|
|
|
|
Missouri Math Grade Le=
vel
Expectations: Grades 4-8 |
|
| A |
1 |
A |
a.i |
describe geometric and=
numeric
patterns |
04 |
| A |
1 |
B |
a.i |
analyze patterns using=
words,
tables and graphs |
04 |
| A |
2 |
A |
a.i |
represent a mathematic=
al
situation as an expression or number sentence |
04 |
| A |
2 |
B |
a.i |
apply the commutative property of multiplication<=
/font> to whole numbers <=
/span> |
04 |
| A |
3 |
A |
a.i |
model
problem situations, using representations such as graphs, tables or number
sentences |
04 |
| A |
4 |
A |
a.i |
describe mathematical
relationships in terms of constant rates of change |
04 |
| D |
1 |
A |
a.i |
collect data using obs=
ervations,
surveys and experiments |
04 |
| D |
1 |
C |
a.i |
create tables or graph=
s to
represent categorical =
and numerical data including line plots=
|
04 |
| D |
2 |
A |
a.i |
describe important fea=
tures of
the data set |
04 |
| D |
3 |
A |
a.i |
given a set of data, p=
ropose and
justify conclusions that are based on the data |
04 |
| G |
1 |
A |
a.i |
identify and describe =
the
attributes of two- and=
three-dimensional shapes (pr=
isms,
cones, parallelism, perpendicularity) |
04 |
| G |
1 |
C |
a.i |
describe the results of
subdividing, combining and transforming shapes |
04 |
| G |
2 |
A |
a.i |
describe movement usin=
g common
language and geometric vocabulary (forward, back, left, right, north, sou=
th,
east, west) |
04 |
| G |
3 |
A |
a.i |
predict the results of=
transformations: slide/ translation, flip/ reflection or turn/ rotation around the center point of a polygon |
04 |
| G |
3 |
C |
a.i |
construct a figure wit=
h multiple
lines of symmetry and identify the lines of symmetry |
04 |
| G |
4 |
A |
a.i |
given the picture of a=
prism, identify the shapes o=
f the
faces |
04 |
| M |
1 |
A |
a.i |
identify and justify t=
he unit of
linear measure including perimeter using customary and metric measurement=
s |
04 |
| M |
1 |
B |
a.i |
identify equivalent li=
near
measures within a system of measurement |
04 |
| M |
1 |
C |
a.i |
tell time to the neare=
st minute |
04 |
| M |
1 |
D |
a.i |
determine change from =
$10.00 and
add and subtract money values to $10.00 |
04 |
| M |
2 |
A |
a.i |
select and use benchmarks to estimate measu=
rements
(linear, capacity, weight) <=
/font> |
04 |
| M |
2 |
B |
a.i |
select and use benchmarks to estimate measu=
rements
of 0-, 45-, 90- degree angles |
04 |
| M |
2 |
C |
a.i |
determine the area of =
a polygon
on a rectangular grid |
04 |
| N |
1 |
A |
a.i |
read, write and compar=
e decimals
to the hundredths place and whole numbers up to 6 digits |
04 |
| N |
1 |
B |
a.i |
use models, benchmarks=
(0, 1/2
and 1) and equivalent forms to judge the size of fractions |
04 |
| N |
1 |
C |
a.i |
recognize equivalent
representations for the same number and generate them by decomposing
and composing numbers |
04 |
| N |
1 |
D |
a.i |
classify and describe =
according
to their characteristics, including odd numbers, even numbers and multiples |
04 |
| N |
2 |
A |
a.i |
represent and recognize
multiplication using various models, including sets=
and arrays |
04 |
| N |
2 |
C |
a.i |
apply commutative
and identity pr=
operties of multiplication to whole numbers <=
/span> |
04 |
| N |
3 |
A |
a.i |
represent a mental str=
ategy used
to compute a given multiplication problem (up to a 2-digit number by 2-di=
git
number multiple of 10) |
04 |
| N |
3 |
B |
a.i |
demonstrate
fluency with basic number relationships (12 =
X 12)
of multiplication and division |
04 |
| N |
3 |
C |
a.i |
apply and describe the=
strategy
used to compute a multiplication problem up to a 2-digit number by 2-digit
number |
04 |
| N |
3 |
C |
a.ii |
apply and describe the=
strategy
used to compute a division problem up to a 3-digit number by 1-digit numb=
er |
04 |
| N |
3 |
D |
a.i |
estimate and justify t=
he results
of multiplication of whole numbers |
04 |
| A |
1 |
A |
a.i |
make and describe generalizations about geomet=
ric and
numeric patterns |
05 |
| A |
1 |
B |
a.i |
represent and analyze =
patterns
using words, tables and graphs |
05 |
| A |
2 |
A |
a.i |
represent a mathematic=
al
situation as an expression or number sentence using a letter or symbol |
05 |
| A |
2 |
B |
a.i |
apply the distributive and associative properties
to whole numbers |
05 |
| A |
3 |
A |
a.i |
model
problem situations and draw conclusions, using representations such as
graphs, tables or number sentences |
05 |
| A |
4 |
A |
a.i |
identify, model and de=
scribe
situations with constant or varying rates of change |
05 |
| D |
1 |
A |
a.i |
evaluate data-collecti=
on
methods |
05 |
| D |
1 |
C |
a.i |
describe methods to co=
llect,
organize and represent categorical and numerical data |
05 |
| D |
2 |
A |
a.i |
compare related data s=
ets |
05 |
| D |
2 |
B |
a.i |
compare different
representations of the same data and evaluate how well each representation
shows important aspects of the data |
05 |
| D |
3 |
A |
a.i |
given a set of data ma=
ke and
justify prediction(s) |
05 |
| D |
4 |
A |
a.i |
describe the degree of
likelihood of events using such words as certain, equally likely and
impossible |
05 |
| G |
1 |
A |
a.i |
analyze two- and three-dimensional shape=
s by describing the attributes |
05 |
| G |
1 |
C |
a.i |
predict and justify th=
e results
of subdividing, combining and transforming shapes |
05 |
| G |
2 |
A |
a.i |
use coordinate
systems to specify locations, describe paths=
and
find the distance between points along horizontal and vertical lines |
05 |
| G |
3 |
A |
a.i |
predict, draw and desc=
ribe the
results of transformations
including slide/ translation, flip/ reflection and turn/ rotation <=
font
class=3D"font7">around a center point=
of a polygon |
05 |
| G |
3 |
C |
a.i |
identify polygons and =
designs
with rotational symmetry |
05 |
| G |
4 |
A |
a.i |
given a net of a prism
or cylinder, identify the three-dimensional =
shape |
05 |
| M |
1 |
A |
a.i |
identify and justify t=
he unit of
measure for area including customary and metric measurements |
05 |
| M |
1 |
B |
a.i |
identify the equivalen=
t weights
and equivalent capacities within a system of measurement |
05 |
| M |
1 |
C |
a.i |
solve problems involvi=
ng elapsed
time (hours) |
05 |
| M |
2 |
C |
a.i |
describe how to solve =
problems
involving the area of polygons and non-polygonal regions imposed on a
rectangular grid |
05 |
| M |
2 |
E |
a.i |
convert from one unit =
to another
within a system of measurement (linear) |
05 |
| N |
1 |
A |
a.i |
read, write, compare a=
nd order unit fractions and decimals =
to
thousandths |
05 |
| N |
1 |
B |
a.i |
recognize and generate
equivalent forms of commonly used fractions<=
font
class=3D"font7">, decimals and percents |
05 |
| N |
1 |
C |
a.i |
recognize equivalent
representations for the same number and generate them by decomposing
and composing numbers |
05 |
| N |
1 |
D |
a.i |
describe numbers accor=
ding to
their characteristics, including whole number facto=
rs, prime or composite numbers, odd or even numbers and square numbers |
05 |
| N |
2 |
A |
a.i |
represent and recogniz=
e division
using various models, including quotative and partitive |
05 |
| N |
2 |
B |
a.i |
describe the effects of
multiplying and dividing whole numbers as well as the relationship between
the two operations |
05 |
| N |
2 |
C |
a.i |
apply the distributive and associative properties
to whole numbers |
05 |
| N |
3 |
A |
a.i |
describe a mental stra=
tegy used
to compute a given division problem, where the quotient is a multiple of =
10
and the divisor is a 1-digit number (e.g., 350 /7) |
05 |
| N |
3 |
C |
a.i |
apply and describe the=
strategy
used to compute a given division problem up to a 3- digit number by 2-dig=
it
number |
05 |
| N |
3 |
D |
a.i |
estimate and justify t=
he results
of division of whole numbers |
05 |
| A |
1 |
B |
a.i |
represent and describe=
patterns
with tables, graphs, pictures, symbolic rules or words |
06 |
| A |
1 |
C |
a.i |
compare various forms =
of representations to identify a
pattern |
06 |
| A |
1 |
D |
a.i |
identify functions as linear
or nonlinear fr=
om a
table or graph |
06 |
| A |
2 |
A |
a.i |
use variables to repre=
sent
unknown quantities in expressions |
06 |
| A |
2 |
B |
a.i |
recognize equivalent f=
orms for
simple algebraic expressions including associative =
and distributive properties<=
/font> |
06 |
| A |
3 |
A |
a.i |
model and
solve problems, using multiple representations such as graphs, tables,
expressions and equations |
06 |
| A |
4 |
A |
a.i |
compare situations wit=
h constant
or varying rates of change <=
/td>
| 06 |
| D |
1 |
A |
a.i |
formulate questions, d=
esign
studies and collect data about a characteristic |
06 |
| D |
1 |
C |
a.i |
interpret circle graph=
s; create
and interpret stem-and-leaf plots |
06 |
| D |
2 |
A |
a.i |
find the range and measures of center, including median, mode and mean |
06 |
| D |
2 |
B |
a.i |
compare different
representations of the same data and evaluate how well each representation
shows important aspects of the data |
06 |
| D |
3 |
A |
a.i |
use observations about
differences between 2 samples to make conjectures about the populations from which the samples were taken<=
span
style=3D'mso-spacerun:yes'> |
06 |
| D |
4 |
A |
a.i |
use a model (diagrams,=
list,
sample space, or area model) to illustrate the possible outcomes of an
event |
06 |
| G |
1 |
A |
a.i |
identify the propertie=
s of one-, two- and three-dimensional shapes using the appropriate geometric vocabulary |
06 |
| G |
1 |
B |
a.i |
describe relationships=
between
the corresponding angles and
the length of corresponding sides of similar triangles=
(whole number scale factors) |
06 |
| G |
2 |
A |
a.i |
use coordinate geometr=
y to
construct geometric shapes <=
/td>
| 06 |
| G |
3 |
A |
a.i |
describe the transformation from a given pre-image to its image using the terms reflection/=
flip, rotation/ turn and translation/ slide |
06 |
| G |
3 |
C |
a.i |
create polygons and de=
signs with
rotational symmetry |
06 |
| G |
4 |
A |
a.i |
use spatial visualizat=
ion to
identify isometric representations of mat plans |
06 |
| G |
4 |
B |
a.i |
draw or use visual
models to represent and solve problems |
06 |
| M |
1 |
A |
a.i |
identify and justify a=
n angle as
acute, obtuse, straight or right |
06 |
| M |
1 |
C |
a.i |
solve problems involvi=
ng elapsed
time (hours and minutes) |
06 |
| M |
2 |
A |
a.i |
estimate a measurement=
using
either standard or non-standard unit of measurement |
06 |
| M |
2 |
B |
a.i |
select and use benchmarks to estimate measu=
rements
of 0-, 45-, 90-, 180-, 360- degree angles |
06 |
| M |
2 |
C |
a.i |
describe how to solve =
problems
involving the area or perimeter of polygons |
06 |
| M |
2 |
E |
a.i |
convert from one unit =
to another
within a system of measurement (mass and weight) |
06 |
| N |
1 |
A |
a.i |
compare and order inte=
gers,
positive rationals and percents, including finding their approximate loca=
tion
on a number line |
06 |
| N |
1 |
B |
a.i |
recognize and generate
equivalent forms of fractions, decimals and percents |
06 |
| N |
1 |
C |
a.i |
recognize equivalent
representations for the same number and generate them by decomposing
and composing numbers, including expanded
notation |
06 |
| N |
1 |
D |
a.i |
use factors and multiples to describe relationships between and among numbers, inc=
luding
whole number common factors and common multiples<=
font
class=3D"font7"> |
06 |
| N |
2 |
B |
a.i |
describe the effects o=
f addition
and subtraction on fractions and decimals |
06 |
| N |
3 |
C |
a.i |
add and subtract posit=
ive
rational numbers |
06 |
| N |
3 |
D |
a.i |
estimate and justify t=
he results
of addition and subtraction of positive rational numbers |
06 |
| N |
3 |
E |
a.i |
solve problems using e=
quivalent
ratios |
06 |
| A |
1 |
B |
a.i |
analyze patterns repre=
sented graphically or numerically using words or <=
/font>symbolic rules, including recursive notation |
07 |
| A |
1 |
C |
a.i |
compare and contrast v=
arious
forms of representations of
patterns |
07 |
| A |
1 |
D |
a.i |
identify
functions as li=
near or nonlinear from tables, graphs or equations |
07 |
| A |
2 |
A |
a.i |
use variables to repre=
sent
unknown quantities in equations and inequalities |
07 |
| A |
2 |
B |
a.i |
generate equivalent fo=
rms for
simple algebraic expressions |
07 |
| A |
3 |
A |
a.i |
model and
solve problems, using multiple representations such as graphs, tables,
expressions, equations or inequalities |
07 |
| A |
4 |
A |
a.i |
compare situations wit=
h constant
or varying rates of change <=
/td>
| 07 |
| D |
1 |
A |
a.i |
formulate questions, d=
esign
studies and collect data about a characteristic |
07 |
| D |
1 |
C |
a.i |
select, create and use
appropriate graphical representation of data, including circle graphs, histograms and box and whisker plots |
07 |
| D |
2 |
A |
a.i |
find, use and interpre=
t measures of center and sprea=
d,
including ranges and interquartile range |
07 |
| D |
2 |
B |
a.i |
compare different
representations of the same data and evaluate how well each representation
shows important aspects of the data |
07 |
| D |
3 |
A |
a.i |
use observations about
differences between samples to make conjectures about the populations from which the samples were taken<=
span
style=3D'mso-spacerun:yes'> |
07 |
| D |
4 |
A |
a.i |
use models to compute =
the
probability of an event |
07 |
| G |
1 |
A |
a.i |
classify two- and three-dimensional shapes bas=
ed on
their properties |
07 |
| G |
1 |
B |
a.i |
describe relationships=
between corresponding sides, =
corresponding angles and
corresponding perimeters of similar polygons=
|
07 |
| G |
2 |
A |
a.i |
given ordered pairs, i=
dentify
geometric shapes in the coordinate plane using their properties |
07 |
| G |
3 |
A |
a.i |
reposition shapes unde=
r informal transformations, such as reflection (flip), rotation (turn) and translat=
ion
(slide) |
07 |
| G |
3 |
B |
a.i |
describe the relations=
hip
between the scale factor and the perimeter of the image using a dilation (contractions -- magnifications)
(stretching/shrinking) |
07 |
| G |
3 |
C |
a.i |
determine all lines of=
symmetry
of polygons |
07 |
| G |
4 |
A |
a.i |
use spatial visualizat=
ions to
identify various two-dimensional
views of isometric drawings =
|
07 |
| G |
4 |
B |
a.i |
draw or use visual
models to represent and solve problems |
07 |
| M |
1 |
A |
a.i |
identify and justify t=
he unit of
measure for volume including customary and metric measurements |
07 |
| M |
1 |
B |
a.i |
identify the equivalen=
t area
measures within a system of measurement (e.g., sq ft. to sq in.) |
07 |
| M |
1 |
C |
a.i |
solve problems involvi=
ng
addition and subtraction of time (hours, minutes and seconds) |
07 |
| M |
2 |
B |
a.i |
use tools to measure a=
ngles to
the nearest degree |
07 |
| M |
2 |
C |
a.i |
describe how to solve =
problems
involving circumference and/or area of a circle |
07 |
| M |
2 |
D |
a.i |
analyze precision and accuracy in measurement situations |
07 |
| M |
2 |
E |
a.i |
convert from one unit =
to another
within a system of measurement (capacity) |
07 |
| N |
1 |
A |
a.i |
compare and order inte=
gers,
positive rationals and percents, including finding their approximate loca=
tion
on a number line |
07 |
| N |
1 |
B |
a.i |
use fractions, decimal=
s and
percents to solve problems <=
/td>
| 07 |
| N |
1 |
C |
a.i |
recognize equivalent
representations for the same number and generate them by decomposing
and composing numbers, including exponential
notation |
07 |
| N |
1 |
D |
a.i |
use whole number factors and multiples to describe relati=
onships
between and among numbers |
07 |
| N |
2 |
B |
a.i |
describe the effects of
multiplication and division on fractions and addition and subtraction on
integers |
07 |
| N |
2 |
C |
a.i |
apply properties of operations (including order=
of
operations) to positive rational numbers |
07 |
| N |
2 |
D |
a.i |
approximate the value =
of square
roots to the nearest whole number |
07 |
| N |
3 |
C |
a.i |
multiply and divide po=
sitive
rational numbers |
07 |
| N |
3 |
D |
a.i |
estimate and justify t=
he results
of multiplication and division of positive rational numbers |
07 |
| N |
3 |
E |
a.i |
solve problems involvi=
ng
proportions, such as scaling and finding equivalent ratios |
07 |
| A |
1 |
B |
a.i |
generalize patterns re=
presented graphically or numerically using words or <=
/font>symbolic rules, including recursive notation |
08 |
| A |
1 |
C |
a.i |
compare and contrast v=
arious
forms of representations of
patterns |
08 |
| A |
1 |
D |
a.i |
compare properties of =
linear functions between or among tables, graphs and equations |
08 |
| A |
2 |
A |
a.i |
use symbolic
algebra to represent and solve problems that
involve linear relationships, including recu=
rsive relationships |
08 |
| A |
2 |
B |
a.i |
generate equivalent fo=
rms for
linear expressions |
08 |
| A |
3 |
A |
a.i |
model and
solve problems, using multiple representations such as graphs, tables,
equations or inequalities |
08 |
| A |
4 |
A |
a.i |
analyze the nature of =
changes
(including slope and intercepts) in quantities in linear relationships |
08 |
| D |
1 |
A |
a.i |
formulate questions, d=
esign
studies and collect data about a characteristic |
08 |
| D |
1 |
C |
a.i |
select, create and use
appropriate graphical representation of data including scatter
plots |
08 |
| D |
2 |
A |
a.i |
find, use and interpre=
t measures of center, <=
font
class=3D"font8">outliers and spread, includi=
ng range
and interquartile range |
08 |
| D |
2 |
B |
a.i |
compare different
representations of the same data and evaluate how well each representation
shows important aspects of the data |
08 |
| D |
3 |
A |
a.i |
make conjectures about possible relationships between 2 characteristics o=
f a
sample on the basis of scatter plots of the data and approximate lines of
fit |
08 |
| D |
4 |
A |
a.i |
make conjectures (based on theoretical probability) about the results of
experiments |
08 |
| G |
1 |
A |
a.i |
describe, classify and
generalize relationships between and among types of a)
two-dimensional objects and b) three-dimensional objects us=
ing
their defining properties (of shapes<=
font
class=3D"font7">) including Pythagorean Theorem |
08 |
| G |
1 |
A |
a.ii |
describe, classify and
generalize relationships between and among types of a) two- dimensional objects and b)
three-dimensional objects using their defining properties (of shapes)
including cross section of a three-dimensional object results in what
two-dimensional shape |
08 |
| G |
1 |
B |
a.i |
apply relationships be=
tween corresponding sides and corresponding areas of similar polygons to solve pr=
oblems |
08 |
| G |
2 |
A |
a.i |
use coordinate geometr=
y to
analyze properties of right triangles and quadrilaterals =
; |
08 |
| G |
3 |
A |
a.i |
reposition shapes unde=
r formal transformations, such as reflection, rotation and translation |
08 |
| G |
3 |
B |
a.i |
describe the relations=
hip
between the scale factor and the area of the image using a dilation (stretching/ shrinking) |
08 |
| G |
3 |
C |
a.i |
identify the number of
rotational symmetries of regular polygons |
08 |
| G |
4 |
A |
a.i |
create isometric
drawings from a given mat
plan <=
/span> |
08 |
| G |
4 |
B |
a.i |
draw or use visual
models to represent and solve problems |
08 |
| M |
1 |
B |
a.i |
identify the equivalen=
t volume
measures within a system of measurement (e.g., m3 to cm3) |
08 |
| M |
2 |
B |
a.i |
use tools to determine=
the
measure of reflex angles to the nearest degree=
|
08 |
| M |
2 |
C |
a.i |
describe how to solve =
problems
involving surface area and/or volume of a rectangular or triangular prism=
, or
cylinder |
08 |
| M |
2 |
D |
a.i |
analyze precision and accuracy in measurement situations and determine num=
ber of
significant digits
| 08 |
| M |
2 |
E |
a.i |
convert square or cubi=
c units to
equivalent square or cubic units within the same system of measurement |
08 |
| N |
1 |
A |
a.i |
compare and order rati=
onals and
percents, including finding their approximate locations on a number line<=
span
style=3D'mso-spacerun:yes'> |
08 |
| N |
1 |
B |
a.i |
use fractions, decimal=
s and
percents to solve problems <=
/td>
| 08 |
| N |
1 |
C |
a.i |
recognize equivalent
representations for the same number and generate them by decomposing
and composing numbers, including scientific
notation |
08 |
| N |
1 |
D |
a.i |
use factors and multiples to describe relationships between and among numbers and
justify characteristics of numbers |
08 |
| N |
2 |
B |
a.i |
describe the effects of
multiplication and division on integers |
08 |
| N |
2 |
C |
a.i |
apply properties of operations to rational numb=
ers,
including order of operations and inverse operations |
08 |
| N |
2 |
D |
a.i |
apply the relationship=
between
squares and square roots and cubes and cube roots to solve a problem |
08 |
| N |
3 |
C |
a.i |
apply all operations o=
n rational
numbers |
08 |
| N |
3 |
D |
a.i |
estimate and justify t=
he results
of all operations on rational numbers |
08 |
| N |
3 |
E |
a.i |
solve problems involv=
ing
proportions, such as scaling and finding equivalent ratios |
08 |
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------=_NextPart_01C90F4C.CE8C4480
Content-Location: file:///C:/2E4292C5/GLEdatabase_files/sheet002.htm
Content-Transfer-Encoding: quoted-printable
Content-Type: text/html; charset="us-ascii"
| |
|
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|
Communication Arts G.=
L.E.
(Grades 4-8) |
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| I |
1 |
A |
a.i |
Formulate and researc=
h keywords and questions to
establish a focus and purpose for inquiry |
04 |
|
|
|
| I |
1 |
B |
a.i |
Locate and use various
resources to find information on keywords and questions |
04 |
|
|
|
| I |
1 |
C |
a.i |
Identify relevant inf=
ormation
and record main ideas and
important details in own words |
04 |
|
|
|
| I |
1 |
D |
a.i |
Informally give credi=
t for
others’ ideas, images, and information found in various resources
| 04 |
|
|
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| I |
2 |
A |
a.i |
Identify and explain =
intended
messages conveyed through oral and visual media |
04 |
|
|
|
| L |
1 |
A |
a.i |
Listen for enjoyment<=
/td>
| 04 |
|
|
|
| L |
1 |
A |
a.ii |
Listen for informatio=
n |
04 |
|
|
|
| L |
1 |
A |
a.iii |
Listen for directions=
|
04 |
|
|
|
| L |
1 |
A |
a.iv |
Listen to identify tone, mood, and emotion of verbal and nonverbal communicati=
on |
04 |
|
|
|
| L |
1 |
B |
a.i |
Demonstrate listening=
behaviors
(e.g., prepares to listen, listens without interruptions, maintains eye
contact) |
04 |
|
|
|
| L |
2 |
A |
a.i |
Present ideas in a lo=
gical
sequence in discussions and presentations |
04 |
|
|
|
| L |
2 |
A |
a.ii |
Identify and apply ap=
propriate
speaking techniques such as volume control, pace, and eye contact in discussions and presentations |
04 |
|
|
|
| L |
2 |
B |
a.i |
Give clear and concise
multi-step oral directions to complete a task |
04 |
|
|
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| R |
1 |
C |
a.i |
Apply decoding
strategies to independently
“problem-solve” unknown words when reading |
04 |
|
|
|
| R |
1 |
D |
a.i |
Read
instructional text with fluency, accuracy, and exp=
ression |
04 |
|
|
|
| R |
1 |
D |
a.ii |
Read instructional
text by adjusting
reading rate to difficulty and type of text=
|
04 |
|
|
|
| R |
1 |
E |
a.i |
Develop vocabulary through text using root words and affixes |
04 |
|
|
|
| R |
1 |
E |
a.ii |
Develop vocabulary through text using synonyms and antonyms |
04 |
|
|
|
| R |
1 |
E |
a.iii |
Develop vocabulary through text using contex=
t clues |
04 |
|
|
|
| R |
1 |
E |
a.iv |
Develop vocabulary through text using a glossary and dictionary |
04 |
|
|
|
| R |
1 |
F |
a.i |
Apply
pre-reading strategies to aid comprehension=
|
04 |
|
|
|
| R |
1 |
F |
a.ii |
Apply the pre-reading
strategy of accessing prior knowledge to aid
comprehension |
04 |
|
|
|
| R |
1 |
F |
a.iii |
Apply the pre-reading
strategy of previewing to aid comprehension=
|
04 |
|
|
|
| R |
1 |
F |
a.iv |
Apply the pre-reading
strategy of p=
redicting to aid comprehension |
04 |
|
|
|
| R |
1 |
F |
a.v |
Apply the pre-reading
strategy of setting a purpose for reading t=
o aid
comprehension |
04 |
|
|
|
| R |
1 |
G |
a.i |
Utilize reading strat=
egies of
self-questioning and correction |
04 |
|
|
|
| R |
1 |
G |
a.ii |
Utilize the reading s=
trategy of
inference |
04 |
|
|
|
| R |
1 |
G |
a.iii |
Utilize the reading s=
trategy of
visualization |
04 |
|
|
|
| R |
1 |
G |
a.iv |
Utilize reading strat=
egies of prediction and cueing systems |
04 |
|
|
|
| R |
1 |
G |
a.iv.ai |
Utilize reading strat=
egies of prediction and cueing systems including m=
eaning |
04 |
|
|
|
| R |
1 |
G |
a.iv.bi |
Utilize reading strat=
egies of prediction and cueing systems including s=
tructure |
04 |
|
|
|
| R |
1 |
G |
a.iv.ci |
Utilize reading strat=
egies of prediction and cueing systems including v=
isual |
04 |
|
|
|
| R |
1 |
H |
a.i |
Apply post-reading
skills to comprehend text |
04 |
|
|
|
| R |
1 |
H |
a.ii |
Apply the post-reading
skill of questioning to clarify and compreh=
end
text |
04 |
|
|
|
| R |
1 |
H |
a.iii |
Apply the post-reading
skill of refl=
ecting to comprehend text |
04 |
|
|
|
| R |
1 |
H |
a.iv |
Apply the post-reading
skill of anal=
yzing to comprehend text =
; |
04 |
|
|
|
| R |
1 |
H |
a.v |
Apply the post-reading
skill of draw=
ing
conclusions to comprehend text |
04 |
|
|
|
| R |
1 |
H |
a.vi |
Apply the post-reading
skill of summ=
arizing to comprehend text =
; |
04 |
|
|
|
| R |
1 |
H |
a.vii |
Apply the post-reading
skill of para=
phrasing
to comprehend text |
04 |
|
|
|
| R |
1 |
I |
a.i |
Identify and explain
connections between text ideas including comparing=
and contrasting information and relationships in various genre (fiction and nonfiction works) |
04 |
|
|
|
| R |
1 |
I |
a.ii |
Identify and explain
connections between text ideas and personal experiences |
04 |
|
|
|
| R |
1 |
I |
a.iii |
Identify and explain
connections between text ideas and the world by demonstrating an awareness
that literature reflects a culture and historic time-frame |
04 |
|
|
|
| R |
2 |
A |
a.i |
Locate, interpret, an=
d apply
information in title, table of contents, and glossary |
04 |
|
|
|
| R |
2 |
A |
a.ii |
Locate and recognize =
the text features of <=
font
class=3D"font12">fiction, poetry, and drama=
(plays) |
04 |
|
|
|
| R |
2 |
B |
a.i |
Explain examples of <=
font
class=3D"font12">sensory details and figurative language within=
the
context of poetry and prose |
04 |
|
|
|
| R |
2 |
C |
a.i |
Make inferences about=
setting using details from=
text |
04 |
|
|
|
| R |
2 |
C |
a.ii |
Make inferences about=
character traits using det=
ails
from text |
04 |
|
|
|
| R |
2 |
C |
a.iii |
Make inferences about
problem(s) using details from text |
04 |
|
|
|
| R |
2 |
C |
a.iv |
Make inferences about
solution(s) using details from text |
04 |
|
|
|
| R |
2 |
C |
a.v |
Make inferences about=
story
events from the beginning, middle, and end using details from text |
04 |
|
|
|
| R |
2 |
C |
a.vi |
Make predictions usin=
g details
from text |
04 |
|
|
|
| R |
2 |
C |
a.vii |
Draw conclusions using details from text |
04 |
|
|
|
| R |
2 |
C |
a.viii |
Identify narrator usi=
ng details
from text |
04 |
|
|
|
| R |
2 |
C |
a.ix |
Identify cause
and effect using details from text
| 04 |
|
|
|
| R |
2 |
C |
a.x.ai |
Compare
and contrast
characters using details from text |
04 |
|
|
|
| R |
2 |
C |
a.x.bi |
Compare
and contrast =
changes
in settings using details from text |
04 |
|
|
|
| R |
2 |
C |
a.x.ci |
Compare
and contrast =
changes
in problems using details from text |
04 |
|
|
|
| R |
2 |
C |
a.xi |
Explain author's
purpose using details from text |
04 |
|
|
|
| R |
3 |
A |
a.i |
Apply information in
illustrations, title, chapter headings, table of contents, charts, diagra=
ms,
graphs, glossary, captions, and maps to comprehend text |
04 |
|
|
|
| R |
3 |
B |
a.i |
Explain examples of sensory details and figurative language within=
the
context of nonfiction
text |
04 |
|
|
|
| R |
3 |
C |
a.i |
Retell main ideas using details f=
rom text |
04 |
|
|
|
| R |
3 |
C |
a.ii |
Organize a sequence o=
f events
using details from text |
04 |
|
|
|
| R |
3 |
C |
a.iii |
Identify cause
and effect using details from text
| 04 |
|
|
|
| R |
3 |
C |
a.iv |
Draw conclusions using details from text |
04 |
|
|
|
| R |
3 |
C |
a.v |
Compare
and contrast
previously read texts using details from text |
04 |
|
|
|
| R |
3 |
C |
a.vi |
Make predictions usin=
g details
from text |
04 |
|
|
|
| R |
3 |
C |
a.vii |
Make inferences using=
details
from text |
04 |
|
|
|
| R |
3 |
C |
a.viii |
Distinguish between f=
act and
opinion using details from text |
04 |
|
|
|
| R |
3 |
C |
a.ix |
Identify and explain =
author's purpose using details from=
text |
04 |
|
|
|
| R |
3 |
C |
a.x |
Make inferences about=
problems
and solutions using details from text |
04 |
|
|
|
| R |
3 |
D |
a.i |
Read and follow multi=
-step
directions to complete a task |
04 |
|
|
|
| W |
1 |
A |
a.i |
Follow a writing proc=
ess to
independently use a simple graphic organizer in pre-writing |
04 |
|
|
|
| W |
1 |
A |
a.ii |
Follow a writing proc=
ess to
generate a draft |
04 |
|
|
|
| W |
1 |
A |
a.iii |
Follow a writing proc=
ess to
routinely revise, edit, and proofread |
04 |
|
|
|
| W |
1 |
A |
a.iv |
Follow a writing proc=
ess to
independently publish writing |
04 |
|
|
|
| W |
2 |
B |
a.i |
Use conventions of capitalization in written text |
04 |
|
|
|
| W |
2 |
B |
a.ii |
Use conventions of capitalization in written text including holidays |
04 |
|
|
|
| W |
2 |
B |
a.iii |
Use conventions of capitalization in written text including names of co=
unties
and countries |
04 |
|
|
|
| W |
2 |
C |
a.i |
In composing text, us=
e a comma
in a series |
04 |
|
|
|
| W |
2 |
C |
a.ii |
In composing text, us=
e a comma
between city and state |
04 |
|
|
|
| W |
2 |
C |
a.iii |
In composing text, us=
e an
apostrophe in contractions |
04 |
|
|
|
| W |
2 |
C |
a.iv |
With assistance, in c=
omposing
text, use an apostrophe in singular possessives |
04 |
|
|
|
| W |
2 |
D |
a.i |
Use parts of speech c=
orrectly
in written text |
04 |
|
|
|
| W |
2 |
D |
a.ii |
Use parts of speech c=
orrectly
in written text including verbs that agree with compound subject |
04 |
|
|
|
| W |
2 |
D |
a.iii |
Use parts of speech c=
orrectly
in written text including conjunctions |
04 |
|
|
|
| W |
2 |
E |
a.i |
Use correct spelling =
of
grade-level frequently used words in writing |
04 |
|
|
|
| W |
2 |
E |
a.ii |
Use spelling strategi=
es and
patterns in writing |
04 |
|
|
|
| W |
2 |
E |
a.iii |
Use classroom resourc=
es and
dictionary to verify correct spelling in writing |
04 |
|
|
|
| W |
2 |
F |
a.i |
Use complete declarative, interrogative, imperative, and exclamatory sentences when composing text |
04 |
|
|
|
| W |
2 |
F |
a.ii |
Identify and write compound sentences when composing t=
ext |
04 |
|
|
|
| W |
3 |
A |
a.i |
Write narrative text that moves through a logical sequence of events |
04 |
|
|
|
| W |
3 |
A |
a.ii |
Write narrative text that includes details to develop the plot, characters, and setting |
04 |
|
|
|
| W |
3 |
B |
a.i |
Identify concepts and=
ideas in
written text to complete an organizer |
04 |
|
|
|
| W |
3 |
C |
a.i |
Write expository (exposition/expository writing) and
persuasive (persuasive writing/argument) paragraphs with a main i=
dea or point to prove |
04 |
|
|
|
| W |
3 |
C |
a.ii |
Write expository (exposition/expository writing) and
persuasive (persuasive writing/argument) paragraphs with three or more supporting details |
04 |
|
|
|
| W |
3 |
C |
a.iii |
Write expository (exposition/expository writing) and
persuasive (persuasive writing/argument) paragraphs with a concluding sentence |
04 |
|
|
|
| W |
3 |
E |
a.i |
Write informational r=
eports,
diary/journal entries, organized friendly letters<=
/font>, thank you letters, and invitations in a format appropr=
iate
to an intended audience
and purpose |
04 |
|
|
|
| I |
1 |
A |
a.i |
Develop research ques=
tions in
order to establish a focus and purpose for a project |
05 |
|
|
|
| I |
1 |
B |
a.i |
Locate and use various
resources to find information to answer questions and support purpose |
05 |
|
|
|
| I |
1 |
C |
a.i |
Record relevant infor=
mation
using a specified note-taking
format |
05 |
|
|
|
| I |
1 |
D |
a.i |
Credit others’ =
ideas,
images, and information by listing sources used in research |
05 |
|
|
|
| I |
2 |
A |
a.i |
Explain
messages conveyed in various media (e.g., videos, pictures, web-sites, artwork, plays, and=
/or
news programs) |
05 |
|
|
|
| L |
1 |
A |
a.i |
Listen for enjoyment<=
/td>
| 05 |
|
|
|
| L |
1 |
A |
a.ii |
Listen for informatio=
n |
05 |
|
|
|
| L |
1 |
A |
a.iii |
Listen for directions=
|
05 |
|
|
|
| L |
1 |
A |
a.iv |
Listen to identify and
interpret tone, mood, and emotion of verbal and nonverbal communication |
05 |
|
|
|
| L |
1 |
B |
a.i |
Demonstrate listening=
behaviors
(e.g., prepares to listen, maintains eye contact, uses alert posture, lis=
tens
without interruptions, and overcomes barriers) |
05 |
|
|
|
| L |
2 |
A |
a.i |
Give organized presen=
tations
that demonstrate a clear viewpoint |
05 |
|
|
|
| L |
2 |
A |
a.ii |
Select and use approp=
riate
public speaking techniques such as rate, pace, and enunciation <=
font
class=3D"font11">in discussions and presentations |
05 |
|
|
|
| L |
2 |
B |
a.i |
Give clear and concise
multi-step oral directions to complete a task |
05 |
|
|
|
| R |
1 |
C |
a.i |
Apply decoding
strategies to independently
“problem-solve” unknown words when reading |
05 |
|
|
|
| R |
1 |
D |
a.i |
Read instructional
text with flu=
ency, accuracy, and expression |
05 |
|
|
|
| R |
1 |
D |
a.ii |
Read instructional
text by adjusting
reading rate to difficulty and type of text=
|
05 |
|
|
|
| R |
1 |
E |
a.i |
Develop vocabulary through text using roots and affixes
| 05 |
|
|
|
| R |
1 |
E |
a.ii |
Develop vocabulary through text using contex=
t clues |
05 |
|
|
|
| R |
1 |
E |
a.iii |
Develop vocabulary through text using a glossary and dictionary |
05 |
|
|
|
| R |
1 |
F |
a.i |
Apply
pre-reading strategies to aid comprehension=
|
05 |
|
|
|
| R |
1 |
F |
a.ii |
Apply the pre-reading
strategy of accessing prior knowledge to aid
comprehension |
05 |
|
|
|
| R |
1 |
F |
a.iii |
Apply the pre-reading
strategy of previewing to aid comprehension=
|
05 |
|
|
|
| R |
1 |
F |
a.iv |
Apply the pre-reading
strategy of
predicting to aid comprehension |
05 |
|
|
|
| R |
1 |
F |
a.v |
Apply pre-reading
strategies including setting a purpose and =
rate
for reading to aid comprehension |
05 |
|
|
|
| R |
1 |
G |
a.i |
Utilize reading strat=
egies of
self-questioning and correction |
05 |
|
|
|
| R |
1 |
G |
a.ii |
Utilize the reading s=
trategy of
inference |
05 |
|
|
|
| R |
1 |
G |
a.iii |
Utilize the reading s=
trategy of
visualization |
05 |
|
|
|
| R |
1 |
G |
a.iv |
Utilize reading strat=
egies of prediction and cueing systems |
05 |
|
|
|
| R |
1 |
G |
a.iv.ai |
Utilize reading strat=
egies of prediction and cueing systems including m=
eaning |
05 |
|
|
|
| R |
1 |
G |
a.iv.bi |
Utilize reading strat=
egies of prediction and cueing systems including s=
tructure |
05 |
|
|
|
| R |
1 |
G |
a.iv.ci |
Utilize reading strat=
egies of prediction and cueing systems including v=
isual |
05 |
|
|
|
| R |
1 |
H |
a.i |
Apply post-reading
skills to comprehend and interpret text |
05 |
|
|
|
| R |
1 |
H |
a.ii |
Apply the post-reading
skill of questioning to clarify, comprehend=
and
interpret text |
05 |
|
|
|
| R |
1 |
H |
a.iii |
Apply the post-reading
skill of refl=
ecting to comprehend and interpret text |
05 |
|
|
|
| R |
1 |
H |
a.iv |
Apply the post-reading
skill of anal=
yzing to comprehend and interpret text |
05 |
|
|
|
| R |
1 |
H |
a.v |
Apply the post-reading
skill of draw=
ing
conclusions to comprehend and interpret tex=
t |
05 |
|
|
|
| R |
1 |
H |
a.vi |
Apply the post-reading
skill of summ=
arizing to comprehend and interpret text |
05 |
|
|
|
| R |
1 |
H |
a.vii |
Apply the post-reading
skill of para=
phrasing
to comprehend and interpret text |
05 |
|
|
|
| R |
1 |
I |
a.i |
Compare, contrast, and analyze connections between
information and relationships in various ge=
nre
(fiction and
nonfiction works) |
05 |
|
|
|
| R |
1 |
I |
a.ii |
Compare, contrast, and analyze connections betwe=
en text
ideas and personal experiences |
05 |
|
|
|
| R |
1 |
I |
a.iii |
Compare, contrast, and analyze connections betwee=
n text
ideas and the world by responding to literature that reflects a culture and historic time-frame |
05 |
|
|
|
| R |
2 |
A |
a.i |
Locate, interpret, an=
d apply
information in title, table of contents, and glossary |
05 |
|
|
|
| R |
2 |
A |
a.ii |
Locate and recognize =
the text features of fiction, poetry, and drama=
(plays) |
05 |
|
|
|
| R |
2 |
B |
a.i |
Explain examples of <=
font
class=3D"font12">figurative language in poe=
try and
prose emphasizing simile, metaphor, and personification |
05 |
|
|
|
| R |
2 |
C |
a.i |
Make inferences about=
setting using details from=
text |
05 |
|
|
|
| R |
2 |
C |
a.ii |
Make inferences about=
character traits using det=
ails
from text |
05 |
|
|
|
| R |
2 |
C |
a.iii |
Make inferences about=
problem
using details from text |
05 |
|
|
|
| R |
2 |
C |
a.iv |
Make inferences about=
solution
using details from text |
05 |
|
|
|
| R |
2 |
C |
a.v |
Make inferences about=
story
events from the beginning, middle, and end using details from text |
05 |
|
|
|
| R |
2 |
C |
a.vi |
Make predictions usin=
g details
from text |
05 |
|
|
|
| R |
2 |
C |
a.vii |
Draw conclusions using details from text |
05 |
|
|
|
| R |
2 |
C |
a.viii |
Identify narrator usi=
ng details
from text |
05 |
|
|
|
| R |
2 |
C |
a.ix |
Identify cause
and effect using details from text
| 05 |
|
|
|
| R |
2 |
C |
a.x.ai |
Compare
and contrast
characters using details from text |
05 |
|
|
|
| R |
2 |
C |
a.x.bi |
Compare
and contrast =
changes
in settings using details from text |
05 |
|
|
|
| R |
2 |
C |
a.x.ci |
Compare
and contrast =
changes
in problems using details from text |
05 |
|
|
|
| R |
2 |
C |
a.xi |
Explain author's
purpose using details from text |
05 |
|
|
|
| R |
3 |
A |
a.i |
Apply information in =
format,
graphics, sequence, maps, diagrams, charts, and index to clarify and conn=
ect
concepts to the main ideas |
05 |
|
|
|
| R |
3 |
B |
a.i |
Identify and explain =
figurative language in nonfiction text emphasizin=
g simile, metaphor, and personification |
05 |
|
|
|
| R |
3 |
C |
a.i |
Restate the main
idea and supp=
orting
details using details from text |
05 |
|
|
|
| R |
3 |
C |
a.ii |
Organize a sequence o=
f events
using details from text |
05 |
|
|
|
| R |
3 |
C |
a.iii |
Identify and explain<=
font
class=3D"font12"> cause and effect using de=
tails
from text |
05 |
|
|
|
| R |
3 |
C |
a.iv |
Compare
and contrast
previously read texts using details from text |
05 |
|
|
|
| R |
3 |
C |
a.v |
Make predictions usin=
g details
from text |
05 |
|
|
|
| R |
3 |
C |
a.vi |
Make inferences using=
details
from text |
05 |
|
|
|
| R |
3 |
C |
a.vii |
Evaluate
the accuracy of the information using details from text |
05 |
|
|
|
| R |
3 |
C |
a.viii |
Identify and interpre=
t author's purpose and ideas using de=
tails
from text |
05 |
|
|
|
| R |
3 |
C |
a.ix |
Make inferences about=
problems
and solutions using details from text |
05 |
|
|
|
| R |
3 |
D |
a.i |
Read and follow multi=
-step
directions to complete a task |
05 |
|
|
|
| W |
1 |
A |
a.i |
Follow a writing proc=
ess to
organize information in a graphic organizer=
| 05 |
|
|
|
| W |
1 |
A |
a.ii |
Apply writing process=
es to
write effectively in various forms and types of writing |
05 |
|
|
|
| W |
2 |
B |
a.i |
Use conventions of capitalization in written text |
05 |
|
|
|
| W |
2 |
B |
a.ii |
Use conventions of capitalization in written text including titles (boo=
ks,
stories, poems) |
05 |
|
|
|
| W |
2 |
B |
a.iii |
Use
conventions of capitalization in written te=
xt
including proper nouns (departments of government, school subjects) |
05 |
|
|
|
| W |
2 |
C |
a.i |
Use a comma in compound sentences when co=
mposing
text |
05 |
|
|
|
| W |
2 |
C |
a.ii |
Use an apostrophe in =
singular
possessives when composing text |
05 |
|
|
|
| W |
2 |
D |
a.i |
Use parts of speech c=
orrectly
in written text |
05 |
|
|
|
| W |
2 |
D |
a.ii |
Use parts of speech c=
orrectly
in written text including verb tense |
05 |
|
|
|
| W |
2 |
D |
a.iii |
Use parts of speech c=
orrectly
in written text including adjective forms |
05 |
|
|
|
| W |
2 |
E |
a.i |
Use correct spelling =
of
grade-level frequently used words in writing |
05 |
|
|
|
| W |
2 |
E |
a.ii |
Use spelling strategi=
es and
patterns in writing |
05 |
|
|
|
| W |
2 |
E |
a.iii |
Use classroom resourc=
es and
dictionary to verify correct spelling in writing |
05 |
|
|
|
| W |
2 |
F |
a.i |
Write compound sentences when composing text |
05 |
|
|
|
| W |
2 |
F |
a.ii |
Identify and eliminat=
e fragments in writing when
composing text |
05 |
|
|
|
| W |
3 |
A |
a.i |
Write personal narrative text that chroni=
cles a
sequence of events
| 05 |
|
|
|
| W |
3 |
A |
a.ii |
Write personal narrative text that focuse=
s on the
development of a single event |
05 |
|
|
|
| W |
3 |
B |
a.i |
Using a note-taking system, organize information from written text
| 05 |
|
|
|
| W |
3 |
C |
a.i |
Write expository (exposition/expository writing) and
persuasive (persuasive writing/argument) paragraphs (emphasizing =
compare/contrast) with an effective topic sentence or a point to prove |
05 |
|
|
|
| W |
3 |
C |
a.ii |
Write expository (exposition/expository writing) and
persuasive (persuasive writing/argument) paragraphs (emphasizing =
compare/contrast) with three or more supporting sentences |
05 |
|
|
|
| W |
3 |
C |
a.iii |
Write expository (exposition/expository writing) and
persuasive (persuasive writing/argument) paragraphs (emphasizing =
compare/contrast) with a concluding sentence |
05 |
|
|
|
| W |
3 |
D |
a.i |
Write a summary/re-tell the main ideas of written text |
05 |
|
|
|
| W |
3 |
E |
a.i |
Write well-organized
communications in a selected form appropriate to a specific audience (e.g., parents, f=
riend,
younger child) and purpose |
05 |
|
|
|
| I |
1 |
A |
a.i |
Develop questions and
statements of purpose to guide research |
06 |
|
|
|
| I |
1 |
B |
a.i |
Locate and use multip=
le
resources to acquire information |
06 |
|
|
|
| I |
1 |
C |
a.i |
Record relevant infor=
mation
using a variety of note-taking
and organizational strategies |
06 |
|
|
|
| I |
1 |
D |
a.i |
Define “plagiarism” and docu=
ment
research sources |
06 |
|
|
|
| I |
2 |
A |
a.i |
Identify and explain =
viewpoints
conveyed in various media
(e.g., videos, pictures, web-sites, artwork, plays, and/or news programs)=
|
06 |
|
|
|
| L |
1 |
A |
a.i |
Listen for enjoyment<=
/td>
| 06 |
|
|
|
| L |
1 |
A |
a.ii |
Listen for informatio=
n |
06 |
|
|
|
| L |
1 |
A |
a.iii |
Listen for directions=
|
06 |
|
|
|
| L |
1 |
A |
a.iv |
Listen to identify tone, mood, and emotion of verbal and nonverbal communicati=
on |
06 |
|
|
|
| L |
1 |
B |
a.i |
Use active-listening
behaviors (e.g., asks questions of speaker =
and
uses body language and facial expressions to indicate agreement,
disagreement, or confusion) |
06 |
|
|
|
| L |
2 |
A |
a.i |
Speak clearly and sta=
y on topic
in discussions and presentations |
06 |
|
|
|
| L |
2 |
A |
a.ii |
Use appropriate volum=
e, tone of
voice, rate of speech, fluency/inflections,
and eye contact in discussions and presentations |
06 |
|
|
|
| L |
2 |
B |
a.i |
Give clear and concise
multi-step oral directions to complete a complex
task |
06 |
|
|
|
| R |
1 |
C |
a.i |
Apply decoding
strategies to independently
“problem-solve” unknown words when reading |
06 |
|
|
|
| R |
1 |
D |
a.i |
Read instructional
text with flu=
ency, accuracy, and appropriate expression |
06 |
|
|
|
| R |
1 |
D |
a.ii |
Read
instructional text by adjusting reading rate to difficult=
y and
type of text |
06 |
|
|
|
| R |
1 |
E |
a.i |
Develop vocabulary through text using roots and affixes
| 06 |
|
|
|
| R |
1 |
E |
a.ii |
Develop vocabulary through text using contex=
t clues |
06 |
|
|
|
| R |
1 |
E |
a.iii |
Develop vocabulary through text using a glossary, dictionary, and thesauru=
s |
06 |
|
|
|
| R |
1 |
F |
a.i |
Apply
pre-reading strategies to aid comprehension=
|
06 |
|
|
|
| R |
1 |
F |
a.ii |
Apply the pre-reading
strategy of accessing prior knowledge to aid
comprehension |
06 |
|
|
|
| R |
1 |
F |
a.iii |
Apply the pre-reading
strategy of previewing to aid comprehension=
|
06 |
|
|
|
| R |
1 |
F |
a.iv |
Apply the pre-reading
strategy of p=
redicting to aid comprehension |
06 |
|
|
|
| R |
1 |
F |
a.v |
Apply pre-reading
strategies including setting a purpose and =
rate
for reading to aid comprehension |
06 |
|
|
|
| R |
1 |
G |
a.i |
Utilize reading strat=
egies of
self-questioning and correction |
06 |
|
|
|
| R |
1 |
G |
a.ii |
Utilize the reading s=
trategy of
inference |
06 |
|
|
|
| R |
1 |
G |
a.iii |
Utilize the reading s=
trategy of
visualization |
06 |
|
|
|
| R |
1 |
G |
a.iv |
Utilize reading strat=
egies of prediction and cueing systems |
06 |
|
|
|
| R |
1 |
G |
a.iv.ai |
Utilize reading strat=
egies of prediction and cueing systems including m=
eaning |
06 |
|
|
|
| R |
1 |
G |
a.iv.bi |
Utilize reading strat=
egies of prediction and cueing systems including s=
tructure |
06 |
|
|
|
| R |
1 |
G |
a.iv.ci |
Utilize reading strat=
egies of prediction and cueing systems including v=
isual |
06 |
|
|
|
| R |
1 |
H |
a.i |
Apply post-reading
skills to comprehend and interpret text |
06 |
|
|
|
| R |
1 |
H |
a.ii |
Apply the post-reading
skill of questioning to clarify to comprehe=
nd and
interpret text |
06 |
|
|
|
| R |
1 |
H |
a.iii |
Apply the post-reading
skill of refl=
ecting to comprehend and interpret text |
06 |
|
|
|
| R |
1 |
H |
a.iv |
Apply the post-reading
skill of anal=
yzing to comprehend and interpret text |
06 |
|
|
|
| R |
1 |
H |
a.v |
Apply the post-reading
skill of draw=
ing
conclusions to comprehend and interpret tex=
t |
06 |
|
|
|
| R |
1 |
H |
a.vi |
Apply the post-reading
skill of summ=
arizing to comprehend and interpret text |
06 |
|
|
|
| R |
1 |
H |
a.vii |
Apply the post-reading
skill of para=
phrasing
to comprehend and interpret text |
06 |
|
|
|
| R |
1 |
I |
a.i |
Compare, contrast, and analyze connections between
information and relationships in various ge=
nre
(fiction and
nonfiction works) |
06 |
|
|
|
| R |
1 |
I |
a.ii |
Compare, contrast, and analyze connections betwee=
n text
ideas and own experiences |
06 |
|
|
|
| R |
1 |
I |
a.iii |
Compare, contrast, and analyze connections betwee=
n text
ideas and the world by identifying how literature reflects a culture and historic time-frame |
06 |
|
|
|
| R |
2 |
A |
a.i |
Locate, interpret, an=
d apply
information in title, table of contents, and glossary |
06 |
|
|
|
| R |
2 |
A |
a.ii |
Locate and recognize =
the text features of <=
font
class=3D"font12">fiction, poetry, and drama=
(plays) |
06 |
|
|
|
| R |
2 |
B |
a.i |
Identify and explain =
figurative language in poe=
try and
prose emphasizing onomatopoeia and alliteration
| 06 |
|
|
|
| R |
2 |
C |
a.i |
Analyze
the influence of setting using details from text |
06 |
|
|
|
| R |
2 |
C |
a.ii |
Analyze the
influence of setting on character traits using details from text |
06 |
|
|
|
| R |
2 |
C |
a.iii |
Analyze the
influence of setting on plot (conflict, climax, resolution) using details from text |
06 |
|
|
|
| R |
2 |
C |
a.iv |
Explain cause
and effect using details from text
| 06 |
|
|
|
| R |
2 |
C |
a.v |
Identify
point of view using details from text |
06 |
|
|
|
| R |
2 |
C |
a.vi |
Identify mood
using details from text |
06 |
|
|
|
| R |
2 |
C |
a.vii |
Identify the problem-=
solving
processes of characters and the effectiveness of solutions using details =
from
text |
06 |
|
|
|
| R |
3 |
A |
a.i |
Analyze text features=
in newspapers and magazines to clarify meaning
| 06 |
|
|
|
| R |
3 |
B |
a.i |
Identify and explain =
figurative language in nonfiction text emphasizin=
g onomatopoeia and alliteration |
06 |
|
|
|
| R |
3 |
C |
a.i |
Paraphrase
author's stated ideas using details from text |
06 |
|
|
|
| R |
3 |
C |
a.ii |
Make predictions usin=
g details
from text |
06 |
|
|
|
| R |
3 |
C |
a.iii |
Make inferences using=
details
from text |
06 |
|
|
|
| R |
3 |
C |
a.iv |
Evaluate
the accuracy of the information using details from text |
06 |
|
|
|
| R |
3 |
C |
a.v |
Identify and interpre=
t author's purpose, <=
font
class=3D"font12">slant/bias
using details from text |
06 |
|
|
|
| R |
3 |
C |
a.vi |
Respond to two or mor=
e sources
using details from text |
06 |
|
|
|
| R |
3 |
C |
a.vii |
Sequence events using=
details
from text |
06 |
|
|
|
| R |
3 |
C |
a.viii |
Compare
and contrast
previously read texts using details from text |
06 |
|
|
|
| R |
3 |
C |
a.ix |
Identify and explain =
cause and effect using det=
ails
from text |
06 |
|
|
|
| R |
3 |
C |
a.x |
Identify problem solv=
ing
processes and explain the effectiveness of solutions using details from t=
ext |
06 |
|
|
|
| R |
3 |
D |
a.i |
Read and follow multi=
-step
directions to complete a complex task |
06 |
|
|
|
| W |
1 |
A |
a.i |
Follow a writing proc=
ess to
choose and use an appropriate graphic organizer
| 06 |
|
|
|
| W |
1 |
A |
a.ii |
Apply writing process=
es to
write effectively in various forms and types of writing |
06 |
|
|
|
| W |
2 |
B |
a.i |
Use conventions of capitalization in written text |
06 |
|
|
|
| W |
2 |
B |
a.ii |
Use conventions of capitalization in written text including proper nouns
(team names, companies, schools, and institutions) |
06 |
|
|
|
| W |
2 |
B |
a.iii |
Use conventions of capitalization in written text including proper adjectives |
06 |
|
|
|
| W |
2 |
B |
a.iv |
Use conventions of capitalization in written text including first word =
of
direct quotations |
06 |
|
|
|
| W |
2 |
C |
a.i |
In composing text, us=
e an
apostrophe in irregular and plural possessives |
06 |
|
|
|
| W |
2 |
C |
a.ii |
With assistance, use =
quotation
marks in dialogue when composing text |
06 |
|
|
|
| W |
2 |
D |
a.i |
Use parts of speech c=
orrectly
in written text |
06 |
|
|
|
| W |
2 |
D |
a.ii |
Use parts of speech c=
orrectly
in written text including prepositional phrases |
06 |
|
|
|
| W |
2 |
D |
a.iii |
Use parts of speech c=
orrectly
in written text including appositives |
06 |
|
|
|
| W |
2 |
E |
a.i |
Use correct spelling =
of
grade-level frequently-used words in writing |
06 |
|
|
|
| W |
2 |
E |
a.ii |
Use classroom resourc=
es and
dictionary to verify correct spelling in writing |
06 |
|
|
|
| W |
2 |
F |
a.i |
Use a variety of sentence structures when c=
omposing
text |
06 |
|
|
|
| W |
2 |
F |
a.ii |
Use precise and vivid=
language
when composing text |
06 |
|
|
|
| W |
3 |
A |
a.i |
Write personal narrative text that chroni=
cles a
sequence of three or more events |
06 |
|
|
|
| W |
3 |
A |
a.ii |
Write personal narrative text that includ=
es
sensory detail and dialogue |
06 |
|
|
|
| W |
3 |
B |
a.i |
Using a note-taking system, organize information from oral presentations and
written text |
06 |
|
|
|
| W |
3 |
C |
a.i |
Write expository (exposition/expository writing) and
persuasive (persuasive writing/argument) paragraphs (including ca=
use/effect) |
06 |
|
|
|
| W |
3 |
C |
a.i.ai |
Write expository (exposition/expository writing) and
persuasive (persuasive writing/argument) paragraphs (including cau=
se/effect) with a strong controlling idea |
06 |
|
|
|
| W |
3 |
C |
a.i.bi |
Write expository
(exposition/expository writing) and persuasive (persuasive writing/argume=
nt)
paragraphs (including cause/effect) with supporting and concluding senten=
ces |
06 |
|
|
|
| W |
3 |
C |
a.i.ci |
Write expository (exposition/expository writing) and
persuasive (persuasive writing/argument) paragraphs (including ca=
use/effect) with appropriate logical sequence |
06 |
|
|
|
| W |
3 |
C |
a.i.di |
Write expository (exposition/expository writing) and
persuasive (persuasive writing/argument) paragraphs (including ca=
use/effect) with relevant details, facts, and/or examples from one=
or
more sources |
06 |
|
|
|
| W |
3 |
C |
a.ii |
Write multi-paragraph
essays |
06 |
|
|
|
| W |
3 |
D |
a.i |
Write summaries of te=
xt from
magazines, newspapers, and/or informational articles |
06 |
|
|
|
| W |
3 |
E |
a.i |
Summarize
information and construct a workplace
communication, such as a memo or set of sim=
ple
instructions, appropriate to topic and specific audience |
06 |
|
|
|
| I |
1 |
A |
a.i |
With assistance, deve=
lop a research plan to guide
investigation and research of focus questions |
07 |
|
|
|
| I |
1 |
B |
a.i |
Locate and use multip=
le
resources to acquire relevant information |
07 |
|
|
|
| I |
1 |
B |
a.ii |
Locate and use multip=
le
resources to evaluate reliability of information=
|
07 |
|
|
|
| I |
1 |
B |
a.iii |
Locate and use multip=
le
resources to fulfill a research plan |
07 |
|
|
|
| I |
1 |
C |
a.i |
Record relevant infor=
mation
using a variety of note-taking
and organizational strategies |
07 |
|
|
|
| I |
1 |
D |
a.i |
Document research sou=
rces using
a given citation for=
mat |
07 |
|
|
|
| I |
2 |
A |
a.i |
Identify and explain =
media techniques used to c=
onvey
messages in various media (e.g., videos, pictures, web-sites, artwork, plays, and=
/or
news programs) |
07 |
|
|
|
| L |
1 |
A |
a.i |
Listen for enjoyment<=
/td>
| 07 |
|
|
|
| L |
1 |
A |
a.ii |
Listen for informatio=
n |
07 |
|
|
|
| L |
1 |
A |
a.iii |
Listen for directions=
|
07 |
|
|
|
| L |
1 |
A |
a.iv |
Listen critically to =
recognize
and interpret propaganda techniques |
07 |
|
|
|
| L |
1 |
B |
a.i |
Use active-listening
behaviors (e.g., asks questions of speaker =
and
uses body language and facial expressions to indicate agreement,
disagreement, or confusion) |
07 |
|
|
|
| L |
2 |
A |
a.i |
Use designated time c=
onstraints
in discussions and presentations |
07 |
|
|
|
| L |
2 |
A |
a.ii |
Use media in discussions and presentations |
07 |
|
|
|
| L |
2 |
A |
a.iii |
Use organized notes in
discussions and presentations |
07 |
|
|
|
| L |
2 |
B |
a.i |
Give clear and concise
multi-step oral directions to complete a complex t=
ask |
07 |
|
|
|
| R |
1 |
C |
a.i |
Apply decoding
strategies to independently
“problem-solve” unknown words when reading |
07 |
|
|
|
| R |
1 |
D |
a.i |
Read
instructional text with fluency, accuracy, and app=
ropriate
expression |
07 |
|
|
|
| R |
1 |
D |
a.ii |
Read
instructional text by adjusting reading rate to difficult=
y and
type of text |
07 |
|
|
|
| R |
1 |
E |
a.i |
Develop vocabulary through text using roots and affixes |
07 |
|
|
|
| R |
1 |
E |
a.ii |
Develop vocabulary through text using contex=
t clues |
07 |
|
|
|
| R |
1 |
E |
a.iii |
Develop vocabulary through text using a glossary, dictionary, and thesauru=
s |
07 |
|
|
|
| R |
1 |
F |
a.i |
Apply
pre-reading strategies to aid comprehension=
|
07 |
|
|
|
| R |
1 |
F |
a.ii |
Apply the pre-reading
strategy of accessing prior knowledge to aid
comprehension |
07 |
|
|
|
| R |
1 |
F |
a.iii |
Apply the pre-reading
strategy of previewing to aid comprehension=
|
07 |
|
|
|
| R |
1 |
F |
a.iv |
Apply the pre-reading
strategy of predicting to aid comprehension=
|
07 |
|
|
|
| R |
1 |
F |
a.v |
Apply pre-reading
strategies including setting a purpose and =
rate
for reading to aid comprehension |
07 |
|
|
|
| R |
1 |
G |
a.i |
Utilize reading strat=
egies of
self-questioning and correction |
07 |
|
|
|
| R |
1 |
G |
a.ii |
Utilize the reading s=
trategy of
inference |
07 |
|
|
|
| R |
1 |
G |
a.iii |
Utilize the reading s=
trategy of
visualization |
07 |
|
|
|
| R |
1 |
G |
a.iv |
Utilize reading strat=
egies of prediction and cueing systems |
07 |
|
|
|
| R |
1 |
G |
a.iv.ai |
Utilize reading strat=
egies of prediction and cueing systems including m=
eaning |
07 |
|
|
|
| R |
1 |
G |
a.iv.bi |
Utilize reading strat=
egies of prediction and cueing systems including s=
tructure |
07 |
|
|
|
| R |
1 |
G |
a.iv.ci |
Utilize reading strat=
egies of prediction and cueing systems including v=
isual |
07 |
|
|
|
| R |
1 |
H |
a.i |
Apply post-reading
skills to comprehend and interpret text |
07 |
|
|
|
| R |
1 |
H |
a.ii |
Apply the post-reading
skill of questioning to clarify to comprehe=
nd and
interpret text |
07 |
|
|
|
| R |
1 |
H |
a.iii |
Apply the post-reading
skill of refl=
ecting to comprehend and interpret text |
07 |
|
|
|
| R |
1 |
H |
a.iv |
Apply the post-reading
skill of anal=
yzing to comprehend and interpret text |
07 |
|
|
|
| R |
1 |
H |
a.v |
Apply the post-reading
skill of draw=
ing
conclusions to comprehend and interpret tex=
t |
07 |
|
|
|
| R |
1 |
H |
a.vi |
Apply the post-reading
skill of summ=
arizing to comprehend and interpret text |
07 |
|
|
|
| R |
1 |
H |
a.vii |
Apply the post-reading
skill of para=
phrasing
to comprehend and interpret text |
07 |
|
|
|
| R |
1 |
I |
a.i |
Compare, contrast, an=
alyze, and evaluate connections between information and relationships in va=
rious genre (fiction and nonfiction works) |
07 |
|
|
|
| R |
1 |
I |
a.ii |
Compare, contrast, analyze, and evaluate connections betwe=
en text
ideas and personal experiences |
07 |
|
|
|
| R |
1 |
I |
a.iii |
Compare, contrast, analyze, and evaluate connections betwe=
en text
ideas and the world by identifying and explaining how literature reflects=
a culture and historic time-frame |
07 |
|
|
|
| R |
2 |
A |
a.i |
Locate, interpret, an=
d apply
information in title, table of contents, and glossary |
07 |
|
|
|
| R |
2 |
A |
a.ii |
Locate and recognize =
the format
of fiction, poetry, =
and
drama (plays) |
07 |
|
|
|
| R |
2 |
B |
a.i |
Identify and explain =
figurative language in poe=
try and
prose emphasizing hyperbole, imagery=
, and symbolism |
07 |
|
|
|
| R |
2 |
C |
a.i |
Identify plot,
sub-plot, and various types of conflict using details fro=
m text |
07 |
|
|
|
| R |
2 |
C |
a.ii |
Identify
theme using details from text |
07 |
|
|
|
| R |
2 |
C |
a.iii |
Analyze cause and eff=
ect using details from text |
07 |
|
|
|
| R |
2 |
C |
a.iv |
Analyze character tra=
its using details from text |
07 |
|
|
|
| R |
2 |
C |
a.v |
Identify and explain =
point of view using detail=
s from
text |
07 |
|
|
|
| R |
2 |
C |
a.vi |
Identify and explain =
mood using details from te=
xt |
07 |
|
|
|
| R |
2 |
C |
a.vii |
Determine how an inci=
dent foreshadows a future event=
using
details from text |
07 |
|
|
|
| R |
2 |
C |
a.viii |
Identify and evaluate the problem-solvi=
ng
processes of characters and the effectiveness of solutions using details =
from
text |
07 |
|
|
|
| R |
3 |
A |
a.i |
Analyze
the features of consumer texts, such as product information and instructi=
onal
data to clarify meaning |
07 |
|
|
|
| R |
3 |
B |
a.i |
Identify and explain<=
font
class=3D"font12"> figurative language in nonfiction text emphasizin=
g hyperbole, imagery, and symbolism |
07 |
|
|
|
| R |
3 |
C |
a.i |
Summarize
author's ideas using details from text |
07 |
|
|
|
| R |
3 |
C |
a.ii |
Make predictions usin=
g details
from text |
07 |
|
|
|
| R |
3 |
C |
a.iii |
Make inferences using=
details
from text |
07 |
|
|
|
| R |
3 |
C |
a.iv |
Evaluate
the accuracy of the information using details from text |
07 |
|
|
|
| R |
3 |
C |
a.v |
Analyze propaganda te=
chniques using details from text |
07 |
|
|
|
| R |
3 |
C |
a.vi |
Analyze
two or more nonfiction texts
using details from text |
07 |
|
|
|
| R |
3 |
C |
a.vii |
Sequence events using=
details
from text |
07 |
|
|
|
| R |
3 |
C |
a.viii |
Compare
and contrast
previously read texts using details from text |
07 |
|
|
|
| R |
3 |
C |
a.ix |
Identify and explain =
cause and effect using det=
ails
from text |
07 |
|
|
|
| R |
3 |
C |
a.x |
Compare
author’s viewpoint and provide support using details from text |
07 |
|
|
|
| R |
3 |
C |
a.xi |
Identify problem solv=
ing
processes and explain the effectiveness of solutions using details from t=
ext |
07 |
|
|
|
| R |
3 |
D |
a.i |
Read and follow multi=
-step
directions to complete a complex task |
07 |
|
|
|
| W |
1 |
A |
a.i |
Follow a writing proc=
ess to
create appropriate graphic organizers to provide a structure for information |
07 |
|
|
|
| W |
1 |
A |
a.ii |
Apply writing process=
es to
write effectively in various forms and types of writing |
07 |
|
|
|
| W |
2 |
B |
a.i |
Use conventions of capitalization in written text |
07 |
|
|
|
| W |
2 |
B |
a.ii |
Use conventions of capitalization in written text including titles
(magazines, newspapers, songs, works of art) |
07 |
|
|
|
| W |
2 |
B |
a.iii |
Use conventions of capitalization in written text including proper nouns
(brand names of products, nationalities) |
07 |
|
|
|
| W |
2 |
C |
a.i |
Use comma rules for p=
unctuating
various sentence structures when
composing text |
07 |
|
|
|
| W |
2 |
C |
a.ii |
Use correct format in=
writing
titles when composing text |
07 |
|
|
|
| W |
2 |
C |
a.iii |
Use quotation marks i=
n dialogue
when composing text |
07 |
|
|
|
| W |
2 |
C |
a.iv |
Use colons in busines=
s letter salutations when c=
omposing
text |
07 |
|
|
|
| W |
2 |
D |
a.i |
Use parts of speech c=
orrectly
in written text |
07 |
|
|
|
| W |
2 |
D |
a.ii |
Use parts of speech c=
orrectly
in written text including pronouns and antecedents=
|
07 |
|
|
|
| W |
2 |
D |
a.iii |
Use parts of speech c=
orrectly
in written text including consistent verb tense |
07 |
|
|
|
| W |
2 |
E |
a.i |
Use dictionary, spell=
-check,
and other resources to spell correctly in writing |
07 |
|
|
|
| W |
2 |
F |
a.i |
Use complex sentences when composing text |
07 |
|
|
|
| W |
2 |
F |
a.ii |
Use precise and vivid=
language
when composing text |
07 |
|
|
|
| W |
2 |
F |
a.iii |
Use editing to elimin=
ate run-on sentences when comp=
osing
text |
07 |
|
|
|
| W |
2 |
F |
a.iv |
Use cohesive
devices when composing text |
07 |
|
|
|
| W |
2 |
F |
a.iv.ai |
Use cohesive
devices including transitions when composin=
g text |
07 |
|
|
|
| W |
3 |
A |
a.i |
Write about personal
experiences and revise by adding details and liter=
ary
devices such as metaphors, analogies, and symbols |
07 |
|
|
|
| W |
3 |
B |
a.i |
Using note-taking systems, organize information |
07 |
|
|
|
| W |
3 |
C |
a.i |
Write expository (exposition/expository writing) and
persuasive (persuasive writing/argument) paragraphs (including co=
mpare/contrast and cause/effect) |
07 |
|
|
|
| W |
3 |
C |
a.i.ai |
Write expository (exposition/expository writing) and
persuasive (persuasive writing/argument) paragraphs (including co=
mpare/contrast and cause/effect) with a strong controlling idea |
07 |
|
|
|
| W |
3 |
C |
a.i.bi |
Write expository (exposition/expository writing) and
persuasive (persuasive writing/argument) paragraphs (including co=
mpare/contrast and cause/effect) with supporting and concluding sentences |
07 |
|
|
|
| W |
3 |
C |
a.i.ci |
Write expository (exposition/expository writing) and
persuasive (persuasive writing/argument) paragraphs (including co=
mpare/contrast and cause/effect) with appropriate logical sequence |
07 |
|
|
|
| W |
3 |
C |
a.i.di |
Write expository (exposition/expository writing) and
persuasive (persuasive writing/argument) paragraphs (including co=
mpare/contrast and cause/effect) with effective writing techniques (e.g., imagery, humor, point of view, and =
voice) |
07 |
|
|
|
| W |
3 |
C |
a.ii |
Write multi-paragraph
essays drawing from a variety of sources |
07 |
|
|
|
| W |
3 |
C |
a.iii |
Write responses to li=
terature
that show an understanding of theme and characters, using details/examples from the text as
support |
07 |
|
|
|
| W |
3 |
D |
a.i |
Write a multi-paragra=
ph summary of a newspaper/mag=
azine
article, editorial, or news program that includes supporting evidence from
text |
07 |
|
|
|
| W |
3 |
E |
a.i |
Compose texts that co=
ntain a
created chart, graph, and/or other graphic organiz=
er based on printed information |
07 |
|
|
|
| W |
3 |
E |
a.ii |
Compose texts and wri=
te a business letter and addre=
ss an
envelope |
07 |
|
|
|
| W |
3 |
E |
a.iii |
Compose texts that ad=
dress two
different audiences =
and purposes using appropriate=
forms
(e.g., explain the differences between seventh grade and second grade to a
parent and to a second grader) |
07 |
|
|
|
| I |
1 |
A |
a.i |
Develop a
research plan to guide investigation and re=
search
of focus questions
| 08 |
|
|
|
| I |
1 |
B |
a.i |
Locate and use primary and secondary sources to inves=
tigate
research topics |
08 |
|
|
|
| I |
1 |
B |
a.ii |
Locate and use primary and secondary sources to acqui=
re
relevant information |
08 |
|
|
|
| I |
1 |
B |
a.iii |
Locate and use primary and secondary sources to evaluate reliability of
information |
08 |
|
|
|
| I |
1 |
C |
a.i |
Record relevant infor=
mation
using a self-selected note-taking or organizational strateg=
y |
08 |
|
|
|
| I |
1 |
D |
a.i |
Document research sou=
rces using
a given citation for=
mat |
08 |
|
|
|
| I |
2 |
A |
a.i |
Analyze
and synthesize two or
more messages conveyed in various media (e.g., videos, pictures, web-sites, artwork, plays, and=
/or
news programs) |
08 |
|
|
|
| L |
1 |
A |
a.i |
Listen for enjoyment<=
/td>
| 08 |
|
|
|
| L |
1 |
A |
a.ii |
Listen for informatio=
n |
08 |
|
|
|
| L |
1 |
A |
a.iii |
Listen for directions=
|
08 |
|
|
|
| L |
1 |
A |
a.iv |
Listen and use clarif=
ying
strategies for understanding (e.g., questioning, s=
ummarizing, and paraphrasing<=
font
class=3D"font11">) |
08 |
|
|
|
| L |
1 |
A |
a.v |
Listen to recognize h=
ow colloquialisms and<=
font
class=3D"font12"> jargon reflect context, r=
egions,
and cultures |
08 |
|
|
|
| L |
1 |
B |
a.i |
Use active-listening
behaviors (e.g., asks questions of speaker =
and
uses body language and facial expressions to indicate agreement,
disagreement, or confusion) |
08 |
|
|
|
| L |
2 |
A |
a.i |
Use appropriate body =
language
in discussions and presentations |
08 |
|
|
|
| L |
2 |
A |
a.ii |
Incorporate media or technology in discussions and presentations
| 08 |
|
|
|
| L |
2 |
A |
a.iii |
Respond to questions =
in
discussions and presentations |
08 |
|
|
|
| L |
2 |
B |
a.i |
Give clear and concise
multi-step oral directions to complete a complex t=
ask |
08 |
|
|
|
| R |
1 |
C |
a.i |
Apply decoding
strategies to independently
“problem-solve” unknown words when reading |
08 |
|
|
|
| R |
1 |
D |
a.i |
Read
instructional text with fluency, accuracy, and app=
ropriate
expression |
08 |
|
|
|
| R |
1 |
D |
a.ii |
Read
instructional text by adjusting reading rate to difficult=
y and
type of text |
08 |
|
|
|
| R |
1 |
E |
a.i |
Develop vocabulary through text using roots and affixes |
08 |
|
|
|
| R |
1 |
E |
a.ii |
Develop vocabulary through text using contex=
t clues |
08 |
|
|
|
| R |
1 |
E |
a.iii |
Develop vocabulary through text using a glossary, dictionary, and thesauru=
s |
08 |
|
|
|
| R |
1 |
F |
a.i |
Apply
pre-reading strategies to aid comprehension=
|
08 |
|
|
|
| R |
1 |
F |
a.ii |
Apply the pre-reading
strategy of accessing prior knowledge to aid
comprehension |
08 |
|
|
|
| R |
1 |
F |
a.iii |
Apply the pre-reading
strategy of previewing to aid comprehension=
|
08 |
|
|
|
| R |
1 |
F |
a.iv |
Apply the pre-reading
strategy of predicting to aid comprehension=
|
08 |
|
|
|
| R |
1 |
F |
a.v |
Apply pre-reading
strategies including setting a purpose and =
rate
for reading to aid comprehension |
08 |
|
|
|
| R |
1 |
G |
a.i |
Utilize reading strat=
egies of
self-questioning and correction |
08 |
|
|
|
| R |
1 |
G |
a.ii |
Utilize the reading s=
trategy of
inference |
08 |
|
|
|
| R |
1 |
G |
a.iii |
Utilize the reading s=
trategy of
visualization |
08 |
|
|
|
| R |
1 |
G |
a.iv |
Utilize reading strat=
egies of prediction and cueing systems |
08 |
|
|
|
| R |
1 |
G |
a.iv.ai |
Utilize reading strat=
egies of prediction and cueing systems including m=
eaning |
08 |
|
|
|
| R |
1 |
G |
a.iv.bi |
Utilize reading strat=
egies of prediction and cueing systems including s=
tructure |
08 |
|
|
|
| R |
1 |
G |
a.iv.ci |
Utilize reading strat=
egies of prediction and cueing systems including v=
isual |
08 |
|
|
|
| R |
1 |
H |
a.i |
Apply post-reading
skills to comprehend and interpret text |
08 |
|
|
|
| R |
1 |
H |
a.ii |
Apply the post-reading
skill of questioning to clarify to comprehe=
nd and
interpret text |
08 |
|
|
|
| R |
1 |
H |
a.iii |
Apply the post-reading
skill of refl=
ecting to comprehend and interpret text |
08 |
|
|
|
| R |
1 |
H |
a.iv |
Apply the post-reading
skill of anal=
yzing to comprehend and interpret text |
08 |
|
|
|
| R |
1 |
H |
a.v |
Apply the post-reading
skill of draw=
ing
conclusions to comprehend and interpret tex=
t |
08 |
|
|
|
| R |
1 |
H |
a.vi |
Apply the post-reading
skill of summ=
arizing to comprehend and interpret text |
08 |
|
|
|
| R |
1 |
H |
a.vii |
Apply the post-reading
skill of para=
phrasing
to comprehend and interpret text |
08 |
|
|
|
| R |
1 |
I |
a.i |
Compare, contrast, an=
alyze, and evaluate connections betw=
een
information and relationships in various ge=
nre
(fiction and =
nonfiction
works)=
|
08 |
|
|
|
| R |
1 |
I |
a.ii |
Compare, contrast, analyze, and evaluate connections betwe=
en text
ideas and personal experiences |
08 |
|
|
|
| R |
1 |
I |
a.iii |
Compare, contrast, analyze,
and evaluate<=
/font> connections between text ideas and the world by analyzi=
ng the
relationship between literature and its historical period and culture |
08 |
|
|
|
| R |
2 |
A |
a.i |
Locate, interpret, an=
d apply
information in title, table of contents, and glossary |
08 |
|
|
|
| R |
2 |
A |
a.ii |
Locate and recognize =
the text features of <=
font
class=3D"font12">fiction, poetry, and drama=
(plays) |
08 |
|
|
|
| R |
2 |
B |
a.i |
Identify and explain<=
font
class=3D"font12"> figurative language in po=
etry and
prose emphasizing jargon, dialect, and slang |
08 |
|
|
|
| R |
2 |
C |
a.i |
Analyze point of view=
using details from text |
08 |
|
|
|
| R |
2 |
C |
a.ii |
Analyze mood using details from text |
08 |
|
|
|
| R |
2 |
C |
a.iii |
Analyze theme using details from text |
08 |
|
|
|
| R |
2 |
C |
a.iv |
Interpret actions, be=
haviors,
and motives of characters using details from text |
08 |
|
|
|
| R |
2 |
C |
a.v |
Evaluate
problem-solving processes of characters, consequences of character’s
actions, and effectiveness of solutions using details from text
| 08 |
|
|
|
| R |
3 |
A |
a.i |
Evaluate
the author’s use of text features to clarify meaning |
08 |
|
|
|
| R |
3 |
B |
a.i |
Identify and explain =
figurative language in nonfiction text emphasizi=
ng jargon,
dialect, and =
slang |
08 |
|
|
|
| R |
3 |
C |
a.i |
Evaluate
adequacy of evidence using
details from text |
08 |
|
|
|
| R |
3 |
C |
a.ii |
Determine author's
purpose based on text analysis using detail=
s from
text |
08 |
|
|
|
| R |
3 |
C |
a.iii.ai |
Analyze
details from text for word choice and conno=
tation |
08 |
|
|
|
| R |
3 |
C |
a.iii.bi |
Analyze
details from text for selection of details |
08 |
|
|
|
| R |
3 |
C |
a.iii.ci |
Analyze
details from text for organizational effectiveness |
08 |
|
|
|
| R |
3 |
C |
a.iii.di |
Analyze
text for accu=
racy of
information |
08 |
|
|
|
| R |
3 |
C |
a.iv.ai |
Analyze multiple
text by comparing and
contrasting d=
etails |
08 |
|
|
|
| R |
3 |
C |
a.iv.bi |
Analyze details
from text by
determining importance of information |
08 |
|
|
|
| R |
3 |
C |
a.iv.ci |
Analyze multiple
text for authors’ viewpoints using details from text |
08 |
|
|
|
| R |
3 |
C |
a.v |
Identify problem solv=
ing
processes and explain the effectiveness of solutions using details from t=
ext |
08 |
|
|
|
| R |
3 |
D |
a.i |
Read and follow multi=
-step
directions to complete a complex task |
08 |
|
|
|
| W |
1 |
A |
a.i |
Follow a writing proc=
ess to
create a variety of appropriate graphic organizers=
|
08 |
|
|
|
| W |
1 |
A |
a.ii |
Apply writing process=
es to
write effectively in various forms and types of writing |
08 |
|
|
|
| W |
2 |
B |
a.i |
Use conventions of capitalization in written text |
08 |
|
|
|
| W |
2 |
B |
a.ii |
Use
conventions of capitalization in written te=
xt
within divided quotes |
08 |
|
|
|
| W |
2 |
B |
a.iii |
Use conventions of capitalization in written text for historical period=
s and
events |
08 |
|
|
|
| W |
2 |
B |
a.iv |
Use conventions of capitalization in written text including geological =
eras |
08 |
|
|
|
| W |
2 |
B |
a.v |
Use conventions of capitalization in written text including scientific =
terms |
08 |
|
|
|
| W |
2 |
C |
a.i |
Use colon and semi-co=
lon when
composing text |
08 |
|
|
|
| W |
2 |
C |
a.ii |
Use hyphens to divide=
words
into syllables at right margin when composing text |
08 |
|
|
|
| W |
2 |
D |
a.i |
Use parts of speech c=
orrectly
in written text |
08 |
|
|
|
| W |
2 |
D |
a.ii |
Use parts of speech c=
orrectly
in written text including pronoun case |
08 |
|
|
|
| W |
2 |
D |
a.iii |
Use parts of speech c=
orrectly
in written text including adverb forms |
08 |
|
|
|
| W |
2 |
E |
a.i |
Use dictionary, spell=
-check,
and other resources to spell correctly in writing |
08 |
|
|
|
| W |
2 |
F |
a.i |
Use precise and vivid=
language
when composing text |
08 |
|
|
|
| W |
2 |
F |
a.ii |
Use cohesive
devices when composing text |
08 |
|
|
|
| W |
2 |
F |
a.ii.ai |
Use cohesive
devices including transitions when composin=
g text |
08 |
|
|
|
| W |
2 |
F |
a.ii.bi |
Use cohesive
devices including
repetition when composing text |
08 |
|
|
|
| W |
2 |
F |
a.ii.ci |
Use cohesive
devices including parallelism
when composing text |
08 |
|
|
|
| W |
2 |
F |
a.iii |
Use editing to elimin=
ate fragments when composing t=
ext |
08 |
|
|
|
| W |
2 |
F |
a.iv |
Use the rhetorical
device of rep=
etition for effect when composing text |
08 |
|
|
|
| W |
2 |
F |
a.v |
Use the rhetorical
device of par=
allelism
when composing text |
08 |
|
|
|
| W |
3 |
A |
a.i |
Write about personal
experiences and revise by adding details and liter=
ary
devices such as metaphors, analogies, and symbols |
08 |
|
|
|
| W |
3 |
B |
a.i |
Select and use an app=
ropriate
method for note-taking |
08 |
|
|
|
| W |
3 |
C |
a.i |
Write multi-paragraph
expository (exposition/expository writing) and persuasive (persuasi=
ve
writing/argument) essays (including problem/
solution) |
08 |
|
|
|
| W |
3 |
C |
a.i.ai |
Write multi-paragraph
expository (exposition/expository writing) and persuasive (persuasi=
ve
writing/argument) essays (including problem/
solution) with a thesis statement |
08 |
|
|
|
| W |
3 |
C |
a.i.bi |
Write multi-paragraph
expository (exposition/expository writing) and persuasive (persuasi=
ve
writing/argument) essays (including problem/
solution) with supporting details/examples |
08 |
|
|
|
| W |
3 |
C |
a.i.ci |
Write multi-paragraph
expository (exposition/expository writing) and persuasive (persuasi=
ve
writing/argument) essays (including problem/
solution) with evidence that readers’ concerns and arguments have b=
een
anticipated and addressed |
08 |
|
|
|
| W |
3 |
C |
a.ii |
Write effective multi=
-paragraph
expository (exposition/expository writing) essays drawing from a variety of sources |
08 |
|
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------=_NextPart_01C90F4C.CE8C4480
Content-Location: file:///C:/2E4292C5/GLEdatabase_files/sheet003.htm
Content-Transfer-Encoding: quoted-printable
Content-Type: text/html; charset="us-ascii"
|
|
|
Science GLE's (Grades=
4-8) |
|
| EC |
1 |
A |
Identify the ways a s=
pecific
organism may interact with other organisms or with the environment (e.g.,
pollination, shelter, seed dispersal, camouflage, migration, hibernation,
defensive mechanism |
4 |
| EC |
1 |
D |
Identify examples in =
Missouri
where human activity has had a beneficial or harmful effect on other
organisms (e.g., feeding birds, littering vs. picking up trash,
hunting/conservation of species, paving/restoring green space) |
4 |
| EC |
2 |
A |
Classify populations =
of
organisms as producers , consumers, or decomposers by the role they serve=
in
the ecosystem |
4 |
| EC |
2 |
A |
Differentiate between=
the three
types of consumers (herbivore,carnivore, omnivore) |
4 |
| EC |
2 |
A |
Categorize organisms =
as
predator or prey in a given ecosystem |
4 |
| EC |
3 |
A |
Compare and contrast =
common
fossils found in Missouri (i.e., trilobites, ferns, crinoids, gastropods,
bivalves, fish, mastodons) to organisms present on Earth today |
4 |
| EC |
3 |
C |
Identify specialized =
structures
and describe how they help plants survive in their environment (e.g., roo=
t,
cactus needles, thorns, winged seed, waxy leaves) |
4 |
| EC |
3 |
C |
Identify specialized =
structures
and senses and describe how they help animals survive in their environment
(e.g., antennae, body covering, teeth, beaks, whiskers, appendages |
4 |
| EC |
3 |
C |
Recognize internal cu=
es (e.g.,
hunger) and external cues (e.g., changes in the environment) that cause
organisms to behave in certain ways (e.g., hunting, migration, hibernatio=
n |
4 |
| EC |
3 |
C |
Predict which plant o=
r animal
will be able to survive in a specific environment based on its special
structures or behaviors. |
4 |
| ES |
1 |
A |
Identify and describe=
the
components of soil (e.g., plant roots and debris, bacteria, fungi, worms,
types of rock) and its properties (e.g., odor, color, resistance to erosi=
on,
texture, fertility, relative grain size, absorption rate) |
4 |
| ES |
1 |
A |
Compare the physical =
properties
(i.e., size, shape, color, texture, layering, presence of fossils) of roc=
ks
(mixtures of different Earth materials, each with observable physical
properties |
4 |
| ES |
2 |
A |
Observe and describe =
the
breakdown of plant and animal material into soil through decomposition
processes (i.e., decay/rotting, composting, digestion) |
4 |
| ES |
2 |
A |
Identify the major
landforms/bodies of water on Earth (i.e., mountains, plains, river valley=
s,
coastlines, canyons |
4 |
| ES |
2 |
A |
Describe how weatheri=
ng agents
(e.g., water, chemicals, temperature, wind, plants) cause surface changes
that create and/or change Earth’s surface materials and/or landform=
s/
bodies of water |
4 |
| ES |
2 |
A |
Describe how erosion =
processes
(i.e., action of gravity, waves, wind, rivers, glaciers) cause surface
changes that create and/or change Earth’s surface materials and/or
landforms/ bodies of water |
4 |
| ES |
2 |
A |
Relate the type of
landform/water body to the process by which it was formed |
4 |
| ES |
3 |
A |
Identify the ways hum=
ans affect
the erosion and deposition of Earth’s materials (e.g., clearing of
land, planting vegetation, paving land construction of new buildings) |
4 |
| ES |
3 |
A |
Propose ways to solve=
simple
environmental problems (e.g., recycling, composting, ways to decrease soil
erosion) that result from human activity |
4 |
| FM |
1 |
A |
Classify different ty=
pes of
motion [straight line, curved, vibrating (back and forth)] |
4 |
| FM |
1 |
A |
Describe an object=
217;s
motion in terms of distance and time |
4 |
| FM |
2 |
A |
Identify the forces a=
cting on
the motion of objects traveling in a straight line (specify that forces
should be acting in the same line as the motion, provide examples |
4 |
| FM |
2 |
A |
Describe and compare
forces(measured by a spring scale in Newton’s) applied to objects i=
n a
single line |
4 |
| FM |
2 |
A |
Recognize friction as=
a force
that slows down or stops a moving object that is touching another object =
or
surface |
4 |
| FM |
2 |
A |
Compare the forces (m=
easured by
a spring scale in Newton’s) required to overcome friction when an
object moves over different surfaces (i.e., rough/smooth |
4 |
| FM |
2 |
B |
Determine the gravita=
tional
pull of the Earth on an object (weight) using a spring scale |
4 |
| FM |
2 |
D |
Recognize Observe tha=
t balanced
forces do not affect an object’s motion |
4 |
| FM |
2 |
D |
Describe how unbalanc=
ed forces
acting on an object changes its speed (faster/slower), direction of motio=
n,
or both |
4 |
| FM |
2 |
D |
Predict how the chang=
e in speed
of an object (i.e., faster/slower/remains the same) is affected by the am=
ount
of force applied to an object and the mass of the object |
4 |
| FM |
2 |
D |
Predict the effects o=
f an
electrostatic force (static electricity) on the motion of objects (attrac=
t or
repel) |
4 |
| IN |
1 |
A |
Formulate testable qu=
estions
and explanations (hypotheses |
4 |
| IN |
1 |
A |
Recognize the charact=
eristics
of a fair and unbiased test=
|
4 |
| IN |
1 |
A |
Conduct a fair test t=
o answer a
question |
4 |
| IN |
1 |
B |
Make qualitative obse=
rvations
using the five senses |
4 |
| IN |
1 |
B |
Make observations usi=
ng simple
tools and equipment (e.g., hand lenses, magnets, thermometers, metric rul=
ers,
balances, graduated cylinders, spring scale |
4 |
| IN |
1 |
B |
Measure length to the=
nearest
centimeter, mass using grams, temperature using degrees Celsius, volume to
the nearest milliliter, force/weight to the nearest Newton |
4 |
| IN |
1 |
B |
Compare
amounts/measurements <=
/td>
| 4 |
| IN |
1 |
B |
Judge whether measure=
ments and
computation of quantities are reasonable |
4 |
| IN |
1 |
C |
Use quantitative and
qualitative data as support for reasonable explanations |
4 |
| IN |
1 |
C |
Use data as support f=
or
observed patterns and relationships, and to make predictions to be tested=
|
4 |
| IN |
1 |
D |
Evaluate the reasonab=
leness of
an explanation |
4 |
| IN |
1 |
D |
Analyze whether evide=
nce
supports proposed explanations |
4 |
| IN |
1 |
E |
Communicate simple procedures and
results of investigations and explanations through:oral
presentations,drawings and maps,drawings and maps,data tables, graphs (ba=
r,
single line, pictograph), writings |
4 |
| ME |
1 |
A |
Describe and compare =
the masses
(the amount of matter in an object) of objects to the nearest gram using
balances |
4 |
| ME |
1 |
A |
Describe and compare =
the
volumes (the amount of space an object occupies) of objects using a gradu=
ated
cylinder |
4 |
| ME |
1 |
A |
Recogize no two objec=
ts can
occupy the same space at the same time (e.g., water level rises when an
objector substance, such as a rock, is placed in a quantity of water) |
4 |
| ME |
1 |
A |
Classify types of mat=
erials
(e.g., water, salt, sugar, iron filings, salt water) into “likeR=
21;
substances (materials that have specific physical properties) or mixtures=
of
substances by using their characteristic properties |
4 |
| ME |
1 |
B |
Identify water as a s=
olvent
that dissolves materials (Do NOT assess the term solvent |
4 |
| ME |
1 |
B |
Observe and describe =
how
mixtures are made by combining solids or liquids, or a combination of the=
se |
4 |
| ME |
1 |
B |
Distinguish between t=
he
components in a mixture/solution (e.g., trail mix, conglomerate rock, sal=
ad,
soil, salt water |
4 |
| ME |
1 |
B |
Describe ways to sepa=
rate the
components of a mixture/solution by their properties (i.e., sorting,
filtration, magnets, screening |
4 |
| ME |
1 |
I |
Recognize that the to=
tal mass
of a material remains constant whether it is together, in parts, or in a
different state |
4 |
| ME |
2 |
A |
Identify sources of l=
ight
energy (e.g., Sun, bulbs, flames) |
4 |
| ME |
2 |
A |
Recognize light trans=
ferred
from the source to the receiver (eye) through space |
4 |
| ME |
2 |
A |
Identify the three th=
ings
(light source, object, and surface) necessary to produce a shadow |
4 |
| ME |
2 |
A |
Construct and diagram=
a
complete electric circuit by using a source (e.g., battery), means of
transfer (e.g., wires), and receiver (e.g., resistance bulbs, motors, fan=
s |
4 |
| ME |
2 |
A |
Observe and describe =
the
evidence of energy transfer in a closed series circuit (e.g., lit bulb,
moving motor, fan) |
4 |
| ME |
2 |
A |
Classify materials as
conductors or insulators of electricity when placed within a circuit (e.g=
.,
wood, pencil lead, plastic, glass, aluminum foil, lemon juice, air, water=
) |
4 |
| ME |
2 |
F |
Identify the evidence=
of energy
transformations (temperature change, light, sound, motion, and magnetic
effects) that occur in electrical circuits |
4 |
| ST |
1 |
A |
Design and construct =
an
electrical device, using materials and/or existing objects, that can be u=
sed
to perform a task (Assess Locally |
4 |
| ST |
1 |
B |
Describe how new tech=
nologies
have helped scientists make better observations and measurements for
investigations (e.g., telescopes, magnifiers, balances, microscopes,
computers, stethoscopes, thermometers) |
4 |
| ST |
1 |
C |
Identify how the effe=
cts of
inventions or technological advances (e.g., different types of light bulb=
s,
semiconductors/integrated circuits and electronics, satellite imagery,
robotics, communication, transportation, generation of energy, renewable
materials) may be helpful, harmful, or both (Assess Locally) |
4 |
| ST |
2 |
A |
Research biographical
information about various scientists and inventors from different gender =
and
ethnic backgrounds, and describe how their work contributed to science and
technology (Assess Locally) |
4 |
| ST |
3 |
A |
Identify a question t=
hat was
asked, or could be asked, or a problem that needed to be solved when give=
n a
brief scenario (fiction or nonfiction of individuals solving everyday
problems or learning through discovery) |
4 |
| ST |
3 |
A |
Work with a group to =
solve a
problem, giving due credit to the ideas and contributions of each group
member (Assess Locall=
y |
4 |
| ES |
1 |
B |
Classify major bodies=
of
surface water (e.g., rivers, lakes, oceans, glaciers) as fresh or salt wa=
ter,
flowing or stationary, large or small, solid or liquid, surface or
groundwater |
5 |
| ES |
1 |
C |
Recognize the atmosph=
ere is
composed of a mixture of gases, water, and minute particles. |
5 |
| ES |
2 |
E |
Describe and trace th=
e path of
water as it cycles through =
the
hydrosphere, geosphere, and atmosphere (i.e., the water cycle: evaporatio=
n,
condensation, precipitation, surface run-off/ groundwater flow |
5 |
| ES |
2 |
E |
Identify the differen=
t forms
water can take (e.g., snow, rain, sleet, fog, clouds, dew) as it moves
through the water cycle |
5 |
| ES |
2 |
F |
Identify and use appr=
opriate
tools (i.e., thermometer, anemometer, wind vane, rain gauge, satellite
images, weather maps) to collect weather data( i.e., temperature, wind sp=
eed
and direction, precipitation, cloud type and cover.) |
5 |
| ES |
2 |
F |
Recognize and summarize relationships between weather data (e.g.,
temperature and time of day, cloud cover and temperature, wind direction =
and
temperature) collected over a period of time. |
5 |
| ES |
3 |
A |
Explain how major bod=
ies of
water are important natural resources for human activity(e.g., food
recreation, habitat, irrigation, solvent, transportation |
5 |
| ES |
3 |
A |
Describe how human ne=
eds and
activities (e.g., irrigation damming of rivers, waste management, sources=
of
drinking water) have affected the quantity and quality of major bodies of
fresh wate |
5 |
| ES |
3 |
A |
Propose solutions to =
problems
related to water quality and availability that result from human activity=
. |
5 |
| FM |
2 |
A |
Identify the forces a=
cting on a
load and use a spring scale to measure the weight (resistance force) of t=
he
load |
5 |
| FM |
2 |
D |
Describe how friction=
affects
the amount of force needed to do work over different surfaces or through
different media |
5 |
| FM |
2 |
F |
Explain how work can be done on an
object (force applied and distance moved) (No formula calculations at this
level) |
5 |
| FM |
2 |
F |
Identify the simple m=
achines in
common tools and household items |
5 |
| FM |
2 |
F |
Compare the measures of effort fo=
rce
(measured using a spring scale to the nearest Newton) needed to lift a lo=
ad
with and without the use of simple machines |
5 |
| FM |
2 |
F |
Recognize simple mach=
ines
change the amount of effort force and/or direction of force |
5 |
| IN |
1 |
A |
Formulate testable qu=
estions
and explanations (hypotheses |
5 |
| IN |
1 |
A |
Recognize the charact=
eristics
of a fair and unbiased test=
|
5 |
| IN |
1 |
A |
Conduct a fair test t=
o answer a
question |
5 |
| IN |
1 |
A |
Make suggestions for =
reasonable
improvements or extensions of a fair test |
5 |
| IN |
1 |
B |
Make qualitative obse=
rvations
using the five senses |
5 |
| IN |
1 |
B |
Determine the appropr=
iate tools
and techniques to collect data |
5 |
| IN |
1 |
B |
Use a variety of tool=
s and
equipment to gather data (e.g., hand lenses, magnets, thermometers, metric
rulers, balances, graduated cylinders, spring scales |
5 |
| IN |
1 |
B |
Measure length to the=
nearest
centimeter, mass to the nearest gram, volume to the nearest milliliter,
temperature to the nearest degree Celsius, force/weight to the nearest Ne=
wton |
5 |
| IN |
1 |
B |
Compare
amounts/measurements |
5 |
| IN |
1 |
B |
Judge whether measure=
ments and
computation of quantities are reasonable |
5 |
| IN |
1 |
C |
Use quantitative and qualitative =
data
as support for reasonable explanations |
5 |
| IN |
1 |
C |
Use data as support f=
or
observed patterns and relationships, and to make predictions to be tested=
|
5 |
| IN |
1 |
D |
Evaluate the reasonab=
leness of
an explanation |
5 |
| IN |
1 |
D |
Analyze whether evide=
nce
supports proposed explanations |
5 |
| IN |
1 |
E |
Communicate simple procedures and
results of investigations and explanations through:oral
presentations,drawings and maps,drawings and maps,data tables, graphs (ba=
r,
single line, pictograph), writings |
5 |
| LO |
1 |
D |
Compare structures (e=
.g., wings
vs. fins vs. legs; gills vs. lungs; feathers vs. hair vs. scales) that se=
rve
similar functions for animals belonging to different vertebrate classes
| 5 |
| LO |
1 |
E |
Explain how similarit=
ies are
the basis for classification |
5 |
| LO |
1 |
E |
Distinguish between p=
lants
(which use sunlight to make their own food) and animals (which must consu=
me
energy-rich food) |
5 |
| LO |
1 |
E |
Classify animals as v=
ertebrates
or invertebrates |
5 |
| LO |
1 |
E |
Classify vertebrate a=
nimals
into classes (amphibians, birds, reptiles, mammals, fish) based on their
characteristics |
5 |
| LO |
1 |
E |
Identify plants or an=
imals
using simple dichotomous keys |
5 |
| LO |
2 |
C |
Recognize the major l=
ife
processes carried out by the major systems of plants and animals (e.g.,
support, reporductive, digestive, transport/circulatory, excretory,
response)(DO NOT assess naming of organs within each system or sxplanatio=
n of
the process carried out by those systems) |
5 |
| ME |
1 |
C |
Recognize how changes in state (i.e., freezing/melting,
condensation/evaporation/boiling) provide evidence that matter is made of
particles too small to be seen |
5 |
| ME |
1 |
D |
Classify matter as a solid, a liq=
uid,
or a gas, as it exists at room temperature, using physical properties (i.=
e.,
volume, shape, ability to flow) |
5 |
| ME |
1 |
D |
Predict the ef=
fect of
heat (thermal energy) on the physical properties of water as it changes to
and from a solid, liquid, or gas (i.e., freezes/melts,
evaporates/condenses/boils) |
5 |
| ME |
1 |
I |
Recognize the mass of=
water
remains constant as it changes state (as evidenced in a closed container)=
|
5 |
| ME |
2 |
A |
Recognize light trans=
ferred
from the source to the receiver (eye) through space in straight lines |
5 |
| ME |
2 |
A |
Recognize how an object (e.g., moon, mirror, objects in a room) ca=
n only
be seen when light is reflected from that object to the receiver (eye |
5 |
| ME |
2 |
C |
Recognize the Sun as =
the
primary source of energy for temperature change on Earth |
5 |
| ST |
1 |
A |
Design and
construct a machine, using materials and/or existing objects, that can be
used to perform a task (Assess Locally |
5 |
| ST |
1 |
B |
Describe how new tech=
nologies
have helped scientists make better observations and measurements for
investigations (e.g., telescopes, electronic balances, electronic
microscopes, x-ray technology, computers, ultrasounds, computer probes su=
ch
as thermometers) |
5 |
| ST |
1 |
C |
Identify how the effe=
cts of
inventions or technological advances (e.g., different types of light bulb=
s,
semiconductors/integrated circuits and electronics, satellite imagery,
robotics, communication, transportation, generation of energy, renewable
materials) may be helpful, harmful, or both (Assess Locally) |
5 |
| ST |
2 |
A |
Research biographical
information about various scientists and inventors from different gender =
and
ethnic backgrounds, and describe how their work contributed to science and
technology (Assess Locally) |
5 |
| ST |
3 |
A |
Identify a question t=
hat was
asked, or could be asked, or a problem that needed to be solved when give=
n a
brief scenario (fiction or nonfiction of individuals solving everyday
problems or learning through discovery) |
5 |
| ST |
3 |
A |
Work with a group to =
solve a
problem, giving due credit to the ideas and contributions of each group
member (Assess Locall=
y |
5 |
| UN |
1 |
A |
Recognize the Earth i=
s one of
several planets within a solar system that orbits the Sun |
5 |
| UN |
1 |
A |
Recognize the Moon or=
bits the
Earth in about a month |
5 |
| UN |
1 |
A |
Recognize planets loo=
k like
stars and appear to move across the sky among the stars |
5 |
| UN |
1 |
B |
Describe physical fea=
tures of
the planet Earth that allows life to exist (e.g., air, water, temperature)
and compare these to the physical features of the Sun, the Moon, and other
planets |
5 |
| UN |
2 |
B |
Sequence images of th=
e lit
portion of the Moon seen from Earth as it cycles day-to-day in about a mo=
nth
in order of occurrence |
5 |
| UN |
2 |
C |
Recognize the Earth r=
otates
once every 24 hours |
5 |
| UN |
2 |
C |
Relate changes in the=
length
and position of a shadow to the time of day and apparent position of the =
Sun
in the sky, as determined by Earth’s rotation |
5 |
| UN |
2 |
C |
Relate the apparent m=
otion of
the Sun, Moon, and stars in the sky to the rotation of the Earth (Do not
assess apparent motion of polar constellations) |
5 |
| EC |
1 |
A |
Identify the biotic f=
actors
(populations of organisms) and abiotic factors (e.g., quantity of light a=
nd
water, range of temperatures, soil composition) that make up an
ecosystem |
6 |
| EC |
1 |
B |
Identify populations =
within a
community that are in competition with one another for resources |
6 |
| EC |
1 |
B |
Recognize the factors=
that
affect the number and types of organisms an ecosystem can support (e.g., =
food
availability, abiotic factors such as quantity of light and water,
temperature and temperature range, soil composition, disease, competitions
from other organisms, predation) |
6 |
| EC |
1 |
B |
Predict the possible =
effects of
changes in the number and types of organisms in an ecosystem on the
populations of other organisms within that ecosystem |
6 |
| EC |
1 |
D |
Describe beneficial a=
nd harmful
activities of organisms, including humans (e.g., deforestation,
overpopulation, water and air pollution, global warming, restoration of
natural environments, river bank/coastal stabilization, recycling,
channelization, reintroduction of species, depletion of resources), and
explain how these activities affect organisms within an ecosystem |
6 |
| EC |
1 |
D |
Predict the impact (b=
eneficial
or harmful) of a natural environmental change (e.g., forest fire, flood,
volcanic eruption, avalanche) on the organisms in an ecosystem |
6 |
| EC |
1 |
D |
Describe possible sol=
utions to
potentially harmful environmental changes within an ecosystem |
6 |
| EC |
2 |
A |
Diagram and describe =
the
transfer of energy in an aquatic food web and a land food web with refere=
nce
to producers, consumers, decomposers, scavengers, and predator/prey
relationships |
6 |
| EC |
2 |
A |
Classify populations =
of
unicellular and multicellular organisms as producers, consumers, and
decomposers by the role they serve in the ecosystem |
6 |
| EC |
3 |
A |
Identify fossils as e=
vidence
some types of organisms (e.g., dinosaurs, trilobites, mammoths, giant tree
ferns) that once lived in the past, and have since become extinct, have
similarities with and differences from organisms living today |
6 |
| EC |
3 |
C |
Relate examples of ad=
aptations
(specialized structures or behaviors) within a species to its ability to
survive in a specific environment (e.g., hollow bones/flight, hollow
hair/insulation, dense root structure/compact soil, seeds/food, protection
for plant embryo vs. spores, fins/movement in water) |
6 |
| EC |
3 |
C |
Predict how certain
adaptations, such as behavior, body structure, or coloration, may offer a
survival advantage to an organism in a particular environment |
6 |
| ES |
1 |
A |
Describe the componen=
ts of soil
and other factors that influence soil texture, fertility, and resistance =
to
erosion (e.g., plant roots and debris, bacteria, fungi, worms, rodents)
| 6 |
| ES |
1 |
B |
Recognize the propert=
ies of
water that make it an essential component of the Earth system (e.g., its
ability to act as a solvent, its ability to remain as a liquid at most Ea=
rth
temperatures) |
6 |
| ES |
2 |
A |
Make inferences about=
the
formation of sedimentary rocks from their physical properties (e.g., laye=
ring
and the presence of fossils indicate sedimentation |
6 |
| ES |
2 |
A |
Explain how the forma=
tion of
sedimentary rocks depends on weathering and erosion |
6 |
| ES |
2 |
A |
Describe how weatheri=
ng agents
and erosional processes (i.e., force of water as it freezes or flows,
expansion/contraction due to temperature, force of wind, force of plant
roots, action of gravity, chemical decomposition) slowly cause surface
changes that create and/or change landforms |
6 |
| ES |
2 |
A |
Describe how the Eart=
h’s
surface and surface materials can change abruptly through the activity of
floods, rock/mudslides, or volcanoes |
6 |
| ES |
2 |
B |
Identify events (earthquakes, vol=
canic
eruptions) and the landforms created by them on the Earth’s surface
that occur at different plate boundaries |
6 |
| ES |
2 |
D |
Explain the types of =
fossils
and the processes by which they are formed (i.e., replacement, mold and c=
ast,
preservation, trace) |
6 |
| ES |
2 |
D |
Use fossil evidence t=
o make
inferences about changes on Earth and in its environment (i.e., superposition of rock lay=
ers,
similarities between fossils in different geographical locations, fossils=
of
seashells indicate the area was once underwater) |
6 |
| ES |
3 |
A |
Relate the comparativ=
e amounts
of fresh water and salt water on the Earth to the availability of water a=
s a
resource for living organisms and human activity |
6 |
| ES |
3 |
A |
Describe the affect o=
f human
activities (e.g., landfills, use of fertilizers and herbicides, farming,
septic systems) on the quality of water |
6 |
| ES |
3 |
A |
Analyze the ways huma=
ns affect
the erosion and deposition of soil and rock materials (e.g., clearing of
land, planting vegetation, paving land, construction of new buildings,
building or removal of dams) |
6 |
| IN |
1 |
A |
Formulate testable qu=
estions
and hypotheses |
6 |
| IN |
1 |
A |
Recognize the importa=
nce of the
independent variable, dependent variables, control of constants, and mult=
iple
trials to the design of a valid experiment |
6 |
| IN |
1 |
A |
Design and conduct a =
valid
experiment |
6 |
| IN |
1 |
A |
Evaluate the design o=
f an
experiment and make suggestions for reasonable improvements or extensions=
of
an experiment |
6 |
| IN |
1 |
A |
Recognize different k=
inds of
questions suggest different kinds of scientific investigations (e.g., some
involve observing and describing objects, organisms, or events; some invo=
lve
collecting specimens; some involve experiments; some involve making obser=
vations
in nature; some involve discovery of new objects and phenomena; some invo=
lve
making models) |
6 |
| IN |
1 |
B |
Make qualitative obse=
rvations
using the five senses |
6 |
| IN |
1 |
B |
Determine the appropr=
iate tools
and techniques to collect data |
6 |
| IN |
1 |
B |
Use a variety of tool=
s and
equipment to gather data (e.g., microscopes, thermometers, computers, spr=
ing
scales, balances, magnets, metric rulers, graduated cylinders, stopwatche=
s) |
6 |
| IN |
1 |
B |
Measure length to the=
nearest
millimeter, mass to the nearest gram, volume to the nearest milliliter,
temperature to the nearest degree Celsius, force (weight) to the nearest
Newton, time to the nearest second |
6 |
| IN |
1 |
B |
Compare
amounts/measurements |
6 |
| IN |
1 |
B |
Judge whether measure=
ments and
computation of quantities are reasonable |
6 |
| IN |
1 |
C |
Use quantitative and
qualitative data as support for reasonable explanations (conclusions) |
6 |
| IN |
1 |
C |
Use data as support f=
or
observed patterns and relationships, and to make predictions to be tested=
|
6 |
| IN |
1 |
C |
Recognize the possibl=
e effects
of errors in observations, measurements, and calculations on the formulat=
ion
of explanations (conclusions) |
6 |
| IN |
1 |
D |
Evaluate the reasonab=
leness of
an explanation (conclusion |
6 |
| IN |
1 |
D |
Analyze whether evide=
nce (data)
and scientific principles support proposed explanations (hypotheses, laws,
theories |
6 |
| IN |
1 |
E |
Communicate the proce=
dures and
results of investigations and explanations through: oral presentations, drawings and maps, data tables (allowing for the recording and =
analysis
of data relevant to the experiment, such as independent and dependent
variables, multiple trials,
beginning and ending times or temperatures, derived quantities) gr=
aphs
(bar, single line, pictograph), writings |
6 |
| LO |
1 |
A |
Describe the common l=
ife
processes necessary to the survival of organisms (i.e., growth, reproduct=
ion,
life span, response to stimuli, energy use, exchange of gases, use of wat=
er,
elimination of waste) |
6 |
| LO |
1 |
C |
Recognize all organisms are compo=
sed of
cells, the fundamental units of life, which carry on all life processes
| 6 |
| LO |
1 |
E |
Recognize most of the=
organisms
on Earth are unicellular (e.g., bacteria, protists) and other organisms,
including humans, are multicellular |
6 |
| LO |
1 |
E |
Identify examples of
unicellular (e.g., bacteria, some protists, fungi) and multicellular
organisms (e.g., some fungi, plants, animals |
6 |
| LO |
2 |
A |
Compare and contrast =
the
following plant and animal cell structures: cell membrane, nucleus, cell
wall, chloroplast, and cytoplasm |
6 |
| LO |
2 |
A |
Recognize the chlorop=
last as
the cell structure where food is produced in plants and some unicellular
organisms (e.g., algae, some protists) |
6 |
| LO |
2 |
B |
Recognize plants use =
energy
from the Sun to produce food and oxygen through the process of photosynth=
esis |
6 |
| ME |
1 |
A |
Recognize matter is a=
nything
that has mass and volume |
6 |
| ME |
1 |
A |
Describe and compare the volumes =
(the
amount of space an object occupies) of objects or substances directly, us=
ing
a graduated cylinder, and/or indirectly, using displacement methods |
6 |
| ME |
1 |
A |
Describe and compare the masses
(amounts of matter) of objects to the nearest gram using a balance |
6 |
| ME |
1 |
A |
Classify the types of=
matter in
an object into pure substances or mixtures using their specific physical
properties |
6 |
| ME |
1 |
B |
Describe the properties of each
component in a mixture/solution and their distinguishing properties (e.g.,
salt water, oil and vinegar, pond water, Kool-Aid) |
6 |
| ME |
1 |
B |
Describe appro=
priate
ways to separate the components of different types of mixtures (sorting,
evaporation, filtration, magnets, boiling, chromatography, screening) |
6 |
| ME |
1 |
B |
Predict =
how
various solids (soluble/insoluble) behave (e.g., dissolve, settle, float)
when mixed with water |
6 |
| ME |
1 |
C |
Recognize evidence (e=
.g.,
diffusion of food coloring in water, light reflecting off of dust particl=
es
in the air, condensation of water vapor by increased pressure or decreased
temperature) that supports the theory that matter is composed of small pa=
rticles
(atoms, molecules) that are in constant, random motion |
6 |
| ME |
1 |
D |
Describe the relationship between=
the
change in the volume of water and changes in temperature as it relates to=
the
properties of water (i.e., water expands and becomes less dense when froz=
en) |
6 |
| ME |
1 |
G |
Recognize and classif=
y changes
in matter as chemical and/or physical |
6 |
| ME |
1 |
G |
Identify chemical cha=
nges
(i.e., rusting, oxidation,
burning, decomposition by acids, decaying, baking) in common objec=
ts
(i.e., rocks such as limestone, minerals, wood, steel wool, plants) as a
result of interactions with sources of energy or other matter that form n=
ew
substances with different characteristic properties |
6 |
| ME |
1 |
G |
Identify physical changes in comm=
on
objects (e.g., rocks, minerals, wood, water, steel wool, plants) and desc=
ribe
the processes which caused the change (e.g., weathering, erosion, cutting,
dissolving) |
6 |
| ME |
1 |
I |
Demonstrate and provi=
de
evidence that mass is conserved during a physical change |
6 |
| ME |
2 |
A |
Identify sources of v=
isible
light (e.g., the Sun and other stars, flint, bulb, flames, lightning) |
6 |
| ME |
2 |
A |
Describe evidence (i.=
e., cannot
bend around walls) that visible light travels in a straight line, using t=
he
appropriate tools (i.e., pinhole viewer, ray box, laser pointer) |
6 |
| ME |
2 |
A |
Compare the reflectio=
n of
visible light by various surfaces (i.e., mirror, smooth and rough surface=
s,
shiny and dull surfaces, Moon) |
6 |
| ME |
2 |
A |
Compare the refractio=
n of
visible light passing through different transparent and translucent mater=
ials
(e.g., prisms, water, a lens) |
6 |
| ME |
2 |
A |
Predict how different=
surfaces
(transparent, translucent, opaque) and lenses (convex, concave) affect the
behavior of visible light r=
ays
and the resulting image of an object |
6 |
| ME |
2 |
A |
Identify receivers of=
visible
light energy (e.g., eye, photocell) |
6 |
| ME |
2 |
A |
Recognize that an object is
“seen” only when the object emits or reflects light to the
eye |
6 |
| ME |
2 |
A |
Recognize differences=
in
wavelength and energy levels within that range of visible light that can =
be
seen by the human eye are perceived as differences in color |
6 |
| ME |
2 |
A |
Describe how sound en=
ergy is
transferred by wave-like
disturbances that spread away from the source through a medium |
6 |
| ME |
2 |
A |
Predict how the prope=
rties of
the medium (e.g., air, water, empty space, rock) affect the speed of
different types of mechanical waves (i.e., earthquake, sound) |
6 |
| ME |
2 |
C |
Recognize energy from the Sun is transferred to Earth in a range of
wavelengths and energy levels, including visible light, infrared radiatio=
n,
and ultraviolet radiation |
6 |
| ME |
2 |
C |
Recognize the Sun is the source of almo=
st all
energy used to produce the food for living organisms |
6 |
| ST |
1 |
A |
Explain how technolog=
ical
improvements, such as those developed for use in space exploration, the
military, or medicine, have led to the invention of new products that may
improve lives here on Earth (e.g., new materials, freeze-dried foods,
infrared goggles, Velcro, satellite imagery, robotics, lasers) |
6 |
| ST |
1 |
B |
Identify the link bet=
ween
technological developments and the scientific discoveries made possible
through their development (e.g., Hubble telescope and stellar evolution,
composition and structure of the universe; the electron microscope and ce=
ll
organelles; sonar and the composition of the Earth; manned and unmanned s=
pace
missions and space exploration; Doppler radar and weather conditions; MRI=
and
CAT-scans and brain activity) |
6 |
| ST |
1 |
C |
Describe how technolo=
gical
solutions to problems (e.g., storm water runoff, fiber optics, windmills,
efficient car design, electronic trains without conductors, sonar, roboti=
cs,
Hubble telescope) can have both benefits and drawbacks (e.g., design cons=
traints,
unintended consequences, risks) (Assess Locally) |
6 |
| ST |
2 |
A |
Describe how the cont=
ributions
of scientists and inventors, representing different cultures, races, and
gender, have contributed to science, technology and human activity (e.g.,
George Washington Carver, Thomas Edison, Thomas Jefferson, Isaac Newton, =
Marie
Curie, Galileo, Albert Einstein, Mae Jemison, Edwin Hubble, Charles Darwi=
n,
Jonas Salk, Louis Pasteur, Jane Goodall, Tom Akers, John Wesley Powell,
Rachel Carson) (Assess Loca=
lly |
6 |
| ST |
2 |
B |
Recognize the difficu=
lty
science innovators experience as they attempt to break through accepted i=
deas
(hypotheses, laws, theories) of their time to reach conclusions that may =
lead
to changes in those ideas and serve to advance scientific understanding (=
e.g.,
Darwin, Copernicus, Newton |
6 |
| ST |
2 |
B |
Recognize explanation=
s have
changed over time as a result of new evidence |
6 |
| ST |
3 |
B |
Describe ways in whic=
h science
and society influence one another (e.g., scientific knowledge and the
procedures used by scientists influence the way many individuals in socie=
ty
think about themselves, others, and the environment; societal challenges =
often
inspire questions for scientific research; social priorities often influe=
nce
research priorities through the availability of funding for research |
6 |
| ST |
3 |
B |
Identify and evaluate=
the
physical, social, economic, and/or environmental problems that may be
overcome using science and technology (e.g., the need for alternative fue=
ls,
human travel in space, AIDS) |
6 |
| ES |
1 |
C |
Describe the composit=
ion of the
Earth’s atmosphere (i.e., mixture of gases, water and minute partic=
les)
and how it circulates as air masses |
7 |
| ES |
1 |
C |
Describe the role atm=
osphere
(e.g., clouds, ozone) plays in precipitation, reflecting and filtering li=
ght
from the Sun, and trapping heat energy emitted from the Earth’s sur=
face |
7 |
| ES |
2 |
E |
Explain and trace the=
possible
paths of water through the hydrosphere, geosphere, and atmosphere (i.e., =
the
water cycle: evaporation, condensation, precipitation, surface run-off/
groundwater flow) |
7 |
| ES |
2 |
E |
Relate the different =
forms
water can take (i.e., snow, rain, sleet, fog, clouds, dew, humidity) as it
moves through the water cycle to atmospheric conditions (i.e., temperatur=
e,
pressure, wind direction and speed, humidity) at a given geographic locat=
ion |
7 |
| ES |
2 |
E |
Explain how thermal e=
nergy is
transferred throughout the water cycle by the processes of convection,
conduction, and radiation
| 7 |
| ES |
2 |
F |
Explain how the diffe=
rences in
surface temperature, due to the different heating and cooling rates of wa=
ter
and soil, affect the temperature and movement of the air above |
7 |
| ES |
2 |
F |
Recognize the charact=
eristics
of air masses (i.e., high/low barometric pressure, temperature) and predi=
ct
their effect on the weather in a given location |
7 |
| ES |
2 |
F |
Identify weather conditions assoc=
iated
with cold fronts and warm fronts |
7 |
| ES |
2 |
F |
Identify factors that=
affect
weather patterns in a particular region (e.g., proximity to large bodies =
of
water, latitude, altitude, prevailing wind currents, amount of solar
radiation, location with respect to mountain ranges |
7 |
| ES |
2 |
F |
Collect and interpret=
weather
data (e.g., cloud cover, precipitation, wind speed and direction) from
weather instruments and maps to explain present day weather and to predict
the next day’s weather |
7 |
| ES |
2 |
F |
Recognize significant=
changes
in temperature and barometric pressure may cause dramatic weather phenome=
na
(i.e., severe thunderstorms, tornadoes, hurricanes) |
7 |
| ES |
3 |
A |
Distinguish between r=
enewable
(e.g., geothermal, hydroelectric) and nonrenewable (e.g., fossil fuel) en=
ergy
sources |
7 |
| ES |
3 |
A |
Provide examples of h=
ow the
availability of fresh water for humans and other living organisms is
dependent upon the water cycle |
7 |
| FM |
1 |
A |
Describe the circular=
motion of
a moving object as the result of a force acting toward the center |
7 |
| FM |
1 |
A |
Classify different ty=
pes of
motion (e.g., straight line, projectile, circular, vibrational) |
7 |
| FM |
1 |
A |
Given an object in mo=
tion,
calculate its speed (distance/time) |
7 |
| FM |
1 |
A |
Interpret a line graph
representing an object’s motion in terms of distance over time (spe=
ed)
using metric units |
7 |
| FM |
2 |
A |
Identify and describe=
the types
of forces acting on an object in motion, at rest, floating/sinking (i.e.,
type of force, direction, amount of force in Newtons |
7 |
| FM |
2 |
A |
Compare the forces ac=
ting on an
object by using a spring scale to measure them to the nearest Newton |
7 |
| FM |
2 |
B |
Recognize every objec=
t exerts a
gravitational force of attraction on every other object |
7 |
| FM |
2 |
B |
Recognize an object&#=
8217;s
weight is a measure of the gravitational force of a planet/moon acting on
that object |
7 |
| FM |
2 |
B |
Compare the amount of
gravitational force acting between objects (which is dependent upon their
masses and the distance between them) |
7 |
| FM |
2 |
D |
Compare the effects o=
f balanced
and unbalanced forces (including magnetic, gravity, friction, push or pul=
l)
on an object’s motion |
7 |
| FM |
2 |
D |
Explain that when for=
ces
(including magnetic, gravity, friction, push or pull) are balanced, objec=
ts
are at rest or their motion remains constant |
7 |
| FM |
2 |
D |
Explain that a change=
in motion
is the result of an unbalanced force acting upon an object |
7 |
| FM |
2 |
D |
Explain how the accel=
eration of
a moving object is affected by the amount of net force applied and the ma=
ss
of the object |
7 |
| FM |
2 |
F |
Recognize examples of=
work
being done on an object (force applied and distance moved in the directio=
n of
the applied force) with and without the use of simple machines |
7 |
| FM |
2 |
F |
Calculate the amount =
of work
done when a force is applied to an object over a distance W =3D f x d |
7 |
| FM |
2 |
F |
Explain how simple ma=
chines
affect the amount of effort force, distance through which a force is appl=
ied,
and/or direction of force while doing work |
7 |
| FM |
2 |
F |
Recognize the amount =
of work
output is never greater than the amount of work input, with or without the
use of a simple machine |
7 |
| FM |
2 |
F |
Evaluate simple machi=
ne designs
to determine which design requires the least amount of effort force and
explain why |
7 |
| IN |
1 |
A |
Formulate testable qu=
estions
and hypotheses |
7 |
| IN |
1 |
A |
Recognize the importa=
nce of the
independent variable, dependent variables, control of constants, and mult=
iple
trials to the design of a valid experiment |
7 |
| IN |
1 |
A |
Design and conduct a =
valid
experiment |
7 |
| IN |
1 |
A |
Evaluate the design o=
f an
experiment and make suggestions for reasonable improvements or extensions=
of
an experiment |
7 |
| IN |
1 |
A |
Recognize that differ=
ent kinds
of questions suggest different kinds of scientific investigations (e.g., =
some
involve observing and describing objects organisms, or events; some invol=
ve
collecting specimens; some involve experiments; some involve making obser=
vations
in nature; some involve discovery of new objects and phenomena; some invo=
lve
making models |
7 |
| IN |
1 |
A |
Acknowledge there is =
no fixed
procedure called “the scientific method”, but some investigat=
ions
involve systematic observations, carefully collected and relevant evidenc=
e,
logical reasoning, and imagination in developing hypotheses and other exp=
lanations |
7 |
| IN |
1 |
B |
Make qualitative obse=
rvations
using the five senses |
7 |
| IN |
1 |
B |
Determine the appropr=
iate tools
and techniques to collect data |
7 |
| IN |
1 |
B |
Use a variety of tool=
s and
equipment to gather data (e.g., microscopes, thermometers, analog and dig=
ital
meters, computers, spring scales, balances, metric rulers, graduated
cylinders, stopwatches |
7 |
| IN |
1 |
B |
Measure length to the=
nearest
millimeter, mass to the nearest gram, volume to the nearest milliliter, f=
orce
(weight) to the nearest Newton, temperature to the nearest degree Celsius,
time to the nearest second |
7 |
| IN |
1 |
B |
Compare
amounts/measurements |
7 |
| IN |
1 |
B |
Judge whether measure=
ments and
computation of quantities are reasonable |
7 |
| IN |
1 |
B |
Calculate the range a=
nd
average/mean of a set of data |
7 |
| IN |
1 |
C |
Use quantitative and
qualitative data as support for reasonable explanations (conclusions) |
7 |
| IN |
1 |
C |
Use data as support f=
or
observed patterns and relationships, and to make predictions to be tested=
|
7 |
| IN |
1 |
C |
Recognize the possibl=
e effects
of errors in observations, measurements, and calculations on the formulat=
ion
of explanations (conclusions) |
7 |
| IN |
1 |
D |
Evaluate the reasonab=
leness of
an explanation (conclusion |
7 |
| IN |
1 |
D |
Analyze whether evide=
nce (data)
and scientific principles support proposed explanations (hypotheses, laws,
theories |
7 |
| IN |
1 |
E |
Communicate the proce=
dures and
results of investigations and explanations through: oral presentations, drawings and maps, data tables (allowing for the recording and =
analysis
of data relevant to the experiment, such as independent and dependent
variables, multiple trials,
beginning and ending times or temperatures, derived quantities) gr=
aphs
(bar, single line, pictograph), equations and writings |
7 |
| ME |
1 |
D |
Describe the
relationship between temperature and the movement of atmospheric gases (i=
.e.,
warm air rises due to expansion of the volume of gas, cool air sinks due =
to
contraction of the volume of gas) |
7 |
| ME |
1 |
I |
Explain that the amou=
nt of
matter remains constant while being recycled through the water cycle |
7 |
| ME |
2 |
A |
Recognize thermal ene=
rgy as the
random motion (kinetic ener=
gy) of
molecules or atoms within a substance |
7 |
| ME |
2 |
A |
Use the kinetic molec=
ular model
to explain changes in the temperature of a material |
7 |
| ME |
2 |
A |
Recognize thermal ene=
rgy is
transferred as heat from warmer objects to cooler objects until both reach
the same temperature (equilibrium) |
7 |
| ME |
2 |
A |
Recognize the type of=
materials
that transfer energy by conduction, convection, and/or radiation |
7 |
| ME |
2 |
A |
Describe how heat is
transferred by conduction, convection, and radiation, and classify exampl=
es
of each |
7 |
| ME |
2 |
A |
Classify common mater=
ials
(e.g., wood, foam, plastic, glass, aluminum foil, soil, air, water) as
conductors or insulators of thermal energy |
7 |
| ME |
2 |
A |
Predict the differenc=
es in
temperature over time on different colored (black and white) objects plac=
ed
under the same heat source |
7 |
| ME |
2 |
A |
Describe the interact=
ions
(i.e., repel, attract) of like and unlike charges (i.e., magnetic, static
electric, electrical |
7 |
| ME |
2 |
A |
Diagram and identify =
a complete
electric circuit by using a source (battery), means of transfer (wires), and
receiver (resistance bulbs, motors, fans) |
7 |
| ME |
2 |
A |
Observe and describe =
the
evidence of energy transfer in a closed series circuit |
7 |
| ME |
2 |
A |
Describe the effects =
of
resistance (number of receivers), amount of voltage (number of energy
sources), and kind of transfer materials on the current being transferred
through a circuit (e.g., brightness of light, speed of motor) |
7 |
| ME |
2 |
A |
Classify materials as
conductors or insulators of electricity when placed within a circuit (e.g=
.,
wood, pencil lead, plastic, glass, aluminum foil, lemon juice, air, water=
) |
7 |
| ME |
2 |
A |
Diagram and distingui=
sh between
complete series and parallel circuits |
7 |
| ME |
2 |
A |
Identify advantages a=
nd
disadvantages of series and parallel circuits |
7 |
| ME |
2 |
C |
Identify solar radiat=
ion as the
primary source of energy for weather phenomena |
7 |
| ME |
2 |
F |
Identify the differen=
t energy
transformations that occur between different systems (e.g., chemical ener=
gy
in battery converted to electricity in circuit converted to light and heat
from a bulb) |
7 |
| ME |
2 |
F |
Recognize that, durin=
g an
energy transformation, heat is often transferred from one object (system)=
to
another because of a difference in temperature |
7 |
| ME |
2 |
F |
Recognize energy is n=
ot lost
but conserved as it is transferred and transformed |
7 |
| ST |
1 |
A |
Explain how technolog=
ical
improvements, such as those developed for use in space exploration, the
military, or medicine, have led to the invention of new products that may
improve lives here on Earth (e.g., new materials, freeze-dried foods,
infrared goggles, Velcro, satellite imagery, robotics, lasers) |
7 |
| ST |
1 |
B |
Identify the link bet=
ween
technological developments and the scientific discoveries made possible
through their development (e.g., Hubble telescope and stellar evolution,
composition and structure of the universe; the electron microscope and ce=
ll
organelles; sonar and the composition of the Earth; manned and unmanned s=
pace
missions and space exploration; Doppler radar and weather conditions; MRI=
and
CAT-scans and brain activity) |
7 |
| ST |
1 |
C |
Describe how technolo=
gical
solutions to problems (e.g., storm water runoff, fiber optics, windmills,
efficient car design, electronic trains without conductors, sonar, roboti=
cs,
Hubble telescope) can have both benefits and drawbacks (e.g., design cons=
traints,
unintended consequences, risks) (Assess Locally) |
7 |
| ST |
2 |
A |
Describe how the cont=
ributions
of scientists and inventors, representing different cultures, races, and
gender, have contributed to science, technology and human activity (e.g.,
George Washington Carver, Thomas Edison, Thomas Jefferson, Isaac Newton, =
Marie
Curie, Galileo, Albert Einstein, Mae Jemison, Edwin Hubble, Charles Darwi=
n,
Jonas Salk, Louis Pasteur, Jane Goodall, Tom Akers, John Wesley Powell,
Rachel Carson) (Assess Loca=
lly |
7 |
| ST |
2 |
B |
Recognize the difficu=
lty
science innovators experience as they attempt to break through accepted i=
deas
(hypotheses, laws, theories) of their time to reach conclusions that may =
lead
to changes in those ideas and serve to advance scientific understanding (=
e.g.,
Darwin, Copernicus, Newton |
7 |
| ST |
2 |
B |
Recognize explanation=
s have
changed over time as a result of new evidence |
7 |
| ST |
3 |
B |
Describe ways in whic=
h science
and society influence one another (e.g., scientific knowledge and the
procedures used by scientists influence the way many individuals in socie=
ty
think about themselves, others, and the environment; societal challenges =
often
inspire questions for scientific research; social priorities often influe=
nce
research priorities through the availability of funding for research |
7 |
| ST |
3 |
B |
Identify and evaluate=
the
physical, social, economic, and/or environmental problems that may be
overcome using science and technology (e.g., the need for alternative fue=
ls,
human travel in space, AIDS) |
7 |
| UN |
1 |
A |
Classify celestial bo=
dies in
the solar system into categories: Sun, Moon, planets, and other small bod=
ies
(i.e., asteroids, comets, meteors), based on physical properties |
7 |
| UN |
1 |
A |
Compare and contrast =
the size,
composition, atmosphere, and surface of the planets (inner vs. outer) in =
our
solar system and Earth’s moon |
7 |
| UN |
1 |
A |
Recognize the relative
proximity of common celestial bodies (i.e., Sun, Moon, planets, smaller
celestial bodies such as comets and meteors, other stars) in the sky to t=
he
Earth |
7 |
| UN |
1 |
B |
Describe how the Eart=
h’s
placement in the solar system is favorable to sustain life (i.e., distance
from the Sun, temperature, atmosphere) |
7 |
| UN |
1 |
B |
Compare and contrast =
the
characteristics of Earth that support life with the characteristics of ot=
her
planets that are considered favorable or unfavorable to life (e.g.,
atmospheric gases, extremely high/low temperatures |
7 |
| UN |
1 |
C |
Recognize stars are s=
eparated
from one another by vast and different distances, which causes stars to
appear smaller than the Sun |
7 |
| UN |
1 |
C |
Compare the distance =
light
travels from the Sun to Earth to the distance light travels from other st=
ars
to Earth using light years |
7 |
| UN |
2 |
A |
Relate the apparent
east-to-west changes in the positions of the Sun, other stars, and planet=
s in
the sky over the course of a day to Earth’s counterclockwise rotation about =
its
axis |
7 |
| UN |
2 |
A |
Describe the pattern =
that can
be observed in the changes =
in
number of hours of visible sunlight, and the time and location of sunrise=
and
sunset, throughout the year =
|
7 |
| UN |
2 |
A |
Recognize, in the Nor=
thern
Hemisphere, the Sun appears lower in the sky during the winter and higher=
in
the sky during the summer
| 7 |
| UN |
2 |
A |
Recognize, in winter,=
the Sun
appears to rise in the Southeast and set in the Southwest, accounting for=
a
relatively short day length, and, in summer, the Sun appears to rise in t=
he
Northeast and set in the Northwest, accounting for a relatively long day
length |
7 |
| UN |
2 |
A |
Recognize the Sun is =
never
directly overhead when observed from North America |
7 |
| UN |
2 |
B |
Observe the change in=
time and
location of Moon rise, Moon set, and the Moon’s appearance relative=
to
time of day and month over several months, and note the pattern in this
change |
7 |
| UN |
2 |
B |
Recognize
the Moon rise=
s later
each day due to its revolution around the Earth in a counterclockwise
direction |
7 |
| UN |
2 |
B |
Recognize
the Moon is in the sky for roughly 12 hours in a 24-hour period (i.e., if=
the
Moon rises at about 6 P.M., it will set at about 6 A.M.) |
7 |
| UN |
2 |
B |
Recognize
that one half of the Moon is always facing the Sun and, therefore, one ha=
lf
of the Moon is always lit |
7 |
| UN |
2 |
B |
Relate the apparent c=
hange in
the Moon’s position i=
n the
sky as it appears to move east-to-west over the course of a day to
Earth’s counterclockwise rotation about its axis |
7 |
| UN |
2 |
B |
Describe how the appe=
arance of
the Moon that can be seen from Earth changes approximately every 28 days =
in
an observable pattern (moon phases |
7 |
| UN |
2 |
C |
Illustrate and explai=
n a day as
the time it takes a planet to make a full rotation about its axis |
7 |
| UN |
2 |
C |
Diagram the path (orb=
ital
ellipse) the Earth travels as it revolves around the Sun |
7 |
| UN |
2 |
C |
Illustrate and explai=
n a year
as the time it takes a planet to revolve around the Sun |
7 |
| UN |
2 |
C |
Explain the relations=
hips
between a planet’s length of year (period of revolution) and its
position in the solar system |
7 |
| UN |
2 |
C |
Recognize the phases of the moon =
are
due to the relative positions of the Moon with respect to the Earth and S=
un |
7 |
| UN |
2 |
C |
Relate the axial tilt=
and
orbital position of the Earth as it revolves around the Sun to the intens=
ity
of sunlight falling on different parts of the Earth during different
seasons |
7 |
| UN |
2 |
D |
Describe how the Eart=
h’s
gravity pulls any object on or near the Earth toward it (including natural
and artificial satellites) |
7 |
| UN |
2 |
D |
Describe how the plan=
ets’
gravitational pull keeps satellites and moons in orbit around them |
7 |
| UN |
2 |
D |
Describe how the Sun’s
gravitational pull holds the Earth and other planets in their orbits |
7 |
| EC |
1 |
D |
Explain the beneficia=
l or
detrimental impact that some organisms (i.e., viruses, bacteria, protists,
fungi) may have on other organisms (e.g., diseases, antibiotics, breakdow=
n of
waste, fermentation |
8 |
| EC |
2 |
B |
Illustrate the oxygen=
/carbon
dioxide cycles (including the processes of photosynthesis and cellular
respiration) |
8 |
| EC |
2 |
B |
Describe the processe=
s involved
in the recycling of matter in the oxygen/carbon dioxide cycles |
8 |
| EC |
1 |
A |
Describe how the seas=
ons affect
the everyday life of humans (e.g., clothing, activities |
8 |
| ES |
1 |
A |
Differentiate between=
minerals
and rocks (which are composed of different kinds of minerals |
8 |
| ES |
1 |
A |
Describe the distingu=
ishing
properties that can be used to classify minerals (i.e., texture, smell,
luster, hardness, crystal shape, streak, reaction to magnets and acids) |
8 |
| ES |
1 |
A |
Describe the methods =
used to
identify the distinguishing properties of minerals |
8 |
| ES |
1 |
A |
Classify rocks as sed=
imentary,
igneous, or metamorphic |
8 |
| ES |
2 |
B |
Explain convection currents are t=
he
result of uneven heating inside the mantle resulting in the melting of ro=
ck
materials, convection of magma, eruption/flow of magma, and movement of
crustal plates |
8 |
| ES |
2 |
B |
Explain how rock laye=
rs are
affected by the folding, breaking, and uplifting of rock layers due to pl=
ate
motion |
8 |
| ES |
2 |
B |
Describe how the move=
ment of
crustal plates can cause earthquakes and volcanic eruptions that can resu=
lt
in mountain building and trench formation |
8 |
| ES |
2 |
C |
Explain how heating a=
nd cooling
in the mantle layer leads to the formation of metamorphic rocks and some
igneous rocks |
8 |
| ES |
2 |
C |
Make inferences about=
the
formation of igneous and metamorphic rocks from their physical properties
(e.g., crystal size indicates rate of cooling, air pockets or glassy text=
ure
indicate volcanic activity) |
8 |
| ES |
2 |
C |
Explain and diagram t=
he
external and internal processes of the rock cycle (e.g., weathering and
erosion, sedimentation, compaction, heating, recrystallization, resurfaci=
ng
due to forces that drive plate motion) |
8 |
| ES |
2 |
D |
Describe the methods =
used to
estimate geologic time and the age of the Earth (e.g., techniques used to
date rocks and rock layers, presence of fossils) |
8 |
| ES |
2 |
D |
Use rock and fossil e=
vidence to
make inferences about the age, history, and changing life forms and
environment of the Earth (i.e., changes in successive layers of sedimenta=
ry
rock and the fossils contained within them, similarities between fossils =
in
different geographic locations, similarities between fossils and organisms
present today, fossils of organisms indicating changes in climate, fossil=
s of
extinct organisms) |
8 |
| IN |
1 |
A |
Formulate testable qu=
estions
and hypotheses |
8 |
| IN |
1 |
A |
Recognize the importa=
nce of the
independent variable, dependent variables, control of constants, and mult=
iple
trials to the design of a valid experiment |
8 |
| IN |
1 |
A |
Design and conduct a =
valid
experiment |
8 |
| IN |
1 |
A |
Evaluate the design o=
f an
experiment and make suggestions for reasonable improvements or extensions=
of
an experiment |
8 |
| IN |
1 |
A |
Recognize that differ=
ent kinds
of questions suggest different kinds of scientific investigations (e.g., =
some
involve observing and describing objects organisms, or events; some invol=
ve
collecting specimens; some involve experiments; some involve making obser=
vations
in nature; some involve discovery of new objects and phenomena; some invo=
lve
making models |
8 |
| IN |
1 |
A |
Acknowledge there is =
no fixed
procedure called “the scientific method”, but some investigat=
ions
involve systematic observations, carefully collected and relevant evidenc=
e,
logical reasoning, and imagination in developing hypotheses and other exp=
lanations |
8 |
| IN |
1 |
B |
Make qualitative obse=
rvations
using the five senses |
8 |
| IN |
1 |
B |
Determine the appropr=
iate tools
and techniques to collect data |
8 |
| IN |
1 |
B |
Use a variety of tool=
s and
equipment to gather data (e.g., microscopes, thermometers, analog and dig=
ital
meters, computers, spring scales, balances, metric rulers, graduated
cylinders, stopwatches |
8 |
| IN |
1 |
B |
Measure length to the=
nearest
millimeter, mass to the nearest gram, volume to the nearest milliliter, f=
orce
(weight) to the nearest Newton, temperature to the nearest degree Celsius,
time to the nearest second |
8 |
| IN |
1 |
B |
Compare
amounts/measurements |
8 |
| IN |
1 |
B |
Judge whether measure=
ments and
computation of quantities are reasonable |
8 |
| IN |
1 |
B |
Calculate the range a=
nd
average/mean of a set of data |
8 |
| IN |
1 |
C |
Use quantitative and
qualitative data as support for reasonable explanations (conclusions) |
8 |
| IN |
1 |
C |
Use data as support f=
or
observed patterns and relationships, and to make predictions to be tested=
|
8 |
| IN |
1 |
C |
Recognize the possibl=
e effects
of errors in observations, measurements, and calculations on the formulat=
ion
of explanations (conclusions) |
8 |
| IN |
1 |
D |
Evaluate the reasonab=
leness of
an explanation (conclusion |
8 |
| IN |
1 |
D |
Analyze whether evide=
nce (data)
and scientific principles support proposed explanations (hypotheses, laws,
theories |
8 |
| IN |
1 |
E |
Communicate the proce=
dures and
results of investigations and explanations through: oral presentations, drawings and maps, data tables (allowing for the recording and =
analysis
of data relevant to the experiment, such as independent and dependent
variables, multiple trials,
beginning and ending times or temperatures, derived quantities) gr=
aphs
(bar, single line, pictograph), equations and writings |
8 |
| LO |
1 |
A |
Recognize that most p=
lants and
animals require food and oxygen (needed to release the energy from that f=
ood) |
8 |
| LO |
1 |
D |
Identify and contrast=
the
structures of plants and animals that serve similar functions (e.g., taki=
ng
in water and oxygen, support, response to stimuli, obtaining energy,
circulation, digestion, excretion, reproduction) |
8 |
| LO |
2 |
A |
Recognize the cell membrane helps regulate the transfer of materia=
ls in
and out of the cell |
8 |
| LO |
2 |
A |
Recognize the functio=
n of the
chloroplast is photosynthesis |
8 |
| LO |
2 |
B |
Recognize photosynthe=
sis is a
chemical change with reactants (water and carbon dioxide) and products
(energy-rich sugar molecules and oxygen) that takes place in the presence=
of
light and chlorophyll |
8 |
| LO |
2 |
B |
Recognize oxygen is n=
eeded by
all cells of most organisms for the release of energy from nutrient (suga=
r)
molecules (Do NOT assess the term cellular respiration) |
8 |
| LO |
2 |
B |
Describe the importan=
ce of the
transport and exchange of oxygen and carbon dioxide to the survival of the
organism |
8 |
| LO |
2 |
C |
Identify and give exa=
mples of
each level of organization (cell, tissue, organ, organ system) in
multicellular organisms (plants, animals) |
8 |
| LO |
2 |
C |
Illustrate and explai=
n the path
water and nutrients take as they move through the transport system of a
plant |
8 |
| LO |
2 |
C |
Explain the interacti=
ons
between the circulatory and digestive systems as nutrients are processed =
by
the digestive system, passed into the blood stream, and transported in and
out of the cell |
8 |
| LO |
2 |
C |
Compare and contrast =
the
processes of mechanical and chemical digestion, and their role in providi=
ng
materials necessary for survival of the cell and organism |
8 |
| LO |
2 |
C |
Identify the importance of the
transport and exchange of nutrient and waste molecules to the survival of=
the
cell and organism |
8 |
| LO |
2 |
C |
Explain the interacti=
ons
between the circulatory and respiratory systems in exchanging oxygen and
carbon dioxide between cells and the atmosphere (when oxygen enters the b=
ody,
passes into the blood stream, and is transported into the cell; carbon
dioxide is transported out of the cell, passes into the blood stream, and
exits the body) |
8 |
| LO |
2 |
C |
Explain the interacti=
ons
between the nervous and muscular systems when an organism responds to a
stimulus |
8 |
| LO |
2 |
F |
Predict the response =
the body
may take to maintain internal balance during an environmental change (e.g=
.,
shivering when cold, slowing metabolism when food supply decreases or when
dehydrated, adrenaline rush when frightened |
8 |
| LO |
2 |
G |
Explain the cause and=
effect of
diseases (e.g., AIDS, cancer, diabetes, hypertension) on the human body
(locally assessed) |
8 |
| LO |
2 |
G |
Relate some common di=
seases
(i.e., cold, influenza, strep throat, dysentery, fungal infections) to the
organisms that cause them (bacteria, viruses, protests, fungi) |
8 |
| LO |
2 |
G |
Differentiate between
infectious and noninfectious diseases |
8 |
| LO |
2 |
G |
Explain the role of a=
ntibiotics
and vaccines in the treatment and prevention of diseases |
8 |
| LO |
3 |
A |
Compare and contrast =
the
processes of asexual and sexual reproduction, including the type and numb=
er
of cells involved (one body cell in asexual, two sex cells in sexual), and
the number of gene sets (body cell has two sets, sex cells have one set e=
ach)
passed from parent(s) to offspring |
8 |
| LO |
3 |
A |
Identify examples of =
asexual
reproduction (i.e., plants budding, binary fission of single cell organis=
ms) |
8 |
| LO |
3 |
A |
Compare and contrast =
the
reproductive mechanisms of classes of vertebrates (i.e., internal vs.
external fertilization) |
8 |
| LO |
3 |
A |
Recognize how floweri=
ng plants
reproduce sexually |
8 |
| LO |
3 |
C |
Identify chromosomes =
as
cellular structures that occur in pairs that carry hereditary information=
in
units called genes |
8 |
| LO |
3 |
C |
Recognize when asexual
reproduction occurs, the same genetic information found in the parent cel=
l is
copied and passed on to each new daughter cell (Assess only the concept –=
not
the term or process of mitosis |
8 |
| LO |
3 |
C |
Recognize when sexual
reproduction occurs, genetic material from both parents is passed on and
combined to form the genetic code for the new organism (Assess only the concept –=
not
the term or process of meiosis |
8 |
| LO |
3 |
D |
Recognize when asexual
reproduction occurs, the daughter cell is identical to the parent cell
(assuming no change in the parent genes |
8 |
| LO |
3 |
D |
Recognize when sexual
reproduction occurs, the offspring is not identical to either parent due =
to
the combining of the different genetic codes contained in each sex cell
| 8 |
| ME |
1 |
A |
Recognize elements (u=
nique
atoms) and compounds (molecules or crystals) are pure substances that have
characteristic properties
| 8 |
| ME |
1 |
A |
Describe the physical=
and
chemical properties (e.g., magnetic attraction, conductivity, melting poi=
nt
and boiling point, reactivity) of pure substances (elements or compounds)
(e.g., copper wire, aluminum wire, iron, charcoal, sulfur, water, salt,
sugar, sodium bicarbonate, galena, quartz, magnetite, pyrite) using
appropriate senses and tools |
8 |
| ME |
1 |
C |
Describe evidence (e.=
g.,
diffusion of colored material into clear material such as water; light
reflecting off of dust particles in air; changes in physical properties a=
nd
reactivity such as gold hammered into foil, oil spreading on the surface =
of
water, decay of organic matter, condensation of water vapor by increased
pressure) that supports the theory that matter is composed of moving
particles too small to be seen (atoms, molecules |
8 |
| ME |
1 |
D |
Using the Kinetic The=
ory model,
illustrate and account for the physical properties (i.e., shape, volume,
malleability, viscosity) of=
a
solid, liquid, or gas in terms of the arrangement and motion of molecules=
in
a substance |
8 |
| ME |
1 |
D |
Use the Kinetic Theory model to e=
xplain
changes in the volume, shape, and viscosity of materials in response to
temperature changes during a phase change |
8 |
| ME |
1 |
D |
Predict the effect of=
energy
transfer on the physical properties of a substance as it changes to or fr=
om a
solid, liquid, or gas (i.e., phase changes that occur during freezing,
melting, evaporation, boiling, condensation) |
8 |
| ME |
1 |
F |
Recognize more than 1=
00 known
elements (unique atoms) exist that may be combined in nature or by man to
produce compounds that make up the living and nonliving substances in the
environment (Do NOT assess memorization of the Periodic Table |
8 |
| ME |
1 |
I |
Provide evidence that=
mass is
conserved during a chemical change in a closed system (e.g., vinegar + ba=
king
soda, mold growing in a closed container, steel wool rusting) |
8 |
| ME |
1 |
I |
Explain that the amou=
nt of
matter remains constant while being recycled through the rock cycle |
8 |
| ME |
1 |
I |
Explain that the amou=
nt of
matter remains constant while being recycled through food chains and food
webs |
8 |
| ME |
2 |
A |
Recognize chemical en=
ergy is
stored in chemical compounds (e.g., energy stored in and released from fo=
od
molecules, batteries, nitrogen explosives, fireworks, organic fuels) |
8 |
| ME |
2 |
F |
Identify the evidence=
of
different energy transformations (e.g., explosion of light, heat, and sou=
nd,
temperature change, electrical charge) that may occur as chemical energy =
is
released during a chemical reaction |
8 |
| ST |
1 |
A |
Explain how technolog=
ical
improvements, such as those developed for use in space exploration, the
military, or medicine, have led to the invention of new products that may
improve lives here on Earth (e.g., new materials, freeze-dried foods,
infrared goggles, Velcro, satellite imagery, robotics, lasers) |
8 |
| ST |
1 |
B |
Identify the link bet=
ween
technological developments and the scientific discoveries made possible
through their development (e.g., Hubble telescope and stellar evolution,
composition and structure of the universe; the electron microscope and ce=
ll
organelles; sonar and the composition of the Earth; manned and unmanned s=
pace
missions and space exploration; Doppler radar and weather conditions; MRI=
and
CAT-scans and brain activity) |
8 |
| ST |
1 |
C |
Describe how technolo=
gical
solutions to problems (e.g., storm water runoff, fiber optics, windmills,
efficient car design, electronic trains without conductors, sonar, roboti=
cs,
Hubble telescope) can have both benefits and drawbacks (e.g., design cons=
traints,
unintended consequences, risks) (Assess Locally) |
8 |
| ST |
2 |
A |
Describe how the cont=
ributions
of scientists and inventors, representing different cultures, races, and
gender, have contributed to science, technology and human activity (e.g.,
George Washington Carver, Thomas Edison, Thomas Jefferson, Isaac Newton, =
Marie
Curie, Galileo, Albert Einstein, Mae Jemison, Edwin Hubble, Charles Darwi=
n,
Jonas Salk, Louis Pasteur, Jane Goodall, Tom Akers, John Wesley Powell,
Rachel Carson) (Assess Loca=
lly |
8 |
| ST |
2 |
B |
Recognize the difficu=
lty
science innovators experience as they attempt to break through accepted i=
deas
(hypotheses, laws, theories) of their time to reach conclusions that may =
lead
to changes in those ideas and serve to advance scientific understanding (=
e.g.,
Darwin, Copernicus, Newton |
8 |
| ST |
2 |
B |
Recognize explanation=
s have
changed over time as a result of new evidence |
8 |
| ST |
3 |
B |
Describe ways in whic=
h science
and society influence one another (e.g., scientific knowledge and the
procedures used by scientists influence the way many individuals in socie=
ty
think about themselves, others, and the environment; societal challenges =
often
inspire questions for scientific research; social priorities often influe=
nce
research priorities through the availability of funding for research |
8 |
| ST |
3 |
B |
Identify and evaluate=
the
physical, social, economic, and/or environmental problems that may be
overcome using science and technology (e.g., the need for alternative fue=
ls,
human travel in space, AIDS) |
8 |
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Social Studies GLEs f=
or Grades
4-8 |
|
| PC |
1 |
A |
a.i |
Identify and explain =
why
Missouri has a constitution and why the state makes and enforces laws |
04 |
| PC |
1 |
B |
a.i |
Identify rights included in the Bill of R=
ights, including freedoms of religion, speech, press; to asse=
mble
peacefully; to petition the government; and to be treated fairly by the
government |
04 |
| PC |
1 |
C |
a.i |
Explain the major pur=
pose of
the Constitution and the Bill of Rights |
04 |
| MH |
1 |
A |
a.i |
Identify and describe=
the
significance of the individuals from Missouri who =
have
made contributions to our state and national heritage; examples include Lewis and Clark, Mary Easton Sibley, =
John
Berry Meacham, George Washington Carver, Laura Ingalls Wilder, Mark Twain,
Harry S Truman and Thomas Hart Benton |
04 |
| MH |
1 |
A |
b.i |
Locate and describe s=
ettlements
in Missouri of people of European and African heritage |
04 |
| MH |
1 |
A |
c.i |
Outline issues of Mis=
souri
statehood, such as the Missouri Compromise |
04 |
| MH |
1 |
A |
d.i |
Summarize the events =
in
westward expansion, including people's motivation, their hardships and
Missouri as a jumping-off point to the West |
04 |
| MH |
1 |
A |
e.i |
Explain Missouri's ro=
le in the
Civil War (i.e., Missouri as a border state) |
04 |
| MH |
1 |
A |
f.i |
Describe the changes =
in
Missouri since the Civil War in education, transportation and communicati=
on |
04 |
| MH |
2 |
B |
a.i |
Describe the contribu=
tions of
Thomas Jefferson. |
04 |
| MH |
2 |
B |
a.ii |
Sequence and describe=
the
importance of Louisiana Purchase |
04 |
| MH |
2 |
B |
a.iii |
Sequence and describe=
the
importance of Lewis and Clark Expedition |
04 |
| MH |
2 |
B |
b.i |
Evaluate the impact o=
f westward
expansion on Native Americans in Missouri |
04 |
| GS |
1 |
C |
a.i |
Identify and explain =
the
functions of the three branches of government in the state government |
04 |
| EC |
1 |
A |
a.i |
Compare saving and financial investment |
04 |
| EC |
1 |
A |
b.i |
Explain supply and demand |
04 |
| EC |
1 |
B |
a.i. |
Interpret past, expla=
in present
and predict future consequences of economic decisions. (Decisions would be of a nature =
that
is meaningful to fourth graders, such as decisions made by consumers and decisions pe=
rtaining
to the environment) |
04 |
| EC |
1 |
B |
a.ii |
Interpret past, expla=
in present
and predict future consequences of economic decisions. (Decisions would be of a nature =
that
is meaningful to fourth graders, such as decisions made by consumers and decisions pe=
rtaining
to the environment) |
04 |
| EC |
1 |
C |
a.i |
Explain how the state=
gets the money it needs to provide g=
oods and
services, especially by the collection of sales taxes |
04 |
| EC |
1 |
D |
a.i |
Explain how decisions=
of
households, businesses and governments affect one another. |
04 |
| EG |
1 |
A |
a.i |
Construct and interpr=
et maps |
04 |
| EG |
1 |
B |
a.i |
Locate the cities of =
Kansas
City, Springfield, St. Louis, Jefferson City, Columbia and St. Joseph |
04 |
| EG |
1 |
C |
a.i |
Describe human
characteristics of a
place (such as population composition,
architecture, kinds of economic and recreational activities, transportati=
on
and communication networks, etc.) |
04 |
| EG |
1 |
D |
a.i |
Describe how people a=
re
affected by, depend on, adapt to and change their =
environments |
04 |
| EG |
1 |
F |
a.i |
Compare
regions (e.g., explain how life in a city re=
gion
is different from life in a rural region or how landscapes in mountainous
regions look different from landscapes in plains regions) |
04 |
| EG |
1 |
G |
a.i |
Use geography to inte=
rpret the
past (e.g., why rivers have played an important role in human transportat=
ion)
and predict future consequences (e.g., what will likely happen if the
population of a city increases considerably) |
04 |
| RI |
1 |
B |
a.i |
Analyze how needs are=
met by
groups and organizations (e.g., governments, businesses, schools, religio=
us
institutions, charitable organizations, etc.) |
04 |
| RI |
1 |
C |
a.i |
Evaluate constructive=
processes
or methods for resolving conflicts by using a problem-solving organizer
| 04 |
| TS |
1 |
A |
a.i |
Identify, select and =
use
visual, graphic and auditory aids <=
/span> |
04 |
| TS |
1 |
A |
b.i |
Use and evaluate primary and secondary sources (diaries,
letters, people, interviews, journals and photos) |
04 |
| TS |
1 |
A |
c.i |
Identify and use libr=
ary and
media resources (electronic resources, dictionaries, encyclopedias, video=
s,
periodicals, atlases, almanacs, telephone directories, books and cartoons=
) |
04 |
| TS |
1 |
A |
d.i |
Identify and create a=
rtifacts
(building structures and materials, works of art representative of cultur=
es,
fossils, pottery, tools, clothing, musical instruments) |
04 |
| TS |
1 |
B |
a.i |
Create maps, timeline=
s,
diagrams and cartoons to enhance studies in civics, history, economics and
geography |
04 |
| PC |
1 |
A |
a.i |
Identify important pr=
inciples
in the Declaration of Independence, such as inalienable rights and government by consent of the governed |
05 |
| PC |
1 |
A |
b.i |
Identify important pr=
inciples
in the Constitution |
05 |
| PC |
1 |
A |
b.i.ai |
Identify important pr=
inciples
in the Constitution including limited government |
05 |
| PC |
1 |
A |
b.i.bi |
Identify important pr=
inciples
in the Constitution including rule of law
| 05 |
| PC |
1 |
A |
b.i.ci |
Identify important pr=
inciples
in the Constitution including majority rule=
|
05 |
| PC |
1 |
A |
b.i.di |
Identify important pr=
inciples
in the Constitution including minority rights |
05 |
| PC |
1 |
A |
b.i.ei |
Identify important pr=
inciples
in the Constitution including separation of powers=
|
05 |
| PC |
1 |
A |
b.i.fi |
Identify important pr=
inciples
in the Constitution including checks and balances |
05 |
| PC |
1 |
A |
c.i |
Identify important pr=
inciples
in the Bill of Rights=
, such
as basic rights and freedoms (for rights listed, see Amendments 1-8; for rights not listed, see Amendment 9) |
05 |
| UH |
1 |
A |
a.i |
Summarize the viabili=
ty and
diversity of Native American cultures before Europeans came |
05 |
| UH |
1 |
B |
a.i |
Outline the discovery,
exploration and early settlement of America |
05 |
| UH |
1 |
C |
a.i |
Explain the American
Revolution, including the perspective of patriots and loyalists and facto=
rs
that explain why the American colonists were successful |
05 |
| UH |
1 |
D |
a.i |
Relate the drafting o=
f the
Constitution and the formation of a new nation |
05 |
| UH |
1 |
E |
a.i |
Investigate the cause=
s and
consequences of Westward Expansion |
05 |
| UH |
1 |
E |
a.i.ai |
Investigate the cause=
s and
consequences of Westward Expansion, including Texas and the Mexican War
| 05 |
| UH |
1 |
E |
a.i.bi |
Investigate the cause=
s and
consequences of Westward Expansion, including Oregon Territory |
05 |
| UH |
1 |
E |
a.i.ci |
Investigate the cause=
s and
consequences of Westward Expansion, including the California Gold Rush
| 05 |
| UH |
1 |
F |
a.i |
Examine cultural inte=
ractions
among these groups: Native Americans, Immigrants from Europe, Africans
brought to America |
05 |
| UH |
1 |
H |
a.i |
Identify political, e=
conomic
and social causes and consequences of the Civil War and Reconstruction
| 05 |
| GS |
1 |
A |
a.i |
Identify limited and unlimited governments |
05 |
| GS |
1 |
A |
b.i |
Identify limited and unlimited governments |
05 |
| GS |
1 |
C |
a.i |
Distinguish between p=
owers and
functions of local, state and national government |
05 |
| EC |
1 |
A |
a.i |
Apply economic concep=
ts |
05 |
| EC |
1 |
A |
a.i.ai |
Apply the following e=
conomic
concepts: scarcity, supply and demand, trade-offs (opportunity cost)
| 05 |
| EC |
1 |
A |
a.i.bi |
Apply the following e=
conomic
concepts: scarcity, supply and demand, trade-offs (opportunity cost)
| 05 |
| EC |
1 |
B |
a.i |
Identify the role of =
technology
in our economy and how our economy has changed from an agricultural econo=
my
to an industrial economy |
05 |
| EC |
1 |
C |
a.i |
Interpret the past, e=
xplain the
present and predict future consequences of economic decisions |
05 |
| EG |
1 |
A |
a.i |
Use geographic resear=
ch sources
to acquire information and answer questions |
05 |
| EG |
1 |
A |
b.i |
Construct maps |
05 |
| EG |
1 |
B |
a.i |
Locate cities of Miss=
ouri and
the United States |
05 |
| EG |
1 |
B |
b.i |
Locate states and maj=
or
topographic features of the United States |
05 |
| EG |
1 |
B |
c.i |
Locate and describe r=
eal places, using absolute and relative location |
05 |
| EG |
1 |
C |
a.i |
Identify physical
characteristics, such as climate, topograph=
y,
relationship to water and ecosystems=
|
05 |
| EG |
1 |
C |
b.i |
Identify human
characteristics, such as people's education,
language, diversity, economies, religions, settlement patterns, ethnic
background and political system |
05 |
| EG |
1 |
E |
a.i |
Identify major patter=
ns of
population distribution, demographics and migrations in the United States |
05 |
| EG |
1 |
H |
a.i |
Identify different ki=
nds of regions in the United State=
s |
05 |
| EG |
1 |
I |
a.i |
Use geography to inte=
rpret the
past, explain the present and plan for the future (e.g., physical process=
es
that continue to reshape the earth) |
05 |
| RI |
1 |
B |
a.i |
Identify how a person=
becomes a
member of a group or institution and what factors influence inclusion or
exclusion from a group |
05 |
| RI |
1 |
F |
a.i |
Identify how ideas, c=
oncepts
and traditions have changed over time in the United States |
05 |
| PC |
1 |
A |
a.i |
Identify responsibilities that governments and citizens need to accept to become
effective in a constitutional democracy |
06 |
| PC |
1 |
A |
b.i |
Define the following =
terms |
06 |
| PC |
1 |
A |
b.i.ai |
Define
limited government |
06 |
| PC |
1 |
A |
b.i.bi |
Define rule
of law |
06 |
| PC |
1 |
A |
b.i.ci |
Define majority
rule |
06 |
| PC |
1 |
A |
b.i.di |
Define minority rights |
06 |
| WH |
1 |
A |
a.i |
Examine river civiliz=
ations |
06 |
| WH |
1 |
A |
a.i.ai |
Examine river civiliz=
ations
including Ancient Egypt in North Africa (pyramids and mathematics) |
06 |
| WH |
1 |
A |
a.i.bi |
Examine river civiliz=
ations
including India (religions and culture) |
06 |
| WH |
1 |
A |
a.i.ci |
Examine river civiliz=
ations
including Mesopotamia (beginnings of civilization) |
06 |
| WH |
1 |
A |
a.i.di |
Examine river civiliz=
ations
including China (technological advances) |
06 |
| WH |
1 |
B |
a.i |
Distinguish between G=
reek
civilization and the Roman Empire <=
/span> |
06 |
| WH |
1 |
B |
a.i.ai |
Distinguish between G=
reek
civilization and the Roman Empire regarding · origins of democracy |
06 |
| WH |
1 |
B |
a.i.bi |
Distinguish between G=
reek
civilization and the Roman Empire regarding rule o=
f law |
06 |
| WH |
1 |
B |
a.i.ci |
Distinguish between G=
reek
civilization and the Roman Empire regarding governmental structures |
06 |
| WH |
1 |
C |
a.i |
Investigate Europe in=
the
Middle Ages |
06 |
| WH |
1 |
C |
a.i.ai |
Investigate Europe in=
the
Middle Ages including rise of kingdoms |
06 |
| WH |
1 |
C |
a.i.bi |
Investigate Europe in=
the
Middle Ages including feuda=
lism |
06 |
| WH |
1 |
C |
a.i.ci |
Investigate Europe in=
the
Middle Ages including the Crusades |
06 |
| WH |
1 |
D |
a.i |
Investigate Feudal Ja=
pan |
06 |
| WH |
1 |
D |
a.i.ai |
Investigate Feudal Ja=
pan,
including rise of war lords |
06 |
| WH |
1 |
D |
a.i.bi |
Investigate Feudal Ja=
pan,
including art |
06 |
| WH |
1 |
E |
a.i |
Examine and compare t=
he Mayan,
Aztec and Incan cultures |
06 |
| WH |
1 |
F |
a.i |
Investigate African E=
mpires |
06 |
| WH |
1 |
F |
a.i.ai |
Investigate African E=
mpires,
including agriculture, arts, gold production and the trans-Saharan caravan
trade |
06 |
| WH |
1 |
F |
a.i.bi |
Investigate African E=
mpires,
including spread of Islam into Africa |
06 |
| GS |
1 |
A |
a.i |
Define limited and unlimited governments<=
/font> (i.e., democratic and authoritarian governments) and how
people's lives vary under these systems |
06 |
| EC |
1 |
A |
a.i |
Apply economic concep=
ts |
06 |
| EC |
1 |
A |
a.i.ai |
Apply the following e=
conomic
concepts: scarcity, supply and demand, specialization of=
regions, nations and indiv=
iduals
(trade), trade-offs (opportunity cost), <=
font
class=3D"font12">income, wealth and <=
font
class=3D"font12">sources of wealth |
06 |
| EC |
1 |
A |
a.i.bi |
Apply the following e=
conomic
concepts: scarcity, supply and demand, specialization of=
regions, nations and indiv=
iduals
(trade), trade-offs (opportunity cost), <=
font
class=3D"font12">income, wealth and <=
font
class=3D"font12">sources of wealth |
06 |
| EC |
1 |
A |
a.i.ci |
Apply the following e=
conomic
concepts: scarcity, supply and demand, specialization of=
regions, nations and indiv=
iduals
(trade), trade-offs (opportunity cost), income, wealth and =
sources of wealth |
06 |
| EC |
1 |
C |
a.i |
Interpret the past, e=
xplain the
present and predict future consequences of economic decisions |
06 |
| EC |
1 |
D |
a.i |
Identify the conseque=
nces of
personal and public economic decisions |
06 |
| EG |
1 |
A |
a.i |
Use geographic resear=
ch sources
to acquire and process information to answer questions and solve problems=
|
06 |
| EG |
1 |
A |
b.i |
Construct maps |
06 |
| EG |
1 |
B |
a.i |
Locate major cities a=
nd nations
of the world |
06 |
| EG |
1 |
B |
b.i |
Locate the world's co=
ntinents,
oceans and major topographic features |
06 |
| EG |
1 |
B |
c.i |
Locate and describe g=
eographic places, using absolute and relative location |
06 |
| EG |
1 |
C |
a.i |
Describe physical
characteristics, such as climate, topograph=
y,
relationship to water and ecosystems=
|
06 |
| EG |
1 |
C |
b.i |
Describe human
characteristics, such as people's education,
language, diversity, economies, religions, settlement patterns, ethnic
background and political system |
06 |
| EG |
1 |
E |
a.i |
Describe major patter=
ns of
population distribution, demographics and migrations in the world and the impact of these pat=
terns
on cultures and community life |
06 |
| EG |
1 |
F |
a.i |
Identify world-wide p=
atterns of
resource distribution |
06 |
| EG |
1 |
F |
b.i |
Identify how technolo=
gy and
culture influence resource use |
06 |
| EG |
1 |
F |
c.i |
Identify environmental
consequences of how people =
use
resources |
06 |
| EG |
1 |
F |
d.i |
Identify the effect o=
f natural
forces upon human activities |
06 |
| EG |
1 |
G |
a.i |
Describe trade patter=
ns,
explaining how supply=
and demand influence movement o=
f goods
and services, human, natural and capital resources |
06 |
| EG |
1 |
H |
a.i |
Compare regions and predict how human life in one region of the world wo=
uld
differ from that in another |
06 |
| EG |
1 |
I |
a.i |
Use geography to inte=
rpret the
past, explain the present and plan for the future |
06 |
| RI |
1 |
A |
a.i |
Evaluate how the need=
s of
individuals are met by families, friends, groups and organizations, such =
as
governments, businesses, schools, religious institutions and charities in
other cultures |
06 |
| RI |
1 |
C |
a.i |
Describe how cultural
traditions, human actions and institutions affect people's behavior |
06 |
| RI |
1 |
E |
a.i |
Identify how personal=
and group
experiences influence people's perceptions and judgments of events |
06 |
| RI |
1 |
F |
a.i |
Describe how ideas, c=
oncepts
and traditions have changed over time |
06 |
| PC |
1 |
A |
a.i |
Analyze responsibilities governments and citizens need to accept to become effect=
ive in
a constitutional democracy |
07 |
| PC |
1 |
A |
b.i |
Compare and contrast =
the
following: limited government,
rule of law, <=
/font>majority rule, minority rights |
07 |
| GS |
1 |
A |
a.i. |
Compare and contrast =
limited and unlimited governments (i.e.,
democratic and authoritarian governments) and how people's lives vary und=
er
these systems |
07 |
| EC |
1 |
A |
a.i |
Apply economic concep=
ts |
07 |
| EC |
1 |
A |
a.i.ai |
Apply the following e=
conomic
concept: investment |
07 |
| EC |
1 |
A |
a.i.bi |
Apply the following e=
conomic
concept: productivity |
07 |
| EC |
1 |
A |
a.i.ci |
Apply the following e=
conomic
concept: Gross Domestic Product (GDP) |
07 |
| EC |
1 |
A |
a.i.di |
Apply the following e=
conomic
concept: inflation |
07 |
| EC |
1 |
A |
a.i.ei |
Apply the following e=
conomic
concept: profit and <=
/font>profit motive |
07 |
| EC |
1 |
C |
a.i |
Interpret the past, e=
xplain the
present and predict future consequences of economic decisions |
07 |
| EC |
1 |
D |
a.i |
Explain the consequen=
ces of
personal and public economic decisions |
07 |
| EG |
1 |
A |
a.i |
Use geographic resear=
ch sources
to process and report information to solve problems |
07 |
| EG |
1 |
A |
b.i |
Construct maps |
07 |
| EG |
1 |
B |
a.i |
Locate major cities a=
nd nations
of the world in historical context |
07 |
| EG |
1 |
B |
b.i |
Locate the world's co=
ntinents,
oceans and major topographic features as civilizations spread |
07 |
| EG |
1 |
B |
c.i |
Locate and describe g=
eographic places, using absolute and relative location, especial=
ly as
people were able to define them more accurately |
07 |
| EG |
1 |
C |
a.i |
Explain physical
characteristics, such as climate, topograph=
y,
relationship to water and ecosystems=
|
07 |
| EG |
1 |
C |
b.i |
Explain human
characteristics, such as people's education,
language, diversity, economies, religions, settlement patterns, ethnic
background and political system |
07 |
| EG |
1 |
D |
a.i |
Describe how physical=
processes
shape the physical environment |
07 |
| EG |
1 |
D |
b.i |
Describe a variety of=
ecosystems, and explain whe=
re they
may be found and how physical processes and human activities may change t=
hem |
07 |
| EG |
1 |
F |
a.i |
Identify and describe
world-wide patterns of resource distribution |
07 |
| EG |
1 |
F |
b.i |
Identify how technolo=
gy and
culture have influenced res=
ource
use in the past |
07 |
| EG |
1 |
F |
c.i |
Identify and explain
environmental consequences of how people use resources from historical
examples |
07 |
| EG |
1 |
F |
d.i |
Identify and explain =
the effect
of natural forces upon human activities from historical experiences |
07 |
| EG |
1 |
G |
a.i |
Explain causes and ef=
fects of
migration streams, movements of people to job markets, barriers to human
movement and how people overcome such barriers |
07 |
| EG |
1 |
H |
a.i |
Explain how regions of the world relate to one another and change over time<=
/font> |
07 |
| EG |
1 |
I |
a.i |
Use geography to inte=
rpret the
past, explain the present and plan for the future |
07 |
| RI |
1 |
A |
a.i |
Evaluate how the need=
s of
individuals are met by families, friends, groups and organizations, such =
as
governments, businesses, schools, religious institutions and charities in=
the
United States and other nations |
07 |
| RI |
1 |
C |
a.i |
Analyze how cultural
traditions, human actions and institutions affect people's behavior |
07 |
| RI |
1 |
D |
a.i |
Identify how laws and=
events
affect members of and relationships among groups |
07 |
| RI |
1 |
G |
a.i |
Evaluate constructive=
processes
or methods for resolving conflicts |
07 |
| PC |
1 |
A |
a.i |
Analyze important pri=
nciples in
the Declaration of Independence, including inalienable rights and government by consent of the governed |
08 |
| PC |
1 |
A |
b.i |
Analyze important pri=
nciples in
the Constitution |
08 |
| PC |
1 |
A |
b.i.ai |
Analyze important pri=
nciples in
the Constitution including limited government |
08 |
| PC |
1 |
A |
b.i.bi |
Analyze important pri=
nciples in
the Constitution including rule of law |
08 |
| PC |
1 |
A |
b.i.ci |
Analyze important pri=
nciples in
the Constitution including majority rule and minority rights=
|
08 |
| PC |
1 |
A |
b.i.di |
Analyze important pri=
nciples in
the Constitution including separation of powers |
08 |
| PC |
1 |
A |
b.i.ei |
Analyze important pri=
nciples in
the Constitution including checks and balances |
08 |
| PC |
1 |
A |
b.i.fi |
Analyze important pri=
nciples in
the Constitution including amendment process |
08 |
| PC |
1 |
A |
b.i.gi |
Analyze important pri=
nciples in
the Constitution including federalism (i.e., as regards federal and state governments, powers =
being
shared, delegated and reserved) |
08 |
| PC |
1 |
A |
b.i.hi |
Analyze important pri=
nciples in
the Constitution including popular sovereignty |
08 |
| PC |
1 |
A |
b.i.ii |
Analyze important pri=
nciples in
the Constitution including due process of law (see Amendments V and XIV)
· |
08 |
| PC |
1 |
A |
b.i.ji |
Analyze important pri=
nciples in
the Constitution including =
voting
by citizens, especially as later amendments were passed |
08 |
| PC |
1 |
A |
c.i |
Apply important princ=
iples of
the Bill of Rights |
08 |
| PC |
1 |
A |
c.i.ai |
Apply important princ=
iples of
the Bill of Rights, i=
ncluding
basic rights a=
nd
freedoms (for rights listed, see Amendments 1-8; for rights not listed, see Amen=
dment 9) |
08 |
| PC |
1 |
A |
c.i.bi |
Apply important princ=
iples of
the Bill of Rights, i=
ncluding
protections against the government (fair trials, rights of accused, due process of law, etc.) |
08 |
| PC |
1 |
B |
a.i |
Apply knowledge of responsibilities that gover=
nments
and citizens need to accept in order to carry out the principles in the B=
ill
of Rights |
08 |
| UH |
1 |
A |
a.i |
Analyze the viability=
and
diversity of Native American cultures before Europeans came |
08 |
| UH |
1 |
B |
a.i |
Evaluate the importan=
ce of the
discovery, exploration and early settlement of America |
08 |
| UH |
1 |
C |
a.i |
Interpret the American
Revolution, including the perspective of patriots and loyalists and facto=
rs
that explain why the American colonists were successful |
08 |
| UH |
1 |
D |
a.i |
Justify the drafting =
of the
Constitution, and examine its effects on the formation of a new nation.
| 08 |
| UH |
1 |
E |
a.i |
Assess the significan=
ce of
Westward Expansion |
08 |
| UH |
1 |
E |
a.i.ai |
Assess the significan=
ce of
Westward Expansion, including the Louisiana Purchase |
08 |
| UH |
1 |
E |
a.i.bi |
Assess the significan=
ce of
Westward Expansion, including the Lewis and Clark Expedition |
08 |
| UH |
1 |
E |
a.i.ci |
Assess the significan=
ce of
Westward Expansion, including the Missouri Compromise |
08 |
| UH |
1 |
E |
a.i.di |
Assess the significan=
ce of
Westward Expansion, including Texas and the Mexican War |
08 |
| UH |
1 |
E |
a.i.ei |
Assess the significan=
ce of
Westward Expansion, including the Oregon Territory |
08 |
| UH |
1 |
E |
a.i.fi |
Assess the significan=
ce of
Westward Expansion, including the California Gold Rush |
08 |
| UH |
1 |
F |
a.i |
Analyze cultural inte=
ractions
among these groups: Native Americans, Immigrants from Europe, Africans
brought to America |
08 |
| UH |
1 |
G |
a.i |
Summarize reform move=
ments |
08 |
| UH |
1 |
G |
a.i.ai |
Summarize reform move=
ments such
as abolitionism |
08 |
| UH |
1 |
G |
a.i.bi |
Summarize reform move=
ments such
as the women's movement |
08 |
| UH |
1 |
G |
a.i.ci |
Summarize reform move=
ments such
as Jacksonian Democracy |
08 |
| UH |
1 |
H |
a.i |
Interpret political, =
economic
and social causes and consequences of the Civil War and Reconstruction
| 08 |
| GS |
1 |
B |
a.i |
Assess rights and responsibilities of individuals |
08 |
| GS |
1 |
B |
b.i |
Interpret how laws ar=
e made,
interpreted and enforced |
08 |
| GS |
1 |
B |
c.i |
Interpret how leaders=
are
selected |
08 |
| GS |
1 |
B |
d.i |
Interpret how power is
distributed among individuals and branches of government |
08 |
| GS |
1 |
B |
e.i |
Describe how to parti=
cipate in
government (i.e., voting, campaigning, lobbying, participating in a polit=
ical
party, petitioning, influencing public opinion, etc.) |
08 |
| GS |
1 |
C |
a.i |
Give examples of how =
local,
state and national governments impact people's lives |
08 |
| GS |
1 |
C |
b.i |
Analyze decision-maki=
ng and
conflict resolution in courts at local, state and national levels (roles =
of
judge, jury, attorneys for prosecution, plaintiff and defense; civil vs.
criminal law; court procedures) |
08 |
| EC |
1 |
A |
a.i |
Apply economic concep=
ts |
08 |
| EC |
1 |
A |
a.i.ai |
Apply the following e=
conomic
concept: business cycle |
08 |
| EC |
1 |
A |
a.i.bi |
Apply the following e=
conomic
concept: unemployment |
08 |
| EC |
1 |
A |
a.i.ci |
Apply the following e=
conomic
concept: market economy |
08 |
| EC |
1 |
B |
a.i |
Assess the role of te=
chnology
in our economy and how our economy has changed from an agricultural econo=
my
to an industrial economy. |
08 |
| EC |
1 |
C |
a.i |
Interpret the past, e=
xplain the
present and predict future consequences of economic decisions |
08 |
| EC |
1 |
D |
a.i |
Describe how decision=
s and
actions of governments, businesses, groups and individuals affect one ano=
ther
in a market economy.=
|
08 |
| EC |
1 |
E |
a.i |
Identify different fo=
rms of taxes, such as tariffs, sa=
les
taxes and income
taxes, and their purposes |
08 |
| EG |
1 |
A |
a.i |
Use and evaluate geog=
raphic
research sources to process and report information to solve problems and =
make
predictions |
08 |
| EG |
1 |
A |
b.i |
Construct maps |
08 |
| EG |
1 |
B |
a.i |
Locate states of the =
United
States |
08 |
| EG |
1 |
B |
b.i |
Locate cities and top=
ographic
features of the United States |
08 |
| EG |
1 |
B |
c.i |
Locate and describe g=
eographic places, using absolute and relative location |
08 |
| EG |
1 |
C |
a.i |
Analyze physical
characteristics, such as climate, topograph=
y,
relationship to water and ecosystems=
|
08 |
| EG |
1 |
C |
b.i |
Analyze human
characteristics, such as people's education,
language, diversity, economies, religions, settlement patterns, ethnic
background and political system |
08 |
| EG |
1 |
E |
a.i |
Compare major pattern=
s of
population distribution, demographics, and migrations in the United States and the impact of =
those
patterns on cultures and community life |
08 |
| EG |
1 |
G |
a.i |
Explain how changes in
transportation, communication and other technologies affect the movement =
of
people, products and ideas |
08 |
| EG |
1 |
H |
a.i |
Explain how regions of the United States relate to one another and change ov=
er
time |
08 |
| EG |
1 |
I |
a.i |
Use geography to inte=
rpret the
past, explain the present and plan for the future |
08 |
| RI |
1 |
B |
a.i |
Identify how a person=
becomes a
member of a group or institution and what factors that influence inclusio=
n or
exclusion from a group |
08 |
| RI |
1 |
D |
a.i |
Describe how laws and=
events
affect members of and relationships among groups |
08 |
| RI |
1 |
E |
a.i |
Assess how personal a=
nd group
experiences influence people's perceptions and judgments of events |
08 |
| RI |
1 |
F |
a.i |
Analyze how ideas, co=
ncepts and
traditions have changed over time (e.g., women's role in society) |
08 |
| TS |
1 |
A |
a.i |
Select, investigate, =
and
present a topic using primary and secondary resources, such as oral
interviews, artifacts, journals, documents, photos and letters |
08 |
| TS |
1 |
B |
a.i |
Use maps, graphs, sta=
tistical
data, timelines, charts and diagrams to interpret, draw conclusions and m=
ake
predictions |
08 |
| TS |
1 |
C |
a.i |
Create maps, graphs, =
timelines,
charts and diagrams to
communicate information |
08 |
| TS |
1 |
D |
a.i |
Use technological too=
ls for
research and presentation |
08 |
| TS |
1 |
E |
a.i |
Distinguish between f=
act and
opinion and recognize bias and points of view |
08 |
| TS |
1 |
F |
a.i |
Identify, research an=
d defend a
point of view/position |
08 |
|
|
|
|
|
|
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