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									                                                        NWABSD Performance Standards for Reading

                                        The student uses strategies to decode or comprehend meaning of words in text.
Alaska State Performance Standards for Reading:
R1.1 a. Distinguish, reproduce and manipulate the sounds in words;
      b. Use a combination of the following to read and comprehend text, knowledge of phonics, alphabet, and alphabetic principle, e.g., recognition of letter
          shapes, letter names, letter/sound relationships, initial/final consonants, vowels, letter patterns; pictures and visual cues; sight recognition of high
          frequency vocabulary words; word structure, e.g., root words, prefixes, suffixes, rhyming words; language structure, e.g., word order, grammar;
          meaning structure, e.g., prior knowledge and context; text structure, e.g., read left to right. E.B.1

                 Primary Entry                                        Primary Primary                                           Primary Exit
The student uses strategies to decode or                    The student uses strategies to decode or               The student uses strategies to decode or
comprehend meaning of words in text by                     comprehend meaning of words in text by                 comprehend meaning of words in text by

(PE) R1.1.1 Identifying vowels and consonants          (PP) R1.1.1 Using knowledge of blends, long            (PX) R1.1.1 Reading regularly spelled, multi-
(can show or point to a vowel or consonant in any      vowel patterns, controlled vowels, and diagraphs       syllabic (three syllables) words using decoding
given word)                                            (such as chair, cane, car, phone, they)                skills, including knowledge of letter-sound
                                                                                                              relationships (phonics), word structure, (root or
(PE) R1.1.2 Knowing and saying all the letters of      (PP) R1.1.2 Using strategies to read and               base words, prefixes, suffixes, rhyming words) and
the alphabet                                           comprehend compound words, base words,                 language structure (word order, grammar)
                                                       prefixes, suffixes, and contractions
(PE) R1.1.3 Identifying lower and upper case                                                                  (PX) R1.1.2 Reading fluently the first 450 high
letters of the alphabet when listed in random order    (PP) R1.1.3 Understanding and identifying              frequency words from the Fry Instant Word List
                                                       synonyms (words that have the same meaning) and
(PE) R1.1.4 Knowing and reproducing short and          antonyms (words that have the opposite meaning)        (PX) R1.1.3 Reading orally abbreviations of proper
long vowel sounds                                                                                             nouns such as Dr., Mr., Mrs., Ms.
                                                       (PP) R1.1.4 Grouping, picturing, and wording by
(PE) R1.1.5 Recognizing plural nouns in pictures       common characteristics                                 (PX) R1.1.4 Obtaining information using text
and text                                                                                                      features including pictures (illustrations for text)
                                                       (PP) R1.1.5 Reading fluently the first 300 high        and visual cues (e.g. bolded or italicized text,
(PE) R1.1.6 Reading fluently the first 150 high        frequency words from the Fry Instant Word list.        chapter titles)
frequency words from the Fry Instant Word List
                                                       (PP) R1.1.6 Reading independently for 20 – 25          (PX) R1.1.5 Identifying words by using context
(PE) R1.1.7 Identifying beginning, middle, and         minutes                                                clues (e.g. “canoe” in a story about fishing)
ending letters and sounds in CVC
(consonant/vowel/ consonant) words (e.g. cat, man,     (PP) R1.1.7 Reading at a minimum of 90 wpm             (PX) R1.1.6 Self-monitoring and self-correcting
can, not, get)                                         (words per minute) from text at appropriate reading    while reading (e.g. sounding words out, adjusting
                                                       level (lexile reading range of 300 to 500)             reading pace)
(PE) R1.1.8 Adding, deleting, or changing target
sounds to change words (e.g. big/dig, men/Ben)                                                                (PX) R1.1.7 Recognizing word parts (consonant
                                                                                                              blends, consonant and vowel digraphs, diphthongs
NWABSD Primary Performance Standards                                                                                                                                 1
Adopted May 2005
(PE) R1.1.9 Classifying and categorizing by              (a complex speech sound or glide that begins with
similarities or differences in sounds, pictures and      one vowel and gradually changes to another vowel
letters (e.g. circling the two that go together: fish,   within the same syllable, as (oi) in boil or (ī) in
net, airplane – can use photos, drawings, or text)       fine), suffixes, prefixes and root words)

(PE) R1.1.10 Using words that include synonyms           (PX) R1.1.8 Recognizing homonyms, synonyms,
(same meaning) and antonyms (opposite meaning)           antonyms, and words with multi-meanings in both
                                                         spoken and written words and analogies
(PE) R1.1.11 Identifying rhyming words
                                                         (PX) R1.1.9 Reading independently at appropriate
(PE) R1.1.12 Segmenting sounds (i.e. teacher says        reading level for an uninterrupted period of 20-25
“red” and student responds with the sounds: “r – e       minutes
– d”)
                                                         (PX) R1.1.10 Dividing words into syllables (using
                                                         syllabication rules)

                                                         (PX) R1.1.11 Reading multi-syllabic words
                                                         (de/scrip/tion)




NWABSD Primary Performance Standards                                                                           2
Adopted May 2005
                                                         NWABSD Performance Standards for Reading

                                                The student comprehends literal or inferred meaning from text.
Alaska State Performance Standards for Reading:
R1.2 a. Comprehend literal meaning from text.
      b. Use a variety of strategies to support comprehension, including predicting, questioning, rereading, and monitoring own comprehension.

               Primary Entry                                           Primary Primary                                      Primary Exit
The student comprehends literal or inferred             The student comprehends literal or inferred         The student comprehends literal or inferred
meaning from text by                                    meaning from text by                                meaning from text by

(PE) R1.2.1 Completing simple analogies (apple:         (PP) R1.2.1 Using visualization skills to support   (PX) R1.2.1 Using context clues to identify words
red and banana: yellow)                                 comprehension of text
                                                                                                            (PX) R1.2.2 Identifying cause and effect statements
(PE) R1.2.2 Identifying the meaning of new words        (PP) R1.2.2 Identifying the meaning of new words    and making simple predictions
through context clues (vocabulary)                      through context clues (vocabulary)*
                                                                                                            (PX) R1.2.3 Demonstrating the use of visualization
(PE) R1.2.3 Using a glossary to find the meaning        (PP) R1.2.3 Using a glossary to find the meaning    skills to comprehend text
of unfamiliar words                                     of unfamiliar words*
                                                                                                            (PX) R1.2.4 Locating information explicitly stated
(PE) R1.2.4 Demonstrating an understanding of           (PP) R1.2.4 Demonstrating an understanding of       in narrative and informational text to answer literal-
alphabetical order                                      alphabetical order*                                 comprehension questions

                                                                                                            (PX) R1.2.5 Self-monitoring comprehension by
                                                                                                            making predictions or formulating questions while
                                                                                                            reading (e.g., why is the wolf dressed in
                                                                                                            grandmother’s clothing, why are mother bears
                                                                                                            dangerous, what will happen next), or rereading
                                                                                                            (e.g., for clarification, confirmation, correction)
* Assumes a variety of text and increasing complexity




NWABSD Primary Performance Standards                                                                                                                                 3
Adopted May 2005
                                                       NWABSD Performance Standards for Reading

                                                             The student reads text aloud.
Alaska State Performance Standard for Reading:
R1.3 Read texts aloud with expression, demonstrating knowledge of punctuation and other conventions of print.
                Primary Entry                                      Primary Primary                                        Primary Exit
The student reads text aloud by                     The student reads text aloud by                      The student reads text aloud by

(PE) R1.3.1 Selecting and reading books at            (PP) R1.3.1 Demonstrating fluency while reading      (PX) R1.3.1 Demonstrating fluency skills (pausing,
appropriate lexile reading level for a minimum of     out loud using punctuation clues, expression, and    phrasing, appropriate emphasis, intonation, and
15 minutes                                            appropriate rate and level                           expression) when reading out loud

(PE) R1.3.2 Reading at a minimum of 40 words per      (PP) R1.3.2 Reading out loud by using: phonics       (PX) R1.3.2 Reading at a minimum of 110 words
minute at appropriate reading level (lexile reading   (sounding out), using meaning (context), structure   per minute from a text at a lexile reading range of
range from 200 – 400)                                 (language), and visual clues                         420 – 700

                                                                                                           (PX) R1.3.3 Reading orally with rhythm, flow and
                                                                                                           expression, showing understanding of punctuation
                                                                                                           and other conventions of print




NWABSD Primary Performance Standards                                                                                                                             4
Adopted May 2005
                                                         NWABSD Performance Standards for Reading

                                                         The student restates/summarizes information
Alaska State Performance Standards for Reading:
R1.4 a. Retell or dramatize a story after reading it. E.B.1
      b. Restate information after reading a text. E.B.1
                 Primary Entry                                        Primary Primary                                         Primary Exit
The student restates/summarizes information by The student restates/summarizes information by               The student restates/summarizes information by

(PE) R1.4.1 Exhibiting short-term memory and            (PP) R1.4.1 Retelling a story demonstrating         (PX) R1.4.1 Identifying main idea and sequencing
recall. Showing ability to repeat short lists, visual   recognition of story elements (beginning, middle,   events in chronological order in a given reading
images and/or sequence of letters and/or numbers        end)                                                selection or passage

(PE) R1.4.2 Demonstrating the ability to retell a       (PP) R1.4.2 Restating information after reading     (PX) R1.4.2 Retelling or dramatizing a story after
story in the correct sequence                           text, including identifying the author, title,      reading it
                                                        illustrator, and other details
                                                                                                            (PX) R1.4.3 Restating information after reading a
                                                        (PP) R1.4.3 Demonstrating the ability to retell a   text or identifying accurate restatements
                                                        story in the correct sequence*
                                                                                                            (PX) R1.4.4 Demonstrating the ability to retell a
                                                                                                            story in the correct sequence*
* Assumes a variety of text and increasing complexity




NWABSD Primary Performance Standards                                                                                                                             5
Adopted May 2005
                                                   NWABSD Performance Standards for Reading

                                                The student demonstrates an understanding of main idea.
Alaska State Performance Standard for Reading:
R1.5 Identify the main idea of a passage. E.B.1

               Primary Entry                                    Primary Primary                                        Primary Exit
The student demonstrates an understanding of      The student demonstrates an understanding of         The student demonstrates an understanding of
main idea by                                      main idea by                                         main idea by

No performance standards at this level.           (PP) R1.5.1 Identifying characters, setting (where   (PX) R1.5.1 Identifying main idea and sequencing
                                                  and when), and main idea or problem/solution in      events in chronological order in a given reading
                                                  text                                                 selection or passage

                                                                                                       (PX) R1.5.2 Identifying the main idea or central
                                                                                                       concept in various types of texts




NWABSD Primary Performance Standards                                                                                                                      6
Adopted May 2005
                                                     NWABSD Performance Standards for Reading

                                                         The student follows written directions.
Alaska State Performance Standard for Reading:
R1.6 Read and follow simple directions to complete a simple task. E.C.2

                 Primary Entry                                      Primary Primary                                        Primary Exit
The student follows written directions by           The student follows written directions by            The student follows written directions by

(PE) R1.6.1 Following three step oral directions    (PP) R1.6.1 Reading and following written and oral   (PX) R1.6.1 Demonstrating the ability to follow
                                                    directions to complete a three-step task             multi-step (at least 5) instructions from a text or
(PE) R1.6.2 Following two step written directions                                                        other printed material (e.g., follows a recipe)

                                                                                                         (PX) R1.6.2 Demonstrating the ability to follow
                                                                                                         multi-step (at least 3) oral instructions to complete
                                                                                                         a task.




NWABSD Primary Performance Standards                                                                                                                             7
Adopted May 2005
                                                      NWABSD Performance Standards for Reading

                                                The student analyzes content and structure of genres
Alaska State Performance Standard for Reading:
R1.7 Distinguish between common forms of texts (genres): fiction/nonfiction, prose/poetry, short story/drama. E.B.2

                Primary Entry                                      Primary Primary                                        Primary Exit
The student analyzes content and structure of       The student analyzes content and structure of        The student analyzes content and structure of
genres by                                           genres by                                            genres by

No performance standards at this level.             No performance standards at this level.              (PX) R1.7.1 Distinguishing between fiction/
                                                                                                         nonfiction, prose/poetry, short story/drama

                                                                                                         (PX) R1.7.2 Identifying use of dialogue or rhyme
                                                                                                         in common forms of text




NWABSD Primary Performance Standards                                                                                                                        8
Adopted May 2005
                                                     NWABSD Performance Standards for Reading

                                                     The student analyzes literary elements and devices
Alaska State Performance Standard for Reading:
R1.8 Identify and describe basic plot, main characters, and setting (time and place) in fiction. E.B.2

                Primary Entry                                      Primary Primary                                         Primary Exit
The student analyzes literary elements and          The student analyzes literary elements and            The student analyzes literary elements and
devices by                                          devices by                                            devices by

No performance standards at this level.             (PP) R1.8.1 Retelling a story demonstrating           (PX) R1.8.1 Identifying or describing problem and
                                                    recognition of story elements (beginning, middle,     solution, main characters, and setting in fiction
                                                    end)




NWABSD Primary Performance Standards                                                                                                                          9
Adopted May 2005
                                                         NWABSD Performance Standards for Reading

                                         The student analyzes content of text to differentiate fact and opinion
Alaska State Performance Standard for Reading:
R1.9 Express own opinions about texts. E.D.1

                   Primary Entry                                         Primary Primary                                       Primary Exit
The student analyzes content of text to                 The student analyzes content of text to             The student analyzes content of text to
differentiate fact and opinion by                       differentiate fact and opinion by                   differentiate fact and opinion by

(PE) R1.9.1 Expressing own opinion about                (PP) R1.9.1 Expressing own opinion about material   (PX) R1.9.1 Expressing own opinion about
material read                                           read*                                               material read*

                                                                                                            (PX) R1.9.2 Reading and responding (in discussion
                                                                                                            or in writing) to at least five books per year at
                                                                                                            appropriate reading level (300 – 700 lexile reading
                                                                                                            range)
* Assumes a variety of text and increasing complexity




NWABSD Primary Performance Standards                                                                                                                              10
Adopted May 2005
                                                        NWABSD Performance Standards for Reading

                                                             The student connects themes
Alaska State Performance Standard for Reading:
R1.10 Make connections between a text and personal experiences, experiences of others, or other texts, and locate details in the text to illustrate these
      connections. E.B.3

                Primary Entry                                         Primary Primary                                           Primary Exit
The student connects themes by                         The student connects themes by                          The student connects themes by

No performance standards at this level.                (PP) R1.10.1 Making inferences (creating meaning        (PX) R1.10.1 Making connections between a text
                                                       and gathering information) from text                    and personal experiences (e.g., this reminds me of
                                                                                                               when I gave my favorite toy away), experiences of
                                                                                                               others (e.g., my sister helps in the toy drive), or
                                                                                                               other texts (e.g., the March sisters helped others in
                                                                                                               need)

                                                                                                               (PX) R1.10.2 Locating details in text to illustrate
                                                                                                               relevant connections between personal experience,
                                                                                                               experience of others, or other texts




NWABSD Primary Performance Standards                                                                                                                                   11
Adopted May 2005
                                                        NWABSD Performance Standards for Reading

                                              The student makes connections between cultural influences/events
Alaska State Performance Standard for Reading:
R1.11 Identify basic cultural influences in texts. E.E.1

                 Primary Entry                                         Primary Primary                                          Primary Exit
The student makes connections between cultural         The student makes connections between cultural         The student makes connections between cultural
influences/events by                                   influences/events by                                   influences/events by

(PE) R1.11.1 Demonstrating cultural influences in     (PP) R1.11.1 Demonstrating cultural influences in       (PX) R1.11.1 Identifying cultural influences in
texts (e.g., character name(s), foods, illustrations, texts (e.g., character name(s), foods, illustrations,   texts (e.g., dialects, customs, traditions)
customs, traditions)                                  customs, traditions)*
* Assumes a variety of text and increasing complexity




NWABSD Primary Performance Standards                                                                                                                            12
Adopted May 2005
                                                       NWABSD Performance Standards for Writing

                                                             The student writes about a topic
Alaska State Performance Standards for Writing:
W1.1 a. Write complete sentences with a subject and a predicate. E.A.1
      b. Write a paragraph with a topic sentence and supporting details. E.A.2
      c. Write short stories or compositions with a beginning, middle, and end. E.A.4

                Primary Entry                                        Primary Primary                                       Primary Exit
The student writes about a topic by                   The student writes about a topic by                 The student writes about a topic by

(PE) W1.1.1 Printing first and last name beginning    (PP) W1.1.1 Writing simple sentences with a         (PX) W1.1.1 Writing complete sentences with a
with a capital followed by lower case letters         subject and predicate                               subject and predicate

(PE) W1.1.2 Writing left to right and top to bottom   (PP) W1.1.2 Recognizing and using action verbs      (PX) W1.1.2 Writing a paragraph on a single topic
                                                                                                          with two or more supporting details
(PE) W1.1.3 Showing spacing between words in          (PP) W1.1.3 Using simple subjects and predicates
writing samples                                                                                           (PX) W1.1.3 Using singular, plural, common,
                                                      (PP) W1.1.4 Using the first 300 words in the Fry    proper, and possessive nouns in writing
(PE) W1.1.4 Writing letters from dictation with       Instant Word List as a reference in written work
few reversals                                                                                             (PX) W1.1.4 Writing a variety of complete, simple
                                                      (PP) W1.1.5 Using correct subject /verb agreement   sentences (e.g., statement, question, exclamation)
(PE) W1.1.5 Using phonetic spelling (beginning,
middle, and/or ending sounds)                         (PP) W1.1.6 Writing a paragraph with one topic      (PX) W1.1.5 Using the first 450 words of the Fry
                                                      sentence and one supporting detail                  Instant Word List as a reference in written work
(PE) W1.1.6 Using appropriate words to write a
simple and complete sentence                          (PP) W1.1.7 Using simple graphic organizers for     (PX) W1.1.6 Writing a story or composition with a
                                                      pre-writing activities                              beginning, middle, and end
(PE) W1.1.7 Using the first 150 words of the Fry
Instant Word List as reference in written work

(PE) W1.1.8 Writing a paragraph of 3-4 sentences
about a topic

(PE) W1.1.9 Writing a simple story with a title




NWABSD Primary Performance Standards                                                                                                                           13
Adopted May 2005
                                                         NWABSD Performance Standards for Writing

                                                The student writes for a variety of purposes and audiences
Alaska State Performance Standard for Writing:
W1.2 Write for a specific audience, including self, other children, parents, and other adults. E.A.4

                Primary Entry                                         Primary Primary                                      Primary Exit
The student writes for a variety of purposes and       The student writes for a variety of purposes and   The student writes for a variety of purposes and
audiences by                                           audiences by                                       audiences by

(PE) W1.2.1 Writing friendly notes, thank you          (PP) W1.2.1 Writing friendly notes, thank you      (PX) W1.2.1 Choosing the appropriate
notes, memos, invitations, and lists                   notes, memos, invitations, and lists*              organizational structure to match a purpose and
                                                                                                          audience (e.g., letters and notes, recounts, stories,
                                                                                                          and poems)

                                                                                                          (PX) W1.2.2 Using expressive language when
                                                                                                          responding to literature or producing text (e.g.,
                                                                                                          journals, pictures supported by text or poetry)

* Assumes an increasing level of writing skill applications




NWABSD Primary Performance Standards                                                                                                                              14
Adopted May 2005
                                                        NWABSD Performance Standards for Writing

                                             The student writes and edits using conventions of Standard English
Alaska State Performance Standards for Writing:
W1.3 a. Use a variety of simple sentence structures, and basic rules of punctuation and capitalization in written work. E.A.2
      b. Proofread writing for legibility, spelling, capitalization, and punctuation when producing final drafts. E.A.5

                Primary Entry                                         Primary Primary                                        Primary Exit
The student writes and edits using conventions         The student writes and edits using conventions       The student writes and edits using conventions
of Standard English by                                 of Standard English by                               of Standard English by

(PE) W1.3.1 Beginning to use capitals and ending       (PP) W1.3.1 Using singular, plural, common,          (PX) W1.3.1 Using singular, plural, common,
punctuation                                            proper, and possessive nouns in writing              proper, and possessive nouns in writing*

                                                       (PP) W1.3.2 Using simple subjects and predicates     (PX) W1.3.2 Writing a variety of complete, simple
                                                       in writing                                           sentences (e.g., statement, question, exclamation)

                                                       (PP) W1.3.3 Using correct subject/verb agreement     (PX) W1.3.3 Identifying mistakes in spelling (e.g.,
                                                       in writing                                           grade-appropriate, high-frequency words)

                                                                                                            (PX) W1.3.4 Identifying mistakes in punctuation
                                                                                                            (e.g., the end of sentences)

                                                                                                            (PX) W.1.3.5 Identifying mistakes in capitalization
                                                                                                            (e.g., beginning of sentences and proper nouns)

                                                                                                            (PX) W1.3.6 Rewriting handwritten work to
                                                                                                            improve legibility, if necessary, when producing
                                                                                                            final drafts

* Assumes an increasing level of writing skill applications




NWABSD Primary Performance Standards                                                                                                                              15
Adopted May 2005
                                                         NWABSD Performance Standards for Writing

                                                               The student revises writing.
Alaska State Performance Standards for Writing:
W1.4. a. Revise writing for detail and clarity. E.A.5
      b. Provide appropriate feedback to peers about written work. E.A.8

                 Primary Entry                                        Primary Primary                                          Primary Exit
The student revises writing by                         The student revises writing by                        The student revises writing by

(PE) W1.4.1 Demonstrating the ability to use a         (PP) W1.4.1 Demonstrating the ability to use a        (PX) W1.4.1 Rearranging and /or adding
“feedback checklist” (e.g., Look at your partner’s     “feedback checklist” (e.g., Look at your partner’s    supporting details to improve clarity
paper. Does your partner use capitalization, ending    paper. Does your partner use capitalization, ending
marks, transition words? Does his/her work make        marks, transition words? Does his/her work make       (PX) W1.4.2 Improving legibility when producing
sense? Is the main idea clear?)                        sense? Is the main idea clear?)*                      final drafts

                                                                                                             (PX) W1.4.3 Giving /receiving appropriate
                                                                                                             feedback about written work

* Assumes an increasing level of writing skill applications




NWABSD Primary Performance Standards                                                                                                                           16
Adopted May 2005
                                                       NWABSD Performance Standards for Writing

                                                               The student documents sources.
Alaska State Performance Standard for Writing:
W1.5 List titles and authors of books and other materials when used as references in written work. E.D.3

                Primary Entry                                        Primary Primary                                       Primary Exit
The student documents sources by                      The student documents sources by                     The student documents sources by

No performance standards at this level.               (PP) W1.5.1 Listing titles and authors of books      (PX) W1.5.1 Listing sources or authors and titles of
                                                      when used in retellings                              books and other materials when used as references
                                                                                                           in written work




NWABSD Primary Performance Standards                                                                                                                              17
Adopted May 2005
                                                     NWABSD Performance Standards for Mathematics

                                   CONTENT STANDARD A: Mathematical facts, concepts, principles, and theories
                                                Numeration: The student understands and uses numeration
Alaska State Performance Standards for Numeration:
M1.1.1 Read, write, order, count, and model one-to-one correspondence with whole numbers to 100
M1.1.2 Use, model, and identify place value positions of 1’s, 10’s, and 100’s
M1.1.3 Model and explain the process of addition and subtraction, describing the relationship between the operations
M1.1.4 Select and use various representations of ordinal and cardinal numbers
M1.1.5 Identify, model, and label simple fractions, describing and defining them as equal parts of a whole, a region, or a set
M1.1.6 Identify, describe, and extend patterns inherent in the number system. Skip count by 2’s, 5’s, and 10’s. Identify even and odd numbers
M1.1.7 Demonstrate the commutative and identity properties of addition

UNDERSTANDING NUMBERS
                Primary Entry                                       Primary Primary                                         Primary Exit
The student demonstrates conceptual                   The student demonstrates conceptual                  The student demonstrates conceptual
understanding of whole numbers to 100 by              understanding of whole numbers to 100 by             understanding of whole numbers to 100 by

(PE) M1.1.1Demonstrating that a number                (PP) M1.1.1 Reading, writing, modeling, and          (PX) M1.1.1 Reading, writing, modeling and
represents a quantity and demonstrating ability to    ordering whole numbers to 1,000 (M1.1.1)             ordering whole numbers to 10,000 (M1.1.1)
order numbers (M1.1.1)
                                                      (PP) M1.1.2 Using, modeling, and identifying         (PX) M1.1.2 Using, modeling (base ten blocks),
(PE) M1.1.2 Using manipulatives to model a            place value position to 100’s, including expanded    and identifying place value position to 10,000
quantity (M1.1.2)                                     form (M1.1.2)                                        (M1.1.2)

(PE) M1.1.3 Counting, reading, and writing            (PP) M1.1.3 Reading and writing tally marks up to    (PX) M1.1.3 Using appropriate representations of
numbers to 100 (M1.1.4)                               50 (M1.1.4)                                          ordinal or cardinal numbers (M1.1.4)

(PE) M1.1.4 Selecting and using various               The student demonstrates conceptual                  The student demonstrates conceptual
representations of ordinal numbers (e.g., 1 st,       understanding of simple fractions with               understanding of simple fractions with
2nd…10th) (M1.1.4)                                    denominators 2,3,4 or 10 by                          denominators 2,3,4 or 10 by

(PE) M1.1.5 Reading and writing tally marks up to     (PP) M1.1.4 Identifying and labeling simple          (PX) M1.1.4 Identifying, describing (with
20 (M1.1.4)                                           fractions (M1.1.5)                                   explanations), or illustrating equal parts of a whole,
                                                                                                           a region, or a set (using models) (M1.1.5)
The student demonstrates conceptual                   The student demonstrates conceptual
understanding of mathematical operations              understanding of mathematical operations             (PX) M1.1.5 Identifying, describing (with
and/or number theory by                               and/or number theory by                              explanations), or illustrating equivalent
                                                                                                           representation of fractions (using models) (M1.1.5)
(PE) M1.1.6 Skip counts by 5’s and 10’s to 100.

NWABSD Primary Performance Standards                                                                                                                                18
Adopted May 2005
Skip counts by 2’s to 20 (M.1.1.6)
                                       (PP) M1.1.5 Using fact families to understand the      The student demonstrates conceptual
                                       relationship between addition and subtraction (e.g.,   understanding of mathematical operations
                                       2+3=5, 3+2=5, 5-2=3, 5-3=2) (M1.1.3) (M1.1.7)          and/or number theory by

                                       (PP) M1.1.6 Identifying or using patterns in the       (PX) M1.1.6 Using fact families to understand the
                                       number system. Skip counts by 2’s, 5’s, or 10’s;       relationship between addition and subtraction (e.g.,
                                       add or subtract by 10’s; even or odd numbers           2+3=5, 3+2=5, 5-2=3, 5-3=2)* (M1.1.3) (M1.1.7)
                                       (M1.1.6)
                                                                                              (PX) M1.1.7 Using models, explanations, number
                                                                                              lines, or real-life situations to show mathematical
                                                                                              operations (M1.1.3)

                                                                                              (PX) M1.1.8 Describing or illustrating the identity
                                                                                              property of addition (M.1.1.7)

                                                                                              (PX) M1.1.9 Modeling (with manipulatives) and
                                                                                              explaining the commutative property of addition
                                                                                              (M1.1.7)

                                                                                              (PX) M1.1.10 Identifying or using patterns in the
                                                                                              number system. Skip counts by 2’s, 5’s, or 10’s;
                                                                                              add or subtract by 10’s; even or odd numbers*
                                                                                              (M1.1.6)
*Assumes increasing complexity




NWABSD Primary Performance Standards                                                                                                                 19
Adopted May 2005
NWABSD Performance Standards for Mathematics

                                     CONTENT STANDARD A: Mathematical facts, concepts, principles, and theories
                                           Measurement: Select and use systems, units, and tools of measurement
Alaska State Performance Standards for Measurement:
M2.1.1 Compare and order objects by various measurable attributes including calendar, temperature, length, weight, capacity, area, and volume
M2.1.2 Compare objects to standard and non-standard units to identify objects that are greater than, less than, and equal to, a given unit
M2.1.3 Choose a unit of measure, estimate the length or weight of objects and then measure to check for reasonableness
M2.1.4 Tell time to the nearest half hour, distinguishing between morning, afternoon, and evening
M2.1.5 Identify coins, their value, and the value of given sets of coins

MEASURABLE ATTRIBUTES and MEASUREMENT TECHNIQUES
                Primary Entry                                        Primary Primary                                         Primary Exit
The student demonstrates understanding of             The student demonstrates understanding of             The student demonstrates understanding of
measurable attributes and/or the ability to use       measurable attributes and/or the ability to use       measurable attributes and/or the ability to use
measurement techniques by                             measurement techniques by                             measurement techniques by

(PE) M2.1.1 Sorting objects by observable traits      (PP) M2.1.1 Sorting objects by observable traits      (PX) M2.1.1 Comparing and ordering objects
(e.g., wings, no wings; spots, no spots) (M2.1.1)     (e.g., wings, no wings; spots, no spots)* (M2.1.1)    according to measurable attribute (calendar,
                                                                                                            temperature, length, weight, area, or volume)
(PE) M2.1.2 Demonstrating knowledge of the days       (PP) M2.1.2 Comparing and ordering objects by         (M2.1.1)
of the week in order (M2.1.1)                         various measurable attributes, such as temperature
                                                      and weight (e.g., heavy, light; hot, cold) (M2.1.1)   (PX) M2.1.2 Identifying objects that are greater
(PE) M2.1.3 Demonstrating knowledge of the                                                                  than, less than, or equal to a unit of measure
months of the year in order (M2.1.1)                  (PP) M2.1.3 Using non-standard units to measure       (standard or non-standard) (M2.1.2)
                                                      and compare length, weight, and volume (M2.1.2)
(PE) M2.1.4 Using non-standard units to measure                                                             (PX) M2.1.3 Selecting an appropriate unit of
and compare length, weight, and volume (M2.1.2)       (PP) M2.1.4 Measuring to the nearest inch and         English, metric, or non-standard measurement to
                                                      centimeter (M2.1.3)                                   estimate the length, time, weight, or temperature
(PE) M2.1.5 Differentiates between morning,                                                                 (M2.1.3)
afternoon, and evening (M2.1.4)                       (PP) M2.1.5 Differentiates between morning,
                                                      afternoon, and evening (M2.1.4)                       (PX) M2.1.4 Estimating length to the nearest inch
(PE) M2.1.6 Telling time to the hour using an                                                               or foot (M2.1.3)
analog clock (M2.1.4)                                 (PP) M2.1.6 Telling time to the ¼ hour and ½ hour
                                                      using an analog clock (M2.1.4)                        (PX) M2.1.5 Measuring length to the nearest half-
(PE) M2.1.7 Suggesting time to the hour and half                                                            inch and centimeter (M2.1.3)
hour (M2.1.4)                                         (PP) M2.1.7 Solving problems using combinations
                                                      of coins and bills (M2.1.5)                           (PX) M2.1.6 Telling accurate time to the minute
(PE) M2.1.8 Identifying coins, their value, and the                                                         using an analog and a digital clock (M2.1.4)
value of a given set of coins (pennies, nickels,      (PP) M2.1.8 Identifying coins, their value, and the

NWABSD Primary Performance Standards                                                                                                                            20
Adopted May 2005
dimes, and quarters) (M2.1.5)          value of a given set of coins* (M2.1.5)   (PX) M2.1.7 Distinguishing between morning,
                                                                                 afternoon, and evening* (M2.1.4)

                                                                                 (PX) M2.1.8 Determining elapsed time using a
                                                                                 calendar or analog clock (M2.1.4)

                                                                                 (PX) M2.1.9 Counting back change from $1.00
                                                                                 (M2.1.5)

                                                                                 (PX) M2.1.10 Identifying coins, their value, and
                                                                                 the value of a set of coins* (M2.1.5)
*Assumes increasing complexity




NWABSD Primary Performance Standards                                                                                                21
Adopted May 2005
                                                    NWABSD Performance Standards for Mathematics

                                   CONTENT STANDARD A: Mathematical facts, concepts, principals, and theories
        Estimation and Computation: Perform basic arithmetic functions, make reasoned estimates, and select and use appropriate methods or tools
Alaska State Performance Standards for Estimation and Computation:
M3.1.1 Make reasonable estimates of “how many” and “how much”; estimate the results of simple addition and subtraction problems
M3.1.2 Recall and use basic addition and subtraction facts orally and with paper and pencil without a calculator
M3.1.3 Add and subtract whole numbers to 100 using a variety of models and algorithms
M3.1.4 Model multiplication as repeated addition and grouping objects; model division as “sharing equally” and grouping objects

ESTIMATION AND COMPUTATION
                   Primary Entry                                      Primary Primary                                           Primary Exit
The student determines reasonable answers to        The student determines reasonable answers to            The student determines reasonable answers to
real-life situations, paper /pencil computations,   real-life situations, paper /pencil computations,       real-life situations, paper /pencil computations,
or calculator results and/or accurately solves      or calculator results and/or accurately solves          or calculator results and/or accurately solves
problems (including real-world situations) by       problems (including real-world situations) by           problems (including real-world situations) by

(PE) M3.1.1 Making reasonable estimates of “how     (PP) M3.1.1 Making reasonable estimates of “how         (PX) M3.1.1 Making reasonable estimates of “how
many” and “how much” (M3.1.1)                       many” and “how much”* (M3.1.1)                          many” and “how much”* (M3.1.1)

(PE) M3.1.2 Adding facts to 18 and subtracting      (PP) M3.1.2 Finding the sum and difference of two       (PX) M3.1.2 Estimating the results of simple
facts from 12 (M3.1.2)                              whole numbers up to three digits long (M3.1.3)          addition and subtraction problems up to 1,000
                                                                                                            (M3.1.1)
                                                    (PP) M3.1.3 Identifying, describing, and extending
                                                    patterns inherent in the number system (e.g., adding    (PX) M3.1.3 Recalling basic addition and
                                                    and subtracting by 10, identifying odd and even         subtraction facts, sums to 20, and corresponding
                                                    numbers) (M.3.1.3)                                      subtraction facts efficiently (M3.1.2)

                                                    (PP) M3.1.4 Understanding multiplication and            (PX) M3.1.4 Adding or subtracting three-digit
                                                    division at a concrete level (e.g., repeated addition   whole numbers (M3.1.3)
                                                    and equal sharing) and learning multiplication
                                                    tables of 2’s, 5’s, and 10’s (skip counting) (M3.1.4)   (PX) M3.1.5 Using repeated addition to model
                                                                                                            multiplication with whole numbers with products to
                                                                                                            25 (M3.1.4)

                                                                                                            (PX) M3.1.6 Using grouping or “sharing equally”
                                                                                                            to model division with whole numbers to 25
                                                                                                            (M3.1.4)
*Assumes increasing complexity



NWABSD Primary Performance Standards                                                                                                                             22
Adopted May 2005
                                                     NWABSD Performance Standards for Mathematics

                                   CONTENT STANDARD A: Mathematical facts, concepts, principles, and theories
                               Functions and Relationships: Represent, analyze, and use patterns, relations, and functions
Alaska State Performance Standards for Functions and Relationships:
M4.1.1 Recognize, describe, create, and extend repeating and increasing patterns with a variety of materials including symbols, objects, and manipulatives
M4.1.2 Generate and solve simple functions by identifying and applying addition and subtraction patterns
M4.1.3 Use a calculator to find and extend patterns in the number system
M4.1.4 Complete open space sentences with missing numbers; use appropriate vocabulary including greater than, less than, and equal to; and use the correct
        symbols

DESCRIBING PATTERNS AND FUNCTIONS and MODELING AND SOLVING EQUATIONS AND INEQUALITIES
                Primary Entry                                       Primary Primary                                           Primary Exit
The student demonstrates conceptual                   The student demonstrates conceptual                    The student demonstrates conceptual
understanding of functions by                         understanding of functions by                          understanding of functions by

(PE) M4.1.1 Continuing a pattern using various        (PP) M4.1.1 Identifying a missing element in a         (PX) M4.1.1 Identifying a missing element in a
attributes (e.g., shape, color, and size) (M4.1.1)    pattern up to the next two terms (identifying a        pattern up to the next three terms (identifying a
                                                      number using addition or subtraction or objects); or   number using addition or subtraction or objects); or
(PE) M4.1.2 Sorting and classifying by color,         explaining how missing elements could be found         explaining how missing elements could be found
shape, and size (M4.1.1)                              (M4.1.1)                                               (M4.1.1)

The student demonstrates algebraic thinking by        The student demonstrates algebraic thinking by         (PX) M4.1.2 Expressing a generalization of a
                                                                                                             pattern using words (M4.1.1) (M4.1.2)
(PE) M4.1.3 Using the concepts of greater than,       (PP) M4.1.2 Using appropriate vocabulary or
less than, and equal to (M4.1.4)                      symbols for greater, less than, or equal to (M4.1.4)   (PX) M4.1.3 Using manipulatives, including a
                                                                                                             calculator, as tools when describing, extending, or
                                                                                                             representing patterns (M4.1.1) (M4.1.3)

                                                                                                             The student demonstrates algebraic thinking by

                                                                                                             (PX) M4.1.4 Using an open number sentence
                                                                                                             (addition or subtraction) to solve for an unknown
                                                                                                             represented by a box or circle (e.g., 5+ =16, -7=4,
                                                                                                                    )
                                                                                                             5+2= (M4.1.4)

                                                                                                             (PX) M4.1.5 Using appropriate vocabulary and
                                                                                                             symbols for greater than, less than, or equal to
                                                                                                             (M4.1.4)


NWABSD Primary Performance Standards                                                                                                                                 23
Adopted May 2005
                                                      NWABSD Performance Standards for Mathematics

                                    CONTENT STANDARD A: Mathematical facts, concepts, principles, and theories
                                              Geometry: Construct, transform, and analyze geometric figures
Alaska State Performance Standards for Geometry:
M.5.1.1 Identify, sort, describe, model, and compare circles, triangles, and rectangles including squares regardless of orientation
M5.1.2 Identify, sort, describe, model, and compare solid figures including cubes, cylinders, and spheres
M5.1.3 Identify and create examples of line symmetry; compare and describe given circles, triangles, and rectangles as larger, smaller, or congruent
M5.1.4 Demonstrate conservation of area using drawings or manipulatives
M5.1.5 Describe and identify geometric transformations including slides, flips, and turns
M5.1.6 Use comparative directional and positional words: above, below, inside, outside, on, in, right and left, horizontal, vertical, and middle
M5.1.7 Draw and build familiar shapes

GEOMETRIC RELATIONSHIPS
                 Primary Entry                                         Primary Primary                                            Primary Exit
The student demonstrates an understanding of           The student demonstrates an understanding of             The student demonstrates an understanding of
geometric relationships by                             geometric relationships by                               geometric relationships by

(PE) M5.1.1 Identifying a circle, square, triangle,    (PP) M5.1.1 Describes, models, and compares              (PX) M5.1.1 Using the number of length of sides to
rectangle, diamond, oval, rhombus, trapezoid, and      circles, triangles, rectangles, and squares regardless   identify, describe, model, or compare triangles,
hexagon (M5.1.1)                                       of their orientation (M5.1.1)                            rectangles, or squares (M5.1.1)

The student demonstrates conceptual                    The student demonstrates conceptual                      (PX) M5.1.2 Using the attributes and properties of
understanding of similarity, congruence,               understanding of similarity, congruence,                 plane figures to model, identify, compare, or
symmetry, or transformations of shapes by              symmetry, or transformations of shapes by                describe plane figures (circles, rectangles, squares
                                                                                                                and triangles) and solid figures (cubes, cylinders, or
(PE) M5.1.2 Showing an understanding of                (PP) M5.1.2 Identifying lines of symmetry                spheres) (M5.1.1) (M5.1.2)
symmetry by cutting or folding patterns along a        (M5.1.3)
single line of symmetry (M5.1.3)                                                                                The student demonstrates conceptual
                                                       The student solves problems using perimeter or           understanding of similarity, congruence,
The student solves problems using perimeter or         area by                                                  symmetry, or transformations of shapes by
area by
                                                       No performance standards at this level.                  (PX) M5.1.3 Identifying, creating, or drawing lines
No performance standards at this level.                                                                         of symmetry for real-world objects (e.g., block
                                                       The student demonstrates understanding of                letters, flags, insects) (M5.1.3)
The student demonstrates understanding of              position and direction by
position and direction by                                                                                       (PX) M5.1.4 Comparing or describing shapes
                                                       (PP) M5.1.3 Expressing spatial relationships (e.g.,      (circles, triangles, or rectangles) as “larger than,”
(PE) M5.1.3 Expressing spatial relationships (e.g.,    above, below, left, right, and middle)* (M.5.1.6)        “smaller than,” or “congruent to,” a given shape
above, below, on, in, outside, inside) (M.5.1.6)                                                                (M5.1.3)

NWABSD Primary Performance Standards                                                                                                                                     24
Adopted May 2005
                                       (PX) M5.1.5 Identifying the results of
                                       transformations (slides, flips, and turns) of
                                       polygons (M5.1.5)

                                       The student solves problems using perimeter or
                                       area by

                                       (PX) M5.1.6 Estimating or determining area or
                                       perimeter of rectangular or square shapes on grids
                                       (M5.1.4)

                                       (PX) M5.1.7 Demonstrating conservation of area
                                       using drawings or manipulatives, meaning that the
                                       total area stays constant, even if the shape of the
                                       object changes (M5.1.4)

                                       The student demonstrates understanding of
                                       position and direction by

                                       (PX) M5.1.8 Using directional terms (inside,
                                       outside, right, left, horizontal vertical) to describe
                                       relative location of objects in a picture (M5.1.6)

                                       The student demonstrates a conceptual
                                       understanding of geometric drawings or
                                       constructions by

                                       (PX) M5.1.9 Drawing real-world objects that
                                       consist of geometric shapes (squares, rectangles,
                                       triangles, or circles) (M5.1.7)
*Assumes increasing complexity




NWABSD Primary Performance Standards                                                            25
Adopted May 2005
                                                        NWABSD Performance Standards for Mathematics

                                    CONTENT STANDARD A: Mathematical facts, concepts, principles, and theories
                            Statistics and Probability: Formulate questions, gather and interpret data, and make predictions
Alaska State Performance Standards for Statistics and Probability:
M6.1.1 Collect, record, organize, display, and explain the classification of data
M6.1.2 Describe data from a variety of visual displays including tallies, tables, pictographs, bar codes, and Venn diagrams
M6.1.3 Use the terms “maximum” and “minimum” when working with a data set
M6.1.4 Find and record the possibilities of simple probability experiments; explain differences between chance and certainty, giving examples
M6.1.5 Conduct a survey and tally the results

STATISTICS AND PROBABILITY
                Primary Entry                                           Primary Primary                                            Primary Exit
The student demonstrates an ability to classify           The student demonstrates an ability to classify          The student demonstrates an ability to classify
and organize data by                                     and organize data by                                     and organize data by

(PE) M6.1.1 Organizing and presenting data by            (PP) M6.1.1 Collecting and presenting by category        (PX) M6.1.1 Designing an investigation and
category on simple graphs and charts (M6.1.1)            on simple graphs, tables, and charts (bar, line,         collecting, recording, organizing, displaying, or
                                                         pictograph, Venn diagram) (M6.1.1)                       explaining the classification of data in real-world
(PE) M6.1.2 Collecting and organizing data using                                                                  problems (e.g., literature, self, or family), using bar
tally marks (M6.1.2) (M6.1.5)                            (PP) M6.1.2 Collecting and organizing data using         graphs and Venn diagrams (M6.1.1)
                                                         tally marks* (M6.1.2) (M6.1.5)
The student demonstrates an ability to analyze                                                                    (PX) M6.1.2 Recording coordinates on line graphs
data (comparing, explaining, interpreting, or            The student demonstrates an ability to analyze           (M6.1.1)
justifying conclusions) by                               data (comparing, explaining, interpreting, or
                                                         justifying conclusions) by                               The student demonstrates an ability to analyze
(PE) M6.1.3 Using information from a variety of                                                                   data (comparing, explaining, interpreting, or
displays (tallies, tables, pictographs or bar graphs)    (PP) M6.1.3 Using information from a variety of          justifying conclusions) by
(M6.1.2)                                                 displays* (tallies, tables, pictographs or bar graphs)
                                                         (M6.1.2)                                                 (PX) M6.1.3 Using information from a variety of
The student demonstrates a conceptual                                                                             displays (tallies, tables, pictographs, bar graphs, or
understanding of probability by                          The student demonstrates a conceptual                    Venn diagrams) (M6.1.2)
                                                         understanding of probability by
(PE) M6.1.4 Uses the results of probability                                                                       (PX) M6.1.4 Using the terms “maximum” or
experiments to predict future events (M6.1.4)            (PP) M6.1.4 Uses the results of probability              “minimum” (M6.1.3)
                                                         experiments to predict future events* (M6.1.4)
                                                                                                                  The student demonstrates a conceptual
                                                                                                                  understanding of probability by

                                                                                                                  (PX) M6.1.5 Explaining the differences between

NWABSD Primary Performance Standards                                                                                                                                        26
Adopted May 2005
                                       chance and certainty or recognizing events that may
                                       be certain or chance events (M6.1.4)

                                       (PX) M6.1.6 Finding, recording, and making
                                       predictions about the likelihood of outcomes of a
                                       simple probability experiment (e.g., spinner, tossing
                                       a coin) (M6.1.4)

*Assumes increasing complexity




NWABSD Primary Performance Standards                                                           27
Adopted May 2005
                                                    NWABSD Performance Standards for Mathematics

                                         CONTENT STANDARDS B, C, D, AND E: Process skills and abilities
                          Problem Solving: Understand and be able to select and use a variety of problem-solving strategies
Alaska State Performance Standards for Problem Solving:
M7.1.1 Formulate problems from practical and mathematical activities
M7.1.2 Develop and apply strategies including guess and check, modeling and acting out, drawings, and extending patterns to solve a variety of problems
M7.1.3 Predict an answer before solving a problem and compare results to check for reasonableness

PROBLEM SOLVING
               Primary Entry                                       Primary Primary                                        Primary Exit
The student demonstrates an ability to problem       The student demonstrates an ability to problem       The student demonstrates an ability to problem
solve by                                             solve by                                             solve by

(PE) M7.1.1 Drawing pictures to represent            (PP) M7.1.1 Becoming familiar with practical         (PX) M7.1.1 Selecting and applying an appropriate
problems using physical objects (M7.1.1) (M7.1.2)    problem solving strategies (e.g., guess and check,   strategy (e.g., guess and check; draw a picture;
                                                     draw a picture, extending patterns, number lines)    make a model; extend a patters) to solve a variety
(PE) M7.1.2 Using a number line to solve             (M7.1.1) (M7.1.2)                                    of problems (M7.1.2)
problems (M7.1.2)




NWABSD Primary Performance Standards                                                                                                                           28
Adopted May 2005
                                                   NWABSD Performance Standards for Mathematics

                                        CONTENT STANDARDS B, C, D, AND E: Process skills and abilities
                       Communication: Form and use appropriate methods to define and explain mathematical relationships
Alaska State Performance Standards for Communication:
M8.1.1 Translate problems from everyday language into math language and symbols
M8.1.2 Use manipulatives, models, pictures, and language to represent and communicate mathematical ideas
M8.1.3 Use everyday language to explain thinking about problem solving strategies and solutions to problems

COMMUNICATION
                Primary Entry                                      Primary Primary                                       Primary Exit
The student communicates his or her                 The student communicates his or her                 The student communicates his or her
mathematical thinking by                            mathematical thinking by                            mathematical thinking by

(PE) M8.1.1 Using tools (e.g., manipulatives) to    (PP) M8.1.1 Identifying and comprehending key       (PX) M8.1.1 Representing mathematical problems
model problems (M8.1.2)                             words in simple problem solving activities (e.g.,   using manipulatives, models, pictures, and/or
                                                    how many in all, how many more, how many less)      everyday language to explain thinking about the
                                                    (M8.1.1)                                            problem-solving strategies and solutions to
                                                                                                        problems (M81.1.) (M8.1.2) (M8.1.3)




NWABSD Primary Performance Standards                                                                                                                      29
Adopted May 2005
                                                   NWABSD Performance Standards for Mathematics

                                         CONTENT STANDARDS B, C, D, AND E: Process skills and abilities
                                            Reasoning: Use logic and reason to solve mathematical problems
Alaska State Performance Standards for Reasoning:
M9.1.1 Draw conclusions about mathematical problems
M91.2 Find examples that support or refute mathematical statements
M9.1.3 Explain why a prediction, estimation, or solution is reasonable

REASONING
               Primary Entry                                      Primary Primary                                      Primary Exit
The student demonstrates an ability to use logic    The student demonstrates an ability to use logic   The student demonstrates an ability to use logic
and reason by                                       and reason by                                      and reason by

No performance standards at this level.             No performance standards at this level.            (PX) M9.1.1 Drawing conclusions about
                                                                                                       mathematical problems; or finding examples that
                                                                                                       support or refute mathematical statements (M9.1.1)
                                                                                                       (M9.1.2)

                                                                                                       (PX) M9.1.2 Explaining whether or not a
                                                                                                       prediction, estimation, or solution is reasonable
                                                                                                       (M9.1.3)




NWABSD Primary Performance Standards                                                                                                                        30
Adopted May 2005
                                                    NWABSD Performance Standards for Mathematics

                                        CONTENT STANDARDS B, C, D, AND E: Process skills and abilities
                        Connections: Apply mathematical concepts and processes to situations within and outside of school
Alaska State Performance Standards for Connections:
M10.1.1 Apply mathematical skills and processes to literature
M10.1.2 Apply mathematical skills and processes to situations with self and family

CONNECTIONS
                 Primary Entry                                       Primary Primary                                          Primary Exit
The student understands and applies                  The student understands and applies                     The student understands and applies
mathematical skills and processes across the         mathematical skills and processes across the            mathematical skills and processes across the
content strands by                                   content strands by                                      content strands by

(PE) M10.1.1 Using two skills in a real-life         (PP) M10.1.1 Using three skills in a real-life          (PX) M10.1.1 Using real-world contexts such as
scenario (e.g., pattern necklaces, student store)    scenario (e.g., creating a graph and presenting it to   literature, self, and family (M10.1.1) (M10.1.2)
(M10.1.2)                                            the class) (M10.1.2)




NWABSD Primary Performance Standards                                                                                                                            31
Adopted May 2005
                                                   NWABSD Performance Standards for Personal /Social

                                                      Personal /Social Performance Standards
Alaska State Performance Standards for Personal /Social: None
                Primary Entry                                 Primary Primary                                                  Primary Exit
The student shows proficiency in personal    The student shows proficiency in personal and                   The student shows proficiency in personal and
and social skills by                         social skills by                                                social skills by

PS 1.1Stating what it means to be a responsible    PS 2.1 Defining and demonstrating honesty and             PS 3.1 Demonstrating ability to identify personal
student                                            responsibility (e.g., being prepared for class, calling   strengths and weaknesses
                                                   if you will be late, cleaning up a work area)
PS 1.2 Identifying positive /healthy free-time                                                               PS 3.2 Demonstrating good study skills: organization,
activities                                         PS 2.2 Defining and demonstrating respect for self,       consistency, time management, responsibility, note
                                                   others, and property                                      taking, and assignment completion
PS 1.3 Identifying feelings and stating positive
ways to express them                               PS 2.3 Stating the importance of setting goals            PS 3.3Exhibiting pride in work, self-discipline, and
                                                                                                             concern for safety of self and others
PS 1.4 Identifying ways to make friends            PS 2.4 Demonstrating skills to stay on task and
                                                   completing tasks on time                                  PS 3.4 Showing positive decision-making, conflict
PS 1.5 Practicing using good manners (uses                                                                   resolution, and problem solving strategies
please, thank you, excuse me, etc)                 PS 2.5 Demonstrating respectful use of humor
                                                                                                             PS 3.5 Engaging in goal-setting processes that
PS 1.6 Participating in a cooperative group        PS 2.6 Choosing positive /healthy free-time activities    establish short-term and long-term goals
activity
                                                   PS 2.7 Participating willingly with a positive attitude   PS 3.6 Developing and maintaining relationships
PS 1.7 Identifying listening behaviors and                                                                   displaying empathy, compassion, positive attitude,
demonstrating how to listen to others              PS 2.8 Describing different kinds of inter-personal       dependability, and loyalty
                                                   relationships (e.g., family, friends, and community)
                                                                                                             PS 3.7 Using strategies to deal effectively with peer
                                                   PS 2.9 Practicing positive interaction skills when        pressure
                                                   interacting with others
                                                                                                             PS 3.8 Communicating feelings in a positive
                                                   PS 2.10 Demonstrating friendship behaviors                /constructive manner

                                                   PS 2.11 Sharing, in a class presentation, a personal      PS 3.9 Employing effective group interaction skills
                                                   involvement in a positive /healthy free-time activity     such as taking turns, coming to consensus, and sharing
                                                                                                             and accepting ideas
                                                   PS 2.12 Collaborating in a cooperative group activity
                                                                                                             PS 3.10 Demonstrating inclusion/exclusion of self and
                                                                                                             others

NWABSD Primary Performance Standards                                                                                                                                  32
Adopted May 2005
                                                        NWABSD Performance Standards for Science

State of Alaska Science Proposed Content Standards:
SA Students develop an understanding of the processes and applications of scientific inquiry.
SA1 Students develop an understanding of the processes of science used to investigate problems, design and conduct repeatable scientific investigations, and
    defend scientific arguments.
SA2 Students develop an understanding that the processes of science require integrity, logical reasoning, skepticism, openness, communication, and peer review.
SA3 Students develop an understanding that culture, local knowledge, history and interaction with the environment contribute to the development of scientific
    knowledge, and local applications provide opportunity for understanding scientific concepts and global issues.

                  Primary Entry                                       Primary Primary                                         Primary Exit
The NWABSD science review committee will meet         The NWABSD science review committee will meet         The student develops an understanding of the
in FY’06 to create and review primary entry           in FY’06 to create and review primary primary         processes of science by
performance standards for science.                    performance standards for science.
                                                                                                            (PX) SA1.1 Asking questions, predicting,
                                                                                                            observing, describing, measuring, classifying,
                                                                                                            generalizing, inferring and communicating

                                                                                                            (PX) SA1.2 Observing and describing their world
                                                                                                            to answer simple questions

                                                                                                            The student will demonstrate an understanding
                                                                                                            of the attitudes and approaches to scientific
                                                                                                            inquiry by

                                                                                                            (PX) SA2.1 Answering, “How do you know?”
                                                                                                            questions with reasonable answers

                                                                                                            The student demonstrates an understanding that
                                                                                                            interactions with the environment provide an
                                                                                                            opportunity for understanding scientific
                                                                                                            concepts by

                                                                                                            (PX) SA3.1 Observing local conditions that
                                                                                                            determine which plants and/or animals survive




NWABSD Primary Performance Standards                                                                                                                              33
Adopted May 2005
                                                        NWABSD Performance Standards for Science

State of Alaska Science Proposed Content Standards:
SB Students develop an understanding of the concepts, models, theories, universal principals, and facts that explain the physical world.
SB1 Students develop an understanding of the characteristic properties of matter and the relationship of these properties to their structure and behavior.
SB2 Students develop an understanding that energy appears in different forms, can be transformed from one form to another, can be transferred or moved from
    one place or system to another, may be unavailable for use, and is ultimately conserved.
SB3 Students develop an understanding of the interactions between matter and energy, including physical, chemical, and nuclear changes, and the effects of these
    interactions on physical systems.
SB4 Students develop an understanding of motions, forces, their characteristics and relationships, and natural forces and their effects.

                  Primary Entry                                       Primary Primary                                         Primary Exit
The NWABSD science review committee will meet         The NWABSD science review committee will meet         The student demonstrates an understanding of
in FY’06 to create and review primary entry           in FY’06 to create and review primary primary         the structure and properties of matter by
performance standards for science.                    performance standards for science.
                                                                                                            (PX) SB1.1 Using physical properties to classify
                                                                                                            matter (e.g., size, color, texture, weight, shape)

                                                                                                            The student demonstrates an understanding of
                                                                                                            how energy can be transformed, transferred,
                                                                                                            and conserved by

                                                                                                            No performance standards listed at this level

                                                                                                            The student demonstrates an understanding of
                                                                                                            the interactions between matter and energy and
                                                                                                            the effects of these interactions on systems by

                                                                                                            (PX) SB3.1 Recognizing that temperature changes
                                                                                                            cause changes in phases of substances (e.g., ice
                                                                                                            changing to liquid, water changing to water vapor,
                                                                                                            and vice versa)

                                                                                                            The student demonstrates an understanding of
                                                                                                            motions, forces, their characteristics,
                                                                                                            relationships, and effects by

                                                                                                            (PX) SB4.2 Observing the behavior of magnets



NWABSD Primary Performance Standards                                                                                                                               34
Adopted May 2005
                                                       NWABSD Performance Standards for Science

State of Alaska Science Proposed Content Standards:
SC Students develop an understanding of the concepts, models, theories, facts, evidence, systems, and processes of life science.
SC1 Students develop an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection,
    and biological evolution.
SC2 Students develop an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms.
SC3 Students develop an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of
    matter and energy.
               Primary Entry                                   Primary Primary                                             Primary Exit
The NWABSD science review committee will          The NWABSD science review committee The student demonstrates an understanding of how science
meet in FY’06 to create and review primary        will meet in FY’06 to create and review      explains changes in life forms over time, including genetics,
entry performance standards for science.          primary primary performance standards        heredity, and the process of natural selection by
                                                  for science.
                                                                                               (PX) SC1.1 Sorting Alaskan plants and/or animals using physical
                                                                                               characteristics (e.g., leaves, beaks)

                                                                                             (PX) SC1.2 Describing how some traits (e.g., claws, teeth,
                                                                                             camouflage) of living organisms have helped them survive as a
                                                                                             species

                                                                                             The student demonstrates an understanding of the structure,
                                                                                             function, behavior, development, life cycles, and diversity of
                                                                                             living organisms by

                                                                                             (PX) SC2.1 Sorting animals and plants into groups based on
                                                                                             appearance and behaviors

                                                                                             (PX) SC2.2 Observing and comparing external features of plants
                                                                                             and of animals that may help them grow, survive, and reproduce

                                                                                             The student demonstrates an understanding that all
                                                                                             organisms are linked to each other and their physical
                                                                                             environments through the transfer and transformation of
                                                                                             matter and energy by

                                                                                             (PX) SC3.1 Identifying examples of living and non-living things
                                                                                             in the local environment

                                                                                             (PX) SC3.2 Organizing a simple food chain of familiar plants
                                                                                             and animals
NWABSD Primary Performance Standards                                                                                                                             35
Adopted May 2005
                                                        NWABSD Performance Standards for Science

State of Alaska Science Proposed Content Standards:
SD Students develop an understanding of the concepts, processes, theories, models, evidence, and systems of earth and space sciences.
SD1 Students develop an understanding of Earth’s geochemical cycles.
SD2 Students develop an understanding of the origins, ongoing processes, and forces that shape the structure, composition, and physical history of the Earth.
SD3 Students develop an understanding of the cyclical changes controlled by energy from the sun and by Earth’s position and motion in our solar system.
SD4 Students develop an understanding of the theories regarding the evolution of the universe.
                  Primary Entry                                       Primary Primary                                           Primary Exit
The NWABSD science review committee will meet The NWABSD science review committee will meet The student demonstrates an understanding of
in FY’06 to create and review primary entry           in FY’06 to create and review primary primary           geochemical cycles by
performance standards for science.                    performance standards for science.
                                                                                                              (PX) SD1.1 Recognizing that most rocks are
                                                                                                              composed of combinations of different substances

                                                                                                            (PX) SD1.2 Describing the water cycle to show that
                                                                                                            water circulates through the crust, oceans, and
                                                                                                            atmosphere of Earth

                                                                                                            The student demonstrates an understanding of
                                                                                                            the forces that shape Earth by

                                                                                                            (PX) SD2.1 Identifying a variety of Earth’s land
                                                                                                            features (e.g., rivers, lakes, mountains, valleys,
                                                                                                            islands, permafrost, and tundra) and describing the
                                                                                                            events that might have caused them

                                                                                                            The student demonstrates an understanding of
                                                                                                            cycles influenced by energy from the sun and by
                                                                                                            Earth’s position and motion in our solar system
                                                                                                            by

                                                                                                            (PX) SD3.1 Recording weather patterns (e.g.,
                                                                                                            temperature, cloud cover, or precipitation)

                                                                                                            The student demonstrates an understanding of
                                                                                                            the theories regarding the origin and evolution
                                                                                                            of the universe by

                                                                                                            (PX) SD4.1 Recognizing that objects appear
                                                                                                            smaller the farther away they are
NWABSD Primary Performance Standards                                                                                                                              36
Adopted May 2005
                                       (PX) SD4.2 Recognizing that objects have
                                       properties, locations, and movements that can be
                                       observed and described

                                       (PX) SD4.3 Recognizing that magnifiers are useful
                                       tools




NWABSD Primary Performance Standards                                                       37
Adopted May 2005
                                                        NWABSD Performance Standards for Science

State of Alaska Science Proposed Content Standards:
SE Students develop an understanding of the relationships among science, technology, and society.
SE1 Students develop an understanding of how scientific knowledge and technology are used in making decisions about issues, innovations, and responses to
    problems and everyday events.
SE2 Students develop an understanding that solving problems involves different ways of thinking, perspectives, and curiosity that lead to the exploration of
    multiple paths that are analyzed using scientific, technological, and social merits.
SE3 Students develop an understanding of how scientific discoveries and technological innovations affect and are affected by our lives and cultures.

                  Primary Entry                                       Primary Primary                                         Primary Exit
The NWABSD science review committee will meet         The NWABSD science review committee will meet         The student demonstrates an understanding of
in FY’06 to create and review primary entry           in FY’06 to create and review primary primary         how to integrate scientific knowledge and
performance standards for science.                    performance standards for science.                    technology to address problems by

                                                                                                            (PX) SE1.1 Identifying local problems and
                                                                                                            discussing solutions

                                                                                                            The student demonstrates an understanding that
                                                                                                            solving problems involves different ways of
                                                                                                            thinking, perspectives, and curiosity by

                                                                                                            (PX) SE2.1 Identifying local tools and materials
                                                                                                            used in everyday life

                                                                                                            (PX) SE2.2 Using knowledge and reasoning that
                                                                                                            may include multiple views (e.g., oral traditions,
                                                                                                            observations, data) to explain everyday events (e.g.,
                                                                                                            weather, seasonal changes)

                                                                                                            The student demonstrates an understanding of
                                                                                                            how scientific discoveries and technological
                                                                                                            innovations affect our lives and society by

                                                                                                            (PX) SE3.1 Listing the positive and negative
                                                                                                            effects of a single technological development in the
                                                                                                            local community (e.g., fish wheel, four-wheeler,
                                                                                                            computer)



NWABSD Primary Performance Standards                                                                                                                                38
Adopted May 2005
                                                        NWABSD Performance Standards for Science

State of Alaska Science Proposed Content Standards:
SF Students develop an understanding of the dynamic relationships among scientific, cultural, social, and personal perspectives.
SF1 Students develop an understanding of the interrelationships among individuals, cultures, societies, science, and technology.
SF2 Students develop an understanding that some individuals, cultures, and societies use other beliefs and methods in addition to scientific methods to describe
    and understand the world.
SF3 Students develop an understanding of the importance of recording and validating cultural knowledge.

                  Primary Entry                                        Primary Primary                                         Primary Exit
The NWABSD science review committee will meet          The NWABSD science review committee will meet          No performance standards listed at this level.
in FY’06 to create and review primary entry            in FY’06 to create and review primary primary
performance standards for science.                     performance standards for science.




NWABSD Primary Performance Standards                                                                                                                               39
Adopted May 2005
                                                        NWABSD Performance Standards for Science

State of Alaska Science Proposed Content Standards:
SG Students develop an understanding of the history and nature of science.
SG1 Students develop an understanding that historical perspectives of scientific explanations demonstrate that scientific knowledge changes over time, building
    on prior knowledge.
SG2 Students develop an understanding that the advancement of scientific knowledge embraces innovation and requires empirical evidence, repeatable
    investigations, logical arguments, and critical review in striving for the best possible explanations of the natural world.
SG3 Students develop an understanding that scientific knowledge is ongoing and subject to change as new evidence becomes available through experimental
    and/or observational confirmation(s).
SG4 Students develop an understanding that advancements in science depend on curiosity, creativity, imagination, and a broad knowledge base.

                  Primary Entry                                       Primary Primary                                           Primary Exit
The NWABSD science review committee will meet         The NWABSD science review committee will meet          The student demonstrates an understanding of
in FY’06 to create and review primary entry           in FY’06 to create and review primary primary          the bases of the advancement of scientific
performance standards for science.                    performance standards for science.                     knowledge by

                                                                                                             (PX) SG2.1 Comparing the results of multiple
                                                                                                             observations of a single local event

                                                                                                             The student demonstrates an understanding that
                                                                                                             advancements in science depend on curiosity,
                                                                                                             creativity, imagination, and a broad knowledge
                                                                                                             base by

                                                                                                             (PX) SG4.1 Asking questions about the natural
                                                                                                             world




NWABSD Primary Performance Standards                                                                                                                              40
Adopted May 2005

								
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