balancing work and family.
1.1.5 Define goals for life-long learning and leisure opportunities for all family members.
1.1.6 Develop a life plan, including pathways to acquiring the knowledge and skills needed to achieve individual, family, and care

1.2 Demonstrate transferable and employability skills in school, community and workplace settings.
1.2.1 Analyze potential career choices to determine the skills, and attitudes associated with each career.
1.2.2 Demonstrate job seeking and job keeping skills.
1.2.3 Apply communication skills in school, community and workplace settings.
1.2.4 Demonstrate teamwork skills in school, community and workplace settings.
1.2.5 Analyze strategies to manage the effects of changing technologis in workplace settings.
1.2.6 Demonstrate leadership skills and abilities in school, workplace and community settings.
1.2.7 Analyze factors that contribute to maintaining safe and healthy school, work and community environments.
1.2.8 Demonstrate work ethics and professionalism.

1.3 Evaluate the reciprocal effects of individual and family participation in community activities.
1.3.1 Analyze goals that support individuals and family members in carrying out community and civic responsibilities.
1.3.2 Demonstrate skills that individuals and families can utilize to support civic engagement in community activities.
1.3.3 Analyze personal and family assests and skills that provide service to the community.
1.3.4 Analyze community resources and systems of formal and informal support avaailable to individuals and families.
1.3.5 Analyze the effects of public policies, agencies, and instituitions on the family.
1.3.6 Identify ways individuals and families can influence change in policies, agencies and institutions that affect individuals and

Consumer & Family Resources: Evaluate management practices related to the human, economic, and environmental re
2.1 Demonstrate management of individual and family resources such as food, clothing, shelter, health care, recreation, transpo
2.1.1 Apply management and planning skills and processes to organize tasks and responsibilities.
2.1.2 Analyze how individuals and families make choices to satisfy needs and wants.
2.1.3 Analyze decisions about providing safe and nutritious food for individuals and families.
2.1.4 Apply consumer skills to providing and maintaining clothing.
2.1.5 Apply consumer skills to decisions about housing, utilities, and furnishings.
2.1.6 Summarize information about procuring and maintaining health care to meet the needs of individuals and family members
2.1.7 Apply consumer skills to decisions about recreation.
2.1.8 Apply consumer skills to acquire and maintain transportation that meets the needs of individuals and family members.

2.2 Analyze the relationship of the environment to family and consumer resources.
2.2.1 Analyze individual and family responsibility in relation to the environmental trends and issues.
2.2.2 Summarize environmental trends and issues affecting families and future generations.
2.2.3 Demonstrate behaviors that conserve, reuse, and recycle resources to maintain the environment.
2.2.4 Explain government regulations for conserving natural resources.

2.3 Analyze policies that support consumer rights and responsibilities.
2.3.1 Analyze state and federal policies and laws providing consumer protection.
2.3.2 Analyze how policies become laws relating to consumer rights.
2.3.3 Analyze skills used in seeking information to consumer rights.

2.4 Evaluate the effects of technology on individual and family resources.
2.4.1 Summarize types of technology that affect family and consumer decision-making.
2.4.2 Analyze how media and technological advances affect family and consumer decisions.
2.4.3 Assess the use of technology and its effect on quality of life.

2.5 Analyze relationships between the economic system and consumer actions.
2.5.1 Analyze the use of resources in making choices that satisfy needs and wants of individuals and families.
2.5.2 Analyze individual and family roles in the economic system.
2.5.3 Analyze economic effects of laws and regulations that pertain to consumers and providers of services.
2.5.4 Analyze practices that allow families to maintain economic self-sufficiency.

2.6 Demonstrate management of financial resources to meet the goals of individuals and families across the life span.
2.6.1 Evaluate the need for personal and family financial planning.
2.6.2 Apply management principles to individual and family financial practices.
2.6.3 Apply management principles to decisions about insurance for individuals and families.
2.6.4 Evaluate personal and legal documents related to managing individual and family finances.

Consumer Services: Integrate knowledge, skills, and practices needed for a career in consumer services.
3.1 Analyze career paths within consumer service industries.
3.1.1 Explain roles and functions of individuals engaged in consumer service careers.
3.1.2 Analyze opportunities for employment and entrepreneurial endeavors.
3.1.3 Summarize education and training requirements and opportunities for career paths in consumer services.
3.1.4 Analyze the effects of the consumer service industry on local, state, national, and global economies.
3.1.5 Create an employment portfolio for use with applying for internships and work-based learning opportunities in consumer se
3.1.6 Analyze the role of professional organizations in consumer service professions.

3.2 Analyze factors that affect consumer advocacy.
3.2.1 Analyze the role of advocacy groups at state and national levels.
3.2.2 Analyze the contributions of policy makers to consumer advocacy.
3.2.3 Demonstrate strategies that enable consumers to become advocates.
3.2.4 Analyze the effects of consumer protection laws on advocacy.
3.2.5 Apply strategies to reduce the risk of consumer fraud.
3.2.6 Analyze the role of media in consumer advocacy.
3.2.7 Analyze the effects of business and industry policies and procedures on advocacy.
3.2.8 Analyze the use of educational and promotional materials in consumer advocacy.

3.3 Analyze factors in developing a long-term financial management plan.
3.3.1 Explain the effects of the economy on personal income, individual and family security, and consumer decisions.
3.3.2 Demonstrate components of a financial planning process that reflect the distinction between needs, wants, values, goals, a
3.3.3 Analyze the effect of consumer credit in long-term financial planning.
3.3.4 Compare investment and savings alternatives.
3.3.5 Analyze the effects of risk management strategies on long-term financial planning.
3.3.6 Analyze the effect of key life transitions on financial planning.
3.3.7 Explain the role of estate planning in long-term financial planning.
3.3.8 Analyze factors that influence establishing and maintaining a good credit rating and the effect of credit ratings on rates and

3.4 Analyze resource consumption for conservation and waste management practices.
3.4.1 Investigate sources and types of residential and commercial energy, water policy and usage, waste disposal, and pollution
3.4.2 Evaluate local, state, and national private and government consumer programs and services to recycle and conserve ener
3.4.3 Explore strategies and practices to conserve energy and reduce waste.
3.4.4 Examine waste management issues.
3.4.5 Examine roles of government, industry, and family in energy consumption.

3.5 Demonstrate skills needed for product development, testing, and presentation.
3.5.1 Conduct market research to determine consumer trends and product development needs.
3.5.2 Design or analyze a consumer product.
3.5.3 Analyze features, prices, product information, styles, and performance of consumer goods for potential trade-offs among t
3.5.4 Evaluate a product utilizing valid and reliable testing procedures.
3.5.5 Apply statistical analysis processes to interpret, summarize, and report data from tests.
3.5.6 Evaluate the labeling, packaging, and support materials of consumer goods.
3.5.7 Demonstrate a product to educate an audience about a new product on the consumer market.
3.5.8 Utilize appropriate marketing and sales techniques to aid consumers in the selection of goods and services that meet cons

Education & Early Childhood: Integrate knowledge, skills, and practices required for careers in early childhood, educat
4.1 Analyze career paths within early childhood, education and related services.
4.1.1 Explain the roles and functions of individuals engaged in early childhood, education, and services.
4.1.2 Analyze opportunities for employment and entrepreneurial endeavors.
4.1.3 Summarize education and training requirements and opportunities for career paths in early childhood, education, and serv
4.1.4 Analyze the effects of early childhood, education, and services occupations on local, state, national, and global economies
4.1.5 Create an employment portfolio for use with applying for internships and work-based learning opportunities in education an
4.1.6 Analyze the role of professional organizations in education and early childhood.

4.2 Analyze developmentally appropriate practices to plan for early childhood, education, and services.
4.2.1 Analyze child development theories and their implications for educational and childcare practices.
4.2.2 Apply a variety of assessment methods to observe and interpret children's growth and development.
4.2.3 Analyze cultural and environmental influences when assessing children's development.
4.2.4 Analyze abilities and needs of children and their effects on children's growth and development.
4.2.5 Analyze strategies that promote children's growth and development.

4.3 Demonstrate integration of curriculum and instruction to meet children's developmental needs and interests.
4.3.1 Analyze a variety of curriculum and instructional models.
4.3.2 Implement learning activities in all curriculum areas that meet the developmental needs of children.
4.3.3 Implement an integrated curriculum that incorporates a child's language, learning styles, early experiences and cultural va
4.3.4 Demonstrate a variety of teaching methods to meet individual needs of children.
4.3.5 Arrange learning centers that provide for children's exploration, discovery, and development.
4.3.6 Establish activities, routines, and transitions.

4.4 Demonstrate a safe and healthy learning environment for children.
4.4.1 Manage physical space to maintain a learning environment that is safe and healthy and encourages physical activity.
4.4.2 Apply safe and healthy practices that comply with state regulations.
4.4.3 Implement strategies to teach children health, safety, and sanitation habits.
4.4.4 Plan safe and healthy meals and snacks.
4.4.5 Document symptoms of child abuse or neglect and use appropriate procedures to report suspected abuse or neglect to th
4.4.6 Implement basic health practices and prevention procedures for workers and children regarding childhood illness and com

4.5 Demonstrate techniques for positive collaborative relationships with children.
4.5.1 Apply developmentally appropriate guidelines for behavior.
4.5.2 Demonstrate problem-solving skills with children.
4.5.3 Demonstrate interpersonal skills with children.
4.5.4 Implement strategies for constructive and supportive interactions between children and families.
4.5.5 Analyze children's developmental progress and summarize developmental issues and concerns.

4.6 Demonstrate professional practices and standards related to working with children.
4.6.1 Utilize opportunities for continuing training and education.
4.6.2 Apply professional ethical standards as accepted by the recognized professional organizations.
4.6.3 Implement federal, state, and local standards, policies. regulations, and laws that affect children, families, and programs.
4.6.4 Demonstrate enthusiasm, initiative, and commitment to program goals and improvements.
4.6.5 Apply business management skills to planning businesses in early childhood, education, and services.

Facilities Management & Maintenance: Integrate knowledge, skills, and practices required for careers in facilities mana
5.1 Analyze career paths within the facilities management and maintenance areas.
5.1.1 Explain the roles and functions of individuals engaged in facilties management and maintenance careers.
5.1.2 Analyze opportunities for employment and entrepreneurial endeavors.
5.1.3 Summarize education and training requirements and opportunities for career paths in facilities management and maintena
5.1.4 Analyze the effects of facilities management and maintenance occupations on local, state, national, and global economies
5.1.5 Create an employment portfolio for use with applying for internships and work-based learning opportunities in facilities man
5.1.6 Analyze the role of professional organizations in facilities management and maintenance professions.

5.2 Demonstrate planning, organizing, and maintaining an efficient housekeeping operation for residential or commercial facilitie
5.2.1 Apply housekeeping standards and procedures.
5.2.2 Operate cleaning equipment and tools.
5.2.3 Manage use of supplies.
5.2.4 Maintain building interior surfaces, wall coverings, fabrics, furnishings, and floor surfaces.
5.2.5 Perform facilities maintenance based on established standards.
5.2.6 Analyze energy efficient methods.
5.2.7 Demonstrate quality service in keeping with customer expectations.

5.3 Demonstrate sanitation procedures for a clean and safe environment.
5.3.1 Analyze the various types of cleaning methods and their environmental effects.
5.3.2 Summarize federal and state regulations regarding safe handling use and storage of chemicals.
5.3.3 Apply Occupational Safety and Health Administration (OSHA) regulations to situations in which blood borne pathogens exi
5.3.4 Select a pest control system appropriate for the facility and the types of pests likely to be present.
5.3.5 Apply Centers for Disease Control (CDC) standards.
5.3.6 Apply Americans with Disabilities Act (ADA) regulations.

5.4 Apply hazardous materials and waste management procedures.
5.4.1 Carry out federal, state, and other regulations regarding waste management.
5.4.2 Demonstrate a waste minimization plan.
5.4.3 Practice a recycling program for conservation of resources.
5.4.4 Record presence of hazardous materials and occurrence of hazardous situations accurately and communicate to appropri
5.4.5 Describe procedures for safely handling and storing hazardous materials and waste products.
5.4.6 Design energy efficient methods.
5.4.7 Demonstrate safe storage and disposals of pesticides.

5.5 Demonstrate a work environment that provides safety and security.
5.5.1 Design procedures for external and internal emergencies.
5.5.2 Apply security procedures.
5.5.3 Demonstrate safe procedures in the use, care, and storage of equipment.
5.5.4 Apply safety and security procedures as required by Hazard Analysis and Critical Control Point (HACCP), Occupational Sa
5.5.5 Apply procedures for control of infection and infectious materials.

5.6 Demonstrate laundering processes aligned with industry standards and regulations.
5.6.1 Summarize the functions of machines and equipment used in laundering operations.
5.6.2 Demonstrate standard laundry procedures.
5.6.3 Apply procedures for the selection of textiles, chemicals, and equipment associated with laundry.
5.6.4 Apply industry regulations to laundry/linen systems.

5.7 Demonstrate facilities managment functions.
5.7.1 Demonstrate quality customer service which exceeds customer expectations.
5.7.2 Demonstrate the elements involved in staff planning, recruiting, interviewing, selecting, hiring, and terminating of employee
5.7.3 Design staff schedules.
5.7.4 Conduct orientation, regular training and education, and on the job training/retraining.
5.7.5 Demonstrate techniques and strategies to measure work quality of employees.
5.7.6 Apply principles of purchasing and receiving in facility management operations.
5.7.7 Implement procedures to control inventory.
5.7.8 Apply accounting principles in planning, forecasting, and recording profit and loss.
5.7.9 Develop a marketing plan for a business or department.
Family: Evaluate the significance of family and its effects on the well-being of individuals and society.
6.1 Analyze the effects of family as a system on individuals and society.
6.1.1 Analyze family as the basic unit of society
6.1.2 Analyze the role of family in transmitting societal expectations.
6.1.3 Analyze global influences on today's families.
6.1.4 Analyze the role of family in teaching culture and traditions across the life span.
6.1.5 Analyze the role of family in developing independence, interdependence, and commitment of family members.
6.1.6 Analyze the effects of change and transitions over the life course.
6.1.7 Analyze the ways family and consumer sciences careers assist the work of the family.

6.2 Evaluate the effects of diverse perspectives, needs, and characteristics of individual and families.
6.2.1 Demonstrate awareness of multiple diversities and their effects on individuals, families, and society.
6.2.2 Analyze the effects of social and cultural diversity on individual and familiies.
6.2.3 Analyze the effects of empathy for diversity on individuals in family, work, and community settings.
6.2.4 Demonstrate respect for diversity with sensitivity to anti-bias, gender, equity, age, culture, and ethnicity.
6.2.5 Analyze the effects of globalization and increasing diversity on individuals, families, and society.

Family & Community Services: Synthesize knowledge, skills, and practices required for careers in family & commuity s
7.1 Analyze career paths within family and community services.
7.1.1 Explain the roles and functions of individuals engaged in family and community services careers.
7.1.2 Analyze opportunities for employment and entrepreneurial endeavors.
7.1.3 Summarize education and training requirements and opportunities for career.
7.1.4 Analyze the effects of family and community service occupations on local, state, national, and global economies.
7.1.5 Demonstrate job acquisition skills to gain work-based learning opportunities and employment in family and community serv
7.1.6 Analyze the role of professional organizations in family and community services professions.

7.2 Analyze factors relating to providing family and community services.
7.2.1 Describe local, state, and national agencies and informal support resources providing human services.
7.2.2 Analyze professional, ethical, legal and safety issues that confront human service employees.
7.2.3 Summarize licensing laws and regulations that affect service providers and their participants.
7.2.4 Analyze harmful, fraudulent, and deceptive human services practices.
7.2.5 Summarize the rights and responsibilities of human service participants and their families.
7.2.6 Analyze effective individual and family advocacy and self-advocacy strategies to overcome diverse challenges facing huma
7.2.7 Analyze community-networking opportunities in family and community services.

7.3 Demonstrate professional behaviors, skills, and knowledge in providing family and community services.
7.3.1 Apply rules, regulations, and work site policies that affect employer, employee, participant, and family rights and responsib
7.3.2 Demonstrate professional and ethical collaborative relationships with colleagues, support teams, participants, and families
7.3.3 Maintain accurate and confidential documentation to be submitted in a timely manner to appropriate sources.
7.3.4 Analyze particpants' strengths, needs, preferences, and interests across the life span through formal and informal assessm
7.3.5 Demonstrate use of technology in human services.

7.4 Evaluate conditions affecting individuals and families with a variety of disadvantaging conditions.
7.4.1 Assess health, wellness, and safety issues of individual and families with a variety of disadvantaging conditions.
7.4.2 Analyze management and living environment issues of individuals and families with a variety of disadvantaging conditions.
7.4.3 Analyze personal, social, emotional, economic, vocational, educational and recreational issues for individuals and family w
7.4.4 Discriminate between situations that require personal prevention or intervention and those situations that require professio
7.4.5 Analyze situations which require crisis intervention.
7.4.6 Summarize the appropriate support needed to address selected human services issues.

7.5 Evaluate services for individuals and families with a variety of disadvantaging conditions.
7.5.1 Describe needs and accommodations for people with a variety of disadvantaging conditions.
7.5.2 Analyze ways in which individuals with disadvantaging conditions affect the family and family members financially, socially,
7.5.3 Illustrate coping or adjustment strategies and stress management practices for the participant, a caregiver, and family mem
7.5.4 Summarize the importance of friends, family, and community relationships for an individual with a variety of disadvantaging
7.5.5 Demonstrate ways to provide support that validates the participants' capabilities and right to privacy, dignity and autonomy
7.5.6 Demonstrate strategies that help participants make informed choices, access resources and support, follow through on re
7.5.7 Demonstrate verbal and nonverbal communication skills that support individuals and families with a variety of disadvantag

Food Production & Services: Integrate knowledge, skills, and practices required for careers in food production and ser
8.1 Analyze career paths within the food production and food service industries.
8.1.1 Explain the roles, duties, and functions of individuals engaged in food production and service careers.
8.1.2 Analyze opportunities for employment and entrepreneurial endeavors.
8.1.3 Summarize education and training requirements and opportunities for career paths in food production and services.
8.1.4 Analyze the effects of food production and services occupations on local, state, national, and global economies.
8.1.5 Create an employment portfolio for use with applying for internships and work-based learning opportunities.
8.1.6 Analyze the role of professional organizations in food production and services.

8.2 Demonstrate food safety and sanitation procedures.
8.2.1 Identify characteristics of major food borne pathogens, their role in causing illness, foods involved in outbreaks, and metho
8.2.2 Employ food service management safety/sanitation program procedures, including CPR and first aid.
8.2.3 Use knowledge of systems for documenting, investigating, reporting, and preventing food borne illness.
8.2.4 Use the Hazard Analysis Critical Control Point (HACCP) and crisis management principles and procedures during food ha
8.2.5 Practice good personal hygiene/health procedures, including dental health and weight management, and report symptoms
8.2.6 Demonstrate proper purchasing, receiving, storage, and handling of both raw and prepared foods.
8.2.7 Demonstrate safe food handling and preparation techniques that prevent cross contamination from potentially hazardous f
8.2.8 Analyze current types of cleaning materials and sanitizers for proper uses and safety hazards.
8.2.9 Use Occupational Safety and Health Administration's (OSHA) Right to Know Law and Materials Safety Data Sheets (MSD
8.2.10 Demonstrate safe and environmentally responsible waste disposal and recycling methods.
8.2.11 Demonstrate ability to maintain necessary records to document time and temperature control, HACCP, employee health,

8.3 Demonstrate industry standards in selecting, using, and maintaining food production and food service equipment.
8.3.1 Operate tools and equipment following safety procedures and OSHA requirements.
8.3.2 Maintain tools and equipment following safety procedures and OSHA requirements.
8.3.3 Demonstrate procedures for cleaning and sanitizing equipment, serving dishes, glassware, and utensils to meet industry s
8.3.4 Analyze equipment purchases based on long-term business needs, specific regulations, and codes related to foods.
8.3.5 Demonstrate procedures for safe and secure storage of equipment and tools.
8.3.6 Identify a variety of types of equipment for food processing , cooking, holding, storing, and serving, including hand tools an

8.4 Demonstrate menu planning principles and techniques based on standardized recipes to meet customer needs.
8.4.1 Use computer based menu systems to develop and modify menus.
8.4.2 Apply menu-planning principles to develop and modify menus.
8.4.3 Analyze food, equipment, and supplies needed for menus.
8.4.4 Develop a variety of menu layouts, themes, and design styles.
8.4.5 Prepare requisitions for food, equipment, and supplies to meet production requirements.
8.4.6 Record performance of menu items to analyze sales and determine menu revisions.
8.4.7 Apply principles of Measurement, Portion Control, Conversions, Food Cost Analysis and Control, Menu Terminolog, and M

8.5 Demonstrate professional food preparation methods and techniques for all menu categories to produce a variety of food pro
8.5.1 Demonstrate professional skills in safe handling of knives, tools, and equipment .
8.5.2 Demonstrate professional skill for a variety of cooking methods..
8.5.3 Utilize weights and measurement tools to demonstrate knowledge of portion control and proper scaling and measurement
8.5.4 Apply the fundamentals of time, temperature, and cooking methods to cooking, cooling, reheating, and holding of variety o
8.5.5 Prepare various meats, seafood, and poultry using safe handling and professional preparation techniques.
8.5.6 Prepare various stocks, soups, and sauces using safe handling and professional preparation techniques.
8.5.7 Prepare various fruits, vegetables, starches, legumes, dairy products, fats, and oils using safe handling and professional p
8.5.8 Prepare various salads, dressings, marinades, and spices using safe handling and professional preparation techniques.
8.5.9 Prepare sandwiches, canapes, and apetizers using safe handling and professional preparation techniques.
8.5.10 Prepare breads, baked goods and desserts using safe handling and professional preparation techniques.
8.5.11 Prepare breakfast meats, eggs, cereals, and batter products using safe handling and professional preparation techniques
8.5.12 Demonstrate professional plating, garnishing, and food presentation techniques.
8.5.13 Examine the applicability of convenience food items.
8.5.14 Demonstrate cooking methods that increase nutritional value, lower calorie and fat content and utilize herbs and spices to

8.6 Demonstrate implementation of food service managment and leadership functions.
8.6.1 Apply principles of purchasing, receiving, issuing, and storing in food service operations.
8.6.2 Practice inventory procedures including first in/first out concept, date marking, and specific record keeping.
8.6.3 Apply accounting procedures in planning and forecasting profit and loss.
8.6.4 Examine the areas of risk management and legal liability within the food service industry.
8.6.5 Apply human resource policies including rules, regulations, laws, hiring, compensation, overtime, discrimination, and haras
8.6.6 Apply the procedures involved in staff planning, recruiting, interviewing, selecting, scheduling, performance reviewingand t
8.6.7 Conduct staff orientation, training, consistent reinforcement of training standards, and education, and on the job training/re
8.6.8 Implement marketing plan for food service operations.
8.6.9 Design internal/external crisis management and disaster plans and response procedures.
8.6.10 Apply principles of inventory management, labor cost and control techniques, production planning and control, and faciliti

8.7 Demonstrate the concept of internal and external customer service.
8.7.1 Analyze the role of quality service as a strategic component of exceptional performance.
8.7.2 Demonstrate quality services that meet industry standards in the food service industry.
8.7.3 Analyze the relationship between employees and customer satisfaction.
8.7.4 Apply strategies for addressing and resolving complaints.
8.7.5 Demonstrate sensitivity to diversity and individuals with special needs.

 Food Science, Dietetics, & Nutrition: Integrate knowledge, skills, practices required for careers in food science, food te
9.1 Analyze career paths within food science, food technology, dietetics, and nutrition industries.
9.1.1 Explain the roles and functions of individuals engaged in food science, food technology, dietetics, and nutrition careers.
9.1.2 Analyze opportunities for employment and entrepreneurial endeavors.
9.1.3 Summarize education and training requirements and opportunities for career paths in food science, food technology, diete
9.1.4 Analyze the impact of food science, dietetics, and nutrition occupations on local, state, national, and global economies.
9.1.5 Create an employment portfolio for use with applying for internships and work-based learning opportunities in food science
9.1.6 Analyze the role of professional organizations in food science, food technology, dietetics, and nutrition careers.

9.2 Apply risk management procedures to food safety, food testing, and sanitation.
9.2.1 Analyze factors that contribute to food borne illness.
9.2.2 Analyze food service management safety and sanitation programs.
9.2.3 Implement industry standards for documenting, investigating , and reporting food borne illness.
9.2.4 Use the Hazard Analysis Critical Control Point (HACCP) during all food handling processes to minimize the risks of food bo
9.2.5 Demonstrate standard practices and procedures that assure personal and workplace health and hygiene.
9.2.6 Demonstrate standard procedure for receiving and storage of raw and prepared foods.
9.2.7 Classify current types of cleaning materials and sanitizers and their proper use.
9.2.8 Use Occupational Safety and Health Administration's (OSHA) Right to know Law and Material Safety Data Sheets (MSDS
9.2.9 Demonstrate waste disposal and recycling methods.

9.3 Evaluate nutrition principles, food plans, preparation techniques and specialized dietary plans.
9.3.1 Analyze nutrient requirements across the life span addressing the diversity of people, culture, and religions.
9.3.2 Analyze nutritional data.
9.3.3 Apply principles of food production to maximize nutrient retention in prepared foods.
9.3.4 Assess the influence of socioeconomic and psychological factors on food and nutrition and behavior.
9.3.5 Analyze recipe/formula proportions and modifications for food production.
9.3.6 Critique the selection of foods to promote a healthy lifestyle.
9.3.7 Categorize foods into exchange groups and plan menus, applying the exchange system to meet various nutrient needs.

9.4 Apply basic concepts of nutrition and nutritional therapy in a variety of settings.
9.4.1 Analyze nutritional needs of individuals.
9.4.2 Use nutritional information to support care planning.
9.4.3 Utilize a selective menu.
9.4.4 Construct a modified diet based on nutritional needs and health conditions.
9.4.5 Design instruction on nutrition for health maintenance and disease prevention.

9.6 Demonstrate food science, dietetics, and nutrition management principles and practices.
9.6.1 Build menus to customer/client preferences.
9.6.2 Implement food preparation, production, and testing systems.
9.6.3 Apply standards for food quality.
9.6.4 Create standardized recipes.
9.6.5 Manage amounts of food to meet needs of customers, clients.
9.6.6 Analyze new products.
9.6.7 Implement procedures that provide cost effective products.
9.6.8 Establish par levels for the purchase of supplies based on an organization's needs.
9.6.9 Utilize Food Code Points of time, temperature, date markings, cross contamination, hand washing, and personal hygiene a

Hospitality, Tourism, and Recreation: Synthesize knowledge, skills and practices required for careers in hospitality, tou
10.1 Analyze career paths within the hospitality, tourism and recreation industries.
10.1.1 Explain the roles and functions of individuals engaged in hospitality, tourism, and recreation careers.
10.1.2 Analyze opportunities for employment in hospitality, tourism, and recreation careers.
10.1.3 Summarize education and training requirements and opportunities for career paths in hospitality, tourism, and recreation
10.1.4 Analyze the impact of hospitality occupations on local, state , national and global economies.
10.1.5 Create an employment portfolio for use with applying for internships and work-based learning opportunities in hospitality,
10.1.6 Analyze the role of professional organizations in the hospitality, tourism, and recreation professions.

10.2 Demonstrate procedures applied to safety, security, and environmental issues.
10.2.1 Explain the importance of safety, security, and environmental issues related to the hospitality, tourism, and recreation ind
10.2.2 Demonstrate procedures for assuring guest or customer safety.
10.2.3 Evaluate evacuation plans and emergency procedures.
10.2.4 Demonstrate management and conservation of resources for energy efficiency and protection of the environment.
10.2.5 Design a system for documenting, investigating, and taking action on safety, security, and environmental issues.

10.3 Apply concepts of quality service to assure customer satisfaction.
10.3.1 Apply industry standards for service methods that meet expectations of guests of customers.
10.3.2 Analyze the relationship between employee attitude, appearance, and actions and guest or customer satisfaction.
10.3.3 Apply a system to evaluate and resolve employee, employer, guest, or customer complaints.
10.3.4 Analyze effects of customer relations on success of the hospitality, tourism, and or recreation industry.
10.3.5 Analyze effects of customer relations on meeting the hospitality, tourism, and recreation needs of special populations.

10.4 Demonstrate practices and skills involved in lodging occupations.
10.4.1 Demonstrate front desk, office, and customer service skills.
10.4.2 Perform cash handling, accounting, and financial transactions.
10.4.3 Manage convention, meeting, and banquet support functions.
10.4.4 Apply basic food preparation and services skills in catering operations.
10.4.5 Manage use, care, storage, maintenance, and safe operations of equipment, tools, and supplies.
10.4.6 Apply facility management, maintenance, and service skills to lodging operations.
10.4.7 Apply time and work management skills to facility service tasks.
10.4.8 Analyze sales and marketing functions in lodging operations.

10.5 Demonstrate practices and skills for travel related services.
10.5.1 Examine geography, climate, sites, and time zones of various regions and countries.
10.5.2 Examine lodging, tourism, and recreation customs of various regions and countries.
10.5.3 Apply knowledge of food, beverage, and etiquette of various regions and countries to decisions about lodging, tourism, an
10.5.4 Assemble information needed for domestic and international travel.
10.5.5 Produce travel documents and itineraries, utilizing current technology.
10.5.6 Monitor travel arrangements using computerized systems.
10.6 Demonstrate management of recreation, leisure, and other programs and events.
10.6.1 Coordinate client inquiries and requests.
10.6.2 Design themes, time lines, budgets, agendas, and itineraries.
10.6.3 Organize locations, facilities, suppliers, and vendors for specific services.
10.6.4 Prepare for distribution of event materials.
10.6.5 Demosntrate skills related to promoting and publicizing events.
10.6.6 Manage programs and events for specific age groups or diverse populations.
10.6.7 Promote wellness through recreation and leisure programs and events.

 Housing, Interiors & Furnishings: Integrate knowledge, skills, and practices required for careers in housing, interiors,
11.1 Analyze career paths within the housing, interiors, and furnishings industry.
11.1.1 Explain the roles and functions of individuals engaged in housing, interiors, and furnishings careers.
11.1.2 Analyze opportunities for employment and entrepreneurial endeavors.
11.1.3 Summarize education, training, and credentialing requirements and opportunities for career paths in housing, interiors, an
11.1.4 Analyze the impact of housing, interiors, and furnishings occupations on local, state, national, and global economies.
11.1.5 Create an employment portfolio for use with applying for internships and work-based learning opportunities in housing, in
11.1.6 Analyze the role of professional organizations in housing, interiors, and furnishings professions.

11.2 Evaluate housing design concepts in relation to available resources and options.
11.2.1 Apply the principles and elements of design.
11.2.2 Analyze the psychological impact that the principles and elements of design have on the individual.
11.2.3 Analyze the effects that the principles and elements of design have on aesthetics and function.
11.2.4 Apply principles of human behavior such as ergonomics and anthropometrics to design of housing, interiors, and furnishi

11.3 Evaluate the use of housing and interior furnishings and products in meeting specific design needs.
11.3.1 Analyze product information, including but not limited to floor coverings, wall coverings, textiles, window treatments, furnit
11.3.2 Evaluate manufacturers, products, and materials considering care, maintenance, safety, and environmental protection iss
11.3.3 Demonstrate measuring, estimating, ordering, purchasing, and pricing skills.
11.3.4 Appraise various interior furnishings, appliances, and equipment that provide cost and quality choices for clients, conside

11.4 Demonstrate computer-aided drafting design, blueprint reading, and space planning skills required for the housing, interiors
11.4.1 Explain information provided on blue prints.
11.4.2 Evaluate floor plans for efficiency and safety in areas including but not limited to zones, traffic patterns, storage, and elec
11.4.3 Draw an interior space to mathematically accurate scale using correct architecture symbols and drafting skills.
11.4.4 Arrange furniture placement with reference to principles of design, traffic flow, activity, and existing architectural features.
11.4.5 Utilize appliable building codes, universal guidelines, and regulations in space planning.
11.4.6 Create floor plans using computer design software.

11.5 Analyze influences on architectural and furniture design and development.
11.5.1 Describe features of furnishings that are characteristic of various historical periods.
11.5.2 Explain how prosperity, mass production, and technology are related to the various periods.
11.5.3 Illustrate the development of architectural styles throughout history.
11.5.4 Compare and contrast historical architectural details to current housing and interior design trends.
11.5.5 Analyze future design and development trends in architecture, interiors, furniture, and furnishings.

11.6 Evaluate client's needs, goals, and resources in creating design plans for housing, interiors, and furnishings.
11.6.1 Assess human needs, safety, space, and technology as they relate to housing and interior design goods.
11.6.2 Assess community, family, and financial resources needed to achieve clients' housing and interior goals.
11.6.3 Assess a variety of available resources for housing and interior design, including ergonomic and anthropometic data.
11.6.4 Critique design plans that address client's needs, goals, and resources.
11.6.5 Justify design solutions relative to client needs and the design process.

11.7 Apply design knowledge, skills, processes, and theories and oral, written, and visual presentation skills to communicate de
11.7.1 Select appropriate studio tools.
11.7.2 Demonstrate illustrative sketching, presentation of color, materials, and furnishings in preparation of renderings, elevation
11.7.3 Prepare visual presentations including legends, keys, and schedules.
11.7.4 Utilize a variety of presentation media such as photography, video, computer, and software for client presentations.
11.7.5 Utilize applicable building codes, universal guidelines, and regulations in space planning.
11.7.6 Create floor plans using computer design software.

11.8 Analyze professional practices, procedures for business profitability and career success, and the role of ethics in the housin
11.8.1 Analyze legislation, regulations, and public policy affecting the housing, interiors, and furnishings industry.
11.8.2 Analyze personal and employer responsibilities and liabilities regarding industry related safety, security, and environment
11.8.3 Analyze how security and inventory control strategies, laws and regulations, and worksite policies and procedures affect l
11.8.4 Demonstrate procedures for reporting and handling accidents, safety, and security incidents.
11.8.5 Apply procedures for maintaining inventory control and loss prevention, including cash and credit transactions.
11.8.6 Analyze operational costs such as mark ups, mark downs, cash flow, and other factors affecting profit.
11.8.7 Demonstrate knowledge of the arts, of various resources, and of cultural impact upon design industries.

Human Development: Analyze factors that influence human growth & development.
12.1 Analyze principles of human growth and development across the life span.
12.1.1 Analyze physical, emotional, social, spiritual, and intellectual development.
12.1.2 Analyze interrelationships among physical, emotional, social, and intellectual aspects of human growth and development
12.1.3 Analyze current and emerging research about human growth and development, including research on brain development

12.2 Analyze conditions that influence human growth and development.
12.2.1 Analyze the effect of heredity and environment on human growth and development.
12.2.2 Analyze the impact of social, economic, and technological forces on individual growth and development.
12.2.3 Analyze the effects of gender, ethnicity, and culture on individual development.
12.2.4 Analyze the effects of life events on individuals' physical, intellectual, social, moral, and emotional development.
12.2.5 Analzye geographic, political, and global influences on human growth and development.

12.3 Analyze strategies that promote growth and development across the life span.
12.3.1 Analyze the role of nurturance on human growth and development.
12.3.2 Analyze the role of communication on human growth and development.
12.3.3 Analyze the role of family and social services support systems in meeting human growth and development needs.

Interpersonal Relationships: Demonstrate respectful and caring relationships in the family, workplace and community.
13.1 Analyze functions and expectations of various types of relationships.
13.1.1 Analyze processes for building and maintaining interpersonal relationships.
13.1.2 Predict the effects of various stages of the family cycle on interpersonal relationships.
13.1.3 Compare physical, emotional, spiritual and intellectual functioning in stable and unstable relationships.
13.1.4 Analyze factors that contribute to healthy and unhealthy relationships.
13.1.5 Analyze processes for handling unhealthy relationships.
13.1.6 Demonstrate stress management strategies for family, work, and community settings.

13.2 Analyze personal needs and characteristics and their effects on interpersonal relationships.
13.2.1 Analyze the effects of personal characteristics on relationships.
13.2.2 Analyze the effect of personal need on relationships.
13.2.3 Analyze the effects of self-esteem and self-image on relationships.
13.2.4 Analyze the effects of life span events and conditions on relationships.
13.2.5 Explain the effects of personal standards and behaviors on interpersonal relationships.

13.3 Demonstrate communication skills that contribute to positive relationships.
13.3.1 Analyze communication styles and their effects on relationships.
13.3.2 Demonstrate verbal and nonverbal behaviors and attitudes that contribute to effective communication.
13.3.3 Demonstrate effective listening and feedback techniques.
13.3.4 Analyze strategies to overcome communication barriers in family, community and work settings.
13.3.5 Apply ethical principles of communication in family, community and work settings.
13.3.6 Analyze the effects of communication technology in family, work, and community settings.
13.3.7 Analyze the roles and functions of communication in family, work, and community settings.

13.4 Evaluate effective conflict prevention and management techniques.
13.4.1 Analyze the origin and development of attitudes and behaviors regarding conflict.
13.4.2 Explain how similarities and differences among people affect conflict prevention and management.
13.4.3 Apply the roles of decision making and problem solving in reducing and managing conflict.
13.4.4 Demonstrate nonviolent strategies that address conflict.

13.5 Demonstrate teamwork and leadership skills in the family, workplace, and community.
13.5.1 Create an environment that encourages and respects the ideas, perspectives, and contributions of all group members.
13.5.2 Demonstrate strategies to motivate, encourage, and build trust in group members.
13.5.3 Demonstrate strategies that utilize the strengths and minimize the limitations of team members.
13.5.4 Demonstrate techniques that develop team and community spirit.
13.5.5 Demonstrate ways to organize and delegate responsibilities.
13.5.6 Create strategies to integrate new members into the team.
13.5.7 Demonstrate processes for cooperating, compromising, and collaborating.

13.6 Demonstrate standards that guide behavior in interpersonal relationships.
13.6.1 Apply critical thinking and ethical criteria to evaluate interpersonal relationships.
13.6.2 Apply guidelines for assessing the nature of issues and situations.
13.6.3 Apply critical thinking and ethical standards when making judgements and taking action.
13.6.4 Demonstrate ethical behavior in family, workplace, and community settings.
13.6.5 Compare the relative merits of opposing points of view regarding current ethical issues.

Nutrition & Wellness: Demonstrate nutrition and wellness practices that enhance individual and family well-being.
14.1 Analyze factors that influence nutrition and wellness practices across the life span.
14.1.1 Explain physical, emotional, social, psychological, and spiritual components of individual and family wellness.
14.1.2 Analyze the effects of psychological, cultural, and social influences on food choices and other nutrition practices.
14.1.3 Analyze the governmental, economic, and technological influences on food choices and practices.
14.1.4 Analyze the effects of global and local events and conditions on food choices and practices.
14.1.5 Analyze legislation and regulations related to nutrition and wellness.

14.2 Evaluate the nutritional needs of individuals and families in relation to health and wellness across the life span.
14.2.1 Analzye the effect of nutrients on health, appearance, and peak performance.
14.2.2 Analyze the relationship of nutrition and wellness to individual and family health throughout the life span.
14.2.3 Analyze the effects of food and diet fads, food addictions, and eating disorders on wellness.
14.2.4 Analyze sources of food and nutrition information, including food labels, related to health and wellness.

14.3 Demonstrate ability to acquire, handle, and use foods to meet nutrition and wellness needs of individuals and families acro
14.3.1 Apply various dietary guidelines in planning to meet nutrition and wellness needs.
14.3.2 Design strategies that meet the health and nutrition requirements of individuals and families with special needs.
14.3.3 Demonstrate ability to select, store, prepare, and serve nutritious and aesthetically pleasing foods.

14.4 Evaluate factors that affect food safety from production through consumption.
14.4.1 Analyze conditions and practices that promote safe food handling.
14.4.2 Analyze safety and sanitation practices throughout the food chain.
14.4.3 Analyze how changes in national and international food production and distribution systems influence the food supply.
14.4.4 Analyze federal, state, and local inspection and labeling systems that protect the health of individuals and the public.
14.4.5 Analyze food borne illness factors, including causes, foods at risk, and methods of prevention commercially and by individ
14.4.6 Analyze public dialogue about food safety and sanitation.

14.5 Evaluate the influence of science and technology on food composition, safety, and other issues.
14.5.1 Analyze how scientific and technical advances influence the nutrient content, availability, and safety of foods.
14.5.2 Analyze how the scientific and technical advances in food processing, storage, product development, and distribution infl
14.5.3 Analyze the effects of technological advances on selection, preparation and home storage of food.
14.5.4 Analyze the effects of food science and technology on meeting nutritional needs.

Parenting: Evaluate the effects of parenting roles and responsibilities on strengthening the well-being of individuals an
15.1 Analyze roles and responsibilities of parenting.
15.1.1 Analyze parenting roles across the life span.
15.1.2 Analyze expectations and responsibilities of parenting.
15.1.3 Analyze consequences of parenting practices to the individual, family, and society.
15.1.4 Analyze societal conditions that influence parenting across the life span.
15.1.5 Explain cultural differences in roles and responsibilities of parenting.

15.2 Evaluate parenting practices that maximize human growth and development.
15.2.1 Choose nurturing practices that support human growth and development.
15.2.2 Apply communication strategies that promote positive self-esteem in family members.
15.2.3 Assess common practices and emerging research about discipline on human growth and development.
15.2.4 Assess the effects of abuse and neglect on children and families and determine methods for prevention.
15.2.5 Apply criteria for selecting care and services for children.

15.3 Evaluate external support systems that provide services for parents.
15.3.1 Assess community resources and services available to families.
15.3.2 Appraise community resources that provide opportunities related to parenting.
15.3.3 Summarize current laws and policies related to parenting.

15.4 Analyze physical and emotional factors related to beginning the parenting process.
15.4.1 Analyze biological processes related to prenatal development, birth, and health of child and mother.
15.4.2 Analyze the emotional factors of prenatal development and birth in relation to the health of parents and child.
15.4.3 Analyze implications of alternatives to biological parenthood.

Textiles, Fashion, & Apparel: Integrate knowledge, skills, and practices required for careers in textiles & apparels.
16.1 Analyze career paths within textile apparel and design industries.
16.1.2 Analyze opportunities for employment and entrepreneurial endeavors.
16.1.3 Summarize education and training requirements and opportunities for career paths in textile and apparel services.

16.1.5 Create an employment portfolio for use with applying for internships, work-based learning opportunities and employment
16.1.6 Analyze the role of professional organizations in textiles, fashion, and apparel industries.

16.2 Evaluate fiber and textile products and materials.
16.2.1 Apply appropriate terminology for identifying, comparing, and analyzing the most common generic textile fibers.
16.2.2 Evaluate performance characteristics of textile fiber and fabrics.
16.2.3 Summarize textile legislation, standards, and labeling in the global economy.
16.2.4 Analyze effects of textile characteristics on design, construction, care, use, and maintenance of products.
16.2.5 Apply appropriate procedures for care of textile products.

16.3 Demonstrate fashion, apparel, and textile design skills.
16.3.1 Explain the ways in which fiber, fabric, texture, pattern, and finish can affect visual appearance.
16.3.2 Apply basic and complex color schemes and color theory to develop and enhance visual effects.
16.3.3 Utilize elements and principles of design in designing, constructing, and/or altering textile, apparel, and fashion products.
16.3.4 Demonstrate design concepts with fabric or technology/computer, using draping and /or flat pattern making technique.
16.3.5 Generate design that takes into consideration ecological, environmental, sociological, psychological, technical, and econo
16.3.6 Apply elements and principles of design to assist consumers and businesses in makind decisions.
16.3.7 Demonstrate ability to use technology for fashion, apparel, and textile design.

16.4 Demonstrate skills needed to produce, alter, or repair fashio, apparel, and textile products.
16.4.1 Demonstrate professional skills in using a variety of equipment, tools, and supplies for fashion, apparel, and textile constr
16.4.2 Explain production processes for creating fibers, yarn, woven, and knit fabrics, and non-woven textile products.
16.4.3 Use appropriate industry products and materials for cleaning, pressing, and finishing textile, apparel, and fashion product
16.4.4 Analyze current technology and trends that facilitate design and production of textile, apparel, and fashion products.
16.4.5 Demonstrate basic skills for producing and altering textile products and apparel.

16.5 Evaluate elements of textile, apparel, and fashion merchandising.
16.5.1 Apply marketing strategies for textile, apparel, and fashion products.
16.5.2 Analyze the cost of constructing manufacturing, altering, or repairing textile, apparel, and fashion products.
16.5.3 Analyze ethical considerations for merchandising apparel and textile products.
16.5.4 Apply external factors that influence merchandising.
16.5.5 Critique varied methods for promoting apparel and textile products.
16.5.6 Apply research methods, including forecasting techniques, for marketing apparel and textile products.

16.6 Evaluate the components of customer service.
16.6.1 Analyze factors that contribute to quality customer relations.
16.6.2 Analyze the influences of cultural diversity as a factor in customer relations.
16.6.3 Demonstrate the skills necessary for quality customer service.
16.6.4 Create solutions to address customer concerns.

16.7 Demonstrate general operational procedures required for business profitability and career success.
16.7.1 Analyze legislation, regulations, and public policy affecting the textiles, apparel, and fashion industries.
16.7.2 Analyze personal and employer responsibilities and liabilities regarding industry-related safety, security, and environment
16.7.3 Analyze the effects of security and inventory control strategies, cash and credit transaction methods, laws, and worksite p
16.7.4 Demonstrate procedures for reporting and handling accidents, safety, and security incidents.
16.7.5 Analyze operational costs such as mark-ups, mark downs, cash flow, and other factors affectin profit.
16.7.6 Demonstrate knowledge of the arts, of various resources, and cultural impact upon the textile, apparel, and fashion indus
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ildhood illness and communicable diseases.




amilies, and programs.



reers in facilities managment and maintenance.
nagement and maintenance.
 , and global economies.
ortunities in facilities managment and maintenance careers.


al or commercial facilities.




od borne pathogens exist and need to be labeled and carefully handled.




ommunicate to appropriate authorities.




ACCP), Occupational Safety and Health Admistrations (OSHA), and other agencies.




terminating of employees
 n family & commuity services.




al economies.
mily and community services careers.




  challenges facing human services participants.



mily rights and responsibilities.
 articipants, and families.

 al and informal assessment practices.



ng conditions.
 advantaging conditions.
 individuals and family with a variety of disadvantaging conditions.
ns that require professional assistance.




bers financially, socially, physically, and emotionally.
aregiver, and family members.
variety of disadvantaging conditions.
 y, dignity and autonomy.
 ort, follow through on responsibilities, and take appropriate risks.
 a variety of disadvantaging conditions.

 od production and services.



 ion and services.
al economies.




 n outbreaks, and methods of prevention.


 cedures during food handling processes to minimize the risks of food borne illness.
nt, and report symptoms of illness.

m potentially hazardous foods, between raw and ready-to-eat foods, and between animal and fish sources and other food products.

 fety Data Sheets (MSDS) and explain their requirements in safe handling and storage of hazardous materials.

 CCP, employee health, maintenance of equipment, and other elements of food preparation, storage, and presentation.

 e equipment.


ensils to meet industry standards and OSHA requirements.
s related to foods.

  including hand tools and small ware.




Menu Terminolog, and Menu Pricing to menu planning.

uce a variety of food products that meet customer needs.


 aling and measurement techniques.
  and holding of variety of foods.


 dling and professional preparation techniques.
 eparation techniques.


 l preparation techniques.
 ilize herbs and spices to enhance flavor.




 iscrimination, and harassment.
ormance reviewingand terminating of employees.
nd on the job training/retraining.


 and control, and facilities managment to front and back of the house operations.




n food science, food technology, dietetics, and nutrition.

and nutrition careers.

 , food technology, dietetics, and nutrition.
 d global economies.
ortunities in food science, food technology, dietetics, and nutrition careers.
 ion careers.




mize the risks of food borne illness.



ety Data Sheets (MSDS) and explain their requirements in handling hazardous materials.




arious nutrient needs.
 and personal hygiene as criteria for safe food preparation.

reers in hospitality, tourism, and recreation.



tourism, and recreation careers.

portunities in hospitality, tourism, and recreation careers.



rism, and recreation industries.


the environment.
nmental issues.



mer satisfaction.


 special populations.




bout lodging, tourism, and recreation.
 in housing, interiors, and furnishings.



  in housing, interiors, and furnishings.
d global economies.
portunities in housing, interiors, and furnishings careers.




g, interiors, and furnishings.


 indow treatments, furniture, lighting fixtures, kitchen and bath fixtures and equipment.
 ronmental protection issues.

 ices for clients, considering first-cost and product life-cycle costing.

for the housing, interiors and furnishings industry.

terns, storage, and electrical and mechanical systems.
 rafting skills.
g architectural features.




anthropometic data.



kills to communicate design ideas.
of renderings, elevations, and sketches.

ent presentations.



le of ethics in the housing, interiors and furnishings industries.

curity, and environmental factors.
 and procedures affect loss prevention and profit.

transactions.




rowth and development.
h on brain development.




development.




elopment needs.

place and community.
of all group members.




family well-being.


rition practices.




duals and families across the life span.

special needs.




 nce the food supply.
uals and the public.
mmercially and by individuals and families.




ent, and distribution influence nutrition and wellness.
being of individuals and families.




xtiles & apparels.


apparel services.

unities and employment in textiles, fashion, and apparel.



c textile fibers.




l, and fashion products.
rn making technique.
cal, technical, and economic trends and issues.




pparel, and textile construction, alteration, and repair.
xtile products.
 rel, and fashion products.
d fashion products.




curity, and environmental factors.
ds, laws, and worksite policies, on loss prevention and store profit.


parel, and fashion industries.
other food products.
RIEPS Code




ESS1 (3-4)-6a

ESS1 (K-2)-6a



ESS1 (3-4)-1a
ESS1 (3-4)-1b
ESS1 (3-4)-1c
ESS1 (3-4)-1d

ESS1 (K-2)-1a
ESS1 (K-2)-1b
ESS1 (K-2)-1c



ESS1 (3-4)–2a

ESS1 (K-2)-2a



ESS1 (3-4)-4a
ESS1 (3-4)-4b
ESS1 (3-4)-4c

ESS1 (K-2) –4a



ESS1 (3-4)-3a
ESS1 (3-4)-3b

ESS1 (K-2)–3a



ESS1 (3-4)-5a
ESS1 (3-4)-5b
ESS1 (3-4)-5c

ESS1 (K-2)–5a
ESS1 (K-2)–5b




ESS2 (3-4)-7a
ESS2 (3-4)-7b
ESS2 (3-4)-7c

ESS2 (3-4)-8a
ESS2 (3-4)-8b

ESS2 (K-2)-7a
ESS2 (K-2)-7b
ESS2 (K-2)-7c




ESS3 (3-4)-9a

ESS3 (K-2)-9a
7d conducting experiments to demonstrate that different objects fall to earth unless something is holding the
PS3 (K-2) –7.1 Students demonstrate an understanding of motion by… (PS3 (K-2) –7.1)
7a showing how pushing/pulling moves or does not move an object. (PS2 (K-2)-7a)
7b predicting the direction an object will or will not move if a force is applied to it. (PS3 (K-2)-7b)
PS3 (K-2)–7.2 Students demonstrate an understanding of force by… (PS3 (K-2)–7.2)
7c showing that different objects fall to earth unless something is holding them up. (PS3 (K-2)-7c)
Goal Description
ESS1 - The earth and earth materials as we know them today have developed over long periods of time, through continual
ESS1 (K-4) FAF -6 Given information about earth materials explain how their characteristics lend themselves to specific use
ESS1 (3-4)-6 Students demonstrate an understanding of properties of earth materials by…
6a determining and supporting explanations of their uses (e.g., best soils to grow plants, best building material for a specific pur
ESS1 (K-2) –6 Students demonstrate an understanding of properties of earth materials by…
6a identifying which materials are best for different uses (e.g., soils for growing plants, sand for the sand box). (ESS1 (K-2)-6a)
ESS1 (K-4) INQ –1 Given certain materials (soils, rocks or minerals) use physical properties to sort, classify, and describe the
ESS1 (3-4) –1 Students demonstrate an understanding of earth materials by...
1a describing, comparing, and sorting rocks, soils, and minerals by similar or different physical properties (e.g., size, shape, colo
1b recording and analyzing observations/data about physical properties (e.g., within a grouping, which characteristics are the sa
1c citing evidence (e.g., prior knowledge, data) to support why rocks, soils, or minerals are classified/not classified together. (ES
1d identifying the four basic materials of the earth (water, soil, rocks, air). (ESS1 (3-4)-1d)
ESS1 (K-2)–1 Students demonstrate an understanding of earth materials by...
1a describing, comparing, and sorting rocks and soils by similar or different physical properties (e.g., size, shape, color, texture,
1b recording observations/data about physical properties. (ESS1 (K-2)-1b)
1c using attributes of properties to state why objects are grouped together (e.g., rocks that are shiny or not shiny). (ESS1 (K-2)-1
ESS1 (K-4) INQ –2 Use results from an experiment to draw conclusions about how water interacts with earth materials (e.g
ESS1 (3-4)–2 Students demonstrate an understanding of processes and change over time within earth systems by …
2a conducting investigations and using observational data to describe how water moves rocks and soils. (ESS1 (3-4)–2a)
ESS1 (K-2) –2 Students demonstrate an understanding of processes and change over time within earth systems by …
2a conducting tests on how different soils retain water (e.g., how fast does the water drain through?). (ESS1 (K-2)-2a)
ESS1 (K-4) INQ+SAE –4 Explain how wind, water, or ice shape and reshape the earth.
ESS1 (3-4) –4 Students demonstrate an understanding of processes and change over time within earth systems by …
4a investigating local landforms and how wind, water, or ice have shaped and reshaped them (e.g. severe weather). (ESS1 (3-4
4b using or building models to simulate the effects of how wind and water shape and reshape the land (e.g., erosion, sedimenta
4c identifying sudden and gradual changes that affect the Earth (e.g. sudden change = flood; gradual change = erosion caused
ESS1 (K-2) –4 Students demonstrate an understanding of processes and change over time within earth systems by …
4a observing and recording seasonal and weather changes throughout the school year. (ESS1 (K-2) –4a)
ESS1 (K-4) NOS –3 Explain how the use of scientific tools helps to extend senses and gather data about weather.
ESS1 (3-4) –3 Students demonstrate an understanding of how the use of scientific tools helps to extend senses and gather d
3a explaining how the use of scientific tools helps to extend senses and gather data about weather (i.e., weather/wind vane: dire
3b selecting appropriate tools for a given task and describing the information they will provide. (ESS1 (3-4)-3b)
ESS1 (K-2)–3 Students demonstrate an understanding of how the use of scientific tools helps to extend senses and gather d
3a using scientific tools to extend senses and gather data about weather (e.g., weather/wind vane: direction; wind sock: wind int
ESS1 (K-4) POC –5 Based on data collected from daily weather observations, describe weather changes or weather patterns
ESS1 (3-4) –5 Students demonstrate an understanding of processes and change over time within earth systems by …
5a observing, recording, comparing, and analyzing weather data to describe weather changes or weather patterns. (ESS1 (3-4)-
5b describing water as it changes into vapor in the air and reappears as a liquid when it’s cooled. (ESS1 (3-4)-5b)
5c explaining how this cycle of water relates to weather and the formation of clouds. (ESS1 (3-4)-5c)
ESS1 (K-2) –5 Students demonstrate an understanding of processes and change over time within earth systems by …
5a observing, recording, and summarizing local weather data. (ESS1 (K-2)–5a)
5b observe how clouds are related to forms of precipitation (e.g., rain, sleet, snow). (ESS1 (K-2)–5b)

ESS2 - The earth is part of a solar system, made up of distinct parts that have temporal and spatial interrelationships. (ESS2
ESS2 (3-4)-7 Students demonstrate an understanding of temporal or positional relationships between or among the Earth,
7a observing that the sun, moon, and stars appear to move slowly across the sky. (ESS2 (3-4)-7a)
7b observing that the moon looks slightly different from day to day, but looks the same again in about 4 weeks. (ESS2 (3-4)-7b)
7c recognizing that the rotation of the Earth on its axis every 24 hours produces the day/night cycle. (ESS2 (3-4)-7c)
ESS2 (3-4)-8 Students demonstrate an understanding of characteristics of the solar system by …
8a recognizing that: the sun is the center of our solar system; the Earth is one of several planets that orbits the sun; and the moo
8b recognizing that it takes approximately 365 days for the Earth to orbit the sun. (ESS2 (3-4)-8b)
ESS2 (K-2) –7 Students demonstrate an understanding of temporal or positional relationships between or among the Earth
7a observing that the sun can only be seen in the daytime, but the moon can be seen sometimes at night and sometimes during
7b observing that the sun and moon appear to move slowly across the sky. (ESS2 (K-2)-7b)
7c observing that the moon looks slightly different from day to day. (ESS2 (K-2)-7c)

ESS3 - The origin and evolution of galaxies and the universe demonstrate fundamental principles of physical science across
ESS3 (3-4)-9 Students demonstrate understanding of processes and change over time within the system of the universe (Sc
9a recognizing that throughout history people have identified patterns of stars that we call constellations. (ESS3 (3-4)-9a)
ESS3 (K-2) –9 Students demonstrate understanding of processes and change over time within the system of the universe (S
9a observing that there are more stars in the sky than can easily be counted, but they are not scattered evenly and not all the sa
7d conducting experiments to demonstrate that different objects fall to earth unless something is holding them up. (PS3 (3-4)
PS3 (K-2) –7.1 Students demonstrate an understanding of motion by… (PS3 (K-2) –7.1)
7a showing how pushing/pulling moves or does not move an object. (PS2 (K-2)-7a)
7b predicting the direction an object will or will not move if a force is applied to it. (PS3 (K-2)-7b)
PS3 (K-2)–7.2 Students demonstrate an understanding of force by… (PS3 (K-2)–7.2)
7c showing that different objects fall to earth unless something is holding them up. (PS3 (K-2)-7c)
me, through continual change processes.
mselves to specific uses.

aterial for a specific purpose, determining which rock size will best prevent erosion). (ESS1 (3-4)-6a)

 box). (ESS1 (K-2)-6a)
assify, and describe them.

s (e.g., size, shape, color, texture, smell, weight, temperature, hardness, composition). (ESS1 (3-4)-1a)
haracteristics are the same and which are different). (ESS1 (3-4)-1b)
 classified together. (ESS1 (3-4)-1c)


e, shape, color, texture, smell, weight). (ESS1 (K-2)-1a)

not shiny). (ESS1 (K-2)-1c)
ith earth materials (e.g., percolation, erosion, frost heaves).
 h systems by …
 (ESS1 (3-4)–2a)
th systems by …
SS1 (K-2)-2a)

th systems by …
re weather). (ESS1 (3-4)-4a)
e.g., erosion, sedimentation, deposition, glaciation). (ESS1 (3-4)-4b)
ange = erosion caused by oceans). (ESS1 (3-4)-4c)
th systems by …

 ut weather.
end senses and gather data by…
 weather/wind vane: direction; wind sock: wind intensity; anemometer: speed...). (ESS1 (3-4)-3a)

nd senses and gather data by…
tion; wind sock: wind intensity; anemometer: speed; thermometer: temperature; meter sticks/rulers: snow depth; rain gauges: rain amount in
ges or weather patterns.
 th systems by …
er patterns. (ESS1 (3-4)-5a)


th systems by …



nterrelationships. (ESS2)
en or among the Earth, sun, and moon by …

weeks. (ESS2 (3-4)-7b)
S2 (3-4)-7c)

 its the sun; and the moon orbits the Earth. (ESS2 (3-4)-8a)
en or among the Earth, sun, and moon by …
t and sometimes during the day. (ESS2 (K-2)-7a)




physical science across vast distances and time.
tem of the universe (Scale, Distances, Star Formation,Theories, Instrumentation) by…
 (ESS3 (3-4)-9a)
stem of the universe (Scale, Distances, Star Formation,Theories, Instrumentation) by…
evenly and not all the same in brightness. (ESS3 (K-2)-9a)
ng them up. (PS3 (3-4)–7d)
n gauges: rain amount in inches). (ESS1 (K-2)–3a)
RIEPS Code     Goal Description
                LS1 - All living organisms have identifiable structures and characteristics that allow for survival (organism
               LS1 (K-4) - INQ+POC -1 Sort/classify different living things using similar and different characteristics. Desc
               LS1 (3-4) –1 Students demonstrate an understanding of classification of organisms by …
LS1 (3-4)-1a   1a citing evidence to distinguish between living and non-living things. (LS1 (3-4)-1a)
LS1 (3-4)-1b   1b identifying, sorting and comparing based on similar and/or different external features. (LS1 (3-4)-1b)
LS1 (3-4)-1c   1c recording and analyzing observations/data about external features (e.g., within a grouping, which characte
LS1 (3-4)-1d   1d citing evidence (e.g., prior knowledge, data) to draw conclusions explaining why organisms are grouped/no
               LS1 (K-2) –1 Students demonstrate an understanding of classification of organisms by …
LS1 (K-2)-1a   1a distinguishing between living and non-living things. (LS1 (K-2)-1a)
LS1 (K-2)-1b   1b identifying and sorting based on a similar or different external features. (LS1 (K-2)-1b)
LS1 (K-2)-1c   1c observing and recording the external features that make up living things (e.g. roots, stems, leaves, flowers
               LS1 (K-4) FAF –4 Identify and explain how the physical structures of an organism (plants or animals) allow
               LS1 (3-4)–4 Students demonstrate understanding of structure and function-survival requirements by…
LS1 (3-4)-4a   4a identifying and explaining how the physical structure/characteristic of an organism allows it to survive and d
LS1 (3-4)-4b   4b analyzing the structures needed for survival of populations of plants and animals in a particular habitat/env
               LS1 (K-2)–4 Students demonstrate understanding of structure and function-survival requirements by…
LS1 (K-2)-4a   4a identifying the specific functions of the physical structures of a plant or an animal (e.g. roots for water; web
               LS1 (K-4) POC –3 Predict, sequence or compare the life stages of organisms – plants and animals (e.g., put
               LS1 (3-4)–3 Students demonstrate an understanding of reproduction by …
LS1 (3-4)–3a   3a observing changes and recording data to scientifically draw and label the stages in the life cycle of a familia
LS1 (3-4)-3b   3b sequencing the life cycle of a plant or animal when given a set of data/pictures. (LS1 (3-4)-3b)
LS1 (3-4)-3c   3c comparing the life cycles of 2 plants or 2 animals when given a set of data/pictures. (LS1 (3-4)-3c)
               LS1 (K-2)–3 Students demonstrate an understanding of reproduction by …
LS1 (K-2)-3a   3a observing and scientifically drawing (e.g. recording shapes, prominent features, relative proportions, organ
LS1 (K-2)-3b   3b sequencing the life cycle of a plant or animal when given a set of pictures. (LS1 (K-2)-3b)
               LS1 (K-4) SAE -2 Identify the basic needs of plants and animals in order to stay alive. (i.e., water, air, food
               LS1 (3-4)-2 Students demonstrate understanding of structure and function-survival requirements by…
LS1 (3-4)-2a   2a observing that plants need water, air, food, light and space to grow and reproduce; observing that animals
               LS1 (K-2)-2 Students demonstrate understanding of structure and function-survival requirements by…
LS1 (K-2)-2a   2a observing that plants need water, air, food, and light to grow; observing that animals need water, air, food a

               LS2 - Matter cycles and energy flows through an ecosystem.
               LS2 (K-4) SAE –5 Recognize that energy is needed for all organisms to stay alive and grow or identify wher
               LS2 (3-4) –5 Students demonstrate an understanding of energy flow in an ecosystem by …
LS2 (3-4)-5a   5a identifying sources of energy for survival of organisms (i.e. light or food). (LS2 (3-4)-5a)
               LS2 (K-2)–5 Students demonstrate an understanding of energy flow in an ecosystem by …
LS2 (K-2)-5a   5a caring for plants and/or animals by identifying and providing for their needs; experimenting with a plant’s gr
               LS2 (K-4) SAE –6 Describe ways plants and animals depend on each other (e.g., shelter, nesting, food).
               LS2 (3-4)–6 Students demonstrate an understanding of food webs in an ecosystem by …
LS2 (3-4)-6a   6a demonstrating in a food web that all animals’ food begins with the sun. (LS2 (3-4)-6a)
LS2 (3-4)-6b   6b using information about organisms to design a habitat and explain how the habitat provides for the needs o
LS2 (3-4)-6c   6c explaining the way that plants and animals in that habitat depend on each other. (LS2 (3-4)-6c)
               LS2 (K-2)–6 Students demonstrate an understanding of food webs in an ecosystem by …
LS2 (K-2)-6a   6a acting out or constructing simple diagrams (pictures or words) that shows a simple food web. (LS2 (K-2)-6
LS2 (K-2)-6b   6b using information about a simple food web to determine how basic needs (e.g. shelter and water) are met

               LS3 - Groups of organisms show evidence of change over time (structures, behaviors, and biochemistry).
               LS3 (K-4) SAE –7 Using information (data or scenario), explain how changes in the environment can cause
               LS3 (3-4) –7 Students demonstrate an understanding of equilibrium in an ecosystem by …
LS3 (3-4)-7a   7a explaining what plants or animals might do if their environment changes (e.g., changing food supply or hab
LS3 (3-4)-7b   7b explaining how the balance of the ecosystem can be disturbed (e.g., how does overpopulation of a species

               LS4 - Humans are similar to other species in many ways, and yet are unique among Earth’s life forms.
               LS4 (K-2)-8 Students demonstrate an understanding of human body systems by …
LS4 (K-2)-8a   8a identifying the five senses and using senses to identify objects in the environment. (LS4 (K-2)-8a)
LS4 (K-2)-8b   8b observing, identifying, and recording external features of humans and other animals. (LS4 (K-2)-8b)
LS4 (K-2)-8c   8c identifying the senses needed to meet survival needs for a given situation. (LS4 (K-2)-8c)
               LS4 (K-4) FAF -8 Identify what the physical structures of humans do (e.g., sense organs – eyes, ears, skin, e
               LS4 (3-4)-8 Students demonstrate an understanding of human body systems by …
LS4 (3-4)-8a   8a showing connections between external and internal body structures (i.e., organs and systems) and how the
LS4 (3-4)-8b   8b comparing and analyzing external features and characteristics of humans and other animals. (LS4 (3-4)-8b
               LS4 (K-4) POC -9 Distinguish between characteristics of humans that are inherited from parents (i.e., hair
               LS4 (3-4) –9 Students demonstrate an understanding of human heredity by …
LS4 (3-4)-9a   9a identifying similarities that are inherited from a biological parent. (LS4 (3-4)-9a)
LS4 (3-4)-9b   9b identifying that some behaviors are learned and some behaviors are instinctive. (LS4 (3-4)-9b)
               LS4 (K-2) –9 Students demonstrate an understanding of human heredity by …
LS4 (K-2)-9a   9a observing and comparing their physical features with those of parents, classmates and other organisms. (L
LS4 (K-2)-9b   9b identifying that some behaviors are learned. (LS4 (K-2)-9b)
t allow for survival (organisms, populations, & species).
ifferent characteristics. Describe why organisms belong to each group or cite evidence about how they are alike or not alike.
nisms by …

  eatures. (LS1 (3-4)-1b)
 in a grouping, which characteristics are the same and which are different). (LS1 (3-4)-1c)
why organisms are grouped/not grouped together (e.g. mammal, bird, and fish). (LS1 (3-4)-1d)
nisms by …


 roots, stems, leaves, flowers, legs, antennae, tail, shell). (LS1 (K-2)-1c)
ism (plants or animals) allow it to survive in its habitat/environment (e.g., roots for water; nose to smell fire).
urvival requirements by…
anism allows it to survive and defend itself... (LS1 (3-4)-4a)
mals in a particular habitat/environment (e.g. populations of desert plants and animals require structures that enable them to obtain/conserve
urvival requirements by…
 mal (e.g. roots for water; webbed feet for swimming). (LS1 (K-2)-4a)
 plants and animals (e.g., put images of life stages of an organism in order, predict the next stage in sequence, compare two organisms

ges in the life cycle of a familiar plant and animal. (LS1 (3-4)–3a)
es. (LS1 (3-4)-3b)
ctures. (LS1 (3-4)-3c)

es, relative proportions, organizes and differentiates significant parts observed) and labeling the stages in the life cycle of a familiar plant and
S1 (K-2)-3b)
 y alive. (i.e., water, air, food, space).
urvival requirements by…
oduce; observing that animals need water, air, food, and shelter/space to grow and reproduce. (LS1 (3-4)-2a)
urvival requirements by…
animals need water, air, food and shelter to grow. (LS1 (K-2)-2a)



ve and grow or identify where a plant or animal gets its energy.
osystem by …

 system by …
experimenting with a plant’s growth under different conditions, including light and no light. (LS2 (K-2)-5a)
g., shelter, nesting, food).
ystem by …

abitat provides for the needs of the organisms that live there. (LS2 (3-4)-6b)
her. (LS2 (3-4)-6c)
ystem by …
simple food web. (LS2 (K-2)-6a)
 g. shelter and water) are met by the habitat/environment. (LS2 (K-2)-6b)

ehaviors, and biochemistry).
n the environment can cause organisms to respond (e.g., survive there and reproduce, move away, die).
osystem by …
., changing food supply or habitat due to fire, human impact, sudden weather-related changes). (LS3 (3-4)-7a)
es overpopulation of a species affect the rest of the ecosystem). (LS3 (3-4)-7b)

among Earth’s life forms.

ment. (LS4 (K-2)-8a)
animals. (LS4 (K-2)-8b)
 S4 (K-2)-8c)
se organs – eyes, ears, skin, etc.) or compare physical structures of humans to similar structures of animals.

ans and systems) and how they help humans survive. (LS4 (3-4)-8a)
d other animals. (LS4 (3-4)-8b)
rited from parents (i.e., hair color, height, skin color, eye color) and others that are learned (e.g., riding a bike, singing a song, playing a


ve. (LS4 (3-4)-9b)

mates and other organisms. (LS4 (K-2)-9a)
e or not alike.




them to obtain/conserve/ retain water). (LS1 (3-4)-4b)



compare two organisms).




cle of a familiar plant and animal. (LS1 (K-2)-3a)
singing a song, playing a game, reading).
RIEPS Code     Goal Description
               PS1 - All living and nonliving things are composed of matter having characteristic properties that distingu
               PS1 (K-4) INQ –1 Collect and organize data about physical properties in order to classify objects or draw c
               PS1 (3-4)–1.1 Students demonstrate an understanding of characteristic properties of matter by …
PS1(3-4)-1a    1a identifying, comparing, and sorting objects by similar or different physical properties (e.g., size, shape, colo
PS1 (3-4)–1b   1b citing evidence (e.g., prior knowledge, data) to support conclusions about why objects are grouped/not gro
               PS1 (3-4)–1.2 Students demonstrate an understanding of physical changes by …
PS1 (3-4)–1c   1c observing and describing physical changes (e.g. freezing, thawing, torn piece of paper). (PS1 (3-4)–1c)
               PS1 (K-2)–1 Students demonstrate an understanding of characteristic properties of matter by …
PS1 (K-2)-1a   1a identifying, comparing, and sorting objects by similar or different physical properties (e.g., size, shape, colo
PS1 (K-2)-1b   1b recording observations/data about physical properties. (PS1 (K-2)-1b)
PS1 (K-2)-1c   1c using attributes of properties to state why objects are grouped together (e.g., things that roll, things that are
               PS1 (K-4) POC –2 Make a prediction about what might happen to the state of common materials when he
               PS1 (3-4) –2 Students demonstrate an understanding of states of matter by …
PS1(3-4)-2a    2a describing properties of solids, liquids, and gases. (PS1(3-4)-2a)
PS1(3-4)-2b    2b identifying and comparing solids, liquids, and gases. (PS1(3-4)-2b)
PS1(3-4)-2c    2c making logical predictions about the changes in the state of matter when adding or taking away heat (e.g.,
               PS1 (K-2) POC –2 Students demonstrate an understanding of states of matter by …
PS1 (K-2)-2a   2a describing properties of solids and liquids. (PS1 (K-2)-2a)
PS1 (K-2)-2b   2b identifying and comparing solids and liquids. (PS1 (K-2)-2b)
PS1 (K-2)-2c   2c making logical predictions about the changes in the state of matter when adding or taking away heat (e.g.,
               PS1 (K-4) SAE –3 Use measures of weight (data) to demonstrate that the whole equals the sum of its part
               PS1 (3-4)–3 Students demonstrate an understanding of conservation of matter by …
PS1 (3-4)-3a   3a measuring the weight of objects to prove that all matter has weight. (PS1 (3-4)-3a)
PS1 (3-4)-3b   3b using measures of weight to prove that the whole equals the sum of its parts. (PS1 (3-4)-3b)
PS1 (3-4)-3c   3c showing that the weight of an object remains the same despite a change in its shape. (PS1 (3-4)-3c)
               PS1 (K-2)–3 Students demonstrate an understanding of conservation of matter by …
PS1 (K-2)-3a   3a using simple tools (e.g. balance scale, see-saw) to explore the property of weight. (PS1 (K-2)-3a)

               PS2 - Energy is necessary for change to occur in matter. Energy can be stored, transferred, and transform
               PS2 (K-4) SAE -4 Given a specific example or illustration (e.g., simple closed circuit, rubbing hands togeth
               PS2 (3-4)-4 Students demonstrate an understanding of energy by…
PS2 (3-4)-4a   4a experimenting to identify and classify different pitches and volumes of sounds produced by different object
PS2 (3-4)-4b   4b using data to explain what causes sound to have different pitch or volume. (PS2 (3-4)-4b)
PS2 (3-4)-4c   4c describing or showing that heat can be produced in many ways (e.g. electricity, friction, burning). (PS2 (3-4
PS2 (K-4)-4d   4d drawing, diagramming, building, and explaining a complete electrical circuit. (PS2 (K-4)-4d)
PS2 (3-4)-4e   4e using experimental data to classify a variety of materials as conductors or insulators (PS2 (3-4)-4e)
               PS2 (K-2)-4 Students demonstrate an understanding of energy by…
PS2 (K-2)-4a   4a describing observable effects of light using a variety of light sources. (PS2 (K-2)-4a)
PS2 (K-2)-4b   4b experimenting and describe how vibrating objects make sound (e.g., guitar strings, seeing salt bounce on
PS2 (K-2)-4c   4c identifying the sun as a source of heat energy. (PS2 (K-2)-4c)
               PS2 (K-4) SAE –5 Use observations of light in relation to other objects/substances to describe the propert
               PS2 (3-4)-5 Students demonstrate an understanding of energy by…
PS2 (3-4)-5a   5a investigating observable effects of light using a variety of light sources (e.g., light travels in a straight line u
PS2 (3-4)-5b   5b predicting, describing, and investigating how light rays are reflected, refracted, or absorbed. (PS2 (3-4)-5b
               PS2 (K-2)-5 Students demonstrate an understanding of energy by…
PS2 (K-2)-5a   5a demonstrating when a shadow will be created using sunny versus cloudy days. (PS2 (K-2)-5a)
               PS2 (K-4) SAE+INQ–6 Experiment, observe, or predict how heat might move from one object to another.
               PS2 (3-4)–6 Students demonstrate an understanding of energy by…
PS2 (3-4)-6a   6a describing how heat moves from warm objects to cold objects until both objects are the same temperature
PS2 (3-4)-6b   6b showing that heat moves from one object to another causing temperature change (e.g., when land heats u
               PS2 (K-2)–6 Students demonstrate an understanding of energy by…
PS2 (K-2)-6a   6a describing that the sun warms land and water. (PS2 (K-2)-6a)
PS2 (K-2)-6b   6b describing that objects change in temperature. (PS2 (K-2)-6b)

               PS3 - The motion of an object is affected by forces.
               PS3 (K-4) INQ+ SAE–8 Use observations of magnets in relation to other objects to describe the properties
               PS3 (3-4)–8 Students demonstrate an understanding of (magnetic) force by …
PS3 (3-4)–8a   8a using prior knowledge and investigating to predict whether or not an object will be attracted to a magnet. (P
PS3 (3-4)–8b   8b describing what happens when like and opposite poles of a magnet are placed near each other. (PS3 (3-4
PS3 (3-4)–8c   8c exploring relative strength of magnets (e.g., size of magnets, number of magnets, properties of materials).
               PS3 (K-2)–8 Students demonstrate an understanding of (magnetic) force by …
PS3 (K-2)–8a   8a observing and sorting objects that are and are not attracted to magnets. (PS3 (K-2)–8a)
               PS3 (K-4)-INQ+SAE–7 Use data to predict how a change in force (greater/less) might affect the position, d
               PS3 (3-4)–7.1 Students demonstrate an understanding of motion by…
PS3 (3-4)–7a   7a predicting the direction and describing the motion of objects (of different weights, shapes, sizes, etc.) if a f
PS3 (3-4)–7b   7b describing change in position relative to other objects or background. (PS3 (3-4)–7b)
               PS3 (3-4)–7.2 Students demonstrate an understanding of force (e.g., push-pull, gravitational) by…
PS3 (3-4)–7c   7c investigating and describing that different amounts of force can change direction/speed of an object in mot
PS3 (3-4)–7d   7d conducting experiments to demonstrate that different objects fall to earth unless something is holding them
               PS3 (K-2) -7.1 Students demonstrate an understanding of motion by…
PS3 (K-2)-7a   7a showing how pushing/pulling moves or does not move an object. (PS3 (K-2)-7a)
PS3 (K-2)-7b   7b predicting the direction an object will or will not move if a force is applied to it. (PS3 (K-2)-7b)
               PS3 (K-2)-7.2 Students demonstrate an understanding of force by…
PS3 (K-2)-7c   7c showing that different objects fall to earth unless something is holding them up. (PS3 (K-2)-7c)
 istic properties that distinguish one substance from another (independent of size or amount of substance).
  to classify objects or draw conclusions about objects and their characteristic properties (e.g., temperature, color, size, shape, weight,
erties of matter by …
perties (e.g., size, shape, color, texture, smell, weight, temperature, flexibility). (PS1(3-4)-1a)
y objects are grouped/not grouped together. (PS1 (3-4)–1b)

e of paper). (PS1 (3-4)–1c)
ties of matter by …
perties (e.g., size, shape, color, texture, smell, weight). (PS1 (K-2)-1a)

 things that roll, things that are rough). (PS1 (K-2)-1c)
 common materials when heated or cooled or categorize materials as solid, liquid, or gas.



 ing or taking away heat (e.g., ice melting, water boiling or freezing, condensation/evaporation). (PS1(3-4)-2c)




 ing or taking away heat (e.g., ice melting, water freezing). (PS1 (K-2)-2c)
ole equals the sum of its parts.


. (PS1 (3-4)-3b)
s shape. (PS1 (3-4)-3c)

eight. (PS1 (K-2)-3a)

, transferred, and transformed, but cannot be destroyed.
ircuit, rubbing hands together), predict the observable effects of energy ...(e.g., a test item might ask, “what will happen when…?”).

 s produced by different objects. (PS2 (3-4)-4a)
PS2 (3-4)-4b)
ty, friction, burning). (PS2 (3-4)-4c)
(PS2 (K-4)-4d)
sulators (PS2 (3-4)-4e)


trings, seeing salt bounce on a drum skin). (PS2 (K-2)-4b)

 nces to describe the properties of light (can be reflected, refracted, or absorbed).

 ight travels in a straight line until it interacts with an object, blocked light rays produce shadows). (PS2 (3-4)-5a)
d, or absorbed. (PS2 (3-4)-5b)

ys. (PS2 (K-2)-5a)
from one object to another.

cts are the same temperature. (PS2 (3-4)-6a)
ange (e.g., when land heats up it warms the air). (PS2 (3-4)-6b)
ts to describe the properties of magnetism (i.e., attract or repel certain objects or has no effect).

 ill be attracted to a magnet. (PS3 (3-4)–8a)
ed near each other. (PS3 (3-4)–8b)
nets, properties of materials). (PS3 (3-4)–8c)



) might affect the position, direction of motion, or speed of an object (e.g., ramps and balls).

ghts, shapes, sizes, etc.) if a force is applied to it. (PS3 (3-4)–7a)

 ll, gravitational) by…
tion/speed of an object in motion. (PS3 (3-4)–7c)
ess something is holding them up. (PS3 (3-4)–7d)


. (PS3 (K-2)-7b)

up. (PS3 (K-2)-7c)
lor, size, shape, weight, texture, flexibility).




ill happen when…?”).
RIEPS Code

M(CCR)-6-1a
M(CCR)-6-1b
M(CCR)-6-1c
M(CCR)-6-1d
M(CCR)-6-2a
M(CCR)-6-2b
M(CCR)-6-2c
M(CCR)-6-3a
M(CCR)-6-3b
M(CCR)-6-3c
M(CCR)-6-3d


M(DSP)-6-1
M(DSP)-6-2
M(DSP)-6-3
M(DSP)-6-4
M(DSP)-6-5a
M(DSP)-6-5b
M(DSP)-6-6


M(F&A)-6-1
M(F&A)-6-2
M(F&A)-6-3)
M(F&A)-6-4


M(G&M)-6-01
M(G&M)-6-02)
M(G&M)-6-03
M(G&M)-6-04
M(G&M)-6-05
M(G&M)-6-06
M(G&M)-6-07




M(N&O)-6-1
M(N&O)-6-2
M(N&O)-6-3a
M(N&O)-6-3b
M(N&O)-6-4

M(N&O)-6-6
M(N&O)-6-7
M(N&O)-6-8


M(PRP)-6-1a
M(PRP)-6-1b
M(PRP)-6-1c
M(PRP)-6-1d
M(PRP)-6-1e
M(PRP)-6-2a
M(PRP)-6-2b
M(PRP)-6-2c
M(PRP)-6-2d
Goal Description
Grade 6 Communication, Connections and Representations (CC&R Grade 6)
M(CCR)-6-1a Students will communicate their understanding of mathematics and be able to articulate ideas clearly and logically
M(CCR)-6-1b Students will communicate their understanding of mathematics and be able to present, share, explain, and justify
M(CCR)-6-1c Students will communicate their understanding of mathematics and be able to use mathematical symbols and not
M(CCR)-6-1d Students will communicate their understanding of mathematics and be able to formulate questions, conjectures, d
M(CCR)-6-2a Students will create and use representations to communicate mathematical ideas and to solve problems and be a
M(CCR)-6-2b Students will create and use representations to communicate mathematical ideas and to solve problems and be a
M(CCR)-6-2c Students will create and use representations to communicate mathematical ideas and to solve problems and be a
M(CCR)-6-3a Students will recognize, explore, and develop mathematical connections and be able to connect new mathematica
M(CCR)-6-3b Students will recognize, explore, and develop mathematical connections and be able to understand that many rea
M(CCR)-6-3c Students will recognize, explore, and develop mathematical connections and be able to explain in oral and written
M(CCR)-6-3d Students will recognize, explore, and develop mathematical connections and be able to explain in oral and written

  Grade 6 Data, Statistics and Probability (DS&P Grade 6)
M(DSP)-6-1 Interprets a given representation (circle graphs, line graphs, or stem-and-leaf plots) to answer questions related to t
M(DSP)-6-2 Analyzes patterns, trends or distributions in data in a variety of contexts by determining or using measures of centra
M(DSP)-6-3 Organizes and displays data using tables, line graphs, or stem-and-leaf plots to answer questions related to the dat
M(DSP)-6-4 Uses counting techniques to solve problems in context involving combinations or simple permutations using a varie
M(DSP)-6-5a For a probability event in which the sample space may or may not contain equally likely outcomes, predicts the the
M(DSP)-6-5b For a probability event in which the sample space may or may not contain equally likely outcomes, determines the
M(DSP)-6-6 In response to a teacher or student generated question or hypothesis decides the most effective method (e.g., surv

Grade 6 Functions and Algebra (F&A Grade 6)
M(F&A)-6-1 Identifies and extends to specific cases a variety of patterns (linear and nonlinear) represented in models, tables, se
M(F&A)-6-2 Demonstrates conceptual understanding of linear relationships (y = kx; y = mx + b) as a constant rate of change...(S
M(F&A)-6-3 Demonstrates conceptual understanding of algebraic expressions..(State) (M(F&A)-6-3)
M(F&A)-6-4 Demonstrates conceptual understanding of equality by showing equivalence between two expressions using model

Grade 6 Geometry and Measurement (G&M Grade 6)
M(G&M)-6-01 Uses properties or attributes of angles (right, acute, or obtuse) or sides (number of congruent sides, parallelism, o
M(G&M)-6-02 No GLE at this grade. (M(G&M)-6-02)
M(G&M)-6-03 Uses properties or attributes (shape of bases, number of lateral faces, number of bases, number of edges, or num
M(G&M)-6-04 Demonstrates conceptual understanding of congruency...(Local) (M(G&M)-6-04)
M(G&M)-6-05 Demonstrates conceptual understanding of similarity by describing the proportional effect on the linear dimension
M(G&M)-6-06 Demonstrates conceptual understanding of perimeter of polygons, the area of quadrilaterals or triangles, and the
M(G&M)-6-07 Measures and uses units of measures appropriately and consistently, and makes conversions within systems whe
M(G&M)-6-08 No GLE at this grade. (M(G&M)-6-08)
M(G&M)-6-09 No GLE at this grade. (M(G&M)-6-09)
M(G&M)-6-10 No GLE at this grade. (M(G&M)-6-10)

Grade 6 Number and Operations (N&O Grade 6)
M(N&O)-6-1 Demonstrates conceptual understanding of rational numbers with respect to ratios...(State) (M(N&O)-6-1)
M(N&O)-6-2 Demonstrates understanding of the relative magnitude of numbers by ordering or comparing numbers with whole n
M(N&O)-6-3a Demonstrates conceptual understanding of mathematical operations by adding and subtracting positive fractions
M(N&O)-6-3b Demonstrates conceptual understanding of mathematical operations...(State) (M(N&O)-6-3b)
M(N&O)-6-4 Accurately solves problems involving single or multiple operations..(State) (M(N&O)-6-4)
M(N&O)-6-5 No GLE at this grade (M(N&O)-6-5)
M(N&O)-6-6 Uses a variety of mental computation strategies to solve problems..(Local) (M(N&O)-6-6)
M(N&O)-6-7 Makes estimates in a given situation..(Local) (M(N&O)-6-7)
M(N&O)-6-8 Applies properties of numbers (odd, even, remainders, divisibility, and prime factorization) and field properties...(Lo

Grade 6 Problem Solving, Reasoning and Proof (PR&P Grade 6)
M(PRP)-6-1a Students will use problem-solving strategies to investigate and understand increasingly complex mathematical con
M(PRP)-6-1b Students will use problem-solving strategies to investigate and understand increasingly complex mathematical con
M(PRP)-6-1c Students will use problem-solving strategies to investigate and understand increasingly complex mathematical con
M(PRP)-6-1d Students will use problem-solving strategies to investigate and understand increasingly complex mathematical con
M(PRP)-6-1e Students will use problem-solving strategies to investigate and understand increasingly complex mathematical con
M(PRP)-6-2a Students will use mathematical reasoning and proof and be able to draw logical conclusions and make generaliza
M(PRP)-6-2b Students will use mathematical reasoning and proof and be able to formulate, test, and justify mathematical conje
M(PRP)-6-2c Students will use mathematical reasoning and proof and be able to construct and determine the validity of a mathe
M(PRP)-6-2d Students will use mathematical reasoning and proof and be able to apply mathematical reasoning skills in other di
 eas clearly and logically in both written and oral form. (M(CCR)-6-1a)
 are, explain, and justify thinking with others and build upon the ideas of others to solve problems. (M(CCR)-6-1b)
matical symbols and notation. (M(CCR)-6-1c)
 uestions, conjectures, definitions, and generalizations about data, information, and problem situations. (M(CCR)-6-1d)
 olve problems and be able to use models and technology to develop equivalent representations of the same mathematical concept. (M(CCR
 olve problems and be able to use and create representations to solve problems and organize their thoughts and ideas. (M(CCR)-6-2b)
 olve problems and be able to convert between representations... (M(CCR)-6-2c)
onnect new mathematical ideas to those already studied and build upon them. (M(CCR)-6-3a)
nderstand that many real-world applications require an understanding of mathematical concepts... (M(CCR)-6-3b)
 plain in oral and written form the relationships between a real-world problem and an appropriate mathematical model. (M(CCR)-6-3c)
xplain in oral and written form the relationships among various mathematical concepts.. (M(CCR)-6-3d)


 er questions related to the data, to analyze the data to formulate or justify conclusions, to make predictions, or to solve problems.(State) (M(
sing measures of central tendency (mean, median, or mode) or dispersion (range) to analyze situations, or to solve problems. (State) (M(DS
 stions related to the data, to analyze the data to formulate or justify conclusions, to make predictions, or to solve problems.(Local) (M(DSP)-
rmutations using a variety of strategies (e.g., organized lists, tables, tree diagrams, models, Fundamental Counting Principle, orsc others).(L
tcomes, predicts the theoretical probability of an event and tests the prediction through experiments and simulations; and designs fair games
tcomes, determines the experimental or theoretical probability of an event in a problem-solving situation.(State) (M(DSP)-6-5b)
 ctive method (e.g., survey, observation, experimentation) to collect the data (numerical or categorical) necessary to answer the question;...(L


ted in models, tables, sequences, graphs, or in problem situations...(State) (M(F&A)-6-1)
 stant rate of change...(State) (M(F&A)-6-2)

xpressions using models or different representations of the expressions...(State) (M(F&A)-6-4)


uent sides, parallelism, or perpendicularity) to identify, describe, classify, or distinguish among different types of triangles..(State) (M(G&M)-6

number of edges, or number of vertices) to identify, compare, or describe three-dimensional shapes...(State) (M(G&M)-6-03)

 on the linear dimensions of polygons or circles when scaling up or down while preserving the angles of polygons, or by solving related proble
als or triangles, and the volume of rectangular prisms by using models, formulas, or by solving problems...(State) (M(G&M)-6-06)
 ions within systems when solving problems across the content strands.(State) (M(G&M)-6-07)




 (M(N&O)-6-1)
 g numbers with whole number bases and whole number exponents...(State) (M(N&O)-6-2)
acting positive fractions and integers; and multiplying and dividing fractions and decimals. (Local) (M(N&O)-6-3a)




and field properties...(Local) (M(N&O)-6-8)


mplex mathematical content and be able to use problem-solving strategies appropriately and effectively for a given situation. (M(PRP)-6-1a)
mplex mathematical content and be able to determine, collect and organize the relevant information needed to solve real-world problems (M
mplex mathematical content and be able to apply integrated problem-solving strategies to solve problems. (M(PRP)-6-1c)
 mplex mathematical content and be able to use technology when appropriate to solve problems. (M(PRP)-6-1d)
 mplex mathematical content and be able to reflect on solutions and the problem-solving process for a given situation and refine strategies as
ns and make generalizations using deductive and inductive reasoning. (M(PRP)-6-2a)
stify mathematical conjectures and arguments. (M(PRP)-6-2b)
ne the validity of a mathematical argument or a solution. (M(PRP)-6-2c)
asoning skills in other disciplines (M(PRP)-6-2d)
 matical concept. (M(CCR)-6-2a)
eas. (M(CCR)-6-2b)



 el. (M(CCR)-6-3c)



olve problems.(State) (M(DSP)-6-1)
 problems. (State) (M(DSP)-6-2)
oblems.(Local) (M(DSP)-6-3)
 Principle, orsc others).(Local) (M(DSP)-6-4)
s; and designs fair games.(Local) (M(DSP)-6-5a)
 DSP)-6-5b)
 answer the question;...(Local) (M(DSP)-6-6)




ngles..(State) (M(G&M)-6-01)



 r by solving related problems.(State) (M(G&M)-6-05)
M(G&M)-6-06)




situation. (M(PRP)-6-1a)
e real-world problems (M(PRP)-6-1b)
n and refine strategies as needed. (M(PRP)-6-1e)
RIEPS Codes

M(CCR)-7-1a
M(CCR)-7-1b
M(CCR)-7-1c
M(CCR)-7-1d
M(CCR)-7-2a
M(CCR)-7-2b
M(CCR)-7-2c
M(CCR)-7-3a)
M(CCR)-7-3b
M(CCR)-7-3c
M(CCR)-7-3d


M(DSP)-7-1
M(DSP)-7-2
M(DSP)-7-3a
M(DSP)-7-3b
M(DSP)-7-4
M(DSP)-7-5a
M(DSP)-7-5b
M(DSP)-7-6)


M(F&A)-7-1
M(F&A)-7-2
M(F&A)-7-3
M(F&A)-7-4


M(G&M)-7-01
M(G&M)-7-02
M(G&M)-7-03
M(G&M)-7-04
M(G&M)-7-05)
M(G&M)-7-06



M(G&M)-7-10


M(N&O)-7-1a
M(N&O)-7-1b
M(N&O)-7-2
M(N&O)-7-3
M(N&O)-7-4a
M(N&O)-7-4b

M(N&O)-7-6
M(N&O)-7-7
M(N&O)-7-8
M(PRP)-7-1a
M(PRP)-7-1b
M(PRP)-7-1c
M(PRP)-7-1d
M(PRP)-7-1e
M(PRP)-7-2
M(PRP)-7-2b
M(PRP)-7-2c
M(PRP)-7-2d
Goal Description
Grade 7 Communications, Connections and Representations (CC&R Grade 7)
M(CCR)-7-1a Students will communicate their understanding of mathematics and be able to articulate ideas clearly and logically
M(CCR)-7-1b Students will communicate their understanding of mathematics and be able to present, share, explain, and justify
M(CCR)-7-1c Students will communicate their understanding of mathematics and be able to use mathematical symbols and not
M(CCR)-7-1d Students will communicate their understanding of mathematics and be able to formulate questions, conjectures, d
M(CCR)-7-2a Students will create and use representations to communicate mathematical ideas and to solve problems and be a
M(CCR)-7-2b Students will create and use representations to communicate mathematical ideas and to solve problems and be a
M(CCR)-7-2c Students will create and use representations to communicate mathematical ideas and to solve problems and be a
M(CCR)-7-3a Students will recognize, explore, and develop mathematical connections and be able to connect new mathematica
M(CCR)-7-3b Students will recognize, explore, and develop mathematical connections and be able to understand that many rea
M(CCR)-7-3c Students will recognize, explore, and develop mathematical connections and be able to explain in oral and written
M(CCR)-7-3d Students will recognize, explore, and develop mathematical connections and be able to explain in oral and written

Grade 7 Data, Statistics and Probability (DS&P Grade 7)
M(DSP)-7-1 Interprets a given representation (circle graphs, scatter plots that represent discrete linear relationships, or histogra
M(DSP)-7-2 Analyzes patterns, trends, or distributions in data in a variety of contexts by solving problems using measures of ce
M(DSP)-7-3a Organizes and displays data using tables, line graphs, scatter plots, and circle graphs to answer questions related
M(DSP)-7-3b Identifies or describes representations or elements of representations that best display a given set of data or situa
M(DSP)-7-4 Uses counting techniques to solve problems in context involving combinations or permutations...(Local) (M(DSP)-7
M(DSP)-7-5a For a probability event in which the sample space may or may not contain equally likely outcomes, predicts the the
M(DSP)-7-5b For a probability event in which the sample space may or may not contain equally likely outcomes, determines the
M(DSP)-7-6 In response to a teacher or student generated question or hypothesis decides the most effective method (e.g., surv

Grade 7 Functions and Algebra (F&A Grade 7)
M(F&A)-7-1 Identifies and extends to specific cases a variety of patterns (linear and nonlinear) represented in models, tables, se
M(F&A)-7-2 Demonstrates conceptual understanding of linear relationships (y = kx; y = mx + b) as a constant rate of change...(S
M(F&A)-7-3 Demonstrates conceptual understanding of algebraic expressions by using letters to represent unknown quantities
M(F&A)-7-4 Demonstrates conceptual understanding of equality by showing equivalence between two expressions...(State) (M(

Grade 7 Geometry and Measurement (G&M Grade 7)
M(G&M)-7-01 Uses properties of angle relationships resulting from two or three intersecting lines..(State) (M(G&M)-7-01)
M(G&M)-7-02 Applies theorems or relationships (triangle inequality or sum of the measures of interior angles of regular polygon
M(G&M)-7-03 No GLE at this grade (M(G&M)-7-03)
M(G&M)-7-04 Applies the concepts of congruency by solving problems on a coordinate plane involving reflections, translations,
M(G&M)-7-05 Applies concepts of similarity by solving problems...(State) (M(G&M)-7-05)
M(G&M)-7-06 Demonstrates conceptual understanding of the area of circles or the area or perimeter of composite figures...(Sta
M(G&M)-7-07 No GLE at this grade (M(G&M)-7-07)
M(G&M)-7-08 No GLE at this grade (M(G&M)-7-08)
M(G&M)-7-09 No GLE at this grade (M(G&M)-7-09)
M(G&M)-7-10 Demonstrates conceptual understanding of spatial reasoning and visualization...(Local) (M(G&M)-7-10)

Grade 7 Number and Operations (N&O Grade 7)
M(N&O)-7-1a Demonstrates conceptual understanding of rational numbers with respect to square roots of perfect squares, rate
M(N&O)-7-1b Demonstrates conceptual understanding of rational numbers with respect to percents as a means of comparing th
M(N&O)-7-2 Demonstrates understanding of the relative magnitude of numbers...(State) (M(N&O)-7-2)
M(N&O)-7-3 Demonstrates conceptual understanding of operations with integers and whole number exponents (where the base
M(N&O)-7-4a Accurately solves problems involving the addition or subtraction of integers, raising numbers to whole number pow
M(N&O)-7-4b Accurately solves problems involving proportional reasoning; percents involving discounts, tax, or tips; and rates.(
M(N&O)-7-5 No GLE at this grade (M(N&O)-7-5)
M(N&O)-7-6 Uses a variety of mental computation strategies to solve problems...(Local) (M(N&O)-7-6)
M(N&O)-7-7 Makes estimates in a given situation (including tips, discounts, and tax)...(Local) (M(N&O)-7-7)
M(N&O)-7-8 Applies properties of numbers..(Local) (M(N&O)-7-8)

Grade 7 Problem Solving, Reasoning and Proof (PR&P Grade 7)
M(PRP)-7-1a Students will use problem-solving strategies to investigate and understand increasingly complex mathematical con
M(PRP)-7-1b Students will use problem-solving strategies to investigate and understand increasingly complex mathematical con
M(PRP)-7-1c Students will use problem-solving strategies to investigate and understand increasingly complex mathematical con
M(PRP)-7-1d Students will use problem-solving strategies to investigate and understand increasingly complex mathematical con
M(PRP)-7-1e Students will use problem-solving strategies to investigate and understand increasingly complex mathematical con
M(PRP)-7-2 Students will use mathematical reasoning and proof and be able to draw logical conclusions and make generalizati
M(PRP)-7-2b Students will use mathematical reasoning and proof and be able to formulate, test, and justify mathematical conje
M(PRP)-7-2c Students will use mathematical reasoning and proof and be able to construct and determine the validity of a mathe
M(PRP)-7-2d Students will use mathematical reasoning and proof and be able to apply mathematical reasoning skills in other di
 te ideas clearly and logically in both written and oral form. (M(CCR)-7-1a)
 , share, explain, and justify thinking with others and build upon the ideas of others to solve problems. (M(CCR)-7-1b)
 thematical symbols and notation. (M(CCR)-7-1c)
ate questions, conjectures, definitions, and generalizations about data, information, and problem situations. (M(CCR)-7-1d)
  to solve problems and be able to use models and technology to develop equivalent representations of the same mathematical concept. (M(C
  to solve problems and be able to use and create representations to solve problems and organize their thoughts and ideas. (M(CCR)-7-2b)
  to solve problems and be able to convert between representations... (M(CCR)-7-2c)
 o connect new mathematical ideas to those already studied and build upon them. (M(CCR)-7-3a)
 o understand that many real-world applications require an understanding of mathematical concepts. (M(CCR)-7-3b)
 o explain in oral and written form the relationships between a real-world problem and an appropriate mathematical model. (M(CCR)-7-3c)
 o explain in oral and written form the relationships among various mathematical concepts.. (M(CCR)-7-3d)


 ar relationships, or histograms) to analyze the data to formulate or justify conclusions, to make predictions, or to solve problems.(State) (M(D
blems using measures of central tendency...(State) (M(DSP)-7-2)
 to answer questions related to the data, to analyze the data to formulate or justify conclusions, to make predictions, or to solve problems.(Lo
y a given set of data or situation, consistent with the representations required in M(DSP)-7-1.(State) (M(DSP)-7-3b)
utations...(Local) (M(DSP)-7-4)
 y outcomes, predicts the theoretical probability of an event...(Local) (M(DSP)-7-5a)
 y outcomes, determines the experimental or theoretical probability of an event in a problem-solving situation.(State) (M(DSP)-7-5b)
 effective method (e.g., survey, observation, experimentation) to collect the data (numerical or categorical) necessary to answer the question


 sented in models, tables, sequences, graphs, or in problem situations..(State) (M(F&A)-7-1)
 constant rate of change...(State) (M(F&A)-7-2)
present unknown quantities to write algebraic expressions...(State) (M(F&A)-7-3)
wo expressions...(State) (M(F&A)-7-4)


 tate) (M(G&M)-7-01)
or angles of regular polygons) to solve problems.(State) (M(G&M)-7-02)

 ng reflections, translations, or rotations.(State) (M(G&M)-7-04)

r of composite figures...(State) (M(G&M)-7-06)



 l) (M(G&M)-7-10)


oots of perfect squares, rates, and proportional reasoning.(Local) (M(N&O)-7-1a)
 as a means of comparing the same or different parts of the whole when the wholes vary in magnitude...(State) (M(N&O)-7-1b)

 exponents (where the base is a whole number) using models, diagrams, or explanations.(Local) (M(N&O)-7-3)
mbers to whole number powers, and determining square roots of perfect square numbers and non-perfect square numbers.(Local) (M(N&O
unts, tax, or tips; and rates.(State) (M(N&O)-7-4b)
y complex mathematical content and be able to use problem-solving strategies appropriately and effectively for a given situation. (M(PRP)-7-
y complex mathematical content and be able to determine, collect and organize the relevant information needed to solve real-world problems
y complex mathematical content and be able to apply integrated problem-solving strategies to solve problems.. (M(PRP)-7-1c)
y complex mathematical content and be able to use technology when appropriate to solve problems. (M(PRP)-7-1d)
y complex mathematical content and be able to reflect on solutions and the problem-solving process for a given situation and refine strategie
sions and make generalizations using deductive and inductive reasoning. (M(PRP)-7-2)
d justify mathematical conjectures and arguments. (M(PRP)-7-2b)
 rmine the validity of a mathematical argument or a solution. (M(PRP)-7-2c)
al reasoning skills in other disciplines. (M(PRP)-7-2d)
athematical concept. (M(CCR)-7-2a)
d ideas. (M(CCR)-7-2b)



model. (M(CCR)-7-3c)



lve problems.(State) (M(DSP)-7-1)

 or to solve problems.(Local) (M(DSP)-7-3a)



 (M(DSP)-7-5b)
ry to answer the question...(Local) (M(DSP)-7-6)




numbers.(Local) (M(N&O)-7-4a)
ven situation. (M(PRP)-7-1a)
solve real-world problems. (M(PRP)-7-1b)


ation and refine strategies as needed. (M(PRP)-7-1e)
RIEPS Code

M(CCR)-8-1a
M(CCR)-8-1b
M(CCR)-8-1c
M(CCR)-8-1d
M(CCR)-8-2a
M(CCR)-8-2b
M(CCR)-8-2c
M(CCR)-8-3a
M(CCR)-8-3b
M(CCR)-8-3c
M(CCR)-8-3d


M(DSP)-8-1
M(DSP)-8-2
M(DSP)-8-3
M(DSP)-8-4
M(DSP)-8-5
M(DSP)-8-6


M(F&A)-8-1
M(F&A)-8-2
M(F&A)-8-3
M(F&A)-8-4



M(G&M)-8-02


M(G&M)-8-05
M(G&M)-8-06




M(N&O)-8-1
M(N&O)-8-2

M(N&O)-8-4

M(N&O)-8-6
M(N&O)-8-7
M(N&O)-8-8


M(PRP)-8-1a
M(PRP)-8-1b
M(PRP)-8-1c
M(PRP)-8-1d
M(PRP)-8-1e
M(PRP)-8-2a
M(PRP)-8-2b
M(PRP)-8-2c
M(PRP)-8-2d
Goal Description
Grade 8 Communications, Connections and Representatives (CC&R Grade 8)
M(CCR)-8-1a Students will communicate their understanding of mathematics and be able to articulate ideas clearly and logically
M(CCR)-8-1b Students will communicate their understanding of mathematics and be able to present, share, explain, and justify
M(CCR)-8-1c Students will communicate their understanding of mathematics and be able to use mathematical symbols and not
M(CCR)-8-1d Students will communicate their understanding of mathematics and be able to formulate questions, conjectures, d
M(CCR)-8-2a Students will create and use representations to communicate mathematical ideas and to solve problems and be a
M(CCR)-8-2b Students will create and use representations to communicate mathematical ideas and to solve problems and be a
M(CCR)-8-2c Students will create and use representations to communicate mathematical ideas and to solve problems and be a
M(CCR)-8-3a Students will recognize, explore, and develop mathematical connections and be able to connect new mathematica
M(CCR)-8-3b Students will recognize, explore, and develop mathematical connections and be able to understand that many rea
M(CCR)-8-3c Students will recognize, explore, and develop mathematical connections and be able to explain in oral and written
M(CCR)-8-3d Students will recognize, explore, and develop mathematical connections and be able to explain in oral and written

Grade 8 Data, Statistics and Probability (DS&P Grade 8)
M(DSP)-8-1 Interprets a given representation (line graphs, scatter plots, histograms, or box-and-whisker plots) to analyze the da
M(DSP)-8-2 Analyzes patterns, trends, or distributions in data in a variety of contexts by determining or using measures of centr
M(DSP)-8-3 Organizes and displays data using scatter plots to answer questions related to the data, to analyze the data to form
M(DSP)-8-4 Uses counting techniques to solve problems in context involving combinations or permutations using a variety of str
M(DSP)-8-5 For a probability event in which the sample space may or may not contain equally likely outcomes, determines the e
M(DSP)-8-6 In response to a teacher or student generated question or hypothesis decides the most effective method (e.g., surv

Grade 8 Functions and Algebra (F&A Grade 8)
M(F&A)-8-1 Identifies and extends to specific cases a variety of patterns (linear and nonlinear) represented in models, tables, se
M(F&A)-8-2 Demonstrates conceptual understanding of linear relationships (y = kx; y = mx + b) as a constant rate of change by
M(F&A)-8-3 Demonstrates conceptual understanding of algebraic expressions by evaluating and simplifying algebraic expressio
M(F&A)-8-4 Demonstrates conceptual understanding of equality by showing equivalence between two expressions...(Local) (M(

Grade 8 Geometry and Measurement (G&M Grade 8)
M(G&M)-8-01 No GLE at this grade (M(G&M)-8-01)
M(G&M)-8-02 Applies the Pythagorean Theorem to find a missing side of a right triangle, or in problem solving situations.(Local)
M(G&M)-8-03 No GLE at this grade. (M(G&M)-8-03)
M(G&M)-8-04 No GLE at this grade. (M(G&M)-8-04)
M(G&M)-8-05 Applies concepts of similarity to determine the impact of scaling on the volume or surface area of three-dimension
M(G&M)-8-06 Demonstrates conceptual understanding of surface area or volume by solving problems involving surface area an
M(G&M)-8-07 No GLE at this grade. (M(G&M)-8-07)
M(G&M)-8-08 No GLE at this grade. (M(G&M)-8-08)
M(G&M)-8-09 No GLE at this grade. (M(G&M)-8-09)
M(G&M)-8-10 No GLE at this grade. (M(G&M)-8-10)

Grade 8 Number and Operations (N&O Grade 8)
M(N&O)-8-1 Demonstrates conceptual understanding of rational numbers with respect to absolute values, perfect square and cu
M(N&O)-8-2 Demonstrates understanding of the relative magnitude of numbers...(Local) (M(N&O)-8-2)
M(N&O)-8-3 No GLE at this grade (M(N&O)-8-3)
M(N&O)-8-4 Accurately solves problems involving proportional reasoning (percent increase or decrease, interest rates, markups
M(N&O)-8-5 No GLE at this grade (M(N&O)-8-5)
M(N&O)-8-6 Uses a variety of mental computation strategies to solve problems...(Local) (M(N&O)-8-6)
M(N&O)-8-7 Makes estimates in a given situation (including tips, discounts, tax, and the value of a non-perfect square root as b
M(N&O)-8-8 Applies properties of numbers...(Local) (M(N&O)-8-8)

Grade 8 Problem Solving, Reasoning and Proof (PR&P Grade 8)
M(PRP)-8-1a Students will use problem-solving strategies to investigate and understand increasingly complex mathematical con
M(PRP)-8-1b Students will use problem-solving strategies to investigate and understand increasingly complex mathematical con
M(PRP)-8-1c Students will use problem-solving strategies to investigate and understand increasingly complex mathematical con
M(PRP)-8-1d Students will use problem-solving strategies to investigate and understand increasingly complex mathematical con
M(PRP)-8-1e Students will use problem-solving strategies to investigate and understand increasingly complex mathematical con
M(PRP)-8-2a Students will use mathematical reasoning and proof and be able to draw logical conclusions and make generaliza
M(PRP)-8-2b Students will use mathematical reasoning and proof and be able to formulate, test, and justify mathematical conje
M(PRP)-8-2c Students will use mathematical reasoning and proof and be able to construct and determine the validity of a mathe
M(PRP)-8-2d Students will use mathematical reasoning and proof and be able to apply mathematical reasoning skills in other di
 eas clearly and logically in both written and oral form. (M(CCR)-8-1a)
 are, explain, and justify thinking with others and build upon the ideas of others to solve problems. (M(CCR)-8-1b)
matical symbols and notation. (M(CCR)-8-1c)
 uestions, conjectures, definitions, and generalizations about data, information, and problem situations. (M(CCR)-8-1d)
 olve problems and be able to use models and technology to develop equivalent representations of the same mathematical concept. (M(CCR
 olve problems and be able to use and create representations to solve problems and organize their thoughts and ideas. (M(CCR)-8-2b)
 olve problems and be able to convert between representations... (M(CCR)-8-2c)
onnect new mathematical ideas to those already studied and build upon them. (M(CCR)-8-3a)
nderstand that many real-world applications require an understanding of mathematical concepts.. (M(CCR)-8-3b)
 plain in oral and written form the relationships between a real-world problem and an appropriate mathematical model. (M(CCR)-8-3c)
xplain in oral and written form the relationships among various mathematical concepts... (M(CCR)-8-3d)


  plots) to analyze the data to formulate or justify conclusions, to make predictions, or to solve problems.(Local) (M(DSP)-8-1)
using measures of central tendency...(Local) (M(DSP)-8-2)
analyze the data to formulate or justify conclusions, to make predictions, or to solve problems;..(Local) (M(DSP)-8-3)
ons using a variety of strategies (e.g., organized lists, tables, tree diagrams, models, Fundamental Counting Principle, orsc others).(Local) (M
comes, determines the experimental or theoretical probability of an event in a problem-solving situation...(Local) (M(DSP)-8-5)
 ctive method (e.g., survey, observation, experimentation) to collect the data (numerical or categorical) necessary to answer the question..(Lo


ted in models, tables, sequences, graphs, or in problem situations...(Local) (M(F&A)-8-1)
 stant rate of change by solving problems involving the relationship between slope and rate of change...(Local) (M(F&A)-8-2)
ying algebraic expressions (including those with square roots, whole number exponents, or rational numbers);..(Local) (M(F&A)-8-3)
xpressions...(Local) (M(F&A)-8-4)



solving situations.(Local) (M(G&M)-8-02)


 area of three-dimensional figures when linear dimensions are multiplied by a constant factor;..(Local) (M(G&M)-8-05)
nvolving surface area and volume of rectangular prisms...(Local) (M(G&M)-8-06)




s, perfect square and cube roots, and percents..(Local) (M(N&O)-8-1)


, interest rates, markups, or rates); multiplication or division of integers; and squares, cubes, and taking square or cube roots.(Local) (M(N&O


perfect square root as between two whole numbers) by identifying when estimation is appropriate..(Local). (M(N&O)-8-7)



mplex mathematical content and be able to use problem-solving strategies appropriately and effectively for a given situation. (M(PRP)-8-1a)
mplex mathematical content and be able to determine, collect and organize the relevant information needed to solve real-world problems. (M
mplex mathematical content and be able to apply integrated problem-solving strategies to solve problems... (M(PRP)-8-1c)
mplex mathematical content and be able to use technology when appropriate to solve problems. (M(PRP)-8-1d)
 mplex mathematical content and be able to reflect on solutions and the problem-solving process for a given situation and refine strategies as
ns and make generalizations using deductive and inductive reasoning. (M(PRP)-8-2a)
stify mathematical conjectures and arguments. (M(PRP)-8-2b)
ne the validity of a mathematical argument or a solution. (M(PRP)-8-2c)
asoning skills in other disciplines. (M(PRP)-8-2d)
 matical concept. (M(CCR)-8-2a)
eas. (M(CCR)-8-2b)



el. (M(CCR)-8-3c)




e, orsc others).(Local) (M(DSP)-8-4)

 answer the question..(Local) (M(DSP)-8-6)




al) (M(F&A)-8-3)




ube roots.(Local) (M(N&O)-8-4)




situation. (M(PRP)-8-1a)
e real-world problems. (M(PRP)-8-1b)
n and refine strategies as needed. (M(PRP)-8-1e)
RIEPS Code




ESS1 (5-6)-5a
ESS1 (5-6)-5b



ESS1 (5-6)-1a
ESS1 (5-6)-1b

ESS1 (7-8)-1a



ESS1 (5-6)-3a

ESS1 (7-8)-3a
ESS1 (7-8)-3b
ESS1 (7-8)-3c



ESS1 (5-6)-4a
ESS1 (5-6)-4b
ESS1 (5-6)-4c
ESS1 (5-6)-4d
ESS1 (5-6)-4e

ESS1 (7-8)-4a
ESS1 (7-8)-4b



ESS1 (5-6)-2a
ESS1 (5-6)-2b
ESS1 (5-6)-2c
ESS1 (5-6)-2d




ESS2 (5-6)-6a
ESS2 (5-6)-6b



ESS2 (7-8)-7a



ESS2 (5-6)-8.1a
ESS2 (5-6)-8.1b

ESS2 (5-6)-8.2c
ESS2 (7-8)-8.1a
ESS2 (7-8)-8.1b
ESS2 (7-8)-8.1c

ESS2 (7-8)-8.2d
ESS2 (7-8)-8.2e
ESS2 (7-8)-8.2f




ESS3 (5-6)-9a
ESS3 (5-6)-9b

ESS3 (7-8)-9a
Goal Description
ESS1 - The earth and earth materials as we know them today have developed over long periods of time, through continual
ESS1 (5-8) INQ+ POC –5 Using data about a rock’s physical characteristics make and support an inference about the rock’s h
ESS1 (5-6)-5 Students demonstrate an understanding of processes and change over time by …
5a representing the processes of the rock cycle in words, diagrams, or models. (ESS1 (5-6)-5a)
5b citing evidence and developing a logical argument to explain the formation of a rock, given its characteristics and location. (e
ESS1 (5-8) INQ+ POC–1 Use geological evidence provided to support the idea that the Earth’s crust/lithosphere is compose
ESS1 (5-6)–1 Students demonstrate an understanding of processes and change over time within earth systems by …
1a identifying and describing the layers of the earth. (ESS1 (5-6)-1a)
1b plotting location of volcanoes and earthquakes and explaining the relationship between the location of these phenomena and
ESS1 (7-8)–1 Students demonstrate an understanding of processes and change over time within earth systems by …
1a citing evidence and developing a logical argument for plate movement using fossil evidence, layers of sedimentary rock, loca
ESS1 (5-8) POC –3 Explain how earth events (abruptly and over time) can bring about changes in Earth’s surface: landforms
ESS1 (5-6)–3 Students demonstrate an understanding of processes and change over time within earth systems by …
3a describing events and the effect they may have on climate (e.g. El Nino, deforestation, glacial melting, and an increase in gre
ESS1 (7-8)–3 Students demonstrate an understanding of processes and change over time within earth systems by …
3a evaluating slow processes (e.g. weathering, erosion, mountain building, sea floor spreading) to determine how the earth has
3b evaluating fast processes (e.g. erosion, volcanoes and earthquakes) to determine how the earth has changed and will contin
3c investigating the effect of flowing water on landforms (e.g. stream table, local environment). (ESS1 (7-8)-3c)
ESS1 (5-8) SAE+ POC–4 Explain the role of differential heating or convection in ocean currents, winds, weather and weathe
ESS1 (5-6)–4 Students demonstrate an understanding of processes and change over time within earth systems by …
4a explaining how differential heating and convection affect Earth’s weather patterns. (ESS1 (5-6)-4a)
4b describing how differential heating of the oceans affects ocean currents which in turn influence weather and climate. (ESS1 (
4c explaining the relationship between differential heating/convection and the production of winds. (ESS1 (5-6)-4c)
4d analyzing global patterns of atmospheric movements to explain effects on weather. (ESS1 (5-6)-4d)
4e predicting temperature and precipitation changes associated with the passing of various fronts. (ESS1 (5-6)-4e)
ESS1 (7-8)–4 Students demonstrate an understanding of processes and change over time within earth systems by …
4a explaining cause and effect relationships between global climate and energy transfer. (ESS1 (7-8)-4a)
4b using evidence to make inferences or predictions about global climate issues. (ESS1 (7-8)-4b)
ESS1 (5-8) SAE–2 Explain the processes that cause the cycling of water into and out of the atmosphere and their connection
ESS1 (5-6)–2 Students demonstrate an understanding of processes and change over time within earth systems by …
2a diagramming, labeling and (ESS1 (5-6)-2a)
2b explaining how condensation of water vapor forms clouds which affects climate and weather. (ESS1 (5-6)-2b)
2c developing models to explain how humidity, temperature, and altitude affect air pressure and how this affects local weather. (
2d identifying composition and layers of earth’s atmosphere. (ESS1 (5-6)-2d)

ESS2 - The earth is part of a solar system, made up of distinct parts that have temporal and spatial interrelationships.
ESS2 (5-8) MAS –6 Compare and contrast planets based on data provided about size, composition, location, orbital movem
ESS2 (5-6)-6 Students demonstrate an understanding of characteristics of the solar system by …
6a identifying and comparing the size, location, distances, and movement (e.g. orbit of planets, path of meteors) of the objects in
6b comparing the composition, atmosphere, and surface features of objects in our solar system. (ESS2 (5-6)-6b)
ESS2 (5-8) NOS –7 Explain how technological advances have allowed scientists to re-evaluate or extend existing ideas abou
ESS2 (7-8) -7 Students demonstrate an understanding of how technological advances have allowed scientists to re-evaluate
7a identifying major discoveries from different scientists and cultures and describing how these discoveries have contributed to o
ESS2 (5-8) SAE+ POC–8 Explain temporal or positional relationships between or among the Earth, sun, and moon (e.g., nigh
ESS2 (5-6)-8.1 Students demonstrate an understanding of temporal or positional relationships between or among the Earth
8.1a using models to describe the relative motion/position of the Earth, sun and moon. (ESS2 (5-6)-8.1a)
8.1b explaining night/day, seasons, year, and tides as a result of the regular and predictable motion of the Earth, sun, and moon
ESS2 (5-6)-8.2 Students demonstrate an understanding of gravitational relationships between or among objects of the sola
8.2c defining the Earth’s gravity as a force that pulls any object on or near the Earth toward its center without touching it. (ESS2
ESS2 (7-8) -8.1 Students demonstrate an understanding of temporal or positional relationships between or among the Eart
8.1a using or creating a model of the Earth, sun and moon system to show rotation and revolution. (ESS2 (7-8)-8.1)
8.1b explaining night/day, seasons, year, and tides as a result of the regular and predictable motion of the Earth, sun, and moon
 8.1c using a model of the Earth, sun and moon to recreate the phases of the moon. (ESS2 (7-8)-8.1c)
ESS2 (7-8) -8.2 Students demonstrate an understanding of gravitational relationships between or among objects of the sola
8.2d describing the relationship between mass and the gravitational force between objects. (ESS2 (7-8)-8.2d)
8.2e describing the relationship between distance and the gravitational force between objects. (ESS2 (7-8)-8.2e)
8.2f explaining that the sun’s gravitational pull holds the Earth and other planets in their orbits, just as the planet’s gravitational p

ESS3- The origin and evolution of galaxies and the universe demonstrate fundamental principles of physical science across
ESS3 (5-6)–9 Students demonstrate an understanding of the structure of the universe by …
9a describing the apparent motion/position of the objects in the sky. (e.g. constellations, planets). (ESS3 (5-6)-9a)
9b identifying the sun as a medium-sized star located near the edge of a disk-shaped galaxy of stars. (ESS3 (5-6)-9b)
ESS3 (7-8)-9 Students demonstrate an understanding of the structure of the universe by…
9a describing the universe as containing many billions of galaxies, and each galaxy contains many billions of stars. (ESS3 (7-8)-
me, through continual change processes.
ence about the rock’s history and connection to rock cycle.


 eristics and location. (e.g. classifying rock type using identification resources). (ESS1 (5-6)-5b)
ithosphere is composed of plates that move.
 h systems by …

 f these phenomena and faults. (ESS1 (5-6)-1b)
 h systems by …
f sedimentary rock, location of mineral deposits, and shape of the continents. (ESS1 (7-8)-1a)
th’s surface: landforms, ocean floor, rock features, or climate.
h systems by …
g, and an increase in greenhouse gases). (ESS1 (5-6)-3a)
 h systems by …
mine how the earth has changed and will continue to change over time. (ESS1 (7-8)-3a)
changed and will continue to change over time. (ESS1 (7-8)-3b)

s, weather and weather patterns, atmosphere, or climate.
 h systems by …

 er and climate. (ESS1 (5-6)-4b)




 h systems by …


re and their connections to our planet’s weather patterns.
h systems by …


s affects local weather. (ESS1 (5-6)-2c)


nterrelationships.
ocation, orbital movement, atmosphere, or surface features (includes moons).

meteors) of the objects in our solar system. (ESS2 (5-6)-6a)

end existing ideas about the solar system.
 cientists to re-evaluate or extend existing ideas about the solar system by…
ies have contributed to our understanding of the solar system (e.g. timeline, research project, picture book). (ESS2 (7-8)-7a)
n, and moon (e.g., night/day, seasons, year, tides) or how gravitational force affects objects in the solar system (e.g., moons, tides, orb
een or among the Earth, sun, and moon by …

 e Earth, sun, and moon. (ESS2 (5-6)-8.1b)
 ong objects of the solar system by …
 hout touching it. (ESS2 (5-6)-8.2c)
 een or among the Earth, sun, and moon by …
 2 (7-8)-8.1)
 e Earth, sun, and moon. (ESS2 (7-8)-8.1b)

mong objects of the solar system by…


e planet’s gravitational pull keeps their moons in orbit. (ESS2 (7-8)-8.2f)

physical science across vast distances and time.


 SS3 (5-6)-9b)

ns of stars. (ESS3 (7-8)-9a)
m (e.g., moons, tides, orbits, satellites).
RIEPS Codes




LS1 (5-6)-4a
LS1 (5-6)-4b

LS1 (7-8)–4a
LS1 (7-8)–4b
LS1 (7-8)–4c



LS1 (5-6)-3a
LS1 (5-6)-3b
LS1 (5-6)-3c

LS1 (7-8)-3a
LS1 (7-8)-3b
LS1 (7-8)-3c



LS1 (5-6)-1a

LS1 (7-8)-1a
LS1 (7-8)-1b



LS1 (5-6)-2a

LS1 (7-8)-2a
LS1 (7-8)-2b
LS1 (7-8)-2c




LS2 (5-6)-5a

LS2 (7-8)-5a
LS2 (7-8)-5b
LS2 (7-8)-5c
LS2 (7-8)-5d



LS2 (5-6)-7a
LS2 (5-6)-7b

LS2 (7-8)-7a
LS2 (7-8)-7b
LS2 (7-8)-7c
LS2 (7-8)-7d
LS2 (5-6)-6a
LS2 (5-6)-6b

LS2 (7-8)-6.1a
LS2 (7-8)-6.1b
LS2 (7-8)-6.1c

LS2 (7-8)-6.2d




LS3 (5-6)-8a
LS3 (5-6)-8b

LS3(7-8)-8a
LS3(7-8)-8b
LS3(7-8)-8c



LS3 (5-6)-9a
LS3 (5-6)-9b
LS3 (5-6)-9c

LS3 (7-8)-9a
LS3 (7-8)-9b
LS3 (7-8)-9c
LS3 (7-8)-9d
LS3 (7-8)-9e




LS4 (5-6)-11a
LS4 (5-6)-11b

LS4 (7-8)-11a
LS4 (7-8)-11b
LS4 (7-8)-11c



LS4 (5-6)-10.1a
LS4 (5-6)-10.1b

LS4 (5-6)-10.2c

LS4 (7-8)-10.1a
LS4 (7-8)-10.1b
LS4 (7-8)-10.2c



LS4 (7-8)-12a
LS4 (7-8)-12b
LS4 (7-8)-12c
LS4 (7-8)-12d
Goal Descriptions
LS1 - All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, &
LS1 (5-8) FAF –4 Explain relationships between or among the structure and function of the cells, tissues, organs, and organ
LS1 (5-6) –4 Students demonstrate understanding of differentiation by…
4a identifying cells as the building blocks of organisms. (LS1 (5-6)-4a)
4b recognizing and illustrating (e.g. flow chart) the structural organization of an organism from a cell to tissue to organs to organ
LS1 (7-8)–4 Students demonstrate understanding of differentiation by…
 4a explaining that specialized cells perform specialized functions. (e.g., muscle cells contract, nerve cells transmit impulses, sk
4b comparing individual cells of tissues and recognizing the similarities of cells and how they work together to perform specific fu
4c explaining how each type of cell, tissue, and organ has a distinct structure and set of functions that serve the organism as a w
LS1 (5-8) POC -3 Compare and contrast sexual reproduction with asexual reproduction.
LS1 (5-6) –3 Students demonstrate an understanding of reproduction by …
3a defining reproduction as a process through which organisms produce offspring. (LS1 (5-6)-3a)
3b describing reproduction in terms of being essential for the continuation of a species. (LS1 (5-6)-3b)
3c investigating and comparing a variety of plant and animal life cycles. (LS1 (5-6)-3c)
LS1 (7-8)–3 Students demonstrate an understanding of reproduction by …
3a explaining reproduction as a fundamental process by which the new individual receives genetic information from parent(s). (L
3b describing forms of asexual reproduction that involve the genetic contribution of only one parent (e.g., binary fission, budding
3c describing sexual reproduction as a process that combines genetic material of two parents to produce a new organism (e.g.,
LS1(5-8) –INQ+SAE-1 Using data and observations about the biodiversity of an ecosystem make predictions or draw conclu
LS1 (5-6) –1 Students demonstrate understanding of biodiversity by…
1a recognizing that organisms have different features and behaviors for meeting their needs to survive (e.g., fish have gills for re
LS1 (7-8)–1 Students demonstrate understanding of biodiversity by…
1a giving examples of adaptations or behaviors that are specific to a niche (role) within an ecosystem. (LS1 (7-8)-1a)
1b explaining how organisms with different structures and behaviors have roles that contribute to each other’s survival and the s
LS1(5-8)SAE+FAF–2 Describe or compare how different organisms have mechanisms that work in a coordinated way to obt
LS1 (5-6)–2 Students demonstrate understanding of structure and function-survival requirements by…
2a describing structures or behaviors that help organisms survive in their environment (e.g., defense, obtaining nutrients, reprod
 LS1 (7-8) –2 Students demonstrate understanding of structure and function-survival requirements by…
2a explaining how the cell, as the basic unit of life, has the same survival needs as an organism (i.e., obtain energy, grow, elimin
2b observing and describing (e.g., drawing, labeling) individual cells as seen through a microscope targeting cell membrane, cel
2c observing, describing and charting the growth, motion, responses of living organisms (LS1 (7-8)-2c)

LS2 - Matter cycles and energy flows through an ecosystem.
LS2 (5-8) INQ+SAE -5 Using data and observations, predict outcomes when abiotic/biotic factors are changed in an ecosyste
LS2 (5-6) –5 Students demonstrate an understanding of equilibrium in an ecosystem by …
5a identifying and defining an ecosystem and the variety of relationships within it. (LS2 (5-6)-5a)
LS2 (7-8) –5 Students demonstrate an understanding of equilibrium in an ecosystem by …
5a identifying which biotic (e.g., bacteria, fungi, plants, animals) and abiotic (e.g., weather, climate, light, water, temperature, soi
5b analyzing how biotic and abiotic factors affect a given ecosystem. (LS2 (7-8)-5b)
5c predicting the outcome of a given change in biotic and abiotic factors in an ecosystem. (LS2 (7-8)-5c)
5d using a visual model (e.g., graph) to track population changes in an ecosystem. (LS2 (7-8)-5d)
LS2 (5-8) SAE-7 Given an ecosystem, trace how matter cycles among and between organisms and the physical environment
LS2 (5-6)-7 Students demonstrate an understanding of recycling in an ecosystem by …
7a explaining the processes of precipitation, evaporation, condensation as parts of the water cycle. (LS2 (5-6)-7a)
7b completing a basic food web for a given ecosystem. (LS2 (5-6)-7b)
LS2 (7-8)-7 Students demonstrate an understanding of recycling in an ecosystem by …
7a diagramming or sequencing a series of steps showing how matter cycles among and between organisms and the physical en
7b developing a model for a food web of local aquatic and local terrestrial environments. (LS2 (7-8)-7b)
7c explaining the inverse nature or complementary aspects of photosynthesis/respiration in relation to carbon dioxide, water and
7d conducting a controlled investigation that shows that the total amount of matter remains constant, even though its form and lo
LS2 (5-8) SAE– 6 Given a scenario trace the flow of energy through an ecosystem, beginning with the sun, through organism
LS2 (5-6)–6 Students demonstrate an understanding of energy flow in an ecosystem by …
6a identifying the sun as the major source of energy for life on earth and sequencing the energy flow in an ecosystem. (LS2 (5-6
6b describing the basic processes and recognizing the substances involved in photosynthesis and respiration. (LS2 (5-6)-6b)
LS2 (7-8)–6.1 Students demonstrate an understanding of energy flow in an ecosystem by …
6.1a explaining the transfer of the sun’s energy through living systems and its effect upon them. (LS2 (7-8)-6.1a)
6.1b describing the basic processes and recognizing the names and chemical formulas of the substances involved in photosynt
6.1c explaining the relationship (LS2 (7-8)-6.1c)
LS2 (7-8)–6.2 Students demonstrate an understanding of food webs in an ecosystem by …
6.2d creating or interpreting a model that traces the flow of energy in a food web. (LS2 (7-8)-6.2d)

LS3 - Groups of organisms show evidence of change over time (structures, behaviors, and biochemistry).
LS3 (5-8) MAS+FAF–8 Use a model, classification system, or dichotomous key to illustrate, compare, or interpret possible re
LS3 (5-6) – 8 Students demonstrate an understanding of classification of organisms by …
8a stating the value of, or reasons for, classification systems. (LS3 (5-6)-8a)
8b following a taxonomic key to identify a given organism (e.g. flowering and non-flowering plants). (LS3 (5-6)-8b)
LS3 (7-8)– 8 Students demonstrate an understanding of classification of organisms by …
8a sorting organisms with similar characteristics into groups based on internal and external structures. (LS3(7-8)-8a)
8b explaining how species with similar evolutionary histories/characteristics are classified more closely together with some organ
8c recognizing the classification system used in modern biology. (LS3(7-8)-8c)
LS3 (5-8) POC-9 Cite examples supporting the concept that certain traits of organisms may provide a survival advantage in
LS3 (5-6) -9 Students demonstrate an understanding of NaturalSelection/evolution by …
9a explaining how a population’s or species’ traits affect their ability to survive over time. (LS3 (5-6)-9a)
9b researching or reporting on possible causes for the extinction of an animal or plant. (LS3 (5-6)-9b)
9c explaining how fossil evidence can be used to understand the history of life on Earth. (LS3 (5-6)-9c)
LS3 (7-8) -9 Students demonstrate an understanding of Natural Selection/ evolution by …
9a explaining that genetic variations/traits of organisms are passed on through reproduction and random genetic changes. (LS3
9b gathering evidence that demonstrates evolutionary relationships among organisms (e.g., similarities in body structure, early d
9c differentiating between acquired and inherited characteristics and giving examples of each. (LS3 (7-8)-9c)
9d explaining how natural selection leads to evolution (e.g., survival of the fittest). (LS3 (7-8)-9d)
9e describing how scientists’ understanding of the way species originate or become extinct has changed over time. (LS3 (7-8)-9

LS4 - Humans are similar to other species in many ways, and yet are unique among Earth’s life forms.
LS4 (5-8) INQ+POC-11 Using data provided, select evidence that supports the concept that genetic information is passed on
LS4 (5-6)-11 Students demonstrate an understanding of human heredity by …
11a differentiating between inherited and acquired traits. (LS4 (5-6)-11a)
11b observing, recording and comparing differences in inherited traits (e.g. connected earlobe, tongue rolling). (LS4 (5-6)-11b)
LS4 (7-8)-11 Students demonstrate an understanding of human heredity by …
11a recognizing that characteristics of an organism result from inherited traits of one or more genes from the parents and others
11b tracing a genetic characteristic through a given pedigree (e.g., genealogical chart, Queen Victoria – hemophilia or hypotheti
11c identifying that genetic material (i.e. chromosomes and genes) is located in the cell’s nucleus. (LS4 (7-8)-11c)
LS4 (5-8) INQ-10 Use data and observations to support the concept that environmental or biological factors affect human b
LS4 (5-6)-10.1 Students demonstrate an understanding of human body systems by …
10.1a identifying the biotic factors (e.g., microbes, parasites, food availability, aging process) that have an effect on human body
10.1b identifying the abiotic factors (e.g., drugs, altitude, weather, pollution) that have an effect on human body systems. (LS4 (5
LS4 (5-6)-10.2 Students demonstrate an understanding patterns of human health/disease by …
10.2c identifying the biotic (e.g., microbes, parasites, food availability, aging process) and abiotic (e.g., radiation, toxic materials,
LS4 (7-8)-10.1 Students demonstrate an understanding of human body systems by …
10.1a predicting and explaining the effects of biotic factors (e.g., microbes, parasites, food availability, aging process) on human
10.1b predicting and explaining the effect of abiotic factors (e.g., drugs, environmental conditions) on human body systems. (LS
LS4 (7-8)-10.2 Students demonstrate an understanding of patterns of human health/disease by …
10.2c researching and reporting on how biotic (e.g., microbes, parasites, food availability, aging process) and abiotic (e.g., radia
LS4 (5-8) POC-12 Describe the major changes that occur over time in human development from single cell through embryo
LS4 (7-8) -12 Students demonstrate an understanding of patterns of human development by…
12a identifying and sequencing the stages of human embryonic development. (LS4 (7-8)-12a)
12b describing the changes from one stage of embryonic development to the next. (LS4 (7-8)-12b)
12c comparing and contrasting embryonic development in various life forms (e.g., humans, frogs, chickens, sea urchins). (LS4 (
12d comparing the patterns of human development after birth to life stages of other species. (LS4 (7-8)-12d)
anisms, populations, & species).
ues, organs, and organ systems in an organism.


ssue to organs to organ systems to organisms. (LS1 (5-6)-4b)

 s transmit impulses, skin cells provide protection). (LS1 (7-8)–4a)
her to perform specific functions. (LS1 (7-8)–4b)
erve the organism as a whole. (LS1 (7-8)–4c)




mation from parent(s). (LS1 (7-8)-3a)
, binary fission, budding, vegetative propagation, regeneration). (LS1 (7-8)-3b)
e a new organism (e.g., sperm/egg, pollen/ova) (LS1 (7-8)-3c)
dictions or draw conclusions about how the diversity contributes to the stability of the ecosystem.

e.g., fish have gills for respiration, mammals have lungs, bears hibernate). (LS1 (5-6)-1a)

LS1 (7-8)-1a)
 ther’s survival and the stability of the ecosystem. (LS1 (7-8)-1b)
 oordinated way to obtain energy, grow, move, respond, provide defense, enable reproduction, or maintain internal balance..

 taining nutrients, reproduction, and eliminating waste). (LS1 (5-6)-2a)

tain energy, grow, eliminate waste, reproduce, provide for defense). (LS1 (7-8)-2a)
 ting cell membrane, cell wall, nucleus, and chloroplasts. (LS1 (7-8)-2b)




 changed in an ecosystem.



 water, temperature, soil composition, catastrophic events) factors affect a given ecosystem. (LS2 (7-8)-5a)




e physical environment (includes water, oxygen, food web, decomposition, recycling but not carbon cycle or nitrogen cycle).




sms and the physical environment. (LS2 (7-8)-7a)

arbon dioxide, water and oxygen exchange. (LS2 (7-8)-7c)
en though its form and location change as matter is transferred among and between organisms and the physical environment ... (LS2 (7-8)-7
e sun, through organisms in the food web, and into the environment (includes photosynthesis and respiration).

an ecosystem. (LS2 (5-6)-6a)
 ation. (LS2 (5-6)-6b)


es involved in photosynthesis and respiration. (LS2 (7-8)-6.1b)




 or interpret possible relationships among groups of organisms (e.g., internal and external structures, anatomical features).




LS3(7-8)-8a)
ogether with some organisms than others (e.g., a fish and human have more common with each other than a fish and jelly fish) (LS3(7-8)-8b

 survival advantage in a specific environment and therefore, an increased likelihood to produce offspring.




  genetic changes. (LS3 (7-8)-9a)
 n body structure, early development, traits). (LS3 (7-8)-9b)


 over time. (LS3 (7-8)-9e)



nformation is passed on from both parents to offspring.


olling). (LS4 (5-6)-11b)

m the parents and others result from interactions with the environment. (LS4 (7-8)-11a)
 hemophilia or hypothetical example) to demonstrate the passage of traits. (LS4 (7-8)-11b)

 factors affect human body systems (biotic & abiotic).

n effect on human body systems. (LS4 (5-6)-10.1a)
n body systems. (LS4 (5-6)-10.1b)

adiation, toxic materials, carcinogens) factors that cause disease and affect human health. (LS4 (5-6)-10.2c)

ging process) on human body systems. (LS4 (7-8)-10.1a)
man body systems. (LS4 (7-8)-10.1b)
) and abiotic (e.g., radiation, toxic materials, carcinogens) factors cause disease and affect human health. (LS4 (7-8)-10.2c)
 e cell through embryonic development to new born (i.e., trimesters: 1st – group of cells, 2nd - organs form, 3rd - organs mature.



ens, sea urchins). (LS4 (7-8)-12c)
ernal balance..




trogen cycle).




vironment ... (LS2 (7-8)-7d)
cal features).




nd jelly fish) (LS3(7-8)-8b)
d - organs mature.
RIEPS Code




PS1 (5-6)-3a

PS1 (7-8)-3a



PS1 (5-6)-2a
PS1 (5-6)-2b

PS1 (7-8)-2a
PS1 (7-8)-2b



PS1 (5-6)-1a

PS1 (7-8)-1a



PS1 (5-6)-5a

PS1 (7-8)-5a
PS1 (7-8)-5b
PS1 (7-8)-5c
PS1 (7-8)-5d
PS1 (7-8)-5e
PS1 (7-8)-5f



PS1 (5-6)-4a
PS1 (5-6)-4b

PS1 (7-8)-4a
PS1 (7-8)-4b
PS1 (7-8)-4c




PS2 (5-6)-7a

PS2 (7-8)-7a
PS2 (7-8)-7b



PS2 (5-6)-6a
PS2 (5-6)-6b
PS2 (5-6)-6c
PS2 (7-8)-6a
PS2 (7-8)-6b
PS2 (7-8)-6c
PS2 (7-8)-6d




PS3 (5-6)-8.1a

PS3 (5-6)-8.2b
PS3 (5-6)-8.2c
PS3 (5-6)-8.2d

PS3 (7-8)-8.1a
PS3 (7-8)-8.1b
PS3 (7-8)-8.1c

PS3 (7-8)-8.2d
PS3 (7-8)-8.2e
PS3 (7-8)-8.2f



PS3 (5-6)-LAa

PS3 (7-8)-LAa
PS3 (7-8)-LAb
PS3 (7-8)-LAc
Goal Description
PS1 - All living and nonliving things are composed of matter having characteristic properties that distinguish one substance
PS1 (5-8) INQ+ SAE –3 Collect data or use data provided to infer or predict that the total amount of mass in a closed system
PS1 (5-6)–3 Students demonstrate an understanding of conservation of matter by …
3a explaining that regardless of how parts of an object are arranged, the mass of the whole is always the same as the sum of th
PS1 (7-8) –3 Students demonstrate an understanding of conservation of matter by …
3a citing evidence to conclude that the amount of matter before and after undergoing a physical or a chemical change in a close
PS1 (5-8) INQ+POC–2 Given data about characteristic properties of matter (e.g., melting and boiling points, density, solubil
PS1 (5-6) –2 Students demonstrate an understanding of characteristic properties of matter by …
2a recognizing that different substances have properties, which allow them to be identified regardless of the size of the sample.
2b classifying and comparing substances using characteristic properties (e.g., solid, liquid, gas). (PS1 (5-6)-2b)
PS1 (7-8) –2 Students demonstrate an understanding of characteristic properties of matter by …
2a identifying an unknown substance given its characteristic properties. (PS1 (7-8)-2a)
2b classifying and comparing substances using characteristic properties (e.g., solid, liquid, gas; metal, non-metal). (PS1 (7-8)-2b
PS1 (5-8) INQ-1 Investigate the relationships among mass, volume and density.
PS1 (5-6)-1 Students demonstrate an understanding of characteristic properties of matter by …
1a comparing the masses of objects of equal volume made of different substances. (PS1 (5-6)-1a)
PS1 (7-8) –1 Students demonstrate an understanding of characteristic properties of matter by …
1a measuring mass and volume of both regular and irregular objects and using those values as well as the relationship D=m/v t
PS1 (5-8) MAS–5 Given graphic or written information, classify matter as atom/molecule or element/compound (Not the s
PS1 (5-6)– 5 Students demonstrate an understanding of the structure of matter by …
5a distinguishing between solutions, mixtures, and “pure” substances, i.e. compounds and elements. (PS1 (5-6)-5a)
PS1 (7-8) –5 Students demonstrate an understanding of the structure of matter by …
5a using models or diagrams to show the difference between atoms and molecules. (PS1 (7-8)-5a)
5b classifying common elements and compounds using symbols and simple chemical formulas. (PS1 (7-8)-5b)
5c interpreting the symbols and formulas of simple chemical equations. (PS1 (7-8)-5c)
5d using symbols and chemical formulas to show simple chemical rearrangements that produce new substances (chemical cha
5e explaining that when substances undergo physical changes, the appearance may change but the chemical makeup and chem
5f explaining that when substances undergo chemical changes to form new substances, the properties of the new combinations
PS1 (5-8) SAE+MAS–4 Represent or explain the relationship between or among energy, molecular motion, temperature, an
PS1 (5-6)– 4 Students demonstrate an understanding of states of matter by …
4a differentiating among the characteristics of solids, liquids, and gases. (PS1 (5-6)-4a)
4b predicting the effects of heating and cooling on the physical state, volume and mass of a substance. (PS1 (5-6)-4b)
PS1 (7-8) – 4 Students demonstrate an understanding of states of matter by …
4a creating diagrams or models that represent the states of matter at the molecular level. (PS1 (7-8)-4a)
4b explaining the effect of increased and decreased heat energy on the motion and arrangement of molecules. (PS1 (7-8)-4b)
4c observing the physical processes of evaporation and condensation, or freezing and melting, and describe these changes in te

PS2 - Energy is necessary for change to occur in matter. Energy can be stored, transferred, and transformed, but cannot be
PS2 (5-8) INQ+SAE+POC–7 Use data to draw conclusions about how heat can be transferred (convection, conduction, radia
PS2 (5-6) –7 Students demonstrate an understanding of heat energy by…
7a identifying real world applications where heat energy is transferred and showing the direction that the heat energy flows. (PS2
PS2 (7-8) –7 Students demonstrate an understanding of heat energy by…
7a designing a diagram, model, or analogy to show or describe the motion of molecules for a material in a warmer and cooler st
7b explaining the difference among conduction, convection and radiation and creating a diagram to explain how heat energy trav
PS2 (5-8)-SAE+POC-6 Given a real-world example, show that within a system, energy transforms from one form to another
PS2 (5-6)- 6 Students demonstrate an understanding of energy by…
6a differentiating among the properties of various forms of energy. (PS2 (5-6)-6a)
6b explaining how energy may be stored in various ways (e.g. batteries, springs, height in terms of potential energy). (PS2 (5-6)
6c describing sound as the transfer of energy through various materials (e.g. solids, liquids, gases). (PS2 (5-6)-6c)
PS2 (7-8)- 6 Students demonstrate an understanding of energy by…
6a using a real world example to explain the transfer of potential energy to kinetic energy. (PS2 (7-8)-6a)
6b constructing a model to explain the transformation of energy from one form to another. (e.g. an electrical circuit changing ele
6c explaining that while energy may be stored, transferred, or transformed, the total amount of energy is conserved. (PS2 (7-8)-
6d describing the effect of changing voltage in an electrical circuit. (PS2 (7-8)-6d)

PS3 - The motion of an object is affected by forces.
PS3 (5-8) INQ+POC–8 Use data to determine or predict the overall (net effect of multiple forces (e.g., friction, gravitational
PS3 (5-6)–8.1 Students demonstrate an understanding of motion by…
8.1a using data or graphs to compare the relative speed of objects. (PS3 (5-6)-8.1a)
PS3 (5-6)–8.2 Use data to determine or predict the overall (net effect of multiple forces (e.g., friction, gravitational, magne
8.2b recognizing that a force is a push or a pull. (PS3 (5-6)-8.2b)
8.2c explaining that changes in speed or direction of motion are caused by forces. (PS3 (5-6)-8.2c)
8.2d showing that electric currents and magnets can exert a force on each other. (PS3 (5-6)-8.2d)
PS3 (7-8) –8.1 Students demonstrate an understanding of motion by…
8.1a measuring distance and time for a moving object and using those values as well as the relationship s=d/t to calculate spee
8.1b solving for any unknown in the expression s=d/t given values for the other two variables. (PS3 (7-8)-8.1b)
8.1c differentiating among speed, velocity and acceleration. (PS3 (7-8)-8.1c)
PS3 (7-8) –8.2 Students demonstrate an understanding of force (e.g., friction, gravitational, magnetic) by…
8.2d making and testing predictions on how unbalanced forces acting on objects change speed or direction of motion, or both. (
8.2e describing or graphically representing that the acceleration of an object is proportional to the force on the object and invers
8.2f differentiating between mass and weight. (PS3 (7-8)-8.2f)
PS3 (5-8) SAE+INQ– Local Assessment Only Experiment, observe, or predict how energy might be transferred by means of w
PS3 (5-6) - LA Students demonstrate an understanding of waves by …
LAa investigate how vibrations in materials (e.g. pebble in a pond, jump rope, slinky) set up wavelike disturbances that spread a
PS3 (7-8)-LA Students.demonstrate an understanding of the visible spectrum of light by…
LAa experiment how light from the sun is made up of a mixture of many different colors of light (e.g. using prisms, spectrometer
LAb representing in words, diagrams, or other models the visible spectrum as a part of the electromagnetic spectrum (consisting
LAc differentiating between electromagnetic and mechanical waves. (PS3 (7-8)-LAc)
tinguish one substance from another (independent of size or amount of substance).
mass in a closed system stays the same, regardless of how substances interact (conservation of matter).

e same as the sum of the masses of its parts. (PS1 (5-6)-3a)

 mical change in a closed system remains the same. (PS1 (7-8)-3a)
 points, density, solubility) identify, compare, or classify different substances.

 the size of the sample. (PS1 (5-6)-2a)




on-metal). (PS1 (7-8)-2b)




he relationship D=m/v to calculate density. (PS1 (7-8)-1a)
t/compound (Not the structure of an atom).

S1 (5-6)-5a)




bstances (chemical change). (PS1 (7-8)-5d)
emical makeup and chemical properties do not. (PS1 (7-8)-5e)
of the new combinations may be very different from those of the old. (PS1 (7-8)-5f)
otion, temperature, and states of matter.


(PS1 (5-6)-4b)


ecules. (PS1 (7-8)-4b)
cribe these changes in terms of molecular motion and conservation of mass. (PS1 (7-8)-4c)

formed, but cannot be destroyed.
tion, conduction, radiation).

 heat energy flows. (PS2 (5-6)-7a)

 a warmer and cooler state. (PS2 (7-8)-7a)
ain how heat energy travels in different directions and through different materials by each of these methods. (PS2 (7-8)-7b)
m one form to another (i.e., chemical, heat, electrical, gravitational, light, sound, mechanical).


ntial energy). (PS2 (5-6)-6b)
 ical circuit changing electrical energy to light energy in a light bulb). (PS2 (7-8)-6b)
  conserved. (PS2 (7-8)-6c)




 , friction, gravitational, magnetic) on the position, speed, and direction of motion of objects.


n, gravitational, magnetic) on the position, speed, and direction of motion of objects.




 s=d/t to calculate speed and graphically represent the data. (PS3 (7-8)-8.1a)




 ion of motion, or both. (PS3 (7-8)-8.2d)
on the object and inversely proportional to the object’s mass. (PS3 (7-8)-8.2e)

ansferred by means of waves.

turbances that spread away from the source. (PS3 (5-6)-LAa)

ng prisms, spectrometers, crystals). (PS3 (7-8)-LAa)
etic spectrum (consisting of visible light, infrared, and ultraviolet radiation) and composed of all colors of light (PS3 (7-8)-LAb)
RIEPS Code   Goal Description
             AASL 1 Learners use skills, resources, & tools to inquire, think critically, and gain knowledge.
             AASL 1.1 Skills
AASL 1.1.1   AASL 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-wor
AASL 1.1.2   AASL 1.1.2 Use prior and background knowledge as context for new learning. (AASL 1.1.2)
AASL 1.1.3   AASL 1.1.3 Develop and refine a range of questions to frame the search for new understanding. (AASL 1.1.3)
AASL 1.1.4   AASL 1.1.4 Find, evaluate, and select appropriate sources to answer questions. (AASL 1.1.4 )
AASL 1.1.5   AASL 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness fo
AASL 1.1.6   AASL 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in
AASL 1.1.7   AASL 1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and s
AASL 1.1.8   AASL 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. (AASL 1.1
AASL 1.1.9   AASL 1.1.9 Collaborate with others to broaden and deepen understanding. (AASL 1.1.9 )

             AASL 1.2 Dispositions in Action
AASL 1.2.1   AASL 1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the co
AASL 1.2.2   AASL 1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resour
AASL 1.2.3   AASL 1.2.3 Demonstrate creativity by using multiple resources and formats. (AASL 1.2.3 )
AASL 1.2.4   AASL 1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information. (AASL 1.2.4 )
AASL 1.2.5   AASL 1.2.5 Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when ne
AASL 1.2.6   AASL 1.2.6 Display emotional resilience by persisting in information searching despite challenges. (AASL 1.2.6 )
AASL 1.2.7   AASL 1.2.7 Display persistence by continuing to pursue information to gain a broad perspective. (AASL 1.2.7 )

             AASL 1.3 Responsibilities
AASL 1.3.1   AASL 1.3.1 Respect copyright/ intellectual property rights of creators and producers. (AASL 1.3.1 )
AASL 1.3.2   AASL 1.3.2 Seek divergent perspectives during information gathering and assessment. (AASL 1.3.2 )
AASL 1.3.3   AASL 1.3.3 Follow ethical and legal guidelines in gathering and using information. (AASL 1.3.3 )
AASL 1.3.4   AASL 1.3.4 Contribute to the exchange of ideas within the learning community. (AASL 1.3.4 )
AASL 1.3.5   AASL 1.3.5 Use information technology responsibly. (AASL 1.3.5 )

             AASL 1.4 Self-Assessment Strategies
AASL 1.4.1   AASL 1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary
AASL 1.4.2   AASL 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. (AASL 1.4
AASL 1.4.3   AASL 1.4.3 Monitor gathered information, and assess for gaps or weaknesses. (AASL 1.4.3 )
AASL 1.4.4   AASL 1.4.4 Seek appropriate help when it is needed. (AASL 1.4.4 )


             AASL 2 Learners use skills, resources, & tools to draw conclusions, make informed decisions, apply kno
             AASL 2.1 Skills
AASL 2.1.1   AASL 2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, e
AASL 2.1.2   AASL 2.1.2 Organize knowledge so that it is useful. (AASL 2.1.2 )
AASL 2.1.3   AASL 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-w
AASL 2.1.4   AASL 2.1.4 Use technology and other information tools to analyze and organize information. (AASL 2.1.4 )
AASL 2.1.5   AASL 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve
AASL 2.1.6   AASL 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that expr

             AASL 2.2 Dispositions in Action
AASL 2.2.1   AASL 2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to each specific res
AASL 2.2.2   AASL 2.2.2 Use both divergent and convergent thinking to formulate alternative conclusions and test them again
AASL 2.2.3   AASL 2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads
AASL 2.2.4   AASL 2.2.4 Demonstrate personal productivity by completing products to express learning. (AASL 2.2.4 )

             AASL 2.3 Responsibilities
AASL 2.3.1   AASL 2.3.1 Connect understanding to the real world. (AASL 2.3.1 )
AASL 2.3.2   AASL 2.3.2 Consider diverse and global perspectives in drawing conclusions. (AASL 2.3.2 )
AASL 2.3.3   AASL 2.3.3 Use valid information and reasoned conclusions to make ethical decisions. (AASL 2.3.3 )
             AASL 2.4 Self-Assessment Strategies
AASL 2.4.1   AASL 2.4.1 Determine how to act on information (accept, reject, modify). (AASL 2.4.1 )
AASL 2.4.2   AASL 2.4.2 Reflect on systematic process, and assess for completeness of investigation. (AASL 2.4.2 )
AASL 2.4.3   AASL 2.4.3 Recognize new knowledge and understanding. (AASL 2.4.3 )
AASL 2.4.4   AASL 2.4.4 Develop directions for future investigations. (AASL 2.4.4 )


             AASL 3 Learners use skills, resources, & tools to share knowledge and participate ethically and produc
             AASL 3.1 Skills
AASL 3.1.1   AASL 3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the le
AASL 3.1.2   AASL 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. (AASL 3.1.2
AASL 3.1.3   AASL 3.1.3 Use writing and speaking skills to communicate new understandings effectively. (AASL 3.1.3 )
AASL 3.1.4   AASL 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in
AASL 3.1.5   AASL 3.1.5 Connect learning to community issues. (AASL 3.1.5 )
AASL 3.1.6   AASL 3.1.6 Use information and technology ethically and responsibly. (AASL 3.1.6 )

             AASL 3.2 Dispositions in Action
AASL 3.2.1   AASL 3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal si
AASL 3.2.2   AASL 3.2.2 Show social responsibility by participating actively with others in learning situations and by contributin
AASL 3.2.3   AASL 3.2.3 Demonstrate teamwork by working productively with others. (AASL 3.2.3 )

             AASL 3.3 Responsibilities
AASL 3.3.1   AASL 3.3.1 Solicit and respect diverse perspectives while searching for information, collaborating with others, an
AASL 3.3.2   AASL 3.3.2 Respect the differing interests and experiences of others, and seek a variety of viewpoints. (AASL 3
AASL 3.3.3   AASL 3.3.3 Use knowledge and information skills and dispositions to engage in public conversation and debate
AASL 3.3.4   AASL 3.3.4 Create products that apply to authentic, real-world contexts. (AASL 3.3.4 )
AASL 3.3.5   AASL 3.3.5 Contribute to the exchange of ideas within and beyond the learning community. (AASL 3.3.5 )
AASL 3.3.6   AASL 3.3.6 Use information and knowledge in the service of democratic values. (AASL 3.3.6 )
AASL 3.3.7   AASL 3.3.7 Respect the principles of intellectual freedom. (AASL 3.3.7 )

             AASL 3.4 Self-Assessment Strategies
AASL 3.4.1   AASL 3.4.1 Assess the processes by which learning was achieved in order to revise strategies and learn more e
AASL 3.4.2   AASL 3.4.2 Assess the quality and effectiveness of the learning product. (AASL 3.4.2 )
AASL 3.4.3   AASL 3.4.3 Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and d


             AASL 4 Learners use skills, resources, & tools to pursue personal and aesthetic growth.
             AASL 4.1 Skills
AASL 4.1.1   AASL 4.1.1 Read, view, and listen for pleasure and personal growth. (AASL 4.1.1 )
AASL 4.1.2   AASL 4.1.2 Read widely and fluently to make connections with self, the world, and previous reading. (AASL 4.1.
AASL 4.1.3   AASL 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres. (AASL 4.1.3
AASL 4.1.4   AASL 4.1.4 Seek information for personal learning in a variety of formats and genres. (AASL 4.1.4 )
AASL 4.1.5   AASL 4.1.5 Connect ideas to own interests and previous knowledge and experience. (AASL 4.1.5 )
AASL 4.1.6   AASL 4.1.6 Organize personal knowledge in a way that can be called upon easily. (AASL 4.1.6 )
AASL 4.1.7   AASL 4.1.7 Use social networks and information tools to gather and share information. (AASL 4.1.7 )
AASL 4.1.8   AASL 4.1.8 Use creative and artistic formats to express personal learning. (AASL 4.1.8 )

             AASL 4.2 Dispositions in Action
AASL 4.2.1   AASL 4.2.1 Display curiosity by pursuing interests through multiple resources. (AASL 4.2.1 )
AASL 4.2.2   AASL 4.2.2 Demonstrate motivation by seeking information to answer personal questions and interests, trying a
AASL 4.2.3   AASL 4.2.3 Maintain openness to new ideas by considering divergent opinions, changing opinions or conclusion
AASL 4.2.4   AASL 4.2.4 Show an appreciation for literature by electing to read for pleasure and expressing an interest in vari

              AASL 4.3 Responsibilities
AASL 4.3.1   AASL 4.3.1 Participate in the social exchange of ideas, both electronically and in person. (AASL 4.3.1 )
AASL 4.3.2   AASL 4.3.2 Recognize that resources are created for a variety of purposes. (AASL 4.3.2 )
AASL 4.3.3   AASL 4.3.3 Seek opportunities for pursuing personal and aesthetic growth. (AASL 4.3.3 )
AASL 4.3.4   AASL 4.3.4 Practice safe and ethical behaviors in personal electronic communication and interaction. (AASL 4.3

             AASL 4.4 Self-Assessment Strategies
AASL 4.4.2   AASL 4.2 Recognize the limits of own personal knowledge. (AASL 4.4.2 )
AASL 4.4.1   AASL 4.4.1 Identify own areas of interest. (AASL 4.4.1 )
AASL 4.4.3   AASL 4.4.3 Recognize how to focus efforts in personal learning. (AASL 4.4.3 )
AASL 4.4.4   AASL 4.4.4 Interpret new information based on cultural and social context. (AASL 4.4.4 )
AASL 4.4.5   AASL 4.4.5 Develop personal criteria for gauging how effectively own ideas are expressed. (AASL 4.4.5 )
AASL 4.4.6   AASL 4.4.6 Evaluate own ability to select resources that are engaging and appropriate for personal interests and
 nd gain knowledge.

subjects, and make the real-world connection for using this process in own life. (AASL 1.1.1)
AASL 1.1.2)
w understanding. (AASL 1.1.3)
  (AASL 1.1.4 )
 racy, validity, appropriateness for needs, importance, and social and cultural context. (AASL 1.1.5 )
 textual, visual, media, digital) in order to make inferences and gather meaning. (AASL 1.1.6 )
ying misconceptions, main and supporting ideas, conflicting information, and point of view or bias. (AASL 1.1.7 )
 and pursuing inquiry. (AASL 1.1.8 )



ating the answers beyond the collection of superficial facts. (AASL 1.2.1 )
choices in the selection of resources and information. (AASL 1.2.2 )

 all information. (AASL 1.2.4 )
esources, or strategies when necessary to achieve success. (AASL 1.2.5 )
espite challenges. (AASL 1.2.6 )
oad perspective. (AASL 1.2.7 )


cers. (AASL 1.3.1 )
ssment. (AASL 1.3.2 )
 n. (AASL 1.3.3 )
(AASL 1.3.4 )



rogress, and adapt as necessary. (AASL 1.4.1 )
 own inquiry process. (AASL 1.4.2 )
(AASL 1.4.3 )



 informed decisions, apply knowledge to new situations, and create new knowledge.

 king skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclu

wledge to curricular areas, real-world situations, and further investigations. (AASL 2.1.3 )
 information. (AASL 2.1.4 )
dings, make decisions, and solve problems. (AASL 2.1.5 )
 kills to create products that express new understandings. (AASL 2.1.6 )


on strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn. (AASL 2.2.1 )
 conclusions and test them against the evidence. (AASL 2.2.2 )
at the pattern of evidence leads to a decision or conclusion. (AASL 2.2.3 )
ss learning. (AASL 2.2.4 )



AASL 2.3.2 )
cisions. (AASL 2.3.3 )
estigation. (AASL 2.4.2 )




articipate ethically and productively as members of our democratic society.

standings and reflecting on the learning. (AASL 3.1.1 )
network of learners. (AASL 3.1.2 )
s effectively. (AASL 3.1.3 )
knowledge and understanding in ways that others can view, use, and assess. (AASL 3.1.4 )




 rs in both formal and informal situations. (AASL 3.2.1 )
 ning situations and by contributing questions and ideas during group discussions. (AASL 3.2.2 )



tion, collaborating with others, and participating as a member of the community. (AASL 3.3.1 )
 a variety of viewpoints. (AASL 3.3.2 )
 public conversation and debate around issues of common concern. (AASL 3.3.3 )

community. (AASL 3.3.5 )
 (AASL 3.3.6 )



 vise strategies and learn more effectively in the future. (AASL 3.4.1 )

ng varied roles, leadership, and demonstrations of respect for other viewpoints. (AASL 3.4.3 )


sthetic growth.


 nd previous reading. (AASL 4.1.2 )
ormats and genres. (AASL 4.1.3 )
enres. (AASL 4.1.4 )
ence. (AASL 4.1.5 )
 ly. (AASL 4.1.6 )
mation. (AASL 4.1.7 )



AASL 4.2.1 )
 questions and interests, trying a variety of formats and genres, and displaying a willingness to go beyond academic requirements. (AASL 4.2
 changing opinions or conclusions when evidence supports the change, and seeking information about new ideas encountered through acad
and expressing an interest in various literary genres. (AASL 4.2.4 )
n person. (AASL 4.3.1 )


cation and interaction. (AASL 4.3.4 )




expressed. (AASL 4.4.5 )
opriate for personal interests and needs. (AASL 4.4.6 )
derstandings, draw conclusions, and create new knowledge. (AASL 2.1.1 )




n. (AASL 2.2.1 )
 requirements. (AASL 4.2.2 )
ncountered through academic or personal experiences. (AASL 4.2.3 )
RIEPS Code


ET1.1 (5-6)-1a
ET1.1 (5-6)-1b
ET1.1 (5-6)-1c
ET1.1 (7-8)-1a
ET1.1 (7-8)-1b
ET1.1 (7-8)-1c

ET1.1 (9-12)-1a
ET1.1 (9-12)-1b
ET1.1 (9-12)-1c

ET1.1 (3-4)- 1a
ET1.1 (3-4)- 1b
ET1.1 (3-4)- 1c
ET1.1 (K-2)-1a
ET1.1 (K-2)-1b
ET1.1 (K-2)-1c


ET1.2 (5-6)-2a
ET1.2 (5-6)-2b
ET1.2 (7-8)-2a
ET1.2 (7-8)-2b

ET1.2 (9-12)-2a
ET1.2 (9-12)-2b

ET1.2 (3-4)-2a
ET1.2 (3-4)-2b
ET1.2 (K-2)-2a
ET1.2 (K-2)-2b




ET2.1 (5-6)-1a
ET2.1 (5-6)-1b
ET2.1 (5-6)-1c
ET2.1 (7-8)-1a
ET2.1 (7-8)-1b
ET2.1 (7-8)-1c

ET2.1 (9-12)-1a
ET2.1 (9-12)-1b
ET2.1 (9-12)-1c

ET2.1 (3-4)-1a
ET2.1 (3-4)-1b
ET2.1 (3-4)-1c
ET2.1 (K-2)-1a
ET2.1 (K-2)-1b
ET2.1 (K-2)-1c
ET2.2 (5-6)-2a
ET2.2 (5-6)-2b
ET2.2 (5-6)-2c
ET2.2 (5-6)-2d
ET2.2 (7-8)-2a
ET2.2 (7-8)-2b
ET2.2 (7-8)-2c
ET2.2 (7-8)-2d

ET2.2 (9-12)-2a
ET2.2 (9-12)-2b
ET2.2 (9-12)-2c
ET2.2 (9-12)-2d

ET2.2 (3-4)-2a
ET2.2 (3-4)-2b
ET2.2 (3-4)-2c
ET2.2 (3-4)-2d
ET2.2 (K-2)-2a
ET2.2 (K-2)-2b
ET2.2 (K-2)-2c
ET2.2 (K-2)-2d


ET2.3 (5-6)-3a
ET2.3 (5-6)-3b
ET2.3 (5-6)-3c
ET2.3 (5-6)-3d
ET2.3 (7-8)-3a
ET2.3 (7-8)-3b
ET2.3 (7-8)-3c
ET2.3 (7-8)-3d

ET2.3 (9-12)-3a
ET2.3 (9-12)-3b
ET2.3 (9-12)-3c
ET2.3 (9-12)-3d

ET2.3 (3-4)-3a
ET2.3 (3-4)-3b
ET2.3 (3-4)-3c
ET2.3 (3-4)-3d
ET2.3 (K-2)-3a
ET2.3 (K-2)-3b
ET2.3 (K-2)-3c
ET2.3 (K-2)-3d




ET3.1 (5-6)-1a
ET3.1 (5-6)-1b
ET3.1 (7-8)-1a
ET3.1 (7-8)-1b

ET3.1 (9-12)-1a
ET3.1 (9-12)-1b

ET3.1 (3-4)-1a
ET3.1 (3-4)-1b
ET3.1 (K-2)-1a
ET3.1 (K-2)-1b


ET3.2 (5-6)-2a
ET3.2 (5-6)-2b
ET3.2 (7-8)-2a
ET3.2 (7-8-)-2b

ET3.2 (9-12-2a
ET3.2 (9-12)-2b

ET3.2 (3-4)-2a
ET3.2 (3-4)-2b
ET3.2 (K-2)-2a
ET3.2 (K-2)-2b
Goal Description
ET1 - Engineering and technology impacts the world and the growth of humankind
ET1.1 (5-8) Compare, contrast, and provide evidence of how technology influences history and impacts society.
ET1.1 (5-6)-1a Students demonstrate an understanding of the impact of technology by researching and displaying how historica
ET1.1 (5-6)-1b Students demonstrate an understanding of the impact of technology by listing and describing the importance of t
ET1.1 (5-6)-1c Students demonstrate an understanding of the impact of technology by evaluating the many and varying uses of
ET1.1 (7-8)-1a Students demonstrate an understanding of the impact of technology by describing how technological advances a
ET1.1 (7-8)-1b Students demonstrate an understanding of the impact of technology by comparing and contrasting the social and
ET1.1 (7-8)-1c Students demonstrate an understanding of the impact of technology by analyzing the use of technology within va
ET1.1 (9-12) Identify the factors affecting technological advances (e.g. social, economic, political, cultural, environmen
ET1.1 (9-12)-1a Students demonstrate an understanding of the influences of technology by analyzing factors related to the deve
ET1.1 (9-12)-1b Students demonstrate an understanding of the influences of technology by assessing the relationship between
ET1.1 (9-12)-1c Students demonstrate an understanding of the influences of technology by analyzing the evolution of factors aff
ET1.1 (K-4) Demonstrate and identify reasons for the development of technology and its effects on humankind.
ET1.1 (3-4)- 1a Students demonstrate an understanding of the nature of technology by comparing and contrasting life with and w
ET1.1 (3-4)- 1b Students demonstrate an understanding of the nature of technology by recognizing that technology has positive
ET1.1 (3-4)- 1c Students demonstrate an understanding of the nature of technology by identifying natural vs. human-made obje
ET1.1 (K-2)-1a Students demonstrate an understanding of the nature of technology by investigating life without current technolo
ET1.1 (K-2)-1b Students demonstrate an understanding of the nature of technology by describing how technology affects daily h
ET1.1 (K-2)-1c Students demonstrate an understanding of the nature of technology by differentiating between needs/wants, help

ET1.2 (5-8) Describe and demonstrate the effects of technological systems to humankind on a national scale. (ET1.2 (5
ET1.2 (5-6)-2a Students demonstrate an understanding of the outcomes of technology by making connections between technolo
ET1.2 (5-6)-2b Students demonstrate an understanding of the outcomes of technology by researching and analyzing the effects
ET1.2 (7-8)-2a Students demonstrate an understanding of the outcomes of technology by designing or improving a technologica
ET1.2 (7-8)-2b Students demonstrate an understanding of the outcomes of technology by associating and illustrating the effects
ET1.2 (9-12) Analyze and explain advancements in technological systems and their impact on the world.
ET1.2 (9-12)-2a Students demonstrate an understanding of the impacts of technology by revising a current technological system
ET1.2 (9-12)-2b Students demonstrate an understanding of the impacts of technology by modeling and evaluating the design of
ET1.2 (K-4) Discuss and define technology and its relationship to the natural and designed (human-made) world in the
ET1.2 (3-4)-2a Students demonstrate an understanding of the need for technology by defining technology as any process or inv
ET1.2 (3-4)-2b Students demonstrate an understanding of the need for technology by discussing the purpose of technology and
ET1.2 (K-2)-2a Students demonstrate an understanding of the need for technology by defining technology as something that ma
ET1.2 (K-2)-2b Students demonstrate an understanding of the need for technology by discussing the purpose of technology and


ET2 - Effective design through engineering and technology is the outcome of a problem solving process involving the
ET2.1 (5-8) Utilize the attributes of the design process to solve a real world problem.
ET2.1 (5-6)-1a Students demonstrate an understanding of the attributes of the design process by defining a problem that addres
ET2.1 (5-6)-1b Students demonstrate an understanding of the attributes of the design process by selecting an appropriate desig
ET2.1 (5-6)-1c Students demonstrate an understanding of the attributes of the design process by explaining what makes an effe
ET2.1 (7-8)-1a Students demonstrate an understanding of the attributes of the design process by defining a problem that addres
ET2.1 (7-8)-1b Students demonstrate an understanding of the attributes of the design process by selecting and justifying an app
ET2.1 (7-8)-1c Students demonstrate an understanding of the attributes of the design process by fulfilling a specific function as
ET2.1 (9-12) Evaluate the design and refine the design process used to solve a real world problem.
ET2.1 (9-12)-1a Students demonstrate an understanding of the attributes of the design process by identifying in depth criteria an
ET2.1 (9-12)-1b Students demonstrate an understanding of the attributes of the design process by evaluating and finalizing the
ET2.1 (9-12)-1c Students demonstrate an understanding of the attributes of the design process by creating a team and assignin
ET2.1 (K-4) Explore and recognize the attributes of the design process.
ET2.1 (3-4)-1a Students demonstrate an understanding of the attributes of the design process by defining a problem and expres
ET2.1 (3-4)-1b Students demonstrate an understanding of the attributes of the design process by solving problems through the
ET2.1 (3-4)-1c Students demonstrate an understanding of the attributes of the design process by identifying the characteristics o
ET2.1 (K-2)-1a Students demonstrate an understanding of the attributes of the design process by asking questions, making obs
ET2.1 (K-2)-1b Students demonstrate an understanding of the attributes of the design process by exploring solutions to a proble
ET2.1 (K-2)-1c Students demonstrate an understanding of the attributes of the design process by completing tasks cooperativel
ET2.2 (5-8) Use and maintain technological products and systems, as well as their tools.
ET2.2 (5-6)-2a Students demonstrate an understanding of technological products and systems by safely using the required tools
ET2.2 (5-6)-2b Students demonstrate an understanding of technological products and systems by incorporating assigned mater
ET2.2 (5-6)-2c Students demonstrate an understanding of technological products and systems by using information to discover,
ET2.2 (5-6)-2d Students demonstrate an understanding of technological products and systems by interpreting and evaluating th
ET2.2 (7-8)-2a Students demonstrate an understanding of technological products and systems by explaining and safely using th
ET2.2 (7-8)-2b Students demonstrate an understanding of technological products and systems by incorporating information, pro
ET2.2 (7-8)-2c Students demonstrate an understanding of technological products and systems by using tools to diagnose, adjus
ET2.2 (7-8)-2d Students demonstrate an understanding of technological products and systems by interpreting and evaluating th
ET2.2 (9-12) Incorporate technological products, systems and their tools to achieve design solutions.
ET2.2 (9-12)-2a Students demonstrate an understanding of technological products and systems by selecting independently the
ET2.2 (9-12)-2b Students demonstrate an understanding of technological products and systems by incorporating proper informa
ET2.2 (9-12)-2c Students demonstrate an understanding of technological products and systems by documenting, communicatin
ET2.2 (9-12)-2d Students demonstrate an understanding of technological products and systems by synthesizing information to d
ET2.2 (K-4) Explore and recognize basic technological products and systems, as well as their tools.
ET2.2 (3-4)-2a Students demonstrate an understanding of technological products and systems by identifying and safely using th
ET2.2 (3-4)-2b Students demonstrate an understanding of technological products and systems by using information to identify p
ET2.2 (3-4)-2c Students demonstrate an understanding of technological products and systems by following step by step proced
ET2.2 (3-4)-2d Students demonstrate an understanding of technological products and systems by identifying the effects of techn
ET2.2 (K-2)-2a Students demonstrate an understanding of technological products and systems by identifying and safely using th
ET2.2 (K-2)-2b Students demonstrate an understanding of technological products and systems by collecting and using informat
ET2.2 (K-2)-2c Students demonstrate an understanding of technological products and systems by exploring how things work. (E
ET2.2 (K-2)-2d Students demonstrate an understanding of technological products and systems by exploring the properties of a p

ET2.3 (5-8) Utilize processes (i.e. research and development, invention and innovation, experimentation, and troublesh
ET2.3 (5-6)-3a Students demonstrate an understanding of effective designs of products and systems by formulating a process t
ET2.3 (5-6)-3b Students demonstrate an understanding of effective designs of products and systems by utilizing materials provi
ET2.3 (5-6)-3c Students demonstrate an understanding of effective designs of products and systems by testing, troubleshooting
ET2.3 (5-6)-3d Students demonstrate an understanding of effective designs of products and systems by presenting their final wo
ET2.3 (7-8)-3a Students demonstrate an understanding of effective designs of products and systems by formulating a process t
ET2.3 (7-8)-3b Students demonstrate an understanding of effective designs of products and systems by utilizing materials provi
ET2.3 (7-8)-3c Students demonstrate an understanding of effective designs of products and systems by testing, troubleshooting
ET2.3 (7-8)-3d Students demonstrate an understanding of effective designs of products and systems by presenting their docum
ET2.3 (9-12) Refine the processes of research and development, invention and innovation, experimentation, and troubl
ET2.3 (9-12)-3a Students demonstrate an understanding of what is an optimal design solution by formulating a process to solve
ET2.3 (9-12)-3b Students demonstrate an understanding of what is an optimal design solution by choosing appropriate material
ET2.3 (9-12)-3c Students demonstrate an understanding of what is an optimal design solution by evaluating and refining a comp
ET2.3 (9-12)-3d Students demonstrate an understanding of what is an optimal design solution by presenting comparative simula
ET2.3 (K-4) Explore the processes of research and development, invention and innovation, experimentation, and troub
ET2.3 (3-4)-3a Students demonstrate an understanding of effective design by exploring the process of solving a real world prob
ET2.3 (3-4)-3b Students demonstrate an understanding of effective design by using age-appropriate construction materials to b
ET2.3 (3-4)-3c Students demonstrate an understanding of effective design by testing,troubleshooting, and evaluating a basic de
ET2.3 (3-4)-3d Students demonstrate an understanding of effective design by documenting the advantages and disadvantages
ET2.3 (K-2)-3a Students demonstrate an understanding of effective design by recognizing there are steps to solving a problem.
ET2.3 (K-2)-3b Students demonstrate an understanding of effective design by experimenting /exploring with various materials (w
ET2.3 (K-2)-3c Students demonstrate an understanding of effective design by asking questions and making observations of des
ET2.3 (K-2)-3d Students demonstrate an understanding of effective design by comparing and contrasting various design solutio


ET3 - The designed world community selects and uses the appropriate technology.
ET3.1 (5-8) Explore the various areas in engineering and technology and their interconnections.
ET3.1 (5-6)-1a Students demonstrate an understanding of the areas of engineering and technology by differentiating among the
ET3.1 (5-6)-1b Students demonstrate an understanding of the areas of engineering and technology by researching the connecti
ET3.1 (7-8)-1a Students demonstrate an understanding of the areas of engineering and technology by researching and defining
ET3.1 (7-8)-1b Students demonstrate an understanding of the areas of engineering and technology by evaluating the connection
ET3.1 (9-12) Experience and implement the various areas in engineering and technology.
ET3.1 (9-12)-1a Students demonstrate an understanding of the areas of engineering and technology by preparing a career portf
ET3.1 (9-12)-1b Students demonstrate an understanding of the areas of engineering and technology by evaluating the connectio
ET3.1 (K-4) Recognize that there are various areas in engineering and technology.
ET3.1 (3-4)-1a Students demonstrate an understanding of the areas of engineering and technology by identifying responsibilities
ET3.1 (3-4)-1b Students demonstrate an understanding of the areas of engineering and technology by specifying and explaining
ET3.1 (K-2)-1a Students demonstrate an understanding of the areas of engineering and technology by identifying community wo
ET3.1 (K-2)-1b Students demonstrate an understanding of the areas of engineering and technology by making connections betw

ET3.2 (5-8) Compare and contrast tools to measure, design, and implement specific technologies.
ET3.2 (5-6)-2a Students demonstrate an understanding of selecting appropriate tools by comparing and contrasting tools used f
ET3.2 (5-6)-2b Students demonstrate an understanding of selecting appropriate tools by researching and selecting the optimal t
ET3.2 (7-8)-2a Students demonstrate an understanding of selecting appropriate tools by researching and explaining the evolutio
ET3.2 (7-8-)-2b Students demonstrate an understanding of selecting appropriate tools by researching and selecting the optimal
ET3.2 (9-12) Evaluate the effectiveness of tools to measure, design, and implement specific technologies.
ET3.2 (9-12-2a Students demonstrate an understanding of selecting appropriate tools by evaluating the effectiveness of various
ET3.2 (9-12)-2b Students demonstrate an understanding of selecting appropriate tools by developing or improving a tool for a sp
ET3.2 (K-4) Select and utilize appropriate tools to measure, design, and implement specific technologies.
ET3.2 (3-4)-2a Students demonstrate an understanding of selecting appropriate tools by identifying characteristics of appropriat
ET3.2 (3-4)-2b Students demonstrate an understanding of selecting appropriate tools by experimenting and selecting the optima
ET3.2 (K-2)-2a Students demonstrate an understanding of selecting appropriate tools by recognizing that there are specialized t
ET3.2 (K-2)-2b Students demonstrate an understanding of selecting appropriate tools by experimenting with different tools for ta
mpacts society.
displaying how historical events have inspired technological advancements (e.g. Cold War/Sputnik, slavery/cotton gin). (ET1.1 (5-6)-1a)
bing the importance of technology in daily life. (ET1.1 (5-6)-1b)
any and varying uses of technology within different geographic regions (e.g. geothermal, tidal, and wind power). (ET1.1 (5-6)-1c)
echnological advances affect society (e.g. horse drawn carriages to automobiles). (ET1.1 (7-8)-1a)
ontrasting the social and economic concerns that arise for the individual, the family, and/or the community as a result of technological advanc
   of technology within various cultures (e.g. Amish, Japanese ). (ET1.1 (7-8)-1c)
 , cultural, environmental) throughout history.
ctors related to the development of technology and its effects on the rate of change. (ET1.1 (9-12)-1a)
 e relationship between available resources and the development of technology. (ET1.1 (9-12)-1b)
e evolution of factors affecting technological advances in a global environment (e.g. satellites, transportation, media). (ET1.1 (9-12)-1c )
on humankind.
 ontrasting life with and without current technology and how technology impacts everyday life. (ET1.1 (3-4)- 1a)
technology has positive and negative outcomes utilizing specific examples. (ET1.1 (3-4)- 1b)
  l vs. human-made objects (e.g. classifying and categorizing objects in words, a table, chart and/or diagram ). (ET1.1 (3-4)- 1c)
without current technology (e.g. roleplay use of the bucket brigade instead of a fire truck). (ET1.1 (K-2)-1a)
echnology affects daily human routines (e.g. How does milk get from the cow to the home refrigerator?). (ET1.1 (K-2)-1b)
 ween needs/wants, helpful/ harmful, disposable/ reusable and natural/human-made products. (ET1.1 (K-2)-1c)

ational scale. (ET1.2 (5-8))
 ctions between technological inventions and their impacts on a nation. (e.g. automobiles and highway systems; computerized machines and
 nd analyzing the effects on humankind and the environment that a particular technology has had over a period of time... (ET1.2 (5-6)-2b )
mproving a technological product and explaining how it may impact society. (e.g. vaccinations, television , cell phones, jumbo jets). (ET1.2 (7
nd illustrating the effects of particular technological systems over a period of time (e.g. waste disposal systems, potable water systems). (ET1

ent technological system and analyzing the global effects of the innovation (e.g. transition from fossil fuels to use of renewable resources). (E
evaluating the design of a technological system and its impact on humankind. (ET1.2 (9-12)-2b)
 an-made) world in the local community.
gy as any process or invention that affects society (e.g. impact of the tractor on farming, indoor plumbing). (ET1.2 (3-4)-2a )
  pose of technology and how it has affected human development... (ET1.2 (3-4)-2b)
gy as something that makes life easier (e.g. clothes, telephone, automobile, microwave). (ET1.2 (K-2)-2a)
 rpose of technology and its relationship to the natural and designed world (e.g. how cutting down trees to manufacture lumber affects the for


process involving the application of content knowledge, acquired skills, and creativity.

ng a problem that addresses a scenario with given criteria and constraints. (ET2.1 (5-6)-1a)
 ng an appropriate design solution for a given scenario or task. (ET2.1 (5-6)-1b)
ning what makes an effective design team and working together to achieve a desired result. (ET2.1 (5-6)-1c)
ng a problem that addresses a scenario by identifying its criteria and constraints. (ET2.1 (7-8)-1a)
 ng and justifying an appropriate design solution for a given scenario or task. (ET2.1 (7-8)-1b)
 g a specific function as a team member to achieve a desired result. (ET2.1 (7-8)-1c)

ifying in depth criteria and constraints by developing a concise problem statement. (ET2.1 (9-12)-1a)
 ating and finalizing the most appropriate design solution for a given scenario or task. (ET2.1 (9-12)-1b)
ing a team and assigning roles to team members for the purpose of achieving an overall desired result. (ET2.1 (9-12)-1c)

ng a problem and expressing design ideas for that problem to others. (ET2.1 (3-4)-1a )
g problems through the creation of design solutions. (ET2.1 (3-4)-1b)
ying the characteristics of being an effective team member and working together to complete a task. (ET2.1 (3-4)-1c)
g questions, making observations, and brainstorming various ideas. (ET2.1 (K-2)-1a )
 ing solutions to a problem based on observations and brainstorming ideas. (ET2.1 (K-2)-1b)
 eting tasks cooperatively in a group setting. (ET2.1 (K-2)-1c)
  using the required tools and organizing information resources for a specific task. (ET2.2 (5-6)-2a)
porating assigned materials and assigned measurement instrumentation throughout the design process. (ET2.2 (5-6)-2b)
 information to discover, diagnose and troubleshoot problems that arise in the course of building. (ET2.2 (5-6)-2c)
 reting and evaluating the accuracy of information for the purpose of developing possible solutions. (ET2.2 (5-6)-2d)
 ning and safely using the required tools and organizing information resources for a specific task. (ET2.2 (7-8)-2a)
porating information, proper material selection and assigned measurement instrumentation throughout the design process. (ET2.2 (7-8)-2b )
 tools to diagnose, adjust, and repair problems that arise in the course of building. (ET2.2 (7-8)-2c)
 reting and evaluating the accuracy of information for the purpose of developing possible solutions. (ET2.2 (7-8)-2d)

cting independently the proper tools or information resources used in completing a task. (ET2.2 (9-12)-2a)
rporating proper information, material selection and sophisticated measurement instrumentation throughout the design process. (ET2.2 (9-12
umenting, communicating, and evaluating processes and procedures used to build, operate, and maintain systems. (ET2.2 (9-12)-2c)
hesizing information to develop possible solutions and evaluate the designs . (ET2.2 (9-12)-2d)

 ying and safely using the required tools and information resources for a specific task. (ET2.2 (3-4)-2a)
 information to identify patterns within those systems. (ET2.2 (3-4)-2b)
ing step by step procedures and identifying sequential actions. (ET2.2 (3-4)-2c)
 ying the effects of technology and comparing and contrasting tradeoffs (e.g. advantage of using scissors vs. paper cutter or tearing paper). (
fying and safely using the required tools for a specific task. (ET2.2 (K-2)-2a)
 ting and using information about everyday products and symbols. (ET2.2 (K-2)-2b)
ring how things work. (ET2.2 (K-2)-2c)
ring the properties of a product (e.g. size, type of material, shape). (ET2.2 (K-2)-2d)

 ntation, and troubleshooting) in designs that use criteria and constraints leading to useful products and systems.
  formulating a process to solve a real world problem. (ET2.3 (5-6)-3a)
  utilizing materials provided to construct a working model for a given task... (ET2.3 (5-6)-3b)
  testing, troubleshooting, and evaluating an intermediate design solution. (ET2.3 (5-6)-3c)
  presenting their final working model for peer review and revision. (ET2.3 (5-6)-3d)
  formulating a process to solve a real world problem. (ET2.3 (7-8)-3a)
  utilizing materials provided to construct a working model for a given task. (ET2.3 (7-8)-3b)
  testing, troubleshooting, and evaluating a complex design solution. (ET2.3 (7-8)-3c)
  presenting their documentation, revisions, and final working model to their peers using a variety of technological tools. (ET2.3 (7-8)-3d)
 imentation, and troubleshooting for the purpose of achieving an optimal design solution.
 ating a process to solve a real world problem and justifying the selection. (ET2.3 (9-12)-3a)
 ng appropriate materials to construct a working prototype. (ET2.3 (9-12)-3b)
 ting and refining a complex design solution for a working prototype. (ET2.3 (9-12)-3c)
nting comparative simulations/ prototypes and defending the selected solution. (ET2.3 (9-12)-3d)
  imentation, and troubleshooting in planning practical solutions to problems.
 olving a real world problem. (ET2.3 (3-4)-3a)
nstruction materials to build a model to solve a specific problem. (ET2.3 (3-4)-3b )
nd evaluating a basic design solution. (ET2.3 (3-4)-3c)
ges and disadvantages of multiple designs (e.g. various designs of can openers). (ET2.3 (3-4)-3d)
ps to solving a problem. (ET2.3 (K-2)-3a)
with various materials (wheels, axles, gears, pulleys) to demonstrate their uses and discuss their differences. (ET2.3 (K-2)-3b)
king observations of design solutions (e.g. comparing toothbrush designs). (ET2.3 (K-2)-3c)
 g various design solutions (e.g. bus vs. race car). (ET2.3 (K-2)-3d)




ifferentiating among the various engineering and technological careers (e.g. medical technologist vs. biotechnologist). (ET3.1 (5-6)-1a)
esearching the connections within these areas as they apply to an assigned product. (ET3.1 (5-6)-1b)
esearching and defining the requirements of a particular engineering / technological discipline. (ET3.1 (7-8)-1a)
 valuating the connections within these areas as they apply to an assigned product. (ET3.1 (7-8)-1b)

 preparing a career portfolio of a particular engineering /technological discipline. (ET3.1 (9-12)-1a)
 evaluating the connections within these areas as they apply to a student esigned product. (ET3.1 (9-12)-1b)

dentifying responsibilities of community workers in these areas. (ET3.1 (3-4)-1a)
 pecifying and explaining the connections within these areas. (ET3.1 (3-4)-1b)
dentifying community workers in these areas. (ET3.1 (K-2)-1a)
making connections between these different areas (e.g. recognize that transportation technologies are involved in construction). (ET3.1 (K-2)


 contrasting tools used for the same purpose across different technologies (e.g. linear measurement tools in construction vs. biotechnology).
d selecting the optimal tool for a given task in a specific area of technology. (ET3.2 (5-6)-2b)
d explaining the evolution of key tool(s) used in specific technologies (e.g. the evolution of the microscope in the medical area). (ET3.2 (7-8)-
nd selecting the optimal tool for a student- selected task in a specific area of technology. (ET3.2 (7-8-)-2b)

 effectiveness of various tool(s) used in specific technologies. (ET3.2 (9-12-2a)
 improving a tool for a specific technology. (ET3.2 (9-12)-2b)

 acteristics of appropriate tools within different technologies. (ET3.2 (3-4)-2a)
and selecting the optimal tool for a given task in a specific area of technology. (ET3.2 (3-4)-2b)
at there are specialized tools for different areas of technology. (ET3.2 (K-2)-2a)
 with different tools for tasks (e.g. measuring with various tools – ruler, tape measure, string, etc.). (ET3.2 (K-2)-2b)
 in). (ET1.1 (5-6)-1a)

1.1 (5-6)-1c)

ult of technological advancements. (ET1.1 (7-8)-1b)




). (ET1.1 (9-12)-1c )




mputerized machines and manufacturing ). (ET1.2 (5-6)-2a)
me... (ET1.2 (5-6)-2b )
es, jumbo jets). (ET1.2 (7-8)-2a)
able water systems). (ET1.2 (7-8)-2b)

renewable resources). (ET1.2 (9-12)-2a)




ure lumber affects the forest habitat). (ET1.2 (K-2)-2b)
ocess. (ET2.2 (7-8)-2b )




ign process. (ET2.2 (9-12)-2b)
(ET2.2 (9-12)-2c)




cutter or tearing paper). (ET2.2 (3-4)-2d)




ols. (ET2.3 (7-8)-3d)




t). (ET3.1 (5-6)-1a)
onstruction). (ET3.1 (K-2)-1b)


uction vs. biotechnology). (ET3.2 (5-6)-2a)

edical area). (ET3.2 (7-8)-2a)

				
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