A Blueprint for Learning - University of Tennesseeweb.utk.edu/~appalsci/docs/TN_BlueprintLearn.pdf · A Blueprint for Learning ... • In the Language Arts section, the assessed skills

A Blueprint for Learning

The Blueprint for Learning is a companion document for the Tennessee Curriculum Standards which are located at www.tennessee.gov/education. Although the curriculum adopted by the State Board of Education in its entirety remains on the web for additional reference, this reformatted version makes the curriculum more accessible to classroom teachers. Key features of the reformatted version are:

• All grades for each content area are provided in the same manual. • The skills within each grade are identified as to whether they are introduced, developed, or have been mastered

and are now being maintained at that level. • The skills correlating with the state criterion referenced test (CRT) are also identified for classroom instruction. • In the Language Arts section, the assessed skills (performance indicators) are identified not only for the state’s

CRT in grades 3-8 but also for the writing assessment in grades 5 and 8. • This guide makes the planning of instruction for students with varying abilities easier to accomplish. • Teachers can plan and work together to improve school wide student achievement through curriculum integration

across content areas and grade levels. • Teachers can identify current grade level skills as well as those needed to prepare students for the next year.

Skills are coded and identified as Introduced (I), Developing (D), State CRT and Writing Assessed (A), and Mastered and Maintained (M).

• Introduced (I) skills are new skills presented at that grade level. Even though a skill is considered introduced at a grade level, some development would also occur.

• Developing (D) skills are skills that have been introduced at a previous grade level. At this stage of development the skills are being refined and expanded.

• Assessed (A) skills are those skills that are correlated to the state performance indicators for the CRT portion of the achievement test (grades 3-8) and the writing assessment (grades 5 and 8). The identified skills are formally assessed through the CRT; however, all skills are informally assessed in the classroom.

o For the purpose of data reporting, assessed (A) skills are grouped into categories indicating related skills and knowledge. For example, grammar, mechanics, and usage are grouped together under the grammar (G) category. Each state assessed indicator included on the Blueprint carries a legend showing that it is assessed and indicating the category in which it will be reported (e.g., Assessed/Grammar=A/G).

• Mastered and Maintained (M) indicates a skill that has been introduced, developed, and assessed. Even though a skill may be formally assessed, the development and expansion of the skill still continues.

Table of Contents

Language Arts Kindergarten

First Second Third Fourth Fifth Sixth Seventh Eighth

7- 10 11- 15 16- 20 21- 25 26- 31 32- 38 39- 45 46- 51 52- 57

Mathematics Kindergarten


61- 62 63- 65 66- 68 69- 71 72- 74 75- 78 79- 81 82- 85 86- 89

Science Kindergarten

First Second Third Fourth Fifth Sixth Seventh

Eighth

93- 94 95- 96 97- 98 99-102 103-106 107-110 111-112 113-114 115-117

Social Studies Kindergarten


121-123 124-126 127-129 130-133 134-139 140-146 147-155 156-161 162-171

Gateway Mathematics 1.0 Number and Operations

2.0 Algebra 3.0 Geometry

175-176 177 -178 179

4.0 Measurement 5.0 Data Analysis and Probability

Gateway Language Arts 1.0 Writing 2.0 Reading 3.0 Viewing and Representing 4.0 Speaking and Listening

Gateway Science 1.0 Cells 2.0 Interactions 3.0 Photosynthesis and Respiration 4.0 Genetics and Biotechnology 5.0 Diversity 6.0 Biological Evolution

180 181 182-184 185-186 187 188 189-190 191-192 193 194-195 196-197 198

Language Arts

Language Arts

Kindergarten - 7

KEY I = Introduced D = Developing A = State Assessed M = Mastered

NOTE: “A” Indicates the state curriculum (CRT) assessment only. All the skills (“I” … “D” … “A” … “M”) are addressed in classroom assessment.

LANGUAGE ARTS Kindergarten

READING The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation and appreciation of print and nonprint text. Oral Language/Decoding

Key Reporting Category

I Expand oral language through vocabulary instruction and experiences.

I Speak clearly, properly, and politely.

I Begin to use rules for conversation (e.g., raise hands, take turns, and focus attention on speaker).

I Give simple, two-step oral directions.

I Participate in group discussion.

I Participate in creative responses to text (e.g., response, discussion, and dramatization).

I Ask and respond to questions from teacher and other group members.

I Retell familiar stories.

I Use familiar texts for recitations.

I Dramatize, retell, and dictate what has been learned.

I Listen attentively to speaker for specific information.

I Use appropriate listening skills (e.g., do not interrupt, face speaker, and ask questions).

I Follow simple, two step oral directions.

I "Pretend read" from left to right, top to bottom, and front to back as well as hold a book upright and turn pages.

I Understand that a phoneme is one distinct sound.

I Distinguish letters from words.

I Use sound stretching of one syllable words to identify each phoneme (cat, /c/, /a/, /t/).

I Use sound blending of each separately spoken phoneme to make meaningful word (/m/, /o/, /m/ to mom).

I Segment one-syllable words into individual sounds and blend the sounds into whole words.

I Recognize and produce rhyming words.

I Recognize words that have same beginning and ending sounds.

I Understand words are made up of one or more syllables (e.g., students clap syllables in words).

I Understand that as letters of words change, so do the sounds (alphabetic principle).

I Read simple text containing familiar letter-sound correspondences and high frequency words.

I Participate in shared reading.

I Begin to use word families and word walls.

I Read some words by sight (e.g., the, has, an, can, run, and color and number words).

I Relate background knowledge to make meaning from text.

I Recognize a purpose for listening.

I Make predictions about a story.

I Identify front cover and back cover of a book.

Language Arts

Kindergarten - 8



I Recognize the family and community as resources for information.

I Recite familiar poems (e.g., nursery rhymes, jump rope rhymes, etc.)

I Use letter-sound matches to decode simple words.

I Recall two to three events in order.

I Ask questions about the text.

I Use complete and coherent simple sentences when speaking.

I Use logical words and appropriate word order to complete sentences or to respond to questions.

I Visit libraries and regularly check out materials.

I Participate in teacher-led experience stories.

I Participate in the creation of experience stories.

I Use repetitive text to reenact or retell stories.

I Retell stories using illustrations.

I Use correct grammatical constructions in own speech (e.g., “I will” rather than “Me will”).

I Use correct verb and verb tense in sentences when speaking (present and past).

I Dictate stories (e.g., to tape recorder, adult, or older student).

I Dictate a new ending to a story.

I Listen and respond to a variety of media (e.g., books, audio tapes, and videos).

I Recognize the difference between formal and informal languages.

I Recognize and name all upper and lowercase letters of the alphabet.

I Begin to understand that the sequence of letters in a written word represents the sequence of sounds in a spoken word.

I Recognize a variety of print sources (e.g., books, newspapers, magazines, and charts).

I Recognize sources of information (e.g., books, graphs, and computers).

I Recognize that printed materials provide information.

I Participate in discussions.

I Share storybooks, poems, and environmental print. Comprehension

I Identify labels, logos, and signs in the environment (e.g., job instructions, room labels, poison and danger signs/labels).

I Understand that print has meaning.

I Read and explain own writings and drawings.

I Understand that the way a word is pronounced can affect its meaning

I Read as "an emergent reader" a favorite story with meaning and phrasing.

I Use illustrations to preview a story or poem.

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

I Create mental pictures of the story (e.g., characters, setting).

I Use pictures to discuss the main idea.

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

I Build vocabulary by experiencing a wide range of types of stories.

Language Arts

Kindergarten - 9



I Use a picture dictionary to determine word meaning.

I Connect life experiences to a story or poem.

I Predict what will happen next as the story is shared.

I Retell the story in own words.

I Draw conclusions based on the evidence in the story.

I Use common illustrations to gain meaning from text.

I Read for a variety of purposes (e.g., to gain information, for enjoyment, and to expand vocabulary).

I Explore a variety of types of books and literary materials (e.g., picture books, alphabet and number books, poetry, storybooks, rhyming books, fairy tales, and song lyrics).

I View various media types (e.g., posters, pictures, photographs, films, and videos).

I Put in time order the events in a story (e.g., using books, videos, and films).

I Identify favorite stories.

I Recognize that intonation and volume of voice assist with meaning (Go Now! or Go Now?). WRITING The student will develop the structural and creative skills of the writing process necessary to produce written language that can be read, presented to, and interpreted by various audiences. Process

I Brainstorm ideas with teacher and peers.

I Draw pictures to generate ideas.

I Construct graphic organizers (e.g., webs, charts, and diagrams) in a small or large group to organize information.

I Use a variety of sources to gather information.

I Pause voluntarily in the midst of writing to interpret what has been written (tracking).

I Use a simple rubric to evaluate own writing/pictures and group work (e.g., happy face, stickers).

I Make use of technology to publish writing.

I Share orally completed work.

I Discuss and react to writing.

I Add descriptive words and details.

I Incorporate illustrations and/or photographs.

I Express thoughts, feelings and experiences through illustrations, dictation or writing.

I Review personal collection to determine progress.

I Self correct works in progress (e.g., pictures, shared writing).

I Participate in the creation of experience stories.

I Participate in teacher-led experience stories. Product

I Write to acquire and exhibit knowledge (e.g., own name-first and last, letters, and numbers).

I Represent spoken language with illustrations and temporary and/or conventional spelling.

I Write to entertain and inform (e.g., experience stories, pictures, and shared writing).

I Participate in shared writing about social studies, science, the arts, and various classroom activities.

Language Arts

Kindergarten - 10



I Participate in shared writing about math (e.g., math journals).

I Write, when given time, place, and materials.

I Compose a variety of written works (e.g., published books, classroom books, and experience stories).

I Maintain, with teacher assistance, examples of writing and drawings that express opinions and judgments (e.g., portfolio, journals, and student-made books).

I Create a drawing, picture, sign, or other graphic symbols to respond to literature.

I Illustrate and/or write in journals (e.g., temporary/conventional spelling, series of pictures, and recognizable print).

I Write friendly notes using temporary/conventional spelling or with teacher assistance.

I Dictate stories (e.g., to tape recorder, adult, or older student).

I Review personal collection to determine progress. ELEMENTS OF LANGUAGE The student will use standard English conventions and proper spelling as appropriate to speaking and writing.

I Form legible upper and lower case letters.

I Write from left to right and top to bottom.

I Use appropriate capitalization when writing names.

I Recognize ending punctuation marks for statements and questions.

I Recognize capitalization at the beginning of sentences.

I Trace and reproduce letters and words correctly.

I Attempt to spell simple words using pre- to early-phonetic knowledge, sounds of the alphabet, and knowledge of letter names.

I Spell own first and last name.

I Write consonant-vowel-consonant words with teacher assistance.

Language Arts

First Grade - 11


REPORTING CATEGORY

C = Content G = Grammar MG = Meaning T = Techniques and Skills V = Vocabulary WO=Writing Organization WP = Writing Process

NOTE: “A” Indicates the state curriculum (CRT or Writing) assessment only.

All the skills (“I” … “D” … “A” … “M”) are addressed in classroom assessment.

LANGUAGE ARTS First Grade



D Expand oral language through vocabulary instruction and experiences.

D Implement rules for conversation (e.g., raise hands, take turns, and focus attention on speaker).

D Understand, follow, and give oral directions.

D Participate in group discussions.

D Participate in creative responses to text (e.g., choral reading, discussion, and drama).

D Respond to questions from teacher and other group members.

I Begin to narrate a personal story.

D Dramatize or retell what has been learned, heard, or experienced.

D Use familiar texts for recitations (e.g., stories and poems).

D Listen attentively to speaker for specific information.

D Use appropriate listening skills (e.g., do not interrupt, face speaker, and ask questions).

D Listen and respond to a variety of media (e.g., books, audio tapes, and videos).

D Recognize the difference between formal and informal languages.

D Understand and follow simple, three-step oral directions.

D Understand that printed materials provide information.

D Demonstrate directionality by reading left to right and top to bottom.

I Track print when being read to aloud.

D Read and explain own writings and drawings.

I Identify parts of a book (e.g., title page, table of contents).

I Recognize that groups of words make sentences.

D Recognize words that begin with the same sounds.

D Recognize words that end with the same sounds.

D Identify rhyming words.

D Blend sounds together to form one-syllable words.

D Segment one-syllable words into sounds.

I Change targeted sounds to modify or change words.

D Show awareness of syllables by clapping, counting, or moving objects.

D Use knowledge of letter-sound correspondence and meaning of parts of words (e.g., affixes, roots, compounds, and contractions) to decode grade appropriate words.

D Decode phonetically regular, one-syllable words.

Language Arts

First Grade - 12


REPORTING CATEGORY




D Use decoding strategies, such as sounding out words, comparing similar words, breaking words into smaller words, and looking for word parts (e.g., compound words, word families, blends, and digraphs).

I Apply long and short vowel rules when decoding.

I Begin to decode unknown words automatically.

I Begin to read orally with accuracy and confidence using appropriate pacing, intonation, and expression.

I Reflect punctuation of written text while reading orally.

I Participate in guided, oral readings.

D Demonstrate the automatic recognition of high frequency words.

I Read with increasing fluency and confidence from a variety of texts through paired readings, shared reading, choral reading, teacher-led reading, and reading from tapes.

I Read independently daily.

D Recite familiar texts to develop fluency, expression, accuracy, and confidence.

D Participate in shared reading.

D Manipulate word families, word walls, and word sorts.

I Match oral words to written words.

D Recognize rhyme in Mother Goose and other rhyming books.

D Retell a story in correct sequence (e.g., using books, videos, and films).

I Retell stories in their own words using sequencing words (e.g., first, next, and last).

D Share storybooks, poems, newspapers, and environmental print.

I Identify favorite stories, informational text, authors, and illustrators.

D Recognize a variety of print items as sources of information (e.g., books, magazines, maps, charts, and graphs).

D Recognize sources of information (e.g., books, maps, graphs, and charts).

D Visit libraries/media centers and regularly check out materials. Comprehension

D Build vocabulary by listening to literature, participating in discussions, and reading self-selected texts.

D Build vocabulary through frequent read-alouds.

I Determine the meaning of unfamiliar words by using a picture dictionary, picture clues, context clues, and structural analysis.

D Develop a purpose for listening/reading.

D Participate in activities to build background knowledge to derive meaning from text.

D Make predictions about text.

D Use illustrations to preview text.

D Ask questions about the text.

I Recognize errors in reading as they occur and self-correct.

D Participate in discussions about text and relate to personal experiences.

D Create graphic organizers (e.g., charts, lists).

D Predict and adjust outcomes during read-alouds.

D Recall three to four-step sequence of events.

Language Arts

First Grade - 13


REPORTING CATEGORY




D Draw conclusions based on what has been read.

D Recognize main idea in pictures, picture books, and texts.

I Use graphic organizers to aid in understanding material from informational text (e.g., charts, graphs, and web).

D Visit libraries to use and view appropriate material.

I Begin to develop content specific vocabulary.

I Use text features to locate information (e.g., maps, charts, illustrations, and tables of contents).

I Read for a variety of purposes (e.g., for literary experience, to gain information, to perform a task, for enjoyment, to expand vocabulary, and to build fluency).

D Read and view various types of literature (e.g., picture books, storybooks, fairy tales, poetry, and lyrics to songs) and media (e.g., illustrations, the arts, films, and videos).

I Explore nonfiction.

I Identify characters, events, and settings in print and nonprint text.

I Recognize main character(s) in print and nonprint text.

I Determine whether a selection is real or fantasy.

D Explore a wide variety of literature through read-alouds, tapes, and independent reading.

I Identify favorite stories, informational text, authors, and illustrators.

I Engage in a variety of literacy activities voluntarily (e.g., self-select books and stories).

I Determine the problem in a story and discover its solution. WRITING The student will develop the structural and creative skills of the writing process necessary to produce written language that can be read, presented to, and interpreted by various audiences. Process

D Brainstorm ideas with teacher and peers.

D Draw pictures to generate ideas.

D Construct graphic organizers (e.g., webs, charts, and diagrams) as a small or large group to organize information.

D Use a variety of sources to gather information.

I Compose first drafts using appropriate parts of the writing process with an emphasis on planning and self-correction.

I Write in complete, coherent sentences.

D Use descriptive words when writing.

I Arrange events in logical/sequential order when writing or dictating.

D Participate in teacher-led experience stories.

I Reread draft and delete extraneous information.

I Vary sentence types.

I Apply elements of language (e.g., end marks, capitalization) and use complete sentences when writing and editing.

I Use classroom resources (e.g., word walls, picture dictionaries, teacher, peers, appropriate technology, and student generated word books) to support the writing process.

I Identify words or phrases that could be added to clarify meaning after writing or dictating a story.

D Use a simple rubric to evaluate writing/pictures and group work (e.g., happy face, stickers).

Language Arts

First Grade - 14


REPORTING CATEGORY




D Discuss and react to writing.

I Create readable documents with legible handwriting.

D Review personal collection to determine progress.

D Use technology to publish writing.

D Share completed work.

D Write to entertain and inform (e.g., stories, poems simple directions, journals, and friendly letters).

I Write group stories with a beginning, middle, and end. Product

I Prepare a variety of written work (e.g., published books, classroom books, and experience stories).


I Create individual and classroom books.

I Incorporate illustrations and photographs.

I Write simple stories.

D Write short accounts of personal experiences.

I Summarize concepts presented in science (e.g., illustration, dictating sentences, or composing simple sentences).

D Write stories using concepts presented in social studies.

D Write to acquire and exhibit knowledge (e.g., word families, numbers, shapes, sensory words, and sentences).

I Write in math journals, create math stories, and write explanations for problem solving.

D Participate in shared writings about the arts and class activities.

D Write, when given time, place, and materials.

D Maintain, with teacher assistance, samples of writing and drawings that express opinions and judgments (e.g., portfolio, journals, and student-made books).

D Dictate stories (e.g., to tape recorder, adult, or older student).

I Write different endings to a story.

I Summarize a story using simple sentences and illustrations.

I Create class books based on literature selections.

D Create and/or use an illustration, sign, or rebus symbols to respond to literature.

D Write friendly notes, messages, and in journals.

I Write stories, rhymes, and poems. ELEMENTS OF LANGUAGE The student will use standard English conventions and proper spelling as appropriate to speaking and writing.

I Use nouns appropriately (e.g., singular and plural, possessive).

I Use verbs (action words) appropriately (e.g., tense and agreement with simple subject).

D Use pronouns appropriately (e.g., subject and object agreement).

I Use adjectives appropriately (e.g., vivid description words).

I Capitalize the first word of a sentence, first and last names, pronoun "I" and proper nouns.

D Use correct punctuation at the end of simple declarative sentences and questions.

Language Arts

First Grade - 15


REPORTING CATEGORY




I Identify and use contractions.

D Write legibly in manuscript, using proper spacing between letters of a word and words of a sentence.

I Spell high frequency words correctly.

D Spell words correctly as appropriate to grade level.

I Spell three- and four-letter short vowel words and phonetically spell sight words correctly.

I Alphabetize words to the first letter.

I Begin to develop dictionary skills through the use of a picture dictionary.

D Use complete and coherent sentences when speaking.

I Identify complete sentences.

I Write a simple sentence.

I Identify and correct incomplete sentences.

I Combine two simple sentences into a compound sentence using the word "and."

I Identify statements and questions by noting ending punctuation when writing and intonation when speaking.

I Add endings to base words (e.g., -s, -ed, -es, -ing).

I Identify simple abbreviations.

I Understand punctuation (e.g., period, question mark).

I Use knowledge of letter sounds, word parts, and word segmentation to monitor and correct spelling.

D Use temporary spelling to spell independently as necessary.

Language Arts

Second Grade - 16


REPORTING CATEGORY




LANGUAGE ARTS Second Grade



D Expand oral language through vocabulary growth.

D Continue to implement rules for conversation.


D Participate in group discussion.

D Participate in creative responses to text (e.g., choral reading, discussion, and dramatization).

D Respond to questions from teachers and other group members.

D Narrate a personal story.

I Summarize lesson content.


D Use appropriate listening skills (e.g., does not interrupt, faces speaker, and asks questions).

D Listens and responds to a variety of media (e.g., books, audio tapes, and videos).


D Follow oral directions.

D Add, delete, and change targeted sounds to modify or change words.

D Identify and produce rhyming words.

D Use knowledge of letter-sound correspondence and meaning of parts of words (e.g., affixes, roots, compounds, and contractions) to decode grade appropriate words.

D Use decoding strategies, such as sounding out words, comparing similar words, breaking words into smaller words, and looking for word parts (e.g., compound words, word families, blends, and digraphs).

D Use known words to decode unknown words.

I Apply knowledge of basic syllabication rules.

D Read orally to develop fluency, expression, accuracy, and confidence.

D Develop awareness of sounds of language through repeated exposure to a variety of auditory experiences (e.g., poetry, books on tape, music lyrics, sound effects, and read-alouds).


D Read a variety of texts with fluency, expression, accuracy, and confidence.

D Participate in shared reading.

D Match oral words to print words.

D Identify a purpose for reading.

D Participate in discussions about text.

Language Arts

Second Grade - 17


REPORTING CATEGORY




D Read and explain own writings.

D Relate selection to personal experience.

I Relate literary experiences to others (e.g., book reports, sharing favorite stories).

D Participate in guided, oral readings.

D Manipulate word families, word wall, and word sorts.

D Share storybooks, poems, environmental print, and own writing.

D Explore a wide variety of literature through read-alouds, tapes, and independent reading. Comprehension

D Listens and responds to a variety of media (e.g., books, audio tapes, and videos).

I Recognize that groups of sentences make a paragraph and paragraphs make a story.

D Recognize and use parts of a book (e.g., title, author, illustrator, table of contents, and glossary).

D Understand punctuation (e.g., period, question mark, and exclamation mark).

D Reflect punctuation within written text while reading orally.

D Participate in guided, oral readings.

D Build vocabulary by listening to literature, participating in discussions, and reading self-selected and assigned texts.

D Determine the meaning of unfamiliar words (e.g., picture dictionary, picture clues, context clues, and structural analysis).

I Identify simple multiple-meaning words based on the appropriate meaning for the context.

D Build vocabulary through frequent read-alouds.

D Participate in activities to build background knowledge to make meaning from text.


D Use illustrations to preview text.

D Create graphic organizers (e.g., KWL, webs, lists, story maps, and charts).

D Connect life experience to information and events in texts.

D Employ self-correction strategies (e.g., rereading, asking for help).

D Predict and adjust outcomes during reading.

D Draw conclusions based on evidence gained while reading.

D Restate story events in order to clarify and organize ideas.

D Recall the sequence of events in a story.

I Recognize cause and effect.

D Recognize the main idea in picture books and texts.

D Recognize a variety of print sources (e.g., books, magazines, maps, charts, and graphs).

D Understand the purpose of various reference materials (e.g., dictionary, encyclopedia).

D Use graphic organizers to aid in understanding material from informational texts.

D Visit libraries and check out appropriate materials.

D Develop content specific vocabulary.

D Use text features to locate information (e.g., charts, maps, and illustrations).

Language Arts

Second Grade - 18


REPORTING CATEGORY




D Read for various purposes (e.g., for literary experience, to gain information, to perform a task, for enjoyment, to expand vocabulary, and to build fluency).

D Read and view various types of literacy (e.g., picture books, storybooks, fairy tales, nonfiction texts, poetry, and lyrics to songs) and media (e.g., illustrations, the arts, films, and videos).

I Understand the main idea in a visual message (e.g., pictures, cartoons, and posters).

I Explore folktales and fables.

I Identify characters, plot, and setting in print and nonprint text.

I Recognize how the main character and other characters interact with each other.

I Identify types of stories (e.g., folktales, fables, and fairy tales).

D Determine whether the events in the reading selection are real or fantasy.

I Compare and contrast different stories.

D Determine the problem in a story and discover its solution.

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

D Identify favorite stories, informational text, authors, and illustrators.

D Engage in a variety of literacy activities voluntarily (e.g., self-select books and stories). WRITING The student will develop the structural and creative skills of the writing process necessary to produce written language that can be read, presented to, and interpreted by various audiences. Process

D Brainstorm ideas with teachers and peers.

I Write key thoughts and questions, record reactions and observations.

D Construct graphic organizers to establish understanding.

I Select a focus for writing.


D Compose first drafts using appropriate parts of the writing process.

D Write in complete coherent sentences.

D Uses temporary spelling to spell independently as necessary.

D Arrange events in logical and sequential order.

D Reread draft.

I Sharpen the selected focus for writing.

I Revise to clarify and refine writing (e.g., rearrange words, sentences, and paragraphs) and provide more descriptive detail.

I Evaluate own and others’ writing through small group discussion and shared work.

I Incorporate suggestions from peers and teachers.

I Edit for complete sentences.

D Use classroom resources (e.g., word walls, picture dictionaries, teacher, peers, appropriate technology, and student generated word books) to aid in proofreading.

D Identify words or phrases that could be added to clarify meaning of written stories.

D Use a simple rubric to evaluate own writing and group work.

Language Arts

Second Grade - 19


REPORTING CATEGORY




D Use technology to publish writing.

D Create readable documents with legible handwriting.


I Describe setting, characters, and events in detail. Product

D Incorporate photographs or illustrations in written works.


I Prepare a variety of written work (e.g., published books, stories, and book reports).

I Write a narrative having a beginning, middle, and end.

I Write accounts of personal experiences.

D Write group stories with a beginning, middle, and end.

D Summarize concepts presented in science (e.g., illustrations, sentences, and paragraphs).

D Write stories about concepts presented in social studies.

D Write in math journals, create math stories, and write explanations for problem solving.

D Participate in shared writings about the arts and personal activities.

D Write stories and poems.

D Write, when given time, place, and materials.

I Write to express opinions and judgments.

D Continue to maintain, with teacher assistance, samples of writing and drawings that express opinions and judgments (e.g., portfolio, journals, and student-made books).

D Dictate or write stories (e.g., to tape recorder, adult, or older student).

D Write a different ending to a story.

I Write about a favorite character or favorite part of a story.

I Compose a note or questions for a favorite author.

D Summarize a story.

D Write for a variety of purposes (e.g., friendly notes, invitations, messages, poems, and journals).

I Write stories with a logical sequence.

I Write descriptive sentences.

I Write a report.

D Write to acquire and exhibit knowledge (e.g., sentences, answers to questions).

D Write to entertain and inform (e.g., stories, poems, riddles, friendly letters, two or three step directions, and journals). ELEMENTS OF LANGUAGE The student will use standard English conventions and proper spelling as appropriate to speaking and writing.

D Use nouns appropriately (e.g., singular and plural, common and proper, and possessives).

D Use verbs appropriately (e.g., past and present tense, agreement, action and linking, and irregular).

D Use pronouns appropriately (e.g., pronoun case, subject and object agreement).

Language Arts

Second Grade - 20


REPORTING CATEGORY




D Use adjectives appropriately (e.g., descriptive, comparative, and superlative).

D Capitalize the first word of a sentence, names, pronoun “I,” and proper nouns.

D Use correct punctuation at the end of declarative sentences, exclamatory sentences, and questions.

I Use commas correctly in a series of one-word items (e.g., apples, oranges, and pears).

D Form contractions using apostrophes.

D Write legibly in manuscript.

D Spell high-frequency words correctly.

D Spell words correctly as appropriate to grade level.

D Spell basic short-vowel, long-vowel words and consonant blend patterns.

I Spell regular and irregular plurals correctly (e.g., boy/boys, child/children).

D Use knowledge of letter sounds, word parts, word segmentation, and syllabication to monitor and correct spelling.

D Use a dictionary to spell words correctly and to verify spelling.

D Arrange words in alphabetical order to the second letter.

D Recognize common abbreviations and contractions.

D Add endings to base words to make new words (e.g., -ed, -ing, and –es).

I Use appropriate language structure in oral and written communication (e.g., subject-verb agreement, correct pronoun choice, and logical/appropriate correct word order).

D Distinguish between complete and incomplete sentences.

D Identify and use statements, questions, and exclamatory sentences in writing and speaking.

D Combine simple sentences into compound sentences.

I Apply elements of language (e.g., end marks, capitalization, and commas in a series).

D Understand punctuation (e.g., period, question mark, and exclamation mark).

Language Arts

Third Grade - 21


REPORTING CATEGORY




LANGUAGE ARTS Third Grade

READING The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text. Oral Language / Decoding


D Show evidence of expanding oral language through vocabulary growth.

D Build vocabulary by listening to literature and participating in discussion.

D Consistently use established rules for conversation (e.g., taking turns, raising hand, and asking questions).


D Respond to questions from teachers and other group members and pose follow-up questions for clarity.

D Participate in creative responses to text (e.g., choral reading, discussion, dramatization, and oral presentations).

D Summarize orally what has been learned or accomplished after completing an activity or assignment.

I Give oral presentations about experiences or interests, using eye contact, proper pacing, adequate volume, and clear enunciation.


D Use appropriate listening skills (e.g., do not interrupt, face speaker, and ask questions).

D Listen and respond to a variety of media (e.g., books, audio tapes, and videos).

D Relate literary experiences (e.g., book discussions, literacy circles, writing, oral presentations, and artistic representations).


D Develop awareness of sounds of language through repeated exposure to a variety of auditory experiences (e.g., poetry, books on tape, music lyrics, sound effects, and read-alouds).

A V Distinguish individual sounds including consonant blends within words.

D Add, delete, and change targeted sounds to modify or change words.

A V Identify and/or select rhyming words.

D Use knowledge of letter-sound correspondence knowledge and structural analysis to decode.

D Use decoding strategies, such as sounding out words, comparing similar words, breaking words into smaller words, and looking for word parts (e.g., root words, prefixes, and suffixes).

A V Recognize root words and their various inflections (walks, walking, walked).

D Read with increasing fluency (using appropriate timing, intonation, and expression) and confidence from a variety of texts (e.g., paired readings, shared reading, choral reading, teacher-led reading, and reading with tapes).

D Participate in guided oral reading.


I Decode multi-syllabic words not yet known as sight words.

D Participate in activities to build background knowledge to make meaning from text.

D Express reactions and personal opinions in response to a selection.

D Summarize concepts presented in science (e.g., illustrations, sentences, paragraphs, and reports) and social studies (e.g., illustrations, sentences, paragraphs, and reports).

D Summarize a story.

Language Arts

Third Grade - 22


REPORTING CATEGORY




Comprehension

A V Determine word meaning within context using prefixes and suffixes.

A V Determine word meanings through the use of context clues.

D Determine the meaning of unfamiliar words by using context clues, dictionaries, and other classroom resources.

A V Recognize grade appropriate vocabulary within context.

A V Select appropriate synonyms and antonyms within context.

A V Determine correct meaning/usage of multiple meaning words.

D Manipulate word walls and word sorts.

D Build vocabulary by reading a wide range of text types inside and outside the classroom.

D Identify a purpose for reading (e.g., for information, enjoyment, and understanding a writer’s position).

A MG Select questions used to focus and clarify thinking while reading.

D Draw conclusions based on evidence gained while skimming and reading.

D Predict outcomes based upon prior knowledge and adjust as knowledge is gained while reading.

D Use metacognitive reading strategies to monitor comprehension (e. g., reread, read ahead, adjust reading speed).

D Create a mental image.

A C Determine the sequence of events in a story.

A MG Identify stated cause and effect relationships in text.

I Discuss similarities and differences in text events, characters, and character actions.

A MG Distinguish between fact and opinion within text.

A MG Identify the stated main idea of a reading selection.

D Recognize the stated/implied main idea of the text.

I Discuss author’s purpose for writing.

A MG Determine appropriate inferences from text.

D Apply skills and strategies to comprehend informational text (e.g., pre-reading strategies, comprehension strategies).

I Use self-correction strategies while reading (e.g., pausing, rereading, and asking for help).

D Read for literary experience and enjoyment, to gain information, perform a task, expand vocabulary, and build fluency.

D Read and view various literary (e.g., short stories, fairy tales, nonfiction texts, biographies, folktales, and poetry) and media (e.g., photographs, the arts, films, and video) types.

D Understand the main idea or message in visual media (e.g., pictures, cartoons, weather reports on television, newspaper, and photographs).

A C Identify setting, characters, and plot in a reading situation.

I Differentiate between main and minor characters.

D Determine the problem in a story, discover its solution, and consider alternate solutions.

A C Determine the problem in a story and recognize its solution.

D Identify types of stories (e.g., folktales, fables, and fairy tales).

A C Recognize basic plot features of fairy tales, folk tales, fables, and myths.

D Compare and contrast different versions/representations of similar stories, legends, lessons, or events reflecting different cultures.

I Explore the concept of first person point of view.

D Develop and maintain content specific vocabulary.

D Explore the ways in which language is used in literary texts (e.g., rhythm, beat, imagery, simile, and metaphor).

D Recognize and use parts of text (e.g., title, table of contents, glossary, and index).

I Recognize and use common text features (e.g., headings, key words, and graphics).

A C Identify different forms of text (e.g., poems, plays, and stories).

Language Arts

Third Grade - 23


REPORTING CATEGORY




D Make predictions using text features (e.g., illustrations and graphics).

D Preview text using illustrations, graphics, text format, text structures, and skimming.

A T Recognize how illustrations support the text.

A T Select information using available text features (e.g., maps, charts, and graphics).

D Use outside resources to access information (e.g., family and community).

D Use media sources to access information (e.g., online catalog, nonfiction books, encyclopedias, CD-ROM references, and internet).

D Use text referenced material (e.g., dictionary, thesaurus, encyclopedia, magazines, and newspapers).

A T Recognize the parts of a book (e.g., table of contents, and glossary).

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

D Read longer narrative and expository text independently including chapter books.

D Select literature based on personal needs and interests from a variety of types and by different authors. WRITING The student will develop the structural and creative skills of the writing process necessary to produce written language that can be read, presented to, and interpreted by various audiences. Process

D Brainstorm ideas with teacher and peers.

D Identify the purpose for writing: to acquire and exhibit knowledge (e.g., paragraphs, reports and answer questions), to entertain (e.g., stories, poems, riddles, and cartoons), to write to inform (e.g., friendly letters, reports, invitations, journals, notes, and lists), write in response to a prompt (e.g., to respond to a picture, story, and art).

A WP Choose the most specific word to complete a simple sentence.

A WP Identify the purpose for writing (i.e., to entertain, inform, exhibit knowledge, respond to a picture, story, or art).

A WO Complete a simple graphic organizer to group ideas for writing (e.g., webbing).

A WP Identify the audience for which a text is written.

A WO Select the best title for a text.


D Write in complete sentences using descriptive language.

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

A WO Choose a topic sentence for a paragraph.

A WP Choose a supporting sentence that best fits the content and flow of ideas in a paragraph.

A WP Identify unnecessary information in a paragraph.

A WO Complete a simple graphic organizer (i.e., charts, graphs, and diagrams) arranging information to be used in a writing sample.

A WO Rearrange events in sequential order.

A WO Rearrange sentences to form a sequential, coherent paragraph.

D Compose first drafts using appropriate parts of the writing process.

A WO Rearrange a story sequentially with a logical beginning, middle, and end.

D Incorporate photographs or illustrations.

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

D Use a rubric to evaluate own and others’ writing.

D Revise writing to improve detail after determining what could be added or deleted (e.g., reread; rearrange words, sentences, paragraphs; add descriptive words; remove unneeded information; incorporate suggestions and vary sentence structures).

Language Arts

Third Grade - 24


REPORTING CATEGORY




D Evaluate own and others’ writing through small group discussion and shared work.

I Identify opportunities for publication (e.g., national and/or local contests, websites, newspapers, and periodicals).

A T Identify the most reliable source of information for preparing a report.

I Record and evaluate suggestions and reactions with peers.

I Recognize positive features and give feedback to peers.


D Use technology to publish writing. Product

D Gather and record information on a topic.

D Write key thoughts and questions, record reactions, observations, and group related ideas.

D Write stories that have a beginning, middle, and end.

D Produce a variety of written works (e.g., literature responses, reports, "published" books, and book reports) in various formats.

D Create individual and classroom books, stories, and poems.

I Write in response to a narrative prompt.

I Write an account based on personal experience that has a clear focus and supporting details (e.g., use illustrations and lists).

D Write in math journals, create math stories, and write explanations for problem solving.

D Participate in shared writings about the arts and personal activities.

I Write brief descriptions of a real object, person, place, or event using sensory details.

D Write to express opinions and judgments.

I Write for personal enjoyment using individual expression and creative imagination.

D Write a different ending to a story.

D/I Write to describe story elements (e.g., setting, characters, plot, problem, and solution/conclusion).

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

I Write a descriptive paragraph, a narrative paragraph, a how-to paragraph, and a compare-contrast paragraph.

D Write a variety of poems, a friendly letter, and in a journal. ELEMENTS OF LANGUAGE The student will use standard English conventions and proper spelling as appropriate to speaking and writing.

D Apply elements of language (e.g., end marks, commas in a series, capitalization); usage (e.g., subject and verb agreement in a simple sentence); and sentence structure (e.g., elimination of fragments) when writing and editing.

A G Identify the correct use of nouns (i.e., as subjects, singular and plural), verbs (i.e., present, past, and future), and adjectives (i.e., comparative and superlative) within content.

D/I Use verbs appropriately (e.g., past, present, and future tenses, irregular verbs, and agreement with simple and compound subjects).

D/I Use pronouns appropriately (e.g., subject and object, pronouns, substitution for nouns, and agreement with antecedents).

D/I Use adjectives appropriately (e.g., vivid descriptive words, comparative/ superlative, and articles).

I Use adverbs appropriately (e.g., common formation and placement in a sentence).

I Recognize usage errors (e.g., double negatives, troublesome words [to, two; their, there, they’re]).

A V Recognize grade level compound words, contractions, and common abbreviations within context.

D Use capitalization when writing names and dates.

Language Arts

Third Grade - 25


REPORTING CATEGORY




A G Identify correctly used capital letters in names, dates, and addresses.

D Use capitalization when writing cities and states, addresses, holidays, and titles of books.

A G Recognize correct capitalization and end punctuation within context.

A G Identify the correct use of commas with dates, addresses, items in a series, and the greeting and closing of a friendly letter.

D Use correct punctuation (e.g., end punctuation, periods in initials, abbreviations and titles before names; colon between hour and minutes, and parts of a friendly letter).

D Recognize and use contractions and possessives using apostrophes.

D/I Write legibly in manuscript and in cursive.


D Spell correctly commonly misspelled words as appropriate to grade level.

D/I Spell correctly words that have blends, contractions, and orthographic patterns (e.g., consonant doubling, changing "y" to "i," dropping the final silent "e" before adding the suffix).

I Form and spell contractions, plurals, and possessives correctly.

A G Choose the correct formation of contractions and plurals within context.

D Arrange and identify words in alphabetical order for practical purposes occurring in everyday life (e.g., lists, card catalog, and phone directory).

A T Rearrange and identify words in alphabetical order (e.g., lists, telephone directory).

D Use a dictionary and other resources to verify spelling.

D Use appropriate language structure in oral and written communication (e.g., subject-verb agreement, correct word order, and correct placement of words and phrases).

A G Recognize usage errors occurring within context (e.g., double negatives, troublesome words: to, too, two, there, their, they’re).

D/I Identify and use statements, questions, commands, and exclamatory sentences in writing and speaking.

A G Identify declarative, interrogative, and exclamatory sentence by recognizing appropriate end-marks.

A G Select the simple subject and predicate of a sentence.

D Recognize complete sentences; edit incomplete sentences and run-on sentences.

A WP Select the best way to combine sentences in order to provide syntactic variety within context.

D Combine sentences using compound subjects and/or predicates.

A WP Select the compound sentence that correctly combines two simple sentences.

D Use classroom resources (e.g., word walls, dictionaries, teacher, peers, appropriate technology, and student generated word books) to aid in proofreading.

D Use knowledge of letter sounds, word parts, word segmentation, and syllabication to monitor and correct spelling.

A T Identify correctly (or incorrectly) spelled words in context.

D Use resources (e.g., dictionaries, thesaurus, and computer) to aid in the writing process.

Language Arts

Fourth Grade - 26


REPORTING CATEGORY




LANGUAGE ARTS Fourth Grade

READING The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text. Oral Language / Decoding


D Listen attentively by facing the speaker, asking questions, and paraphrasing what is said.

D Use established rules for conversation (e.g., do not interrupt, ask questions, and provide appropriate feedback).

D Understand, follow, and give oral multi-step directions which may include illustrations.

D Formulate and respond to questions from teachers and other group members.

D Participate in creative responses to text (e.g., choral reading, discussion, dramatization, and oral presentations).

I Retell a story from a different point of view.

D Discuss similarities and differences in events and characters using evidence cited in two or three texts.

D Summarize orally what has been learned or accomplished after completing an activity or assignment.

D Create and deliver an oral presentation on an assigned topic (e.g., book reports, demonstrations, and science projects).

I Express thoughts and feelings using colorful, fully elaborated descriptions.

I Present and/or perform original or published literary work with a group and/or individually.

I/D Use different voice levels and speech patterns for small groups, informal discussions, and reports.

D Express reactions and personal opinions to a selection.

I Interpret and use a variety of nonverbal communication techniques (e.g., gestures, facial expression, and posture).

I Participate in recitations of assigned/self-selected passages.

D Develop awareness of the sounds of language through repeated exposure to a variety of auditory experiences (e.g., poetry, music lyrics, books on tape, sound effects, and read-alouds).

A T Recognize the sounds of language (i.e., alliteration, rhyme, and repetition).

D Understand rhyming patterns in printed materials.

D Respond and analyze the effects of the sounds of language (e.g., alliteration, onomatopoeia, rhythm, and beat).

D Expand understanding and use of root words, prefixes, and suffixes to decode words.

D Understand, recognize, and use spelling patterns, syllabication and word families to decode words.

D Decode unknown grade level words by utilizing learned strategies.

D Increase confidence and poise in reading aloud (e.g., paired reading, shared reading, choral reading, recorded reading, and echo reading).

D Read with fluency using appropriate pronunciation, expression, rate, and confidence from a variety of texts (e.g., poetry, drama, current events, and novels).


I Adjust speed based on the purpose for reading and reading level.

D Read independently daily. Comprehension

D Use parts of text (e.g., title, title page, table of contents, chapter title, glossary, and index).

A C Identify different forms of text (e.g., poems, drama, fiction and nonfiction).

Language Arts

Fourth Grade - 27


REPORTING CATEGORY




A C Recognize plot features of fairy tales, folk tales, fables, and myths.

D Build vocabulary by listening to literature, participating in discussions, and reading self-selected and assigned texts.

D Build vocabulary by reading from a wide variety of text and literary genres.

A V Use prefixes, suffixes, and root words as aids in determining meaning within context.

A V Choose a logical word to complete an analogy using synonyms and antonyms.

A V Determine the meaning of unfamiliar words and multiple meaning words using context clues, dictionaries, and glossaries.

A V Select appropriate synonyms, antonyms, and homonyms within context.

D Foster word consciousness (e.g., word play, word walls, and word sorts).

D Continue to use context clues to determine the correct meaning/usage of multiple meaning words.

D Set a purpose for reading (e.g., to understand, enjoy, solve problems, and locate specific information/facts).

A MG Make predictions about the text.

D Make predictions about the text using text features (e.g., title, author, illustrations, and text format).

I Relate text to personal and historical experiences, current events, as well as previously read print and nonprint media.

A V Recognize and use grade appropriate vocabulary within text.

A MG Select questions to clarify thinking.

D Predict outcomes based on prior knowledge and adjusting appropriately.

D Use self-monitoring reading strategies to improve comprehension (e.g., rereading, identifying miscues, reading ahead, asking for help, and drawing on earlier reading).

D Create mental images.

D Make inferences, verify or modify the pre-reading purpose, draw conclusions based on evidence gained, and select main idea and supporting details from text.

A MG Identify the author’s purpose (e.g., to entertain, inform, persuade, and share feelings).

I State reasonable generalizations in reference to two pieces of text on a similar topic.

I Locate information to support opinions, predictions, and conclusions.

A MG Recognize cause and effect relationships within context.

A MG Evaluate texts for elements of fact/opinion and reality/fantasy.

D Distinguish between fact and opinion within text.

I Identify and interpret figurative language (e.g., idioms, similes, metaphors, and personification).

I Recognize the theme of a single passage.

D Read for literary experience, to gain information, to perform a task, and to expand vocabulary.

D Read, view, and recognize various literary (e.g., poetry, novels, historical fiction, and nonfiction) and media (e.g., photographs, the arts, films, and video) genres.

I Use and discern appropriate reference sources in various format (e.g., interviews with family and community, encyclopedias, card/electronic catalogs, almanacs, magazines, and newspapers).

A T Identify the most reliable sources of information for preparing a report.

A MG Determine appropriate inferences and draw conclusions from texts.

D Compare and contrast literary works.

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

I Understand a variety of informational texts, which include primary sources (e.g., autobiographical sketches, letters, and diaries; and internet sites).

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

A T Interpret information using a chart, map, or timeline.

I Develop an awareness of the effects of media (e.g., television, print materials, radio, internet, and magazines) on daily life.

Language Arts

Fourth Grade - 28


REPORTING CATEGORY




D Gather and record information on a research topic using two different sources.

A T Locate information to support opinions, predictions, and conclusions.

A T Select sources from which to gather information on a given topic.

D Develop and maintain vocabulary specific to content and to current events.

A T Use table of contents, title page, and glossary to locate information.

D Use available text features (e.g., maps, charts, graphics, appendices, tables of contents, glossaries and illustrations) to make meaning from text.

A T Use available text features (e.g., graphics, glossaries and illustrations) to make meaning from text.

A T Use headings, graphics, and captions to make meaning from text.

D Apply comprehension skills and strategies to informational text (e.g., pre-reading and active comprehension).

D Use self-correction strategies while reading (e.g., pausing, rereading, consulting other sources, and asking for help).

D Determine the reliability of sources on a given topic (e.g., editorials, newspapers, magazines, and biographies).

D Determine the problem of a story, discover its solution, and consider alternate solutions.

A C Determine the problem of a story and discover its solution.

I Sequence the events of a selection from beginning to end, determining how the incidents are connected, and lead to a solution/conclusion.

A C Indicate the sequence of events in print (fiction and nonfiction) and in nonprint texts.

A C Identify character, setting, and plot in a passage.

D Identify and describe the main and minor characters, considering the importance of their actions, motives, and appearances.

I Make inferences about print and nonprint text.

I Compare and contrast events and characters using evidence cited from print and nonprint text(s).

D Compare and contrast different versions/representations of the same story/events that reflect different cultures.

I Distinguish between first and third person points of view.

I Explore the concept of theme.

D Recognize and understand basic literary devices (e.g., imagery, simile, metaphor, and personification).

D Use personal criteria to select reading material (e.g., personal interest, knowledge of authors, text difficulty, text, genres, and recommendation of others).

I Begin a personal reading list or reading log/journal to reflect reading progress and accomplishments.

D Experience and develop an awareness of literature that reflects a diverse society. WRITING The student will develop the structural and creative skills of the writing process necessary to produce written language that can be read, presented to, and interpreted by various audiences. Process


I Retell a story from a different point of view.

A WP Identify the purpose for writing (i.e., to entertain, to inform, and to share experiences).

D Generate and focus ideas through brainstorming and peer discussions.

D Organize prior knowledge using a variety of strategies (e.g., webbing, mapping, brainstorming, and listing).

D Use print and nonprint materials along with prior knowledge to provide background for writing.

A WP Complete a graphic organizer (e.g., listing, clustering, story maps, and webs) to group ideas for writing.

I Select and refine a topic.

A WO Choose a topic sentence for a paragraph.

Language Arts

Fourth Grade - 29


REPORTING CATEGORY




A WO Select details that support a topic sentence.

A WO Choose the supporting sentence that best develops a topic sentence.

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

A WO Select the best title for a text.


A WO Rearrange events in a sequential or chronological order in a writing selection.

A WP Identify sentences irrelevant to a paragraph’s theme or flow.

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

D Determine appropriate audience.

D Begin to establish a purpose/focus for writing and select a format based on the purpose.

I Investigate content specific topics to gather information and write.

I Use experiences from the arts to write creatively and expressively.

A WO Select an appropriate concluding sentence for a well developed paragraph.

D Introduce writing in the expository mode (e.g., explanatory paragraph, "how to" paragraph).

D Participate in peer review and editing.

D Review personal collection to determine progress and evaluate work.

I Acknowledge and discuss diversity of individual writing styles.

D Identify and explore opportunities for publication (e.g., local and national contests, internet web sites, newspapers/periodicals, and school displays).

D Use classroom and state rubrics as guides for writing.

D Incorporate vivid language.

A T Identify similes and metaphors.

D View, read, or listen to examples of various writing styles.

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

A WO Supply a missing piece of information in a simple outline.

I Write and think freely while drafting.

I Write with a sense of audience.

A WO Select appropriate time-order or transitional words to enhance the flow of the writing sample.

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

D Revise to clarify and refine ideas, to distinguish between important and unimportant information, and to enhance word selection.

D Proofread using reference materials.

D Use a computer or other technological tools as editing tools.

D Develop and use classroom rubrics for written work.

I Introduce and use the state assessment rubric.

D Incorporate photos, illustrations, charts, tables, or graphs.

D Use technology for publishing individual and group work.

I Begin to develop a voice.

A WP Select the best way to correct incomplete sentences within context.

A WP Select the best way to combine sentences to provide syntactic variety within context. Product

D Write in response to a standard prompt and/or select a prompt from two choices.

D Produce a variety of written works (e.g., literature response, reports, "published" books, group or paired writing).

Language Arts

Fourth Grade - 30


REPORTING CATEGORY




I Practice response to assigned prompts in timed situations.

D Write with developed characters, setting, and plot.

D Write with well-developed organizational structure, sequence of events, and details.

D Produce a variety of creative works utilizing knowledge from the content areas (e.g., journals, letters to the editor).

D Compose and respond to original questions and/or problems from all content areas.

D Use media (e.g., photographs, films, videos, the arts, on-line catalogs, nonfiction books, encyclopedias, CD-ROM references, and internet) to view, read, and represent information.

D Use writing to explain procedures used to solve problems encountered in content areas (e.g., science lab experiments, math problems).

D Write a letter to/as a character in a written work.

D Create an optional ending for a story.

D Write poems, stories, journal entries, and essays based upon personal reflections, observations, and experiences.

D Write creative, imaginative, and original responses to literature (e.g., poems, raps, songs, and stories).

D Write a narrative including sensory details, a descriptive paragraph that includes vivid language, and an expository/"how to" paragraph with multiple steps.

D Write to acquire knowledge (e.g., clarify thinking, take notes, synthesize information, and enhance communication) and to inform a particular audience about a specific issue.

D Write a paper to compare/contrast two people, places, things, or ideas.

I Write a research report using a single source and notes taken using the source.

D Write friendly and business letters.

I Write an autobiographical account. ELEMENTS OF LANGUAGE The student will use standard English conventions and proper spelling as appropriate to speaking and writing.

A G Identify the correct use of nouns (e.g., singular and plural, common and proper, singular and plural possessives), verbs (i.e., agreement, tenses, action and linking) and adjectives (i.e., comparison forms and articles) within context.

A G Identify the correct usage of pronouns (i.e., subject, object, and agreement) and adverbs (i.e., comparison forms and negatives) within context.

D Use pronouns appropriately (e.g., subject, object, and possessive; singular and plural; agreement with antecedents).

D Use verbs appropriately (e.g., action and linking, regular and irregular forms, correct tenses, agreement in person and number with both simple and compound subjects).

D Use adjectives appropriately (e.g., proper comparison forms, articles).

A G Recognize usage errors occurring within context (e.g., double negatives, troublesome word groups, [i.e., to, too, two, there, their, they’re, its, it’s).

A WP Identify correctly used capital letters with names, dates, addresses, and the beginning of sentences within context.

D Use correct capitalization (e.g., titles, abbreviations, quotations, and parts of a friendly letter).

D Use correct punctuation at the end of sentences.

A G Identify the correct usage of commas (e.g., series, dates, addresses, friendly letters, introductory words, and compound sentences) within context.

A G Choose the correct use of quotation marks and commas in direct quotations.

A G Choose the correct formation of plurals, contractions, and possessives within context.

D Abbreviate words correctly.

D Spell high frequency words correctly.

A V Identify grade level compound words, contractions, and common abbreviations within context.

D Spell correctly words commonly used in content specific vocabulary.

Language Arts

Fourth Grade - 31


REPORTING CATEGORY




D Spell plurals and possessives correctly.

D Use knowledge of root words, prefixes, suffixes, and structural analysis to spell words correctly.

D Determine correct spelling of words utilizing electronic and print tools (e.g., spell checkers, dictionaries, lists, word walls, and charts).

A T Identify correctly or incorrectly spelled words in context.

D Identify and correctly spell homonyms within the context of sentences or phrases.

D Proofread and edit for accuracy of spelling using appropriate strategies.

D Use appropriate language structure in oral and written communication (e.g., subject-verb agreement in simple and compound sentences, correct word order within a sentence, correct placement of more detailed words and phrases).

A G Identify sentences with correct subject-verb agreement (person and number).

D Recognize and edit incomplete sentences and run-on sentences.



A G Identify declarative, interrogative, and exclamatory sentences by recognizing appropriate end marks.

Language Arts

Fifth Grade - 32


REPORTING CATEGORY

C = Content G = Grammar MG = Meaning T = Techniques and Skills V = Vocabulary WO=Writing Organization WP = Writing Process WA – Writing Assessment



LANGUAGE ARTS Fifth Grade

READING The student will develop reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation and appreciation of print and nonprint texts. Oral Language/Decoding


M Listen attentively by facing the speaker, asking questions, and paraphrasing what is said.

M Use established rules for conversation (e.g., do not interrupt, ask questions, and provide appropriate feedback).

M Understand, follow, and give oral, multi-step directions that may include illustrations.

M Formulate and respond to questions from teachers and other group members.

M Participate in creative responses to text (e.g., choral reading, discussion, dramatization, and oral presentations).

M Summarize orally what has been learned or accomplished after completing an activity or assignment.

D Create and deliver an oral presentation (including an introduction and conclusion) that uses visual aids and comes from several sources.

D Use different voice levels and speech patterns for informal discussions and formal reports.

D Interpret and use a variety of nonverbal communication (e.g., gestures, facial expression, and posture).

D Present and/or perform original or published literary work with a group and/or individually.

D Participate in recitations of assigned/self-selected passages.

A T Locate information using available text features (e.g., maps, charts, graphics, indexes, glossaries, and tables of content).

A T Select and use common text features to make meaning from text (e.g., headings, key words, graphics, captions, and sidebars).

D Recognize different forms of text (e.g., poems, plays, drama, letters, ads, journalism, historical fiction, biographies, and autobiographies).

D Develop awareness of the sounds of language through repeated exposure to a variety of auditory experiences (e.g., poetry, music lyrics, sound effects, books on tape, and read alouds).

D Understand rhyming patterns in printed materials.

A T Identify the effect of sound within context (e.g., onomatopoeia, alliteration, rhyme and repetition).

A V Recognize root words, prefixes, suffixes and syllabication as aids in determining meaning within context.

D Understand, recognize, and use spelling patterns and word families to decode words.

D Decode unknown grade level words using learned strategies and verify word meaning within the context.

A V Recognize and use grade appropriate vocabulary within context.

D Increase confidence and poise in reading aloud (e.g., paired reading, shared reading, choral reading, echo reading, and reader’s theater).

D Read with fluency and confidence from a variety of text, (e.g., poetry, drama, newspapers, novels, and textbooks).


D Read orally using appropriate pronunciation, expression, and rate.

D Adjust speed based on the purpose for reading and reading level.

D Read independently daily.

Language Arts

Fifth Grade - 33


REPORTING CATEGORY




Comprehension

D Build vocabulary by listening to literature, participating in discussions, and reading self-selected texts.

D Build vocabulary through frequent read alouds.

D Infer word meaning using roots, prefixes, and suffixes.

A V Determine word meanings within context.

A V Identify compound words, contractions, and common abbreviations within text.

A V Select appropriate synonyms, antonyms and homonyms within context.

D Foster word consciousness (e.g., word play, word walls, and word sorts).

A V Determine the correct meaning/usage of multiple-meaning words within context.

A V Select a logical word to complete an analogy using synonyms, antonyms, categories, and subcategories.

D Explore the impact of vocabulary in evaluating ideas, information, and experience.

I Use word origins to determine the meaning of unknown words (e.g., Latin and Greek roots, meanings of commonly used foreign words).

D Build vocabulary by reading from a wide variety of text and literary genres.

D Set a purpose for reading (e.g., to understand, to interpret, to enjoy, and to solve problems to locate specific information to discover models for writing).

D Utilize reference sources to build background for reading.

D Organize prior knowledge using a variety of strategies (e.g., webbing, mapping, brainstorming, listing, and outlining).

D Explore significant words to be encountered in selected/assigned text.

M Preview text using text features (e.g., illustrations/pictures, captions, graphs, diagrams, and headings).

D Make predictions about text using text features (e.g., title, author, illustrations, and text format).

A MG Recognize reasonable predictions of future events within a given context.

D Relate text to prior personal and historical experiences, current events, as well as previously read print and nonprint media.

A MG Select questions used to focus and clarify thinking before, during, and after reading the text.

D Predict outcomes based upon prior knowledge and adjust appropriately.

D Use metacognitive and self-monitoring strategies to improve comprehension (e.g., rereading identifying miscues, reading ahead, asking for help, and drawing on earlier reading.

D Create mental images.

D Express reactions and personal opinions to a selection.

D Make inferences and recognize unstated assumptions.

D Verify or modify the pre-reading purpose.

D Draw conclusions based on evidence gained.

A C Identify the sequence of events in fiction and nonfiction selections.

A MG Select stated or implied main idea and supporting details from text.

A C Identify the author’s purposes (i.e., to inform or to entertain).

D Discuss similarities and differences in events and/or characters using evidence cited in three or more texts.

D Select, prioritize, and organize information to meet a specific purpose.

D State reasonable generalizations in reference to two or more texts on a similar topic.

A T Identify information to support opinions, predictions, and conclusions.

A MG Identify stated or implied cause and effect relationships.

A MG Distinguish between elements of fact/opinion and reality/fiction.

A T Identify similes, metaphors, personification, and hyperbole in context.

D Identify idioms and imagery.

Language Arts

Fifth Grade - 34


REPORTING CATEGORY




D Recognize a common theme between two passages.

A C Determine whether the theme is stated or implied within a passage.

D Reflect upon comprehension strategies utilized to make meaning from text.

D Use appropriate reference sources in various formats (e.g., interviews with family, community leaders, and government leaders; encyclopedias; card/electronic catalogs; almanacs; newspapers; and periodicals.

D Use media (e.g., photographs, videos, films, the arts, on-line catalogs, nonfiction books, encyclopedias, CD-ROM references, and internet) to view, read, and represent information.

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

D Understand a variety of informational texts which include primary sources (e.g., autobiographical sketches, letters and diaries, directions, and internet sites).

D Use the dictionary, glossary, thesaurus, and other word-referenced materials.

D Skim materials to develop a general overview of content or to locate specific information.

D Retrieve, organize, and represent information (e.g., charts, maps, graphs, forms, timelines, and outlines).

D Develop notes that include important concepts, summaries, paraphrase, and identification of reference sources.

D Develop an awareness of the effects of media (e.g., television, print materials, radio, internet, newspapers, and periodicals) on daily life.

I Identify the techniques of propaganda (i.e., bandwagon, loaded words, and testimonials).

D Gather and record information on a research topic using three or more sources.

D Develop and maintain vocabulary specific to content and to current events.

D Apply comprehension skills and strategies to informational text (e.g., pre-reading and active comprehension).

D Use self correction strategies while reading (e.g., pausing, rereading, consulting other sources, and asking for help).

D Determine and evaluate the reliability of sources on a given topic (e.g., editorials, newspapers, magazines, biographies, news reports and films).

D Read for literary experience, to gain information, to perform a task, for enjoyment, to expand vocabulary, and to build fluency.

A C Distinguish among various literary genres (e.g., poetry, drama, letters, ads, historical fiction, biographies and autobiographies).

D Predict and determine the sequence of events in a story including possible problems and solutions.

A C Identify setting, characters, and plot in a passage.

A C Identify and interpret the main incidents of a plot, their causes, how they influence future actions, and how they are resolved.

A C Identify, using a graphic organizer, placement of events.

I Identify the conflict of the plot.

I Interpret a character’s feelings and identify his motives.

I Trace changes in the main character and describe how this affects the plot.

A MG Determine inferences from selected passages.

I Identify how cultural, ethnic, and historical eras are represented in print and nonprint texts.

D Compare and contrast events and characters using evidence cited from print and nonprint text(s).

D Compare and contrast different versions of the same stories/events that reflect different cultures and/or different perspectives.

A C Select the appropriate summary statement for a given passage.

D Retell a story from a different point of view.

A C Recognize that a story is told from the first person point of view.

D Understand the way in which figurative language is used to derive meaning from text (e.g., personification, simile, metaphor, imagery, hyperbole).

D Visit libraries/media centers and book fairs to explore books.

Language Arts

Fifth Grade - 35


REPORTING CATEGORY




D Use personal criteria to select reading material (e.g., personal interest, knowledge of authors, text difficulty, genres, and recommendation of others).

D Read daily from self-selected materials.

D Relate literary experiences (e.g., book discussions, literacy circles, writing, oral presentations, and artistic expressions).

D Maintain a personal reading list or reading log/journal to reflect reading progress and accomplishments.

D Experience and develop an awareness of literature that reflects a diverse society.

D Choose to read as a leisure activity. WRITING The student will develop the structural and creative skills necessary to produce written language that can be read, presented to and interpreted by various audiences. Process

D Generate and focus ideas through brainstorming and peer discussions.


A WP Complete a graphic organizer (i.e., clustering, listing, mapping, and webbing) to group ideas for writing.

D Develop notes that include important concepts.

D Construct an outline with main ideas and supporting details.

A WO Supply a missing piece of information in an outline.

A WA Select, limit, and refine a writing topic.

D Determine appropriate audience.

A WP Identify the purpose for writing (i.e., to entertain, to inform, and to report).

D Select format based on purpose.

A WP Identify the audience for which a piece of text is written.

A WA Develop and write a paragraph topic sentence with supporting details.

D Maintain focus of topic with specific relevant supporting details.


A WO Select details that support a topic sentence.

A WO Select an appropriate concluding sentence for a well-developed paragraph.

A WA Demonstrate syntactic variety when writing.

A WP Select the best way to combine sentences to provide syntactic variety within context.

A WO Arrange multi-paragraphed work of exposition (e.g., persuasion, compare/contrast) in a logical and coherent order.


A WP Identify the sentence irrelevant to a paragraph’s theme or flow.

A WO Rearrange paragraphs in a narrative writing selection in sequential or chronological order.

A WO Select appropriate time order or transitional words/phrases to enhance the flow of a writing sample.

A WA Use appropriate transitional words and devices when writing.

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

A WA Revise to clarify thought, to refine ideas, and to distinguish between important and unimportant information.

D Use precise language including vivid words and figurative language.

D Produce multiple drafts.

A WA Edit writing for the elements of language.

D Proofread using reference materials and technology.

D Create readable documents.

Language Arts

Fifth Grade - 36


REPORTING CATEGORY




D Develop and use classroom rubrics for written work.

D Use the state assessment rubric to make appropriate suggestions for improvement.

D Participate in peer review and editing.


D Acknowledge and discuss diversity of individual writing styles.

D Incorporate photos, illustrations, charts, tables, or graphs.

A WO Select the best title for a written selection.

D Use technology for publishing individual and group work.

D Identify and explore opportunities for publication (e.g., local and national contests, internet web sites, and newspapers/periodicals).

D Write with developed characters, setting, and plot.

D Maintain focus of topic with specific, relevant supporting details.

A WA Incorporate figurative language, vivid description, active voice verbs, sensory details, and personal observations to display facility in the use of language.

D Elaborate through the use of sensory details, vivid words, and figurative language to establish a context that enables reader to visualize an event or experience.

A WA Explain and/or illustrate key ideas when writing.

D Develop an identifiable voice.

D Use classroom/state rubric as a guide for writing narrative accounts.

D Investigate content specific topics to gather information and write.

A T Identify the most reliable sources of information for preparing a report or project.

D Use experiences from the arts to write creatively and expressively.

A WA Express thoughts and feelings using colorful, fully elaborated descriptions using vivid and active words.

A WP Choose vivid and active words when writing.

D View, read, or listen to examples of various writing styles.

D Compare and contrast literary works. Product

A WA Compose narratives (e.g., to entertain, inform, and report).

D Write frequently in the narrative mode.

A WA Write well-developed, organized, and coherent essays in response to narrative prompts.

A WA Write an effective concluding paragraph for a well-developed essay.

D Write to inform a particular audience about a specific issue.

D Write a descriptive paragraph to create a visual image.

I Write in the expository mode.

D Write to acquire knowledge (e.g., clarify thinking, take notes, synthesize information, and enhance communication).

D Produce a variety of creative works utilizing knowledge from the content areas (e.g., journals, letters to the editor, and historical fiction).


D Explain procedures used to solve problems encountered in content areas (e.g., science experiments, math problems, and map/globe activities).

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

D Write a letter to/as a character in a written work.

D Create an optional ending for a story.

D Retell a story from a different point of view.

Language Arts

Fifth Grade - 37


REPORTING CATEGORY




D Write a reader’s response to a literary work.

D Write creative, imaginative, and original responses to literature (e.g., poems, raps, songs, and stories).

D Write narratives with vivid, sensory details.

D Write descriptive papers which include vivid words and figurative language.

D Write expository paragraphs that include multiple steps or examples to support explanation.

D Write an essay to compare/contrast two or more people, places, things, or ideas.

D Create a variety of poems.

D Write a research report using multiple sources and notes taken from those sources citing titles and authors.


I Write journalistic articles.

D Use journal entries to demonstrate level of understanding.

D Write an autobiographical account. ELEMENTS OF LANGUAGE The student will use standard English conventions and proper spelling as appropriate to speaking and writing.

A G Identify the correct use within context of the following : • nouns (i.e., singular/plural; possessives; predicate nouns, nouns as objects); • pronouns (i.e., agreement, subject, object); • verbs (i.e., action/linking, regular/irregular, agreement, tenses); • adjectives (e.g., common/proper, comparative forms, predicate adjectives); • adverbs (e.g., comparative forms, negatives).

D Use nouns appropriately (common/proper).

D Use pronouns appropriately (agreement with antecedent, reflexive, possessive, and correct pronoun case).

D Use verbs appropriately (be/have, verb phrases, agreement with subject in person, and number).

D Use adjectives appropriately (demonstrative adjectives and proper comparative forms).

D Use adverbs appropriately, adverbs of degree, (e.g., too and very).

A G Identify sentences with correct subject-verb agreement (person/number).

I Use prepositions appropriately (e.g., place prepositional phrases in correct location within the sentence).

D Use conjunctions appropriately (e.g., coordinating).

A G Choose the most appropriate interjections to complete a sentence.

A G Recognize usage errors occurring within context (e.g., double negatives, troublesome words: to, too, two; their, there, they’re; lie, lay; sit, set).

D Recognize usage errors occurring within context (troublesome words {affect/effect, sit/set, lie/lay, may/can, leave/let, teach/learn}).

D Recognize and appreciate cultural and regional differences signaled by word usage and vocabulary.

D Capitalize correctly sentence beginnings, proper nouns and adjectives, titles and abbreviations, quotations, and parts of friendly letters and business letters.

M Use correct end of sentence punctuation (e.g., period, question mark).

A G Identify the correct use of commas (i.e., series, dates, addresses, friendly letters, compound sentences, coordinating conjunctions, and introductory words) within context.

A G Identify the correct use of colons (i.e., in business letters and preceding a list of items).

D Demonstrate knowledge of the correct use of colons (between the hour and minute and after the greeting of a business letter) and semi-colons (in combining sentences) and quotation marks in titles.

A G Choose the correct use of quotation marks and commas in direct quotations.

A G Identify the correct spelling of plurals and possessives.

Language Arts

Fifth Grade - 38


REPORTING CATEGORY




D Form contractions correctly.

D Abbreviate words correctly.

D Continue to write legibly.


A G Identify correctly or incorrectly spelled words in context.

D Spell correctly words in content specific vocabulary.

D Recognize misspelled words in the context of sentences.

D Use knowledge of root words, prefixes, suffixes, and structural analysis to spell words correctly.

D Determine correct spelling of words utilizing electronic and print tools (e.g., spell checkers, dictionaries, lists, word walls, and charts).

D Identify correctly spelled homonyms within the context of sentences of phrases.

D Proofread and edit for accuracy of spelling using appropriate strategies to confirm spelling and to correct errors.

D Develop a consciousness toward correct spelling across all subject areas.

D Use appropriate language structure in oral and written communication (e.g., subject-verb agreement in simple and compound sentences, correct word order, and correct placement of more detailed words and phrases).

A WP Select the most appropriate method to correct a run-on sentence (i.e., conjunctions, semi-colons, and periods to join or separate elements) within context.

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



A WP Select the best way to correct incomplete sentences within context.

Language Arts

Sixth Grade - 39


REPORTING CATEGORY




LANGUAGE ARTS Sixth Grade

READING The student will develop the skills necessary for word recognition, comprehension, interpretation, analysis and appreciation of print and nonprint texts. Oral Language/Decoding


M Model active listening in both formal and informal settings.

M Know and use rules for conversations.

M Formulate and respond to questions from teachers and classmates.

M Organize and share information, stories, experiences, ideas, and feelings with others in both formal and informal settings.

D Participate in creative responses to text (e.g., dramatizations and speeches).

D Deliver an oral presentation or recitation that conveys a clear point, using information from any content area and utilizing visual aids for contextual support.

D Use correct stress, pitch, and rate in oral reading and presenting.

D Use a variety of nonverbal communication techniques to enhance meaning (e.g., posture, gestures, facial expressions, tone of voice, and eye contact).

A T Use common text features to make meaning from text (newspapers and textbooks).

A T Locate information using available features.

D Use the structure and organization of various text features to locate information (e.g., headings, key words, graphics, pictures, captions, and sidebars).

A MG Recognize that purpose determines text format.

M Develop awareness of the sounds of language through repeated exposure to a variety of auditory experiences (e.g., poetry, music lyrics, sound effects, books on tape, and read alouds).

A T Identify patterns of rhyme and rhythm.

A T Analyze the effects of sound in context (e.g., alliteration, onomatopoeia, accent, rhyme, and repetition

A V Use knowledge of root words, affixes, syllabication, and/or spelling patterns as aids in determining meaning within context.

D Use context clues to determine unknown words and to discriminate between multiple meaning words.

A V Choose the correct meaning of multiple meaning words in context.

D Decode unknown grade level words utilizing previously learned strategies to verify the word’s meaning within the context of the selection.

D Demonstrate the ability to read fluently with expression, accuracy, and with poise from a variety of texts (e.g., paired reading, choral reading, read alongs, and readers’ theater).

M Participate in guided reading.

M Read using appropriate pronunciation, expression, and rate.

M Adjust speed based on the purpose for reading.

M Read independently daily. Comprehension

D Build vocabulary by listening to literature, participating in class discussions, and reading self-selected and/or assigned texts.

Language Arts

Sixth Grade - 40


REPORTING CATEGORY




D Build vocabulary by reading from a wide variety of print and nonprint texts and literary genres.

A V Use context clues, dictionaries, thesauruses, electronic sources, and glossaries as aids in determining the meanings of unfamiliar words within context.

A V Select appropriate synonyms, antonyms, and homonyms.

M Foster word consciousness (e.g., word play, word walls, graphic organizers, nuances of words, and new and unusual words to share).

I Explore mnemonic devices (e.g., rhyming words, vocabulary cartoons, and kinesthetic activities) to acquire new vocabulary.

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

D Use the correct word to complete an analogy.

D Recognize widely used foreign words (e.g., bon jour, hasta la vista).

D Set a purpose for reading (e.g., to understand, to interpret, to enjoy, to solve problems, to answer specific questions, to identify information/facts, and to discover models for writing).

D Use previously learned strategies to front load text (e.g., skimming and scanning).

D Preview text, using supports (e.g., illustrations/pictures, captions, graphs, diagrams, headings, subheadings, and footnotes).

D Identify the importance and significance of the reading selections to learning and life.

D Define significant words to be encountered in the text.

A V Recognize and use grade appropriate and/or content specific vocabulary within context.

D Relate text to prior personal experience or opinions as well as previously read print and nonprint texts.

A MG Select questions to clarify thinking.

A MG Predict future events of a passage.

D Use metacognitive and self-monitoring reading strategies to improve comprehension (e.g., rereading, identifying miscues, reading ahead, asking for help, and drawing on earlier reading).

D Read between the lines (e.g., stating implied information).

D Create mental pictures from abstract information.

A MG Draw inferences from selected texts.

D Verify or modify pre-reading purpose as appropriate.

D Interact with text (e.g., mark the text, use post-it notes, ask questions, and make comments within the texts.)

A MG Indicate sequence of events in print and nonprint texts.

A C Determine the main ideas of a plot, their causes, how they influence future actions, and how they are resolved.

A C Determine the author’s purpose for writing a selection (e.g., to inform, to persuade, to entertain, or to share emotions).

D Discuss similarities and differences in events and characters from different reading selections.

A T Locate and verify information to support predictions, ideas, opinions, and conclusions.

A MG Identify stated or implied cause and effect relationships.

A C Determine whether a given statement within a passage is fact or fiction.

A T Analyze the use of similes, metaphors, personification, and hyperbole within context.

D Demonstrate an understanding of stated and implied themes and recognizing that themes recur throughout literature.

D Reflect upon comprehension strategies used to make meaning from texts.

D Make connections among various print (e.g., other stories) and nonprint texts (e.g., movies, photographs, and artwork).

D Make connections among the various literary genres and themes with personal, historical, and cultural experiences.

D Use appropriate reference sources in various formats (e.g., encyclopedias, card/electronic catalogs, almanacs, periodicals, and Internet).

D Use media (e.g., on-line catalog, nonfiction books, encyclopedias, CD-ROM, references, and Internet) to view, read, and represent information.

Language Arts

Sixth Grade - 41


REPORTING CATEGORY




D Use current technology (e.g., the Internet, CD-ROMS, and online catalogs) as a research communication tool.

D Understand a variety of reference sources (biographical sketches, letters, diaries, encyclopedias, periodicals, and procedural manuals).

A T Select sources from which to gather information on a given topic and determine their reliability.

I Distinguish between primary and secondary source documents.

D Continue to use the dictionary, glossary, thesaurus, and other word-referenced materials to eliminate word problems.

M Use skimming and scanning skills.

D Retrieve, organize, and represent information to demonstrate knowledge acquired.

D Develop notes that include important concepts, summaries, and identification of reference sources.

D Identify various forms of media and consider their impact on daily life.

A T Recognize common propaganda techniques (i.e., bandwagon, loaded words, and testimonials).

A MG Evaluate text for fact and opinion.

I Use a variety of materials to prepare a research paper that includes a title page and list of sources.

D Develop and maintain vocabulary specific to content areas and to current events.

D Continue to apply comprehension skills and strategies to informational text in the content areas.

D Continue to use self-correction strategies while reading (pausing, rereading, consulting other sources, asking for help).

D Interact with the text (e.g., mark the text, use post-it notes, ask questions, and make comments within the text).

D Analyze the reliability of sources by examining the author’s background.

D Read independently for a variety of purposes (e.g., for literary experience, to gain information, to perform a task, for enjoyment, to expand vocabulary, and to build fluency).

D Read, view, and recognize various literary (e.g., short stories, novels, plays, legends, poetry, autobiographies/biographies, and nonfiction of high interest) and media (e.g., music, films, videos, documentaries, the arts, and photographs) genre.

A C Distinguish among various literary genres (poetry, drama, fiction, and nonfiction).

D Identify the theme and determine if theme is stated or implied.

D Recognize that certain themes recur and be familiar with commonly recurring themes.

I Identify the plot element of exposition (i.e., introduction of characters, setting, and conflict) in print and nonprint text.

I Explore the author’s development of characters/characterization (e.g., through words, speeches, thoughts, narrator’s comments, interactions with other characters, and motivations).

I Explore how an author creates mood to set a tone.

D Compare and contrast the elements of plot between or among stories.

A C Recognize the first person point of view.

D Summarize and paraphrase selected passages for discussion and/or written assignments or presentations.

A C Select an appropriate summary statement and determine whether the theme is stated or implied.

D Demonstrate knowledge of similes, metaphors, personification, imagery, and symbolism.

I Explore deductive reasoning to facilitate and to extend understanding of texts.

I Explore the concepts of foreshadowing and flashback.

D Visit libraries/media centers, book fairs, bookstores, and other print-rich environments to explore books.

D Use personal criteria to select reading material (personal interest, knowledge of authors, text difficulty, text genres, and recommendation of others).


D Relate literary experiences (book discussions, literary circles, writing, oral presentations, and artistic expressions).


D Maintain a personal reading list/or reading log/journal to reflect reading gains and accomplishments.

D Engage in reading as a leisure time activity.

Language Arts

Sixth Grade - 42


REPORTING CATEGORY




WRITING The student will develop the structural and creative skills of the writing process necessary to produce written language that can be read, presented to, and interpreted by various audiences. Process

D Generate, focus, and organize ideas through brainstorming, mapping and webbing, and classroom discussions.


A WP Complete a graphic organizer (i.e., clustering, listing, mapping, and webbing) with information from notes for a writing selection.

D Develop writing by using appropriate organizational strategies, including outlining and other graphic organizers to show evidence of a prewriting plan.

D Select and limit a writing topic.


I Identify the mode, usage level, and conventions for appropriate sharing of information with the selected personal audience.

A WP Identify the purpose for writing (i.e., to inform, to describe, to explain, and to persuade).

D Use prewriting plan to guide the first draft.

D Write and think freely while drafting.

D Select mode based on purpose.

A WO Select an appropriate thesis statement for a writing sample.

D Present sufficient knowledge of topic to reflect background and understanding.

D Compose the draft with an introduction, a body, and a conclusion.

D Use precise language including vivid words, colorful modifiers, and figurative language.

D Develop sentences that are clear, varied, and appropriate to the audience.

A WP Select the best way to combine sentences to provide syntactic variety within context.

D Revise writing to focus on purpose.

I Evaluate and determine if word choices are appropriate for the target audience.

D Evaluate and revise writing to focus on fluency of thought and coherence (e.g., sentences and paragraphs flow smoothly together, evidence of syntactic variety/varied sentence structures).

D Evaluate and determine the effectiveness of the organization of the written draft (e.g., chronological order or sequence maintained, creative introduction, appropriate thesis, supportive statements, and effective transitions).

D Evaluate and revise writing to insure consistent development of ideas (e.g., appropriate and logical reasoning, key ideas covered, evidence of support for ideas, examples used, and supportive statistics.)

I Explore the use of words and phrases that create mood to establish a tone.

D Analyze writing for clarity of thought.

D Edit for elements of language.

D Proofread using prior knowledge and reference materials.

D View, read, and/or listen to examples of various writing styles and modes.

A T Identify the most reliable sources of information for preparing a report or project.

A T Rank possible research resources according to reliability.

A WP Choose the supporting sentence that best fits the context flow of ideas in a paragraph.


D Use multiple technological resources to prepare and/or listen to examples of various works.

D Identify opportunities for publication (e.g., school bulletin boards and publications, board of education bulletin boards and publications, internet websites, and newspapers/periodicals).

Language Arts

Sixth Grade - 43


REPORTING CATEGORY




D Use multiple technological resources to prepare and present work.

I Write frequently in the expository mode.

D State a thesis with relevant supporting details.

I Determine the appropriate organizational format for an expository essay.

I Explore models of expository writing through reading.

A WO Select an appropriate title that reflects the topic of a written selection.


D Use strong introductory and concluding paragraphs to enrich writing assignments.

A WO Rearrange multi-paragraphed work in a logical and coherent order.

D Explain key ideas clearly selecting illustrations, descriptions, and/or facts to support key ideas.

I Incorporate varied expository structures (e.g., compare/contrast and question/answer).

D Apply the Tennessee state assessment rubric to an expository essay.

D Continue to demonstrate facility in the use of language.

D View, read, and/or listen to examples of various writing styles and modes.

D Demonstrate the use of vivid words (e.g., action verbs, figurative language).

D Support ideas through use of sensory details and/or concrete examples.

D Use a variety of sentence structures.

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

D Develop a consistent voice in original works.


I Demonstrate through writing an understanding of the elements of literature (i.e., setting and characters).

D Compare and contrast themes, settings, and characters, from a variety of literary selections and types.

A WO Select illustrations, descriptions, and/or facts to support key ideas.

D Use dictionaries, thesaurus, and other available resources.

D Utilize resources available in the media center.

I Conduct or read interviews to use as a primary source.

I Examine journals, diaries, and narratives as support for research.

D Use computer technology to find information and to create reports and presentations. Product

D Write creative, imaginative, and original responses to literature (e.g., poems, raps, stories, and commercials).

D Write works of fiction in the descriptive mode (e.g., short stories, TV, scripts, fables, and tall tales).

D Write poetry (e.g., haiku and bio-poem).

D Write biographical/autobiographical sketches with specific actions and significant details.



D Write diaries and journals in the narrative mode.

I Write and select appropriate mode for announcements, short scripts for radio, commercials, and letters to the editor.

D Respond expressively and creatively to the arts incorporating the arts into all content areas.

D Develop and write personal essays for portfolio.

I Write in the persuasive mode.

I Write in response to expository prompts, including frequent opportunities for timed writing.

D Produce a variety of written works suitable for publication and/or sharing.

Language Arts

Sixth Grade - 44


REPORTING CATEGORY




D Compose technical writing (e.g., directions to a geographical location, a recipe).

D Identify opportunities for publication (e.g., school bulletin boards and publications, board of education bulletin boards, Internet websites, and newspapers/periodicals).

D Continue to write competently in narrative and descriptive modes.

D Write personal reflections to experiences and events.

D Produce original works of creative and imaginative writings.

D Produce a variety of creative works utilizing knowledge from the content areas (e.g., journals, magazines, poems, letters to the editor, dialogues between famous people, and web pages).

D Write to acquire knowledge (e.g., express, organize, and clarify thinking; take notes; synthesize information; and enhance communication).

D Compile gathered information into a written research paper.

D Express ideas or opinions through creative responses to a variety of literary forms and types.

I Produce a variety of technical works utilizing knowledge from the content areas (e.g., explanations of projects, science experiment projects, demonstrations, editorials, documents, recipes, and directions to a geographic location).

I Write basic character analyses. ELEMENTS OF LANGUAGE The student will use standard English conventions and proper spelling as appropriate to speaking and writing.

A G Identify the correct use of the following within context: • nouns (i.e., common/proper, singular/plural, possessives); • pronouns (i.e., agreement, subject, object); • verbs (i.e., action/linking, regular/irregular, agreement); • adjectives (i.e., common/proper, comparative forms); • adverbs (i.e., comparative forms).

D Use nouns appropriately (e.g., collective nouns, nouns as objects, and predicate nouns)

D Use verbs appropriately (e.g., agree with the subject in person and number, action verbs that take objects, linking verbs, helping verbs, verb phrases, verb tenses, and regular and irregular verb forms).

D Use pronouns appropriately (e.g., proper pronoun case, objects of prepositions, agreement with antecedents in person and number, indefinite, relative, and demonstrative pronouns).

D Use adjectives appropriately (e.g., predicate adjectives, comparative and superlative forms).

D Use adverbs appropriately (e.g., negatives, forms of comparative and superlative phrases).

A G Identify the correct use of conjunctions (i.e., coordinating and subordinating) within context.

A G Identify the correct use of prepositions and prepositional phrases within context.

A G Choose the most appropriate interjection.

A G Recognize usage errors occurring within context (e.g., double negatives, troublesome words: to, too, two; their, there, they’re; lie, lay; sit, set).

D Recognize usage errors (e.g., double negatives, troublesome word pairs: accept/except, capitol/capital, principle/principal, between/among).

A G Identify sentences with correct subject-verb agreement (person/number) within context.

I Explore variations in the use of English in different parts of the country.

D Continue the correct use of capitalization (e.g., proper adjectives, within quotations).

A G Identify the correct use of commas (i.e., compound sentences, coordinating conjunctions, introductory words, appositives, and interrupters) within context.

D Demonstrate the correct use of commas (e.g., after introductory words, to set off appositive and interrupters, before a coordinating conjunction, and joining independent clauses to form compound sentences).

D Demonstrate the correct us of semicolons (e.g., to combine sentences).

Language Arts

Sixth Grade - 45


REPORTING CATEGORY




D Demonstrate the correct use of quotation marks (e.g., with explanatory material within the quote).

A G Choose the correct use of quotation marks and commas (in direct quotations, with explanatory material within the quote, and proper use with end mark).

A G Identify the correct spelling of plurals and possessives.

D Continue to write legibly.


A T Identify correctly and incorrectly spelled words in context.

D Spell correctly words commonly used in content specific vocabulary.

D Spell correctly affixed words (e.g., mis + spell = misspell; ready + ness = readiness.

D Proofread and edit for accuracy of spelling, using appropriate strategies to confirm spelling and spelling to correct errors.

D Determine correct spelling of words utilizing electronic and print tools (e.g., spell check, dictionaries, word walls, and charts).

A G Identify the correct use of colons (i.e., in business letters, preceding a list of items) within context.

D Maintain a consciousness toward correct spelling across the content areas.

A WP Select the most appropriate method to correct a run-on sentence (i.e., conjunctions, semicolons, and periods to join or separate elements) within context.

D Correct sentence fragments by supplying the missing sentence elements.

A WP Identify within context a variety of appropriate sentence combining techniques (i.e., comma + coordinating conjunction, use of semi-colon, introductory phrases and/or clauses).

I Identify and use adjectival and adverbial phrases and clauses.

D Use transitional words to indicate clear relationships within and among sentences and paragraphs.

Language Arts

Seventh Grade - 46


REPORTING CATEGORY




LANGUAGE ARTS Seventh Grade

READING The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text. Oral Language/Decoding


M Organize and share information, stories, experiences, ideas, and feelings with others.

D Respond creatively to reading selections (e.g., dramatizations, speeches, and drawings).

M Model active listening.

M Observe rules of public conversation.

M Deliver an oral presentation using information from any content area and utilizing visual aids.

M Ask and answer questions to and from teachers and classmates.

D Use a variety of nonverbal communication techniques.

M Read using appropriate pronunciation, expression, rate, pitch, and stress.

M Read fluently from a variety of texts.


M Read for a variety of purposes (e.g., information gathering, enjoyment, and fluency).

M Adjust speed based on the purpose for reading.

M Listen to a variety of readings, poetry, and music in order to develop sound awareness.

A T Analyze the effects of sound (e.g., onomatopoeia, alliteration, accent, rhyme, and repetition).

D Analyze patterns of rhyme and rhythm. Comprehension

D Utilize reference sources and personal experience to build background knowledge.

M Continue to use previously learned strategies to front load text.

A T Derive information from the following text features: timelines, graphs, headings and subheadings.

A MG Make predictions about the outcome of a given passage.

D Relate text to prior personal experiences or opinions, historical knowledge, and current events as well as previously read print and nonprint texts.

A MG Formulate clarifying questions for use before, during, or after reading.

M Adjust predictions as new information is acquired.

M Continue to predict outcomes, state reasonable generalizations, and draw conclusions.

D Use self-monitoring strategies while reading.

D Read between the lines.

I Create mental pictures from abstract information.

A MG Draw inferences from selected passages.

D Verify or modify pre-reading purpose as appropriate.

M Continue to interact with text (e.g., mark the text, use post-it notes).

D Maintain a personal reading list or reading log/journal.

Language Arts

Seventh Grade - 47


REPORTING CATEGORY




M Indicate the sequence of events.

A MG Identify the main idea/central element in a reading selection.

M Select details that support the main idea/central element.

A C Identify the author’s purpose for writing and the reader’s purpose for reading.

A C Determine the common characteristics of short stories, novels, poetry, drama, and nonfiction.

D Discuss similarities and differences in events and characters from different reading selections.

D Find support within the reading selection for question responses, ideas, and opinions.

A MG Analyze cause and effect relationships in a given passage.

A MG Distinguish between fact and opinion within context.

D Apply comprehension skills and strategies to content area reading.

I Summarize and paraphrase selected passages/film clips for discussion and/or for written assignments/presentations.

D Make inferences about printed matter and other media.

A V Recognize and use grade appropriate and/or content specific vocabulary within context.

A V Replace unknown words in context with appropriate synonyms and/or antonyms.

M Incorporate grade appropriate synonyms, antonyms, homonyms, and multiple meaning words into reading vocabulary and writing.

M Define significant words to be encountered in the reading.

D Expand knowledge of root words, prefixes, and suffixes.

A V Decode unknown grade level words in context, using previously learned strategies, such as analysis of affixes, as aids in determining meaning.

D Build vocabulary by reading from a wide variety of selections and literary types.

A V Determine the meaning of unknown words and/or multiple meaning words through the use of context clues.

D Determine the meanings of unknown grade level words using context clues, dictionaries, electronic sources, glossaries, and other resources.

M Foster word consciousness (word play, word walls, new and unusual words).

M Use memory devices (rhymes, cartoons) to acquire new words.

A V Select the correct word or phrase to complete an analogy.

I Include word histories and meaning change as part of vocabulary study.

I Discover ways by which a language gets new words.

A V Identify words that serve as clues to reveal time periods and cultures.

A V Identify commonly used foreign phrases (e.g., bon voyage; mi casa es su casa, bon jour, hasta la vista).

A T Identify similes, metaphors, personification, and hyperbole within context.

D Recognize implied themes.

A C Distinguish between poetry and prose and between biography and autobiography.

D Identify the elements found in the exposition (i.e., introduction of characters, setting, and conflict) of fiction.

A C Identify at least two ways by which an author reveals character traits in a given passage.

D Explain the rising action, climax, and falling action of a plot.

A T Identify examples of sound devices (e.g., rhyme, alliteration, slant rhyme, repetition, and internal rhyme).

D Identify words and phrases used by authors to create mood to establish a tone.

D Compare and contrast elements of plot between or among stories.

A C Identify plot elements in the proper place on a graphic organizer.

I Identify how point of view (i.e., first person or third person, limited and omniscient) shapes the plot of the story or the perspective of the characters and audience.

I Explore the differences among nonfiction materials (e.g., letters, memoirs, diaries, journals, autobiographies, biographies, and educational, informational and technical texts).

Language Arts

Seventh Grade - 48


REPORTING CATEGORY




A C Identify symbolism, flashback, and foreshadowing, within context.

A T Rank a given set of resources according to reliability.

D Visit print rich environments (libraries, book fairs).

I Use personal criteria to select reading material.

D Use parts of text effectively for learning (title page, preface, and table of contents).

A T Locate information using key words and headings.

D Recognize and use appropriate reference sources in various formats (encyclopedias, card/electronic catalogs, and internet).

D Use media (internet, CD-ROM) to view, read, and represent information.

D Use a variety of reference sources (e.g., biographical sketches, letters, diaries, encyclopedia, and periodicals).

A C Recognize first person point of view.

D Distinguish between primary and secondary sources.

M Use word-referenced materials (dictionary, thesaurus).

D Retrieve, organize, represent, and analyze information to demonstrate knowledge acquired.

D Develop and use notes.

D Analyze the impact of various forms of media on daily life.

A T Identify examples of propaganda techniques (i.e., bandwagon).

D Recognize implied themes. WRITING The student will develop the structural and creative skills of the writing process necessary to produce written language that can be read, presented to, and interpreted by various audiences. Process

D Generate, focus, and organize ideas.

D Use print and nonprint materials, along with prior and content area knowledge, to provide background for writing.

D Develop writing by using appropriate organization strategies, including outlining and other graphic organizers, to produce a prewriting plan.

M Select, limit, and refine a topic.


D Compose a draft with an introduction, body paragraphs, and a conclusion.

D Use precise and appropriate language including active verbs, vivid words, colorful modifiers, figurative language, and imagery.

D Develop sentences that are clear, varied, and appropriate to the audience.

A WO Select the most appropriate title for a passage.



A WP Identify the sentence(s) irrelevant to a paragraph’s theme or flow.

D Develop a unique and consistent voice in original works.

D/I Revise to focus on purpose and audience.

D Revise writing to focus on fluency of thought and coherence (e.g., sentences and paragraphs flow smoothly together, evidence of syntactic variety/varied sentence structures).

D Determine the effectiveness of the organization of the written draft (e.g., chronological order or sequence maintained, creative introduction, appropriate thesis, supportive statements, and effective transitions).

D Revise writing to insure consistent development of ideas (e.g., appropriate and logical reasoning, key ideas covered, evidence of support for ideas, examples used, and supportive statistics).

Language Arts

Seventh Grade - 49


REPORTING CATEGORY




D Use words and phrases designed to create mood.


D Edit for elements of language.

D Proofread written product, using appropriate tools and strategies.

M Create readable documents.

D Use proofreading symbols.

D Develop and use rubrics.

D Make appropriate suggestions for improvement of peers’ writing using state assessment rubric.

D Recognize the strengths, errors, and challenges in peers’ writing and make appropriate comments of praise and suggestions for improvement.

D Evaluate improvements made in own work and others’ work.

D Produce a final draft of a selected work suitable for publication and/or sharing.

D Identify opportunities for publication (e.g., school bulletin boards and publications, local and national contests, internet websites, and newspaper/periodicals).

A WP Select the best way to combine sentences to provide syntactic variety.

A WO Select an appropriate thesis statement from a writing sample.

D Create an appropriate title that creatively and accurately reflects the topic.

D Determine the qualities of strong and clinching concluding paragraphs.

D Explain/illustrate key ideas clearly.

A WO Select appropriate time order or transitional words to enhance the flow of a writing sample.


A T Identify individual written selections as technical, narrative, persuasive and/or descriptive in mood.

D Use subordination, apposition, coordination, prepositional phrases, transitional words and phrases, and other devices to indicate clear relationships.

D Use appropriate organizational strategies, including outlining and other graphic organizers.

A WP Complete a graphic organizer (e.g., clustering, listing, mapping, and webbing) with information from notes on a writing selection.

A WP Identify the purpose for writing (e.g., to inform, to describe, to explain, to persuade).

A WP Identify the audience (formal/informal) for which the text is written.

D Identify the mode, the usage level, and conventions appropriate to the selected audience.

I Use a variety of sources to prepare a research paper.

A T Identify levels of reliability among resources (e.g., eyewitness account, newspaper account, supermarket tabloid, and internet source).

D Use computer technology to find information, to create reports and presentations, and to support research.

I Recognize that two equally reliable sources may present material from different perspectives.


I Explore appropriate proofreading symbols.

D Make appropriate suggestions for improvement, using Tennessee state assessment rubric.

D Revise writing to focus on purpose, audience, fluency of thought and coherence (e.g., sentences and paragraphs flow smoothly together, evidence of syntactic variety).

A WO Select illustrations, explanations, anecdotes, descriptions, and/or facts to support key ideas.

D Use multiple technological sources to prepare and present work and to add graphs, tables, and/or illustrations.

D Identify opportunities for publication (e.g., school bulletin boards and publications, local and national contests, Internet websites, and newspapers/periodicals).

Language Arts

Seventh Grade - 50


REPORTING CATEGORY




Product

D Write personal reflections of experiences and events.

D Produce original works of creative and imaginative writings.

D Write to acquire knowledge (e.g., express, organize, and clarify thinking; take notes; synthesize information; and enhance communication).

D Write competently in the narrative and descriptive modes.

D Develop and refine writing in the expository mode.

D Select the most appropriate organizational format for an expository essay.

D Use models of expository writing to enhance the writing process.

D Apply the Tennessee state assessment rubric to an expository essay.

I Explore the techniques of persuasive writing.

D Provide sufficient knowledge of topic to reflect background and understanding.

D Produce a variety of creative works utilizing knowledge from the content areas (e.g., journals, magazines, poems, letters to the editor, dialogues between famous people, and web pages).

D Respond to content area information in creative ways (e.g., create graphic, nonprint essays; write and design a children’s book; or create a tape to accompany the book).

D Produce a variety of technical works utilizing knowledge from the content areas (e.g., explanations of projects and problems, science experiment projects, demonstrations, editorials, and documents).

D Research topics and organize gathered information from the content areas into presentable documents.


D Respond expressively and creatively to the arts.

D View, read, and/or listen to examples of various writing styles.

D/I Write extended character analyses.

D Demonstrate through writing an understanding of the elements of literature (e.g., plot, conflict, setting, and characters).

D Compare and contrast plots, conflicts, themes, and characters, from a variety of literary selections.

D/I Write works of both fiction and nonfiction (poetry, biographical/autobiographical sketches, scripts, reflections, journalistic articles, friendly/business letters, commercials, personal essays, technical writing, research documents, and interviews).

D Write a persuasive argument, stating a clear position supported by relevant evidence to convince an audience. ELEMENTS OF LANGUAGE The student will use standard English conventions and proper spelling as appropriate to speaking and writing.

A G Identify the correct use of the following: • nouns (common/proper, singular/plural, collective, compound, possessives, direct/indirect objects, and

predicate nouns); • verbs (action/linking, agreement with subject, verbs that take objects, linking verbs, verb phrases,

regular/irregular verbs, three simple and three perfect tenses, and tense consistency); • pronouns (case, reflexive, interrogative, demonstrative, agreement with antecedent); • adjectives (common/proper, comparative/superlative forms, compound predicate adjectives, and; • adjective clauses); • adverbs (comparative/superlative, introductory phrases and clauses, and placement within the

sentence); • conjunctions (coordinating, correlative, and subordinating conjunctions combining words, phrases,

and clauses); • prepositions; • interjections.

A G Identify the correct use of prepositions and prepositional phrases within context.

Language Arts

Seventh Grade - 51


REPORTING CATEGORY




A G Recognize usage errors occurring within context (double negatives, troublesome words: rise/raise, stationary/stationery, compliment/complement, beside/besides, to/too/two, there/their/they’re, lie/lay, sit/set; subject/verb agreement, pronoun case, and comparative and superlative forms).

M Continue the correct use of capitalization (e.g., titles, friendly and business letters, quotations, and proper adjectives).

A G Identify the correct use of commas (e.g., compound sentences, coordinating conjunctions, introductory works, appositives, and interrupters) within context.

A G Identify the correct use of colons (e.g., in business letters, introductory words, and preceding a list of items) within context.

A G Choose the correct use of quotation marks and commas (e.g., in direct quotations, with explanatory material within the quote, and proper use with end marks).

A G Select the appropriate use of underlining/italicizing with titles, specific words, numbers, and letters.

D Form both singular and plural possessives using apostrophes.

D Spell correctly high frequency words, appropriate grade level words, and content area words.

A T Identify correctly or incorrectly spelled words in context.

D Proofread and edit for accuracy of spelling, using appropriate strategies to confirm spelling and to correct errors.

D Maintain a consciousness toward correct spelling across the content areas.

A G Recognize and use appositives and appositive phrases and infinitives and infinitive phases within the context.

D Identify and place correctly within a sentence adjective, adverb, and noun clauses.

A WP Select the most appropriate way to correct a run-on sentence (e.g., conjunctions, semicolons, and periods to join or to separate elements) in order to provide syntactic variety within context.

D Correct sentence fragments by supplying the missing elements.

D Recognize and differentiate among simple, compound, and complex sentences.

M Combine sentences using a variety of strategies.

A WP Identify within context a variety of appropriate sentence-combining techniques (comma + coordinating conjunction, use of semicolon, and introductory phrases and/or clauses).

Language Arts

Eighth Grade - 52


REPORTING CATEGORY

C = Content G = Grammar MG = Meaning T = Techniques and Skills V = Vocabulary WO=Writing Organization WP = Writing Process WA = Writing Assessment



LANGUAGE ARTS Eighth Grade

READING The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation and appreciation of print and nonprint texts. Oral Language/Decoding


M Organize and share information, stories, experiences, ideas, and feelings with others in both formal and informal situations.

D Participate in creative responses to text (e.g., debates, dramatizations, and speeches).

D Deliver a focused, well-organized oral presentation, using multiple sources of information from any content area utilizing visual aids for contextual support.

M Read aloud, discuss, and present, using correct stress, pitch, juncture, punctuation, expression, and rate.

I Approach texts according to their type, using appropriate skills and prior knowledge.

D Continue to develop an awareness of the sounds of language through repeated exposure to a variety of auditory experiences.

D Evaluate patterns of rhyme and rhythm and consider their effect on meaning.

M Demonstrate the ability to read fluently with expression, accuracy, and poise from a variety of texts.


M Adjust speed based on the purpose for reading. Comprehension

D Use reference sources to build background knowledge for reading.

D Use previously learned strategies to front load text (e.g., skimming and scanning, connecting to prior knowledge).

D Preview text, using supports such as illustrations/pictures, captions, graphs, diagrams, headings, subheadings, and footnotes.

A T Use text features (e.g., sidebars, footnotes, and endnotes) to determine meaning.

A T Locate information using available text features (e.g., maps, charts, graphics, indexes, glossaries, table of contents, and appendices).

D Relate the significance of the selections studied to students' life experiences.

D Examine significant words to be encountered in the text.


D Relate selections studied to prior experience, historical knowledge, current events, and cultural background.

A MG Formulate appropriate questions during the reading of the text.

D Use self-monitoring and self-correcting strategies while reading.

D Engage in reading between the lines.

A MG Recognize a reasonable prediction of future events of a passage.

D Create mental pictures from abstract information.

A MG Determine inferences from selected passages.

A T Select information using keywords and headings.

D Verify or modify pre-reading purposes as additional information is obtained.

D Explore ways to interact with text.

D Indicate, analyze, and evaluate the sequence of events.

Language Arts

Eighth Grade - 53


REPORTING CATEGORY




D Recognize and state the main idea/central element in a given reading selection, noting supporting details.

D Identify the author’s purpose and analyze to determine whether purpose is met.

D Analyze the text to find contextual support for ideas, opinions, and responses to questions.

A T Identify instances of bias and stereotyping in print and nonprint contexts.

A T Recognize and identify the techniques of propaganda (i.e., bandwagon, loaded words, and testimonials).

A T Identify examples of sound devices within context (e.g., rhyme, alliteration, assonance, slant thyme, repetition, and internal rhyme).

A T Identify individual written selections as technical, narrative, persuasive, and/or descriptive in mode.

A MG Determine cause and effect relationships in context.

M Identify statements as fact or opinion.

D Reflect on comprehension strategies utilized.

A MG Identify an appropriate title to reinforce the main idea of a passage or paragraph.

D Read for a variety of purposes: literary experience, information, enjoyment, and vocabulary.

A MG Identify an appropriate title to reinforce the main idea of a passage or paragraph.

D Visit libraries/media centers, book fairs, bookstores, and other print rich environments to explore books.

D Use personal criteria to select reading material (e.g., personal interest, knowledge of authors, text difficulty, text genres, and recommendation of others).

D Relate literary experiences (e.g., book discussions, literary circles, writing, oral presentations, and artistic expressions).



D Maintain a personal reading list or reading log/journal to reflect reading gains and accomplishments.

D Build vocabulary by listening to literature, viewing films and documentaries, participating in class discussions, and reading self-selected and assigned texts.

D Build vocabulary by reading and viewing from a wide variety of texts.

D Analyze word meanings using roots, prefixes, and suffixes.

D Use context clues, dictionaries, electronic sources, glossaries, and other resources as aids in determining word meanings.

A V Recognize and use grade appropriate and/or content specific vocabulary.

D Evaluate the use of synonyms, antonyms, homonyms, and multiple meaning words, and determine how they assist with understanding.

M Foster word consciousness (e.g., word play, word walls, graphic organizers, nuances of words, and power words).

D Analyze and use useful mnemonic devices (e.g., rhyming words, vocabulary cartoons, and kinesthetic activities) to acquire new vocabulary.

A V Choose a logical word or phrase to complete an analogy, using scrambled words and homophones in addition to previously learned analogies.

D Recognize the historical influences on and changes to the English language as part of vocabulary study.

A V Recognize commonly used foreign phrases (e.g., e pluribus unum, c’est la vie, bon jour, hasta la vista, bon voyage, mi casa es su casa).

D Distinguish between the connotation and denotation of words.

D Recognize that word choices help to create a mood.

D Discover ways by which a language acquires new words (e.g., brand names, acronyms).

D Identify the base/root word of a word having affixes.

D Determine the meaning of prefixes and suffixes through identification and usage.

A V Choose the correct meaning/usage of a multi-meaning word by replacing the word in context with an appropriate synonym or antonym.

Language Arts

Eighth Grade - 54


REPORTING CATEGORY




A V Recognize the effect of stressed and unstressed syllables to aid in identifying the meaning of multiple meaning words.

D Decode unknown grade level words utilizing previous learned strategies and verify the word’s meaning within the context of the selection.

A C Determine an author’s purpose for writing or a student’s purpose for reading.

D Identify themes, stated, implied, and recurring.

A C Identify an implied theme from a selection or related selections.

D Read, view, and recognize various literary types.

D Recognize the elements of various literary and media types.

I Explore the elements that determine types of fiction (e.g., suspense/mystery, comedy/humor, drama, historical fiction, romance, legends, and myths).

I Connect recurring themes to previously read materials and current readings.

A C Recognize literacy elements that shape meaning within context (e.g., symbolism, foreshadowing, flashback, irony, mood, and tone).

A C Identify how the author reveals character (e.g., physical characteristics, dialog, what others say about him, and what he does).

D Evaluate strategies and devices used by authors to create mood.

D Explain the exposition, rising action, climax, falling action, and resolution/denouement.

D Distinguish among varying types of conflict (e.g., man vs. man, man vs. nature, and man vs. himself).

A C Identify on a graphic organizer the points at which various plot elements occur.

I Explore subplots in literary selections and films.

D Compare and contrast plot elements between or among stories.

D Determine whether the characters are stereotypical or realistic.

A C Recognize the author’s point of view (i.e., first person, third person, limited, or omniscient).

A C Determine how a story changes if the point of view is changed.

D Summarize, paraphrase, and evaluate selected passages.

D Use deductive reasoning to facilitate and to extend understanding of texts.

D Examine the differences among nonfiction materials (e.g., letters; memoirs; diaries; journals; documentaries; autobiographies; biographies; and educational, informational, and technical texts).

A MG Recognize and identify words within context that reveal particular time periods and cultures.

A MG Determine the influence of culture and ethnicity on the themes and issues of literary texts.

A T Identify examples within context of similes, metaphors, alliteration, onomatopoeia, personification, and hyperbole.

D Demonstrate knowledge of literary elements that shape meaning and determine tone, such as symbolism, idioms, puns, flashback, foreshadowing, irony, mood, and tone.

I Explore the concept of allusion.

A C Distinguish among different genres (e.g., poetry, drama, letters, ads, historical fiction, biographies, autobiographies, and essays) and their distinguishing characteristics.

A T Locate information using available text features (e.g., maps, charts, graphs, indexes, glossaries, tables of contents, and appendices).

D Determine appropriate reference sources in various formats (encyclopedias, periodicals, and internet).

D Use media to view, read, and represent information.

D Use current technology as a research communication tool.

D Compare a variety of reference sources.

D Retrieve, organize, represent, analyze, and evaluate information to demonstrate knowledge acquired.

D Evaluate resources for reliability and validity.

D Refine skimming and scanning skills.

Language Arts

Eighth Grade - 55


REPORTING CATEGORY




D Develop and use notes.

D Evaluate the impact of bias on daily life. WRITING The student will develop the structural and creative skills of the writing process necessary to produce written language that can be read, presented to, and interpreted by various audiences. Process

A WP Identify the purpose for writing (e.g., to inform, describe, explain, and persuade).

D Select, limit, and refine a topic.

A WP Identify the targeted audience for a selected passage.

D Identify the mode, usage level, and conventions for appropriate sharing of information with the selected audience.

D Use print and nonprint materials along with prior knowledge, content area knowledge, and personal experiences to provide background for writing.

D Use appropriate organizational strategies, including outlining and other graphic organizers, to produce a prewriting plan.

D Generate, focus, and organize ideas.

A WP Complete a graphic organizer (clustering, listing, mapping, and webbing) with information from notes for writing a writing selection.

A WO Select an appropriate thesis statement for a writing selection.

A WA Support thesis with elaboration, using supporting details, supporting examples, and/or anecdotes.

A WA Support and/or illustrate key ideas clearly using illustrations, anecdotes, descriptions, and facts.

A WA Write engaging introductory paragraphs and strong and clinching concluding paragraphs.

A WO Select illustrations, explanations, anecdotes, descriptions, and/or facts to support key ideas.

A WA Write well-organized and coherently developed paragraphs.



A WA Use precise language including active verbs, vivid words, colorful modifiers, figurative language, imagery, and experiment with incorporating allusion.

A WP Select vivid words to strengthen a description (adjective or adverb) within a writing sample or passage.

A WA Demonstrate facility in the use of language.

D Determine if word choices are appropriate for the target audience.

I Explore tone as a way to develop a unique and consistent voice in original works.

A WA Compose clear and correctly punctuated complex sentences to vary sentence structure.

A WP Identify within context a variety of appropriate sentence-combining techniques (e.g., comma + coordinating conjunction, use of semi-colon, and introductory phrases or clauses).


D Enrich writing with information gathered from the various content areas.

A WO Select appropriate transitional devices or time order words to enhance the flow of the writing.

D Enrich writing with information gathered from the various content areas.

D Revise writing to focus on purpose and audience.

D Revise writing to focus on fluency of thought and coherence (e.g., sentences and paragraphs flow smoothly together, evidence of syntactic variety/varied sentence structures).


D Determine the effectiveness of the organization of the written draft (e.g., chronological order or sequence maintained, creative introduction, appropriate thesis, supportive statements, and effective transitions).

Language Arts

Eighth Grade - 56


REPORTING CATEGORY




A WA Revise and edit writing for elements of language.

D Proofread using prior knowledge and experience, reference materials, and technology.

M Use appropriate proofreading symbols.


A WA Integrate all steps of the writing process: prewriting, drafting, revising, editing, and publishing.

D Publish a final draft.

A WO Select the most appropriate title for a passage.

D Develop and use a rubric for evaluation.

D Recognize the strengths, errors, and challenges in peers' writing and make appropriate comments of praise and suggestions for improvement.

D Evaluate improvements made in own work and others’ work.

D Identify multiple sources of technology to prepare and present work and to add photographs, graphs, tables, and/or illustrations to support the focus of the work.

A T Identify levels of reliability among resources (e.g., eyewitness account, newspaper account, supermarket tabloid account, and internet source).

D Identify opportunities for publication (e.g., local and national contests, internet websites, and newspapers/ periodicals).

Product

A T Identify individual written selections as technical, narrative, persuasive, and/or descriptive in mode.

M Write competently in the narrative and descriptive modes.

D Write frequently in the expository mode.

M Apply the Tennessee state assessment rubric to an expository essay.

A WA Write well-developed, organized, and coherent essays in response to expository prompts.

D Incorporate varied expository structures (e.g., problem/solution, compare/contrast).

D Use models of expository writing.

I Write a persuasive paper with a clearly focused argument and relevant supporting details.

D Write personal essays.

D Produce a variety of creative work utilizing information gathered from the various content areas (e.g., journals, magazines, poems, letters to the editor, dialogues between famous people, and webpages).

D Respond to original questions and/or problems from all content areas.

D Respond to content area information, including fine arts, in creative ways (e.g., create graphic, nonprint essays; write poems; and create works of art).

D Produce a variety of technical works utilizing knowledge from the content areas (e.g., explanations of projects and problems, science experiment projects, demonstrations, editorials, and documents).

D Research topics and organize gathered information into presentable documents.

D View, read, and/or listen to examples of various writing styles.

D Produce a variety of creative works including responses to literature, autobiographical sketches, reflective pieces, poems, and stories.

D Produce a variety of nonfiction pieces including, technical writing, career-related materials, analysis of literature, and persuasive essays.

D Continue to use dictionaries, thesauri and other word referenced materials.

D Use interviews, surveys, polls, graphs, and illustrations in writing and presenting as support for research.

D Continue to use computer technology to find information, to create reports and presentations, and to support research.

D Analyze and assemble gathered information into a research paper or document.

Language Arts

Eighth Grade - 57


REPORTING CATEGORY




D Continue to use examples and details collected from all available and reliable resources.

D Write personal reflections to situations, experiences, and events for oneself and others.

D Continue to write to acquire knowledge (e.g., express, organize, and clarify thinking, take notes, synthesize information, and enhance communication).

I Give credit to both quoted and paraphrased materials used in research.

D Utilize resources available in the media center.

D Evaluate website sources for reliability. ELEMENTS OF LANGUAGE The student will use standard English conventions and proper spelling as appropriate to speaking and writing.

A G Identify the correct use of the following: • nouns (e.g., common/proper, singular/plural, possessives, direct/indirect objects, and predicate nouns); • verbs (e.g., subject-verb agreement, transitive/intransitive, linking/action, tense consistency, perfect tenses,

regular/irregular, voice, and verb phrases); • pronouns (e.g., pronoun-antecedent agreement, reflexive, interrogative, demonstrative, pronoun case, and

conjunctive adverbs); • adjectives (e.g., comparative/superlative, phrases and clauses, predicate adjectives, and common/proper); • adverbs (e.g., comparative/superlative, phrases and clauses, and conjunctive adverbs); • conjunctions (e.g., coordinating, correlative, subordinating to combine sentences and elements); • interjections.

A G Identify the correct placement of prepositions and prepositional phrases within context.

A G Select the correct pronoun/antecedent agreement for personal pronouns within context.

A G Recognize usage errors occurring within context. • subject/verb agreement; • pronoun case; • double negatives; • comparative/superlative forms; • troublesome word groups (were/where, which/that/who, who/whom).

D Compare regional differences in dialect, speech, and usage and explore reasons for those differences.

D Continue the correct use of capitalization (titles, business letters, quotations, proper nouns and adjectives).

A G Select the appropriate use of underlining/italicizing with titles, specific words, numbers, letters, and figures.

A G Select the correct pronoun/antecedent agreement for personal pronouns within context.

A G Identify the correct use of commas (e.g., compound sentences, coordinating conjunctions, introductory words, appositives and interrupters) within context.

M Form both singular and plural possessives using apostrophes.

D Spell correctly high frequency words, appropriate grade level words, and content area words.

D Proofread for accuracy of spelling, using appropriate strategies to confirm spelling, and to correct errors.

A G Identify and use appositives and appositive phrases and infinitives and infinitive phrases.

A G Recognize the appropriate use of gerund and participial phrases.

D Identify and place correctly within a sentence adjective, adverb, and noun clauses.

A G Select the most appropriate method to correct a run-on sentence (e.g., conjunctions, semi-colons, and periods to join or separate elements) within context.

D Correct sentence fragments by supplying the missing sentence elements.

I Identify the subject and predicate of an inverted order sentence.

D Use subordination, apposition, coordination, and appropriate phrases (prepositional, transitional) to indicate clear relationships within a sentence or paragraph.

D Distinguish between clauses (independent and subordinate) and phrases (verb, adjective, adverb, appositive, and prepositional).

Mathematics

Mathematics

Kindergarten - 61


REPORTING CATEGORY N = Number & Operations AT = Algebraic Thinking C = Computation R = Real World Problem Solving

DP = Data Analysis & Probability ME = Measurement G = Geometry GR = Graphs & Graphing


MATHEMATICS Kindergarten

NUMBER AND OPERATION The student will identify, represent, order, and compare numbers and compute and solve problems.

Key

Reporting Category

I/D Count how many objects are in a set (1-20).

I Count to 50 by 1’s and 10’s.

I Count backward from 10 to 1.

I Match quantities up to 20 with numerals.

I/D Identify equivalent sets of objects by one-to-one correspondence.

I Identify and write numerals 0-20.

I Represent quantities up to 20 on ten - frames.

I Determine if a figure has been divided into halves.

I/D Identify and name coins (penny, nickel, dime, quarter, and half dollar) and their values.

I Order numbers less than 20.

I Express the relationship between two numbers less than 20 using the words less than, more than, or equal to.

I Identify the position of a whole number less than 20 on a number line.

I Use the language of ordinal numbers up to tenth.

I Use concrete objects to develop strategies for addition and subtraction of whole numbers.

I Solve simple word problems involving whole numbers 0-10.

I Use words, actions, pictures, or concrete objects to solve problems.

I Use pictures or objects to show one more or one less than any number to 20.

I Explain if the solution to a word problem is reasonable. ALGEBRA The student will sort and classify objects; create, extend, and describe patterns; and represent number sentences with words, objects, and pictures.

I/D Sort objects by color, size, shape, and kind.

I Use mathematical terms appropriately.

I Identify patterns in the environment, in arrangements of objects, or in pictures.

I Recognize and extend a concrete, visual, or auditory two- or three-part repeating pattern.

I Create and describe a simple repeating pattern of numbers or figures.

I Use concrete objects or pictures to demonstrate addition and subtraction number sentences involving numbers 0 to 5.

I Read and explain simple addition and subtraction number sentences.

Mathematics

Kindergarten - 62





GEOMETRY The student will identify, describe, and create basic shapes and describe relative positions and directions.

I Match terms with given shapes (circles, squares, triangles, and rectangles) when shown in various positions.

I Recognize circles, squares, triangles, and rectangles in the environment and as faces of three-dimensional objects.

I Recognize basic properties of and similarities and differences between simple geometric figures (e.g., number of sides, corners).

I Reproduce and create circles, squares, rectangles, and triangles.

I Reproduce and create structures using three-dimensional shapes.

I Combine two-dimensional shapes to make pictures.

I Recognize and show terms of relative position and direction in a variety of situations (e.g., over, under, forward, backward, between, right, and left).

MEASUREMENT The student will apply measurement concepts of time, length, weight, capacity, and temperature.

I Demonstrate understanding of the concept of length.

I Recognize and show which is larger/smaller, longer/shorter, taller/shorter, heavier/lighter or which holds more/holds less, when given two similar objects.

I/D Use words to describe time (e.g., day, night, morning, afternoon, yesterday, today, and tomorrow).

I/D Use words to describe temperature (e.g., hot, warm, cool, and cold).

I Measure and estimate length of an object using a variety of nonstandard units.

I Distinguish between light and heavy objects.

I Recognize clocks and watches as instruments for measuring time and tell time to the hour.

I Recognize a thermometer as a device to measure temperature.

I/D Recognize a calendar as a way of measuring time. DATA ANALYSIS AND PROBABILITY The student will make simple graphs using concrete objects and pictures and describe events as likely or unlikely.

I Represent and compare data using concrete objects, pictures, and simple graphs.

I Describe events related to students’ experiences as likely or unlikely.

Mathematics

First Grade - 63





MATHEMATICS First Grade

NUMBER AND OPERATIONS The student will identify, represent, order, and compare numbers and compute and solve problems.


I/D Count by 2’s, 5’s, and 10’s to 100.

D Count how many objects are in a set by 1’s to 100.

I Count how many objects are in a set by 2’s, 5’s, and 10’s up to 30.

D Count forward or backward by one beginning with any number less than 100.

I Identify the place value of a digit in numbers to 99.

D Read and write numerals up to 100.

I Count by 10’s from any number using a hundreds chart.

I/D Use concrete objects to model whole numbers to 99 (e.g., base-ten blocks, sticks, and straws).

I Identify odd and even whole numbers to 50.

I/D Match halves and fourths to shaded regions of a single object or figure.

I Show 1/2 and 1/4 of a set of objects.

I Match the spoken, written, concrete, and pictorial representations of 1/2 and 1/4.

I/D Recognize one whole as two halves or four fourths.

I/D Count the value of a set of coins up to 50 cents.

D Sequence and order whole numbers less than 100.

I Represent numbers in flexible ways using a variety of materials (e.g., 23 as 23 ones, 1 ten and 13 ones, and/or 2 tens and 3 ones).

D Identify and use ordinal numbers up to twelfth.

I Compare whole numbers through 100 using the appropriate symbol (e.g., <, >, and =).

I Use a number line or hundreds grid to find one more or one less than any number to 50.

D Explain whether the solution to a word problem is reasonable.

D Solve simple story problems involving addition and subtraction with numbers less than 20.

I Develop story problems that illustrate basic addition and subtraction facts.

D Use words, actions, pictures, and concrete objects to solve problems.

D Use pictures or objects to show one more or one less than any number to 99.

I Estimate the number of objects in a group and explain the reasoning for the estimate.

I Explain and justify solutions and strategies in problem solving.

I Add and subtract up to two-digit whole numbers using various strategies (e.g., counting up or back, taking away, doubles plus one, comparison, number relationships, and modeling).

I Use calculators in problem-solving situations.

Mathematics

First Grade - 64





ALGEBRA The student will sort and classify objects; create, extend, and describe patterns; and represent number sentences with words, objects, and pictures.

D Sort objects by two of the following attributes: color, size, shape, and kind.

I Describe how objects in a group are alike and how they are different.

D Identify and describe growing patterns found in literature, in the environment, in physical arrangements, and in pictures.

D Translate a repeating pattern from one format to another (e.g., red-blue-blue to snap-clap-clap).

D Create, describe, and extend concrete, visual, auditory, or number patterns.

I Identify the unit of a two-part repeating pattern.

D Show or represent number sentences, involving addition and subtraction and numbers 0-20, with concrete objects.

D Use mathematical terms and symbols appropriately.

I Interpret and solve simple open addition sentences, including finding the missing addend.

I Apply the commutative property of addition. GEOMETRY The student will identify, describe, and create basic shapes and describe relative positions and directions.

D Recognize names, basic properties of, and similarities and differences between simple geometric figures (e.g., number of sides, corners).

D Predict and describe the results of combining and taking apart two- and three-dimensional geometric figures.

D Recognize and show terms of relative position and direction in a variety of situations (e.g., over, under, forward, backward, between, right, and left).

I Create a figure made up of shapes from memory.

D Identify the position of a whole number on the number line. MEASUREMENT The student will apply measurement concepts of time, length, weight, capacity, and temperature.

D Compare and order objects according to length, capacity, and weight.

D Recognize the need for standard units of measurement.

D Demonstrate understanding of the concept of length.

D Measure and estimate length using a variety of nonstandard units.

I Use a ruler to measure a line segment to the nearest inch or centimeter.

I Use scales to weigh an object to nearest pound or kilogram.

D Recognize that a calendar is a way of measuring time.

I Mark specified days and dates on a calendar and describe the relationship between days and months.

D Determine time to the nearest hour and half-hour, using a standard clock.

I Compare units of time.

D Use a thermometer to measure temperature and determine the hotter/colder temperature by selecting the higher/lower column of two thermometers.

Mathematics

First Grade - 65





DATA ANALYSIS AND PROBABILITY The student will make simple graphs using concrete objects and pictures and describe events as likely or unlikely.

D Interpret and make pictographs and bar graphs using concrete objects and pictured objects.

D Describe events related to students’ experiences as likely or unlikely.

Mathematics

Second Grade - 66





MATHEMATICS Second Grade



D Count a set of objects to 100 by 2’s, 3’s, 5’s, or 10’s.

D Count forward and backward by one from any number less than 999.

D Read and write numerals to 999.

D Identify the place value of a digit in numbers to 999.

D Identify odd and even numbers to 100.

I Use concrete models or pictures to show whether a fraction is less than 1/2, more than 1/2, or equal to 1/2.

D Match the spoken or written word names and concrete or pictorial representations (parts of regions or parts of sets of objects) of halves, thirds, and fourths.

I Compare the unit fractions 1/2, 1/3, and 1/4.

D Determine the value of a collection of coins up to $1.00.

D Order and sequence whole numbers less than 1000.

D Compare two numbers using the appropriate symbol (i.e., <, >, and =).

D Represent numbers to 999 in flexible ways using a variety of materials (e.g., 23 as 23 ones, 1 ten and 13 ones, and/or 2 tens and 3 ones).

D Use and match numerals to ordinal numbers through twentieth.

D Develop a story problem that illustrates a given addition or subtraction number sentence.

I Use the number line to demonstrate addition and subtraction.

I Write and identify number sentences that describe situations involving addition and subtraction.

I Write and explain related addition and subtraction sentences.

D Solve story problems involving numbers to 100.

D Check for the reasonableness of solutions.

D Use calculators in problem-solving situations.

D Add and subtract efficiently and accurately with single-digit numbers up to sums of 18.

D Add and subtract two-digit whole numbers using a variety of strategies and representations.

D Explain and justify solution strategies used in problem solving.

D Use estimation to justify whether the answer to a computation is reasonable. ALGEBRA The student will sort and classify objects; create, extend, and describe patterns; and represent number sentences with words, objects, and pictures.

D Sort objects by two or more attributes.

D Identify the rules by which objects or numbers have been sorted.

D Extend a growing pattern, involving objects, shapes, or numbers.

Mathematics

Second Grade - 67





D Identify the unit of a three-part repeating pattern.

D Translate a repeating pattern from one format to another (e.g., red-blue-blue to snap-clap-clap).

I Determine the output number for a particular input number given a one-operation rule involving addition or subtraction.

D Interpret and solve open sentences that involve addition or subtraction.

D Communicate and use mathematical terms and symbols appropriately.

D Show or represent number sentences, involving addition and subtraction and numbers 0-20, with concrete objects.

D Demonstrate knowledge of and use the commutative property of addition.

I Show that subtraction is not commutative.

D Apply the addition and subtraction properties of 0 (adding or subtracting 0 doesn’t change a given number).

I Describe qualitative change (e.g., a student growing taller).

I Describe quantitative change (e.g., a student growing 2 inches in 1 year). GEOMETRY The student will identify, describe, and create basic shapes and describe relative positions and directions.

D Identify, build, draw, and compare two- and three-dimensional geometric figures.

D Describe characteristics and parts of two- and three-dimensional geometric figures.

I Identify shapes that have line symmetry.

D Investigate and predict the results of combining and taking apart two- and three-dimensional geometric figures.

M Identify the position of a whole number on the number line.

I Illustrate flips, slides, and turns using concrete objects and pictures. MEASUREMENT The student will apply measurement concepts of time, length, weight, capacity, and temperature.

D Compare and order objects according to length, capacity, and weight.

I Demonstrate understanding of the concepts of perimeter and area.

I Identify what can be measured about objects in the environment.

D Identify time to the hour, half-hour, and quarter-hour.

D Relate days, dates, weeks, and months to a calendar.

D Explain the relationship between inches and feet.

D Measure length to the nearest centimeter, foot, half-inch, and inch.

I Estimate lengths and time intervals.

I Solve problems involving elapsed time in hours.

I Measure and estimate weight and capacity using a variety of nonstandard units.

I Find area and perimeter using nonstandard units.

D Read thermometers with Fahrenheit and Celsius scales.

Mathematics

Second Grade - 68





DATA ANALYSIS AND PROBABILITY The student will make simple graphs using concrete objects and pictures and describe events as likely or unlikely.

I Pose questions and gather data to answer the questions.

I Read, interpret, and construct tables using tally marks.

D Construct pictographs and bar graphs.

D Interpret and solve problems with tables, bar graphs, and pictographs.

I Predict outcomes of events based on data gathered and displayed.

M Explain whether an event is likely or unlikely.

Mathematics

Third Grade - 69





MATHEMATICS Third Grade



A N Count by 10’s, 100’s, or 1,000’s.

D Skip count by 10’s from any whole number less than 1,000.

D Read and write whole numbers to 9,999.

A N Represent whole numbers to 9,999 with models.

A N Identify whole numbers as odd or even.

A N Identify the place value of a given digit up to thousands.

A N Represent whole numbers up to 10,000 in expanded form (e.g., 1,000’s + 100’s + 10’s + 1’s).

D Connect the spoken or written word names and concrete or pictorial representations (regions or sets) of fractions with denominators up to ten.

A N Connect written and pictorial representations of fractions with denominators up to ten.

A N Compare fractions with numerators of 1 and denominators up to 10.

I Compare and order decimal amounts written as money.

A R Recognize the value of combinations of coins and bills up to $5.

A R Determine the correct change from a transaction that is less than $1.00.

D Order and sequence whole numbers up to 4 digits.

A N Compare and order whole numbers up to 9999 using the appropriate symbol (i.e., <, >, and =).

I Relate skip counting to multiplication.

I Connect division to sharing situations.

I/D Demonstrate multiplication using repeated addition (e.g., arrays).

D Write and identify number sentences that describe situations involving addition, subtraction, and multiplication.

D Write and explain related addition and subtraction sentences.

A R Solve real-world problems using addition or subtraction of whole numbers.

A C Add and subtract efficiently and accurately with single-digit whole numbers.

A C Add efficiently and accurately with two- and/or three-digit whole numbers.

A C Subtract efficiently and accurately with two- and/or three-digit whole numbers.

D Use a variety of thinking strategies to add and subtract whole numbers (e.g., sums of ten, doubles plus one).

D Explain the reasonableness of a solution to a computation or to a word problem.

A N Use estimation to select a reasonable solution in problem solving (addition and subtraction only).

I Relate adding doubles to multiplying by two.

I Use known multiplication facts to determine a related product (e.g., 9 x 7 is 7 less than 10 x 7).

A C Use the multiplication facts 0, 1, 2, 5, and 10 efficiently and accurately.

D Explain and justify solution strategies used in problem solving.

D Select and use an appropriate strategy to solve word problems (e.g., organized list, guess and check, diagram, and table).

I Mentally calculate the sum or difference of any two numbers up to 100.

D Use strategies, including rounding, to estimate in story problems.

Mathematics

Third Grade - 70





ALGEBRA The student will sort and classify objects; create, extend, and describe patterns; and represent number sentences with words, objects, and pictures.

A AT Sort objects by two attributes.

D Sort objects by two or more attributes.

M Devise, carry out, and explain how a group of objects has been sorted.

A AT Identify the rules by which objects or numbers have been sorted.

D Recognize, describe, complete, translate, or create patterns of figures or numbers.

A AT Extend repeating and growing numerical or geometric patterns.

A AT Represent repeating geometric patterns as repeating numerical patterns.

D Describe a growing pattern, involving objects, shapes, or numbers.

A AT Determine the output number for a particular input number given a one-operation function rule involving addition or subtraction.

D Demonstrate knowledge (with words or symbols) of the commutative properties of addition and multiplication.

D Show or represent and solve open sentences, involving addition, subtraction, and multiplication, with concrete objects or pictures.

A AT Solve open sentences that involve addition and subtraction of whole numbers zero to twenty.

A AT Connect open sentences to real-world situations.

D Demonstrate knowledge and understanding of grade level mathematical terms.

I Demonstrate understanding that an equation is a number sentence stating two quantities are equal.

D Use the commutative property of addition and multiplication.

D Show that subtraction is not commutative.

M Apply the addition and subtraction properties of 0 (adding or subtracting 0 doesn’t change a number).

I Apply the zero and identity properties of multiplication (adding 0 or multiplying by 1 doesn’t change a number).

I Use arrays to represent the commutative property of multiplication.

D Describe qualitative change (e.g., a student growing taller).

D Describe quantitative change (e.g., a student growing two inches in one year). GEOMETRY The student will identify, describe, and create basic shapes and describe relative positions and directions.

D Identify, build, draw, and compare two- and three-dimensional geometric figures (e.g. rectangle, square, triangle, circle, cube, cylinder, sphere, and cone).

A G Name two-dimensional geometric figures (e.g., rectangle, square, triangle, circle, cube, cylinder, sphere, and cone).

A G Name three-dimensional geometric figures (e.g., rectangle, square, triangle, circle, cube, cylinder, sphere, and cone).

A G Recognize geometric figures that are the same size and shape.

A G Identify the line of symmetry in a two-dimensional design or shape.

D Draw lines of symmetry in two-dimensional designs and shape.

I Identify and draw horizontal and vertical lines.

I Identify and draw diagonals of polygons.

D Identify the position of 1/2, 1/3, or 1/4 on the number line.

I Identify a location on a grid using whole number coordinates.

A AT Use appropriate mathematical language to find a point on a grid using whole number coordinates.

D Predict and identify the results of sliding, flipping, or turning two-dimensional shapes. A G Identify the result of a transformation that has been applied to a simple two-dimensional geometric shape (i.e., flips

or slides).

Mathematics

Third Grade - 71





MEASUREMENT The student will apply measurement concepts of time, length, weight, capacity, and temperature.

D Determine when an estimate of a measurement is sufficient.

D Demonstrate understanding of the concepts of perimeter, area, and capacity.

A R Solve real-world problems using a calendar.

A R Solve real-world problems involving addition and subtraction of one- or two-digit measurements.

D Use strategies to estimate or determine length, perimeter, area, capacity, weight, time, and temperature.

A ME Use estimation to determine if a length measurement is reasonable.

D Explain the relationships among inches, feet, and yards.

D Measure to the nearest centimeter, foot, half-inch, and inch.

A ME Measure length to the nearest centimeter and inch.

D Measure to the nearest liter, cup, pint, quart, and gallon.

D Measure to the nearest ounce, pound, kilogram, and gram.

D Find the perimeter of polygons.

A ME Find the perimeter of a rectangle on a grid.

D Select and apply the most appropriate standard units of length, area, capacity, weight, time, and temperature.

A ME Select an appropriate standard unit to measure length.

D Solve real-world problems involving measurement.

A R Solve real-world problems involving elapsed time to the half-hour.

A ME Read thermometers with Fahrenheit and Celsius scales (positive whole number temperatures).

A ME Read and write time at five-minute intervals.

A ME Read and write time to the nearest hour, half-hour, and quarter-hour. DATA ANALYSIS AND PROBABILITY The student will make simple graphs using concrete objects and pictures and describe events as likely or unlikely.

D Write questions and gather data to answer questions.

D Interpret and construct tables using tally marks.

D Construct pictographs and bar graphs.

A DP Interpret pictographs.

A DP Interpret bar graphs.

D Read and interpret tables, bar graphs, and pictographs.

D Make and justify predictions based on data gathered and displayed.

D Identify all possible outcomes of a simple experiment (e.g., spinner, coin toss, and number cubes).

A DP Determine whether an event is certain, possible, or impossible.

A DP Determine the most likely, least likely, or equally likely outcomes in simple experiments (i.e., spinner, number or color cube).

A DP Select all possible outcomes of a simple experiment (i.e., spinner, coin toss, number or color cube).

A DP Solve real-world problems in which data is represented in tables.

Mathematics

Fourth Grade - 72





MATHEMATICS Fourth Grade

NUMBER AND OPERATIONS The student will identify, represent, order, and compare numbers; and estimate, compute, and solve problems.


A N Read and write numbers from hundred-thousands to hundredths.

A N Represent whole numbers to 9999.

A N Identify the place value of a given digit from hundred-thousands to hundredths.

A N Compare and order whole numbers to 9999 using the appropriate symbols (>, <, and =).

A N Identify fractions as parts of whole units, as parts of sets, as locations on number lines, and as divisions of whole numbers.

A N Generate equivalent forms of whole numbers, commonly used fractions, and decimals.

A N Represent numbers as both improper fractions and mixed numbers.

D Use concrete or pictorial representations to compare and order commonly used fractions.

D Use concrete and pictorial representations to compare decimals.

D Use various models and equivalent forms to represent, order, and compare whole numbers and commonly used fractions and mixed numbers (e.g., number lines, base ten blocks, expanded notation, Venn diagrams, and hundreds boards).

A N Represent whole numbers up to 10,000 in expanded form (1,000’s + 100’s +10’s +1’s).


D Explain the relationship between addition and subtraction.

I Explain the relationship between multiplication and division.

I Explain how addition, subtraction, multiplication, and division affect the size and order of numbers.

D Estimate the results of whole-number computations.

A N Use estimation to select a reasonable solution to a whole number computation involving addition, subtraction, or multiplication.

A C Add and subtract fractions with like denominators.

A C Multiply efficiently and accurately with single-digit whole numbers.

D Divide efficiently and accurately with single-digit whole numbers.

A C Add and subtract decimals (includes monetary units).

I Multiply decimals (includes monetary units).

I Select appropriate methods and tools for computing with whole numbers (e.g., mental computation, estimation, calculators, paper and pencil, guess and check).

A C Solve one-step real-world problems involving addition or subtraction of whole numbers and/or decimals.

A R Solve one-step real-world problems involving multiplication of whole numbers and/or decimals.

I Identify missing information and/or too much information in word problems.

I Apply logical reasoning to solve real-world problems.

D Select the appropriate computational and operational method to solve word problems.

D Solve story problems using whole numbers, fractions, and decimals (includes money).

Mathematics

Fourth Grade - 73





ALGEBRA The student will analyze and use symbols to generalize patterns, use properties of operations, and analyze change in various situations.

D Generalize and extend or complete patterns involving geometric figures or numbers.

A AT Extend numerical and geometric patterns.

D Represent and analyze patterns and relationships using words, tables, and graphs.

A AT Determine the function rule for data in a function table.

A AT Apply basic function rules.

A AT Solve open sentences involving addition and subtraction.

A AT Solve open sentences involving multiplication and division.


I Represent the idea of a variable as an unknown quantity by using a letter or a symbol.

D Demonstrate understanding that an equation is a number sentence stating that two quantities are equal.

D Use the commutative, associative, zero, and identity properties for addition and multiplication.

I Investigate how a change in one variable relates to a change in a second variable. GEOMETRY The student will analyze and describe characteristics and properties of 2- and 3-dimensional shapes, locate and specify points on a grid, and use geometric concepts (e.g., symmetry and transformations) and reasoning to solve problems.

D Identify, compare, and analyze attributes of two- and three-dimensional shapes.

A G Identify two- or three-dimensional shapes given defining attributes.

D Develop and use mathematical language to describe characteristics and properties of geometric figures.

D Identify and draw points, lines, line segments, rays, and angles.

A G Identify points, lines, and rays.

I Describe the relationships between lines and the characteristics of angles (e.g., parallel, perpendicular, intersecting, right, acute, and obtuse).

D Compare properties of two- and three-dimensional geometric figures.

D Investigate and describe the results of subdividing and combining two-dimensional geometric figures.

A G Recognize congruent geometric figures.

D Identify and draw lines of symmetry for two-dimensional geometric figures.

A G Identify lines of symmetry for two-dimensional geometric figures.

A AT Locate and specify points in Quadrant 1 of a coordinate system.

D Identify, predict, and describe the results of transformations of two-dimensional geometric figures (i.e., slides, flips, and turns).

A G Identify the result of a transformation (flip or slide) that has been applied to a simple two-dimensional geometric shape.

I Describe a motion that will show that two shapes are congruent.

D Construct and draw two- and three-dimensional geometric figures.

D Create and describe mental images of objects, patterns, and paths.

I Use geometric models to solve real-world problems.

Mathematics

Fourth Grade - 74





MEASUREMENT The student will estimate and determine time, length, perimeter, area, weight, capacity, and temperature and solve real-world problems involving measurement.

D Demonstrate understanding of the concepts of length, perimeter, area, weight, capacity, volume, time, and angle measure.

D Estimate using standard units of measure.

A ME Select appropriate standard units to measure length, perimeter, area, capacity, volume, weight, time, temperature, and angles.

A ME Use estimation to determine if a length or volume measurement is reasonable.

I Demonstrate understanding that measurements are approximations.

D Demonstrate understanding of the relationships among units of length.

D Explore perimeter and area using a variety of models (e.g., geoboards, graph paper).

A ME Find the perimeter of rectangles.

D Select and use tools to measure weight and volume in customary or metric units.

A ME Measure length to the nearest 1/4 inch or nearest centimeter.

A ME Tell time to the nearest minute.

A ME Read temperature using Fahrenheit and Celsius thermometers.

D Develop strategies for estimating the perimeters and areas (such as counting square units) of geometric figures.

A ME Apply the formula for finding the area of a rectangle.

A R Solve real-world problems involving addition and subtraction of measurements.

A R Solve real-world problems involving elapsed time to the quarter-hour. DATA ANALYSIS AND PROBABILITY The student will collect, organize, analyze, interpret, and display data in tables and graphs and determine the probabilities of outcomes in simple experiments.

I Collect data using observations, surveys, and experiments.

I Understand how data-collection methods could affect the results.

D Construct tables, pictographs, line graphs, and bar graphs.

D Interpret simple charts, tables, pictographs, line graphs, and bar graphs.

A DP Interpret data displayed in bar graphs and pictographs.

A DP Connect data in tables to pictographs, line graphs, or bar graphs.

I Evaluate how well various representations show the collected data.

D Explore and determine measures of central tendency (i.e., mean, median, and mode).

A DP Determine the median of a data set.

D Make predictions from data.

I Design investigations to try to answer a question.

M Describe the likelihood or chance of events as certain, possible, or impossible.

M Explain whether an event is likely or unlikely.

A DP Determine the most likely, least likely, or equally likely outcomes in simple experiments.

A DP Select all possible outcomes of a simple experiment (i.e., spinner, coin toss, number or color cube).

Mathematics

Fifth Grade - 75





MATHEMATICS

Fifth Grade NUMBER AND OPERATIONS The student will identify, represent, order, and compare numbers; and estimate, compute, and solve problems.


A N Read and write numbers from millions to thousandths.

A N Identify the place value of a given digit from millions to thousandths.

A N Represent whole numbers and two-place decimals in expanded form.

A N Represent, compare, and order whole numbers and decimals to thousandths.

D Order and compare (<, >, or =) whole numbers, fractions, mixed numbers, and decimals using models (e.g., number lines, base ten blocks, Venn diagrams, and hundreds boards).

A N Compare and order fractions using the appropriate symbol (<, >, and =).


D Represent proper fractions, improper fractions, and mixed numbers using concrete objects, pictures, and the number line.

A N Connect symbolic representations of proper and improper fractions to models of proper and improper fractions.

A N Represent numbers as both improper fractions and mixed numbers.

D Identify and change improper fractions to mixed numbers and vice versa.

A N Generate equivalent forms of commonly used fractions, decimals, and percents (e.g., 1/10, 1/4, 1/2, .75, 50%).

D Recognize relationships among commonly used fractions and decimals.

A C Multiply a fraction by a multiple of its denominator (denominator less than or equal to 10).

M Use commutative, associative, and identity properties.

D Explain and demonstrate the inverse nature of addition and subtraction.

D Explain and demonstrate the inverse nature of multiplication and division.

D Explain how addition, subtraction, multiplication, and division affect the size and order of numbers.

D Select appropriate methods and tools for computations (e.g., mental computation, estimation, calculators, and paper and pencil).

I Explain why one form of a number might be more useful for computation than another form.

A N Use estimation to determine a reasonable solution to a whole number computation.

A C Add, subtract, multiply, and divide whole numbers (multipliers and divisors no more than two-digits).

A C Add, subtract, and multiply decimals.

A C Add and subtract commonly used fractions.

D Identify missing information and/or too much information in real-world problems.

A R Solve one- or two-step real-world problems involving addition, subtraction, and/or multiplication of whole numbers and decimals.

D Solve real-world problems using decimals (including money), fractions, and percents.

Mathematics

Fifth Grade - 76






D Generalize and extend or complete patterns involving geometric figures or numbers.

A AT Extend numerical patterns.

A AT Extend geometric patterns.

A AT Generalize numerical patterns using a variable.

D Represent and analyze patterns and functions using words, tables, and graphs.

D Determine or apply a function rule involving data in a function table.

A AT Apply basic function rules.

M Demonstrate understanding that an equation is a number sentence stating two quantities are equal.

A AT Solve open sentences involving addition, subtraction, multiplication, and division.


D Represent the idea of a variable as an unknown quantity using a letter or a symbol.

A AT Select an equation that represents a given mathematical relationship.

M Apply commutative, associative, zero, distributive, and identity properties.

M Show that division is not commutative.

D Investigate how a change in one variable relates to a change in a second variable.

D Use methods to compare and describe situations involving constant and/or varying rates of change and to solve real-world problems (e.g., extending rate charts).

A R Extend rate charts to solve real-world problems. GEOMETRY The student will analyze and describe characteristics and properties of 2- and 3-dimensional shapes, locate and specify points on a grid, and use geometric concepts (e.g., symmetry and transformations) and reasoning to solve problems.

D Identify, compare, and analyze attributes of two- and three-dimensional figures.

A G Identify lines of symmetry in two-dimensional geometric figures.

A G Identify two- or three- dimensional shapes given defining attributes.

D Use the attributes of geometric figures to develop definitions of the figures.

A G Identify lines, line segments, rays, and angles.

D Identify and draw points, lines, line segments, rays, and angles.

D Draw circles and label diameter, circumference, radius, and center.

A G Classify geometric figures using properties.

D Investigate and describe the results of subdividing and combining geometric figures.

D Recognize, name, compare, and contrast congruent and symmetrical geometric figures.

D Describe the relationships between lines and the characteristics of angles (e.g., parallel, perpendicular, intersecting, right, acute, obtuse, and straight).

I Make and test hypothesis about geometric properties.

I Explore similarity and how the sides and angles of similar triangles are related.

D Describe location and movement using appropriate mathematical language.

A AT Locate and specify a point in Quadrant I of a coordinate system.

D Identify, predict, and describe the results of transformations of two-dimensional figures (i.e., slides, flips, and turns).

A G Use spatial reasoning to predict the result of sliding, flipping, or turning a two-dimensional shape.

Mathematics

Fifth Grade - 77





I Describe and identify line and rotational symmetry in two-dimensional figures.

D Describe a motion or a series of motions that will show that two shapes are congruent.

D Construct and draw two- and three-dimensional geometric figures.

D Create and describe mental images of objects, patterns, and paths.

D Recognize and build a 3-dimensional object from a 2-dimensional representation (net) of that object (e.g., cube, rectangular prism, pyramid, cone, or cylinder).

A G Use spatial reasoning to identify the three-dimensional figure created from a two-dimensional representation (net) of that figure (i.e., cube, rectangular prism, pyramid, cone, or cylinder).

I Use visualization and spatial reasoning (e.g., geometric models) to solve problems. MEASUREMENT The student will determine time, length, perimeter, area, weight, capacity, and temperature and solve real-world problems involving measurement.

D Demonstrate understanding of the concepts of length, perimeter, circumference, area, weight, capacity, volume, elapsed time, and angle measure.

D Demonstrate understanding that measurements are approximations.

I Understand how differences in units affect precision of measurements.

D Demonstrate understanding of the relationships among the units within both customary and metric systems of measurement.

A ME Connect simple units of measurement within the same system of measurement.

A ME Use estimation to determine if a length or volume measurement is reasonable.

A ME Select appropriate standard units to measure length, perimeter, area, capacity, volume, weight, time, temperature, and angles.

D Explore what happens to measurements of a two-dimensional shape when the shape is changed in some way (e.g., perimeter, area).

A ME Use strategies to estimate perimeter and area of rectangles.

D Select and use appropriate standard units to measure length, perimeter, area, capacity, volume, weight, time, temperature, and angles.

D Select and use appropriate tools for measuring in real-world situations.

A ME Use a ruler to measure to the nearest centimeter and ¼ inch.

A R Solve real-world problems involving addition and subtraction of measurements.

A R Solve real-world problems involving perimeter and area of rectangles.

A R Solve real-world problems involving elapsed time.

A ME Read temperatures on a thermometer using Fahrenheit and Celsius scales.

A ME Apply formulas to find the area of parallelograms and triangles.

D Explain and demonstrate how scale in maps and drawings shows relative size and distance.

I Develop informal strategies to determine the surface area and volume of rectangular solids.

Mathematics

Fifth Grade - 78





DATA ANALYSIS AND PROBABILITY The student will collect, organize, analyze, interpret, and display data in tables and graphs and determine the probabilities of outcomes in simple experiments.

D Collect data using observations, surveys, and experiments.

D Understand how data-collection methods could affect the results.

A DP Represent and interpret data in bar graphs and pictographs.

D Represent data using pictographs, bar graphs, tables, circle graphs, and line graphs.

D Interpret data displayed in pictographs, bar graphs, tables, circle graphs, and line graphs.

D Use measures of central tendency (i.e., mean, median, and mode).

A DP Determine the mean, median, and mode of a data set.

I Find the range of a data set.

D Make predictions and justify conclusions based on data.

A AT Make predictions based on data.

D Design investigations to address a question.

D Examine various graphical representations of data to evaluate how accurately the data is depicted.

I Explain the importance of sample size in investigations.

D Describe the likelihood or chance of events as likely, unlikely, certain, equally likely, or impossible.

A DP Determine the most likely, least likely, or equally likely outcomes in simple experiments.

D Use a sample space to predict the probability of an event.

A DP Represent the likelihood of an event using a fractional number from zero to one.

Mathematics

Sixth Grade - 79





MATHEMATICS Sixth Grade



A N Identify the place value of a given digit.

D Read, write, and represent whole numbers and decimals in expanded notation.

D Develop understanding of equivalent number representations (i.e., fractions, decimals, and percents).

A N Represent numbers using a variety of models and equivalent forms (i.e., whole numbers, mixed numbers, fractions, decimals, and percents).

A N Compare and order whole numbers, fractions, decimals, and percents using the appropriate symbol (<, >, and =).

A N Connect whole numbers, mixed numbers, fractions, and decimals to locations on the number line.

D Demonstrate understanding of percents greater than 100 and less than one.

A N Connect ratios to a variety of models, real-world situations, and symbolic representations.

D Identify a ratio using three forms: 3 to 5; 3/5; 3:5.

D Determine if two ratios form a proportion, and find the missing number in a proportion.

A N Identify prime and composite numbers up to 50.

I Develop meaning for integers using real-world examples.

I Represent integers with concrete objects, pictures, and symbols.

D Develop meaning for number theory concepts (i.e., divisibility, factors, and multiples).

D Explain how arithmetic operations on fractions and decimals affect the results.

D Use the associative and commutative properties of addition and multiplication to simplify computations with integers, fractions, and decimals.

D Use the distributive property to simplify computations with integers, fractions, and decimals.

A N Apply order of operations when computing with whole numbers.

D Apply order of operations when computing with decimals.

D Use the inverse relationships of addition and subtraction and multiplication and division to simplify computations and solve problems.

D Compute with whole numbers, fractions, decimals, and percents in problem-solving situations (e.g., mental computation, estimation, calculators, computers, and paper and pencil).

A N Compute efficiently and accurately with whole numbers, fractions, and decimals.

D Analyze procedures for computing with fractions, decimals, and integers.

A R Solve one-step real-world problems involving whole numbers and decimals.

D Solve one-step real-world problems involving fractions.

D Estimate the answers to computations involving whole numbers, fractions, and decimals in real-world problems.

A N Use estimation to select a reasonable answer to a computation involving whole numbers, fractions, and/or decimals.

I Recognize when an estimate is more appropriate than an exact answer in a variety of problem situations.

A N Select a reasonable solution to a real-world division problem in which the remainder must be considered.

Mathematics

Sixth Grade - 80





ALGEBRA The student will analyze and use symbols to generalize patterns with, use properties of operations, and analyze change in various situations.

D Represent, analyze, and extend geometric and numerical patterns.

A AT Extend geometric and numerical patterns.

A AT Generalize patterns in data represented in tables.

D Generalize patterns in data represented in graphs.

A AT Apply function rules.

D Develop an initial conceptual understanding of different uses of variables.

D Represent mathematical statements and real-world situations using symbols.

A AT Select an equation that represents a given mathematical relationship.

A AT Evaluate algebraic expressions for a given value of the variable.

A AT Find missing addends or factors represented as variables in simple equations.

I Model algebraic expressions using manipulatives, technology, and paper and pencil.

I Make a graph to represent a simple real-world problem or situation.

D Describe how changes in one quantity or variable result in changes in another.

A R Extend rate charts to solve real-world word problems. GEOMETRY The student will analyze and describe characteristics and properties of 2- and 3-dimensional shapes, locate and specify points on a grid, and use geometric concepts (e.g., symmetry and transformations) and reasoning to solve problems.

D Describe, classify, and understand relationships among types of two-dimensional figures.

A G Classify two-dimensional geometric figures using properties.

A G Classify angles as acute, obtuse, right, and straight.

D Identify and use appropriate mathematical language to describe characteristics of lines (e.g., parallel, perpendicular, and intersecting).

A G Identify parallel, perpendicular, and intersecting lines.

A G Classify quadrilaterals using their defining properties.

D Describe similarity and congruence.

D Plot a given set of points in Quadrant I of a coordinate system, use ordered pairs to describe or specify points, and find the distance between 2 points on the x- or y-axis.

A ME Determine the distance between two points on the x- or the y- axis in Quadrant I.

A AT Use ordered pairs to describe given points in Quadrant 1 of a coordinate system.

A G Identify the results of transformations of two-dimensional figures (e.g., slides/translations, flips/reflections, and turns/rotations).

D Predict, and describe the results of transformations of two-dimensional figures (e.g., slides/translations, flips/ reflections, and turns/rotations).

D Describe line and rotational symmetry in two-dimensional figures.

D Describe a motion or a series of motions that will show that two shapes are congruent.

D Draw two-and three-dimensional geometric figures with specified properties, (e.g., side lengths, angle measure). D Identify and build a three-dimensional object from a two-dimensional representation (net) of that object and vice

versa (e.g., cube, rectangular prism, pyramid, cone, or cylinder).

A G Use spatial reasoning to identify the three-dimensional figure created from a two-dimensional representation (net) of that figure (i.e., cube, rectangular prism, pyramid, cone, or cylinder).

D Use visualization and spatial reasoning (e.g., geometric models) to solve real-world problems.

Mathematics

Sixth Grade - 81





MEASUREMENT The student will determine time, length, perimeter, area, weight, capacity, and temperature and solve real-world problems involving measurement.

D Demonstrate understanding of both metric and customary systems of measurement.

A ME Convert from one unit to another within the same system (metric and customary).

D Identify relationships among units within the same system (metric and customary).

D Identify and use units of appropriate size and type to measure angles, perimeter, area, surface area, and volume.

A ME Select units of appropriate size and type to measure angles, perimeter, area, capacity, volume, and weight.

D Estimate measurements involving length, perimeter, circumference, area, and volume.

A ME Use strategies to estimate perimeter and area of rectangles.

A ME Apply formulas to determine the area of rectangles and triangles.

D Complete investigations to develop formulas to determine the circumference of circles.

D Determine the area of triangles and parallelograms using a formula.

D Use a variety of manipulatives to develop formulas to determine the area of trapezoids and circles.

D Explore surface area and volume of selected prisms and cylinders using models and manipulatives.

A ME Solve problems involving ratio and proportion.

A R Solve real-world problems involving elapsed time.

A R Solve real-world problems involving perimeter and area of rectangles.

A R Use scales to read maps.

D Solve problems involving measurement using ratio and proportion.

D Recognize the need for measurement precision. DATA ANALYSIS AND PROBABILITY The student will collect, organize, analyze, interpret, and display data in tables and graphs and determine the probabilities of outcomes in simple experiments.

D Formulate questions, design studies, and collect real-world data.

D Understand how data-collection methods affect the nature of the data set.

D Examine various representations of data to evaluate how accurately the data is depicted.

A R Interpret bar and line graphs to answer questions and solve real-world problems.

D Determine, use, and interpret measures of center and spread (e.g., mean, median, mode, and interquartile range).

A DP Determine the mean of a data set.

A DP Determine the mode of a data set.

A DP Determine the median from a stem-and-leaf-plot.

A DP Connect data sets and their graphical representations (i.e., bar graphs, circle graphs, and stem-and-leaf-plots).

A AT Make conjectures and predictions based on data (e.g., in a chart, table, or graph).

D Explain the importance of sample size in investigations.

D Conduct a survey using random sampling.

A DP Determine if a sample is biased.

I Make conjectures to formulate new questions for future studies.

I Model situations by devising and carrying out experiments and simulations.

D Make and test conjectures about the results of experiments and simulations.

A DP Use a tree diagram or organized list to determine all possible outcomes of a simple compound event.

A DP Represent the likelihood of an event using a number from 0-1.

Mathematics

Seventh Grade - 82





MATHEMATICS Seventh Grade



M Identify the place value of a given digit.

I Develop meaning for perfect squares (e.g., 1, 4, 9, and 16).

I Develop meaning for square roots.

I Use exponential notation for powers of whole numbers.

I Use a variety of models to demonstrate the relationships within the real number system (e.g., Venn diagrams, webs).

A N Represent numbers using a variety of equivalent forms (i.e., mixed numbers, fractions, decimals, percents, and integers).

A N Compare rational numbers using the appropriate symbol (<, >, and =).

A N Connect rational numbers to locations on a number line.

A N Connect percents greater than 100 and percents less than one to real-world situations.

A N Use ratios to represent quantitative relationships.

D Understand and use ratios and proportions to represent quantitative relationships.

A N Identify the opposite and the reciprocal of a rational number.

D Use concrete, pictorial, and symbolic representations for integers, including locations on a number line.

D Apply number theory concepts to solve problems (e.g., divisibility, factors, multiples, composite numbers, prime numbers, prime factorization, and relatively prime).

A N Identify prime and composite numbers up to 50.

A N Compute efficiently and accurately with whole numbers, fractions, and decimals.

D Understand the meaning and effects of arithmetic operations with fractions and decimals.

D Use models to demonstrate meaning and effects of arithmetic operations with integers.

M Apply the associative and commutative properties of addition and multiplication to simplify computations with integers, fractions, and decimals.

A N Apply order of operations when computing with whole numbers (no more than two parentheses and no exponents).

D Apply order of operations when computing with decimals and fractions.

M Understand and use the inverse relationships of addition and subtraction and multiplication and division to simplify computations and solve problems.

D Select and use appropriate methods and tools for computing with whole numbers, fractions, decimals, percents, and integers in problem solving situations (e.g., mental computation, estimation, calculators, number line, computers, and paper and pencil).

D Analyze procedures for computing with fractions, decimals, and integers.

D Estimate the results of rational number computations in real-world situations.

A N Use estimation strategies to select a reasonable solution to a computation involving rational numbers.

D Determine if the results of rational number estimates and computations are reasonable.

A N Select a reasonable solution to a real-world division problem in which the remainder must be considered.

A R Solve one- and two-step real-world problems involving whole numbers, fractions, and decimals.

D Solve two-step real-world problems involving percents.

D Develop methods for solving problems involving proportions (e.g., scaling, and finding equivalent ratios).

Mathematics

Seventh Grade - 83






D Represent, analyze, and extend geometric and numerical patterns.

A AT Extend geometric and numerical patterns.

I Develop understanding for arithmetic sequences.

A AT Generalize patterns in data represented in tables and graphs.

A R Extend rate charts to solve real-world problems.

A AT Apply function rules.

D Create function rules.

D Demonstrate understanding of different uses of variables.

A AT Represent mathematical statements and real-world situations using symbols.

I Translate one-variable verbal and written expressions into algebraic expressions.

A AT Evaluate algebraic expressions given the value of two or more variables.

A AT Solve one-step linear equations.

A AT Identify whole numbers that satisfy a given one-variable inequality.

D Model algebraic equations with manipulatives, technology, and paper and pencil.

A R Solve real-world problems involving one-step linear equations.

I Explore relationships between symbolic expressions and graphs of lines.

A GR Select a scatterplot to represent data presented in tabular form.

D Create a scatterplot to represent data presented in a tabular form.

D Describe the relationship between two quantities represented in a scatterplot.

D Describe how changes in one quantity or variable result in changes in another.

A GR Interpret graphs which represent rates of change.

D Use unit rates to solve problems (e.g., miles per hour, and words per minutes). GEOMETRY The student will analyze and describe characteristics and properties of 2- and 3-dimensional shapes, locate and specify points on a grid, and use geometric concepts (e.g., symmetry and transformations) and reasoning to solve problems.

A G Determine congruence of line segments, angles, and polygons.

A G Classify triangles by angle, size, and length of sides.

D Compare and classify triangles by angle, size, and length of sides.

A G Determine the measure of an angle of a triangle, given the measures of the other two angles.

A G Classify polygons by properties.

D Compare and classify polygons by properties.

D Use appropriate mathematical language to describe similarity and congruence.

D Locate and specify points on the coordinate plane.

A GR Use ordered pairs to describe given points in a coordinate system.

D Relate symmetry and congruence to reflections (flips) about a line or to other transformations.

A G Identify the results of transformations of two-dimensional figures (i.e., turns/rotations, flips/reflections, slides/translations).

M Use appropriate tools and methods to draw geometric objects with specified properties, (e.g., side lengths, and angle measure).

Mathematics

Seventh Grade - 84





M Identify and build a three-dimensional object from a two-dimensional representation (net) of that object and vice versa.

A R Apply spatial reasoning and visualization to solve real-world problems. MEASUREMENT The student will determine time, length, perimeter, area, weight, capacity, and temperature and solve real-world problems involving measurement.

M Understand both metric and customary systems of measurement.

A ME Convert from one unit to another within the same system.

A ME Select units of appropriate size and type to measure angles, perimeter, area, surface area, and volume.

D Understand, select, and use units of appropriate size and type to measure angles, perimeter, areas, surface area, and volume.

A ME Estimate length, perimeter, circumference, area, and volume using a variety of strategies.

A ME Determine the distance between two points on the x- or the y-axis in Quadrant I.

D Select and apply techniques and tools to accurately measure length, perimeter, area, volume, and angles to appropriate levels of precision.

A ME Apply formulas to determine the areas of rectangles, triangles, parallelograms, trapezoids, and circles.

D Develop and use formulas to determine the circumference of circles.

A ME Find or estimate area of irregular and complex shapes.

I Develop strategies to determine the surface area and volume of selected prisms and cylinders.

D Construct tables and graphs to represent rates of change.

A R Solve problems involving scale factors using ratios and proportions. DATA ANALYSIS AND PROBABILITY The student will collect, organize, analyze, interpret, and display data in tables and graphs and determine the probabilities of outcomes in simple experiments.

M Formulate questions, design studies, and collect real-world data.

D Construct, interpret, and use multiple-bar graphs, multiple-line graphs, and circle graphs displaying real-world data.

A DP Interpret circle graphs displaying real-world data.

A DP Interpret bar and line graphs to answer questions and solve real-world problems.

D Find, use, and interpret measures of center and spread (e.g., mean, interquartile range).

A DP Determine the mean for a data set.

A DP Determine the median for a data set.

A GR Make predictions based on data.

D Make conjectures and predictions based on data.

D Recognize misleading representations of data.

A DP Connect data sets and their graphical representations (i.e., bar graphs, stem-and-leaf plots, box plots, and scatterplots).

D Discuss and understand the relationship between data sets and their graphical representations (e.g., bar graphs, line graphs, circle graphs, histograms, stem-and-leaf plots, box plots, and scatterplots).

D Make conjectures and predictions based on data.

A AT Use proportional thinking to make conjectures about results of experiments and simulations.

Mathematics

Seventh Grade - 85





D Make conjectures to formulate new questions for future studies.

D Determine the probability for an outcome in an experiment.

A DP Connect the symbolic representation of a probability to an experiment.

D Construct a tree diagram to determine all possible outcomes of a simple event.

A DP Use a tree diagram or make an organized list to determine all possible outcomes of a simple compound event.

Mathematics

Eighth Grade - 86


REPORTING CATEGORY N = Number & Operations AT = Algebraic Thinking R = Real World Problem Solving



MATHEMATICS Eighth Grade



M Recognize the place value of a given digit.

I Use exponents to express a monomial written in expanded form.

A N Determine the square roots of perfect squares (<169).

D Use a variety of models to demonstrate the relationships within the real number system (e.g., Venn diagrams and webs).

A R Work flexibly with fractions, decimals, and percents to solve one- and two-step word problems.

D Compare and order fractions, decimals, and percents.

A N Compare rational numbers using the appropriate symbol (<, >, and =).

D Locate and specify whole numbers, fractions, decimals, percents, and integers on the number line.

A N Determine the approximate locations of rational numbers on a number line.

D Develop meaning for percents greater than 100 and less than one and identify examples.

M Use appropriate mathematical language and symbols to express numerical relationships (e.g., <, >, and =).

D Understand and use ratios and proportions to represent quantitative relationships.

A N Use ratios and proportions to represent real-world situations (i.e., scale drawings and probability).

A N Use exponential, scientific, and calculator notation to represent large numbers in real-world situations.

A N Identify the opposite and the reciprocal of a rational number.

M Use concrete, pictorial, and symbolic representations of integers.

D Apply number theory concepts to solve problems (e.g., divisibility, factors, multiples, composite numbers, prime numbers, prime factorization, and relatively prime).

D Understand the meaning and effects of arithmetic operations with fractions, decimals, and integers.

M Use the associative and commutative properties of addition and multiplication to simplify computations with integers, fractions, and decimals.

D Use the distributive property to simplify computations with integers, fractions, and decimals.

A N Apply order of operations in computing with rational numbers using no more than two parentheses and exponents 1 and 2.

D Understand and use the inverse relationships of addition and subtraction, multiplication and division, and squaring and finding square roots to simplify computations and to solve problems.

D Select and use appropriate methods and tools for computing with whole numbers, fractions, decimals, percents, and integers in problem-solving situations (e.g., mental computation, estimation, calculators, computers, and paper and pencil).

A N Compute efficiently and accurately with whole numbers, fractions, decimals, and percents.

M Develop and analyze procedures for computing with fractions, decimals, and integers.

A N Use estimation strategies to select a reasonable solution to a real-world problem involving computing with rational numbers.

D Judge the reasonableness of the results of rational number estimates and computations.

D Solve multi-step real-world problems involving whole numbers, fractions, decimals, and percents.

D Solve multi-step real-world problems involving whole numbers, fractions, decimals, and percents.

I Raise rational numbers to whole number powers.

Mathematics

Eighth Grade - 87





D Develop, analyze, explain, and use methods for solving problems involving proportions (e.g., scaling and finding equivalent ratios).

A R Calculate rates involving cost per unit to determine the best buy. ALGEBRA The student will analyze and use symbols to generalize patterns, use properties of operations, and analyze change in various situations.

D Represent, analyze, and generalize a variety of patterns with tables, graphs, words, and (when possible) symbolic rules.

A AT Generalize a variety of patterns with symbolic rules.

D Develop understanding for arithmetic and geometric sequences.

D Relate and compare different forms of representation for a relationship.

A AT Represent situations and solve real-world problems using symbolic algebra.

D Identify functions as linear or nonlinear.

I Compare and contrast properties of functions from tables, graphs, or equations.

A AT Formulate multi-step equations that represent relationships and real-world situations.

I Develop meaning for intercept and slope.

I Use a variety of forms to represent linear relationships.

A AT Generate equivalent forms for simple algebraic expressions.

D Recognize and generate equivalent forms for simple algebraic expressions.

A AT Evaluate a first-degree algebraic expression given values for two or more variables.

A AT Solve one- and two-step linear equations involving integers.

D Use a variety of methods to solve real-world problems involving multi-step linear equations (e.g., manipulatives, technology, and paper and pencil).

A AT Apply given formulas to solve real-world problems.

A AT Solve one-step linear inequalities.

A GR Connect the appropriate graph to a linear equation.

I Identify the graphical representation of the solution to a one-variable linear inequality.

I Develop understanding for particular values of patterns, relationships, and functions (e.g., x- and y- intercepts, slope, and maximum and minimum values).

D Use a variety of representations to solve real-world problems (e.g., graphs, tables, and equations).

I Compare linear relationships to non-linear relationships.

A GR Connect symbolic expressions and graphs of lines.

A GR Interpret graphs which represent rates of change.

D Develop meaning for rate of change in real-world situations. GEOMETRY The student will analyze and describe characteristics and properties of 2- and 3-dimensional shapes, locate and specify points on a grid, and use geometric concepts (e.g., symmetry and transformations) and reasoning to solve problems.

D Describe, classify, and understand relationships among types of two- and three-dimensional objects using their defining properties.

A G Classify types of two- and three-dimensional objects using their defining properties.

A G Identify relationships among the angles (i.e., complementary, supplementary, interior, exterior, vertical, and corresponding).

D Understand relationships among the angles (e.g., complementary, supplementary, interior, exterior, vertical, and corresponding).

Mathematics

Eighth Grade - 88





A G Solve problems using angle relationships (i.e., complementary, supplementary, interior, exterior, vertical, and corresponding).

A G Determine the measure of an angle of a triangle given the measures of the other two angles.

A G Apply relationships among the angles and side lengths of similar geometric figures.

A G Recognize similar geometric figures.

D Determine congruence of line segments, angles, and polygons by direct comparison of given attributes.

D Develop an understanding of the Pythagorean theorem and use it to solve real-world problems.

D Graph points in the coordinate system.

A GR Use ordered pairs to describe given points in a coordinate system.

D Describe sizes, positions, and orientations of shapes under transformations (e.g., rotations, translations, reflections, and dilations).

D Relate symmetry and congruence to reflections about a line.

D Use appropriate tools and methods to draw geometric objects with specified properties, (e.g., side lengths, and angle measure).

D Use two-dimensional representations of three-dimensional objects to visualize.

A R Apply spatial reasoning and visualization to solve real-world problems.

A R Apply geometric ideas and relationships in areas outside the mathematics classroom (i.e., art, science, and everyday life).

MEASUREMENT The student will determine time, length, perimeter, area, weight, capacity, and temperature and solve real-world problems involving measurement.

M Understand both metric and customary systems of measurement.

A ME Convert from one unit to another within the same system.

A ME Select units of appropriate size and type to measure angles, perimeter, area, surface area, and volume.

A ME Estimate length, perimeter, circumference, area, and volume using a variety of strategies.

D Select and apply techniques and tools to accurately measure length, perimeter, area, volume, and angles to appropriate levels of precision.

A ME Apply formulas to find the circumference and area of circles.

A ME Apply formulas to find the area of triangles, parallelograms, and trapezoids.

A ME Estimate or find the area of irregular and complex shapes.

I Apply given formulas to find volume of selected prisms and cylinders.

D Compare and contrast the volumes of a variety of geometric solids.

A R Solve real-world problems involving rate/time/distance (i.e., d = rt).

A R Solve problems involving scale factors using ratios and proportion.

A ME Solve real-world problems using the Pythagorean theorem (no radicals).

D Construct tables and graphs to represent rates of change.

D Find measures using proportional relationships and properties of similar figures.

D Determine the measures of angles by applying angle relationships (e.g., complementary, supplementary, interior, exterior, and vertical corresponding).

Mathematics

Eighth Grade - 89





DATA ANALYSIS AND PROBABILITY The student will collect, organize, analyze, interpret, and display data in tables and graphs and determine the probabilities of outcomes in simple experiments.

D Formulate questions, design studies, and collect real-world data for investigations using a variety of collection methods (e.g., random sampling and simulations).

A DP Interpret appropriate graphical representations of data (i.e., histograms, box plots, and scatterplots).

D Select, create, and use appropriate graphical representations of real-world data (e.g., histograms, box plots, and scatterplots).

D Determine and interpret measures of center and spread (e.g., mean, median, and interquartile range).

A DP Determine the mean of a given set of real-world data.

A DP Determine the median of a given set of real-world data (even number of data).

I Develop meaning for frequency, distribution, and outliers.

A DP Connect data sets and their graphical representations (i.e., histograms, stem-and-leaf plots, box plots, and scatterplots).

D Connect data sets and their graphical representations (e.g., bar graphs, line graphs, and circle graphs).

A GR Make conjectures and predictions based on data.

A DP Recognize misleading presentations of data.

I Develop meaning for lines of best fit.

A DP Identify an appropriate sample to test a given hypothesis.

D Make conjectures to formulate new questions for future studies.

I Develop meaning of mutually exclusive events.

A DP Connect the symbolic representation of a probability to an experiment.

D Use a variety of methods to compute probabilities for compound events (e.g., multiplication, organized lists, tree diagrams, and/or area models).

I Distinguish between theoretical and experimental probability.

D Find the probability of dependent and independent events.

Science

Science

Kindergarten - 93


REPORTING CATEGORY SF = Structure & Function of Organisms ME = Motion & Forces, Forms of Energy E = Ecology M = Matter

LC = Life Cycles & Biological Change ER = Earth Features & Resources SC = Space, Weather, & Climate

Note: “A” indicates the state curriculum (CRT) assessment only. All the skills (“I”…”D”…”A”…”M”) are addressed in the classroom assessment.

SCIENCE Kindergarten

LIFE SCIENCE STANDARDS Cell Structure and Function The student will investigate the structure and function of plant and animal cells.


I Assemble and take apart objects to determine that most things are made up of parts.

I Observe and describe what happens when an object is missing a part. Interactions Between Living Things and Their Environment The student will investigate how living things interact with one another and with nonliving elements of their environment.

I Recognize that humans have five senses and be able to discriminate among these. Diversity and Adaptation Among Living Things The student will understand that living things have characteristics that enable them to survive in their environment.

I Know that different organisms tend to be found in different environments. EARTH SCIENCE STANDARDS Earth and Its Place in the Universe The student will investigate the structure of the universe.

I Identify objects that appear in the day and nighttime sky.

I Classify pictures as representative of day or night.

Atmospheric Cycles The student will investigate the relationships among atmospheric conditions, weather, and climate.

I Identify daily weather conditions (e.g., hot, cool, sunny, snowy, and rainy).

I Associate clothing and activity choices with various types of weather. Earth Resources The student will investigate the properties, uses, and conservation of earth’s resources.

I Recognize a variety of earth materials (e.g., rocks, pebbles, and sand).

I Classify objects as natural or manmade.

Science

Kindergarten - 94





PHYSICAL SCIENCE STANDARDS Forces and Motion The student will investigate the effects of force on the movement of objects.

I Recognize that objects can move in different directions and at different speeds. Structure and Properties of Matter The student will investigate the characteristic properties of matter.

I Describe an object according to its simple properties. Energy The student will investigate energy and its uses.

I Identify the sun as the source of earth’s heat and light energy.

I Identify different sounds and their sources.

Science

First Grade - 95





SCIENCE First Grade



I Use magnifiers to observe smaller parts of larger objects.

D Observe and describe what happens when an object loses a part. Interactions Between Living Things and Their Environment The student will investigate how living things interact with one another and with nonliving elements of their environment.

D Use the senses to explore the environment.

I Collect information about organisms that occupy specific environments.

I Provide examples of pollutants in a specific environment. Food Production and Energy for Life The student will study the basic parts of plants, investigate how plants produce food, and discover that plants and animals use food to sustain life.

I Recognize the basic needs of living things (e.g., food, water, sunlight, and air). Diversity and Adaptation Among Living Things The student will understand that living things have characteristics that enable them to survive in their environment.

I Observe and note differences among plants and animals of the same kind.

D Recognize the environment in which an organism is typically found.

Earth and Its Place in the Universe The student will investigate the structure of the universe.

D Distinguish between objects that appear in the day and nighttime sky.

I Recognize that the moon is the closest object in the sky.

I Recognize that there are tools for observing objects in the day and nighttime sky.

D Observe and illustrate the position of the sun at different times of the day.

I Recognize that shadows change length and position during the course of a day. Atmospheric Cycles The student will investigate the relationships among atmospheric conditions, weather, and climate.

D Recognize that weather conditions are constantly changing.

I Describe weather patterns associated with the seasons.

Science

First Grade - 96





D Associate temperature, precipitation, and wind conditions with various types of weather.

I Identify the appropriate tool for measuring temperature, precipitation, and wind speed/direction. Earth Features The student will understand that the earth has many geological features that are constantly changing.

I Distinguish between land and water environments. Earth Resources The student will investigate the properties, uses, and conservation of earth’s resources.

D Use observable properties to distinguish among a variety of earth materials.

D Identify ways that earth resources benefit man. PHYSICAL SCIENCE STANDARDS Forces and Motion The student will investigate the effects of force on the movement of objects.

D Observe and describe how the movement of an object can be changed (e.g., push/pull, fast/slow).

I Recognize objects that are balanced. Structure and Properties of Matter The student will investigate the characteristic properties of matter.

D Compare objects according to weight, length, and size.

I Distinguish between solids and liquids. Interactions of Matter The student will investigate the interactions of matter.

I Observe and describe changes that can occur when two materials interact. Energy The student will investigate energy and its uses.

D Describe the effect of the sun’s energy on different materials.

D Classify sounds according to their basic characteristics (e.g., loud/soft, natural/man/made).

Science

Second Grade - 97





SCIENCE Second Grade



D Use magnifiers to study smaller parts of animals and identify their functions.

D Use magnifiers to observe and describe what occurs when a plant or an animal loses a specific part. Interactions Between Living Things and Their Environment The student will investigate how living things interact with one another and with nonliving elements of their environment.

I Categorize objects as living or nonliving.

D Determine how animals interact with the living and nonliving elements in their environment through the senses.

I Determine how organisms interact with the nonliving elements of their environment.

D Recognize different types of pollutants. Food Production and Energy for Life The student will study the basic parts of plants, investigate how plants produce food, and discover that plants and animals use food to sustain life.

D Compare how plants and animals satisfy their basic requirements for life. Heredity and Reproduction The student will understand the basic principles of inheritance.

I Recognize that all living things come from other living things.

I Match offspring with their parents.

I Recognize that as an organism grows, its appearance may change.

Diversity and Adaptation Among Living Things The student will understand that living things have characteristics that enable them to survive in their environment.

D Provide specific examples of differences among animals of the same kind.

D Classify an organism according to the environment in which it can best survive. Biological Change The student will understand that living things have changed over time.

I Recognize that some plants and animals that formerly inhabited the earth are no longer present on earth.

Science

Second Grade - 98





EARTH SCIENCE STANDARDS Earth and Its Place in the Universe The student will investigate the structure of the universe.

D Recognize that there are innumerable stars in the nighttime sky that vary in brightness, color, and location.

D Recognize that the sun is the brightest object in the sky and earth’s closest star.

D Determine the approximate time of day from the position of the sun in the sky.

I Recognize that the phases of the moon occur in a predictable pattern. Earth Features The student will understand that the earth has many geological features that are constantly changing.

D Recognize the earth’s major geological features (e.g., mountains, oceans, and lakes). Earth Resources The student will investigate the properties, uses, and conservation of earth’s resources.

I Recognize the components of soil and sand.

I Observe the properties of sand and soil.

D Identify various methods to conserve earth resources (e.g., soil, trees, and water).

PHYSICAL SCIENCE STANDARDS Forces and Motion The student will investigate the effects of force on the movement of objects.

D Recognize that objects fall unless supported.

I Identify materials that are attracted to magnets.

D Observe how changing the amount of weight affects a balanced system. Structure and Properties of Matter The student will investigate the characteristic properties of matter.

D Identify physical properties that can be used to describe a material.

D Describe ways in which a material can be changed. Interactions of Matter The student will investigate the interactions of matter.

D Recognize that when substances combine they may retain their individual properties (e.g., salt and pepper).

D Recognize that when substances combine they may lose their individual properties (e.g., powdered drink mix with water).

Energy The student will investigate energy and its uses.

D Compare the heating and cooling rates of land, air, and water.

Science

Third Grade - 99





SCIENCE Third Grade



M Use magnifiers to study the smaller parts of plants and identify their functions.

A SF Identify the part that belongs to a specific plant or animal.

M Use magnifiers to observe and describe what occurs when a plant loses a specific part (e.g., leaves, roots).

A SF Identify the part that is missing from a specific plant or animal.

D Recognize that smaller parts of organisms are essential to their well being.

A SF Identify the function of specific plant and animal parts. Interactions Between Living Things and Their Environment The student will investigate how living things interact with one another and with nonliving elements of their environment.

D Examine an object’s characteristics to determine if the object is living or nonliving.

A E Distinguish between living and nonliving things in an illustration.

D Explain how plants and animals depend upon each other and the nonliving elements of an environment to meet basic needs.

A E Select the plants and animals found in a specific environment.

A E Identify the sense used to collect specific information.

D Describe how environments are affected by various kinds of pollution.

A E Identify the environment that has been impacted by pollutants. Food Production and Energy for Life The student will study the basic parts of plants, investigate how plants produce food, and discover that plants and animals use food to sustain life.

D Explain how animals depend on plants to meet their need for energy.

A SF Identify the basic needs of plants and animals.

A SF Recognize that animals obtain their food by eating plants or other animals.

I Examine the major parts of plants and determine their functions.

A SF Recognize that plants use sunlight, water, and air for photosynthesis. Heredity and Reproduction The student will understand the basic principles of inheritance.

D Recognize that organisms develop the ability to reproduce as they mature.

Science

Third Grade - 100





D Note similarities and differences between parents and offspring.

A LC Choose the diagram that depicts a parent with its offspring.

A LC Select the illustration that shows an adult organism.

D Describe how an organism (e.g., frog, butterfly) changes as it matures.

A LC Select the illustration that shows how an organism changes as it matures.


D Provide specific examples of differences among plants of the same kind.

A E Identify groups of similar organisms (i.e., plants and animals).

D Specify the features that enable a plant or animal to survive in its environment.

A E Identify an organism that belongs in a specific environment.

A E Identify the characteristics that enable a specific plant and/or animal to survive in its environment. Biological Change The student will understand that living things have changed over time.

A LC Identify an example, other than a dinosaur, of an extinct organism.

A LC Identify evidence used to determine that an organism previously existed.

A LC Match the organism to the evidence for its former existence. EARTH SCIENCE STANDARDS Earth and Its Place in the Universe The student will investigate the structure of the universe.

A SC Choose the appropriate tool for observing a specific distant object.

D Recognize that planets are major features of the universe.

A SC Identify the components of the solar system (e.g., planets, moon).

D Explain how day and night result from the rotation of the Earth relative to the sun.

A SC Identify objects found in the day or nighttime sky.

A SC Identify the approximate time of day from a picture of the sun’s position in the sky.

A SC Identify the four basic phases of the moon. Atmospheric Cycles The student will investigate the relationships among atmospheric conditions, weather, and climate.

A SC Select appropriate clothing for a given weather condition.

A SC Match the cloud type to a specific kind of weather.

D Explain how changes in temperature, precipitation, wind speed/direction result in different weather conditions.

A SC Identify the season when given a description of weather, plants, and animals.

Science

Third Grade - 101





A SC Match temperature, precipitation, wind speed and direction, and cloud conditions with different weather conditions.

A SC Identify the appropriate tools to measure temperature and precipitation.

D Use data to prepare an illustration of a specific day’s weather. Earth Features The student will understand that the earth has many geological features that are constantly changing.

D Compare and contrast a variety of different landforms and bodies of water.

A ER Identify the labeled part of a map or illustration as a continent, ocean, lake, river, mountain, or island.

A ER Select the illustration that identifies a specific geological feature.

A ER Identify a geological feature given specific information. Earth Resources The student will investigate the properties, uses, and conservation of earth’s resources.

I Explain the relationship between rocks and minerals.

D Identify common types of rocks.

D Identify materials and resources that can be reused.

A ER Identify an object as natural or man-made.

A ER Recognize the properties used to identify specific earth materials.

A ER Identify methods for conserving natural resources. PHYSICAL SCIENCE STANDARDS Forces and Motion The student will investigate the effects of force on the movement of objects.

I Describe the relationship between the amount of force applied to an object and the distance the object moves.

A ME Identify that an unbalanced force is needed to change the direction of an object.

D Recognize that objects move differently on different surfaces.

A ME Select how surface characteristics affect the movement of an object.

D Recognize that magnets can move objects without touching them.

A ME Select an object that would be attracted by a magnet.

D Describe how changing the position of an object affects a balanced system.

A ME Identify how weights affect a balanced scale. Structure and Properties of Matter The student will investigate the characteristic properties of matter.

D Classify materials according to their physical properties.

A M Select an object according to a particular property.

A M Order objects according to a specific property (e.g., longest to shortest, heaviest to lightest).

Science

Third Grade - 102





A M Identify an object when given its properties.

D Select and use appropriate tools to observe and measure the physical properties of materials.

A M Identify appropriate tools for determining the weight or length of materials. Interactions of Matter The student will investigate the interactions of matter.

D Explain how materials change their form, color, or texture when they are mixed, separated, or heated.

A M Identify the effects of mixing two types of materials (e.g., salt and pepper).

A M Choose features associated with physical changes.

A M Identify methods for separating mixtures. Energy The student will investigate energy and its uses.

D Analyze data to explain the heating and cooling of land, air, and water.

A ME Identify the source of the Earth’s heat and light energy.

A ME Identify the illustration that demonstrates the effects of the sun on various materials.

I Differentiate between pitch and volume.

A ME Identify how sounds are produced.

Science

Fourth Grade - 103





SCIENCE Fourth Grade



I Examine a variety of plant and animal cells.

A SF Identify the function of specific plant and animal parts.

A SF Recognize the basic structure of plant and animal cells.

A SF Identify animal and plant cell structures and functions. Interactions Between Living Things and Their Environment The student will investigate how living things interact with one another and with nonliving elements of their environment.

I Examine and relate how plants and animals interact with each other and their environment.

A E Select plants and animals found in a specific environment.

A E Recognize how plants and animals interact with each other in their environment.

I Provide evidence and give examples of environmental changes caused by living things.

A E Identify ways that organisms affect their environment. Food Production and Energy for Life The student will study the basic parts of plants, investigate how plants produce food, and discover that plants and animals use food to sustain life.

D Explain that animals must obtain food and use food for energy.

A SF Compare how various animals obtain and use food for energy.

A SF Match the edible parts of plants with particular plant structures.

D Compare how specific animals obtain oxygen (e.g., gills, lungs).

A SF Match the animal with their means of obtaining oxygen. Heredity and Reproduction The student will understand the basic principles of inheritance.

D Compare the traits of offspring with those of the parent.

A LC Distinguish offspring from the parent.

A LC Recognize the relationship between reproduction and the survival of a species.

D Describe the life cycle of an animal (i.e., frog, mealworm).

A LC Select the illustration that depicts the life cycle of a specific organism.

Science

Fourth Grade - 104






D Classify animals according to their characteristics.

A E Match a plant or animal adaptation to a particular environmental condition.

A E Compare and contrast groups of organisms according to their major features.

A E Match the form of structures found in living things to their function. Biological Change The student will understand that living things have changed over time.

D Examine fossils and explain how they provide information about the types of organisms that lived in the past.

A LC Match fossil evidence with organisms that are alive today.

A LC Identify animal and plant populations as thriving, threatened, endangered, or extinct.

A LC Infer possible causes of extinction. EARTH SCIENCE STANDARDS Earth and Its Place in the Universe The student will investigate the structure of the universe.

D Identify and order the planets in the solar system by their distance from the sun.

A SC Determine the order of the planets according to their distance from the sun.

A SC Recognize that the length and position of a shadow are related to the location of the sun.

D Demonstrate how the earth rotates and revolves.

D Simulate the changing shape of the moon.

A SC Identify the phases of the moon in the correct sequence. Atmospheric Cycles The student will investigate the relationships among atmospheric conditions, weather, and climate.

D Identify and use the proper tools to measure atmospheric conditions (i.e., barometer, thermometer, anemometer, and rain gauge).

A SC Identify the cloud type(s) associated with specific weather conditions.

A SC Choose the appropriate instrument for measuring a given atmospheric condition.

I Describe how oceans affect weather and climate.

A SC Identify the basic features of the water cycle.

Earth Features The student will understand that the earth has many geological features that are constantly changing.

I Observe and describe how wind and water change the earth’s geological features.

A ER Recognize specific geological features.

Science

Fourth Grade - 105





A ER Determine how wind and water change the earth’s geological features

I Identify the earth’s layers.

A ER Identify the layers of the earth. Earth Resources The student will investigate the properties, uses, and conservation of earth’s resources.

D Classify earth materials according to their use.

A ER Choose the appropriate use for an earth material.

I Identify the different components of soil.

A ER Identify the basic characteristics of soil.

A ER Distinguish between renewable and nonrenewable resources. PHYSICAL SCIENCE STANDARDS Forces and Motion The student will investigate the effects of force on the movement of objects.

A ME Recognize the effects of gravity.

A ME Select factors that have the greatest effect on the motion of an object.

A ME Determine how speed affects distance traveled over time.

A ME Recognize simple machines (i.e., inclined plane, lever, and pulley)

I Identify factors that affect the amount of friction. Structure and Properties of Matter The student will investigate the characteristic properties of matter.

M Describe and compare observations made of objects using the naked eye, magnifying glass, and microscope.

M Describe matter by its observable physical properties (i.e., color, shape, texture, weight, volume, and length).

A M Select an object according to its observable physical properties.

A M Identify states of matter.

A M Determine how various types of matter change state. Interactions of Matter The student will investigate the interactions of matter.

A M Choose features associated with physical changes.

A M Identify characteristics of different types of mixtures.

A M Determine methods for separating mixtures.

Science

Fourth Grade - 106





Energy The student will investigate energy and its uses.

A ME Identify different forms of energy.

I Describe how light behaves when it strikes different surfaces.

I Explain how the volume and pitch of sound are controlled.

A ME Distinguish between the volume and the pitch of sound.

I Construct and explain a simple electrical circuit.

A ME Select a simple electrical circuit.

I Categorize materials as conductors or insulators.

A ME Recognize that various materials conduct heat.

Science

Fifth Grade - 107





SCIENCE Fifth Grade



D Draw and label the basic structures of plant and animal cells (i.e., cell wall, cell membrane, cytoplasm, nucleus, and chloroplasts).

D Compare and contrast the basic structures of plant and animal cells (i.e., cell membrane, cytoplasm, and nucleus)

A SF Identify basic structures of plant and animal cells.

A SF Compare and contrast basic structures and functions of plant and animal cells.

A SF Distinguish between single cell and multicellular organisms.

I Differentiate among cells, tissues, organs, and systems. Interactions Between Living Things and Their Environment The student will investigate how living things interact with one another and with nonliving elements of their environment.

D Classify specific kinds of relationships among plants and animals within an ecosystem.

A E Determine various types of plant and animal relationships within an ecosystem.

D Predict the consequences of a human action on the environment.

A E Identify environmental changes caused by living things.

A E Predict the effects of human actions and/or natural disasters on the environment. Food Production and Energy for Life The student will study the basic parts of plants, investigate how plants produce food, and discover that plants and animals use food to sustain life.

I Describe how various plant structures are associated with food production (i.e., stems, leaves, and stomata).

A SF Match plant structures with their functions.

A SF Identify photosynthesis as the food manufacturing process in plants.

A SF Identify what plants need (i.e., water, sunlight, and carbon dioxide) to manufacture food. Heredity and Reproduction The student will understand the basic principles of inheritance.

I Explain the function of the flower in plant reproduction.

I Observe specific plants and explain how they grow from and produce seeds (i.e., sunflowers, and beans).

I Compare and contrast how different plants reproduce (i.e., flowers and spores).

D Recognize that new generations of living things arise through reproduction.

A LC Compare the traits of parents and their offspring.

Science

Fifth Grade - 108





A LC Infer the importance of reproduction to the survival of a species.

D Describe the life cycle of a fast growing plant.

A LC Recognize the difference between complete and incomplete metamorphosis. Diversity and Adaptation Among Living Things The student will understand that living things have characteristics that enable them to survive in their environment.

D Classify plants according to their characteristics.

A E Match the form with the function of structures in living things.

D Compare how plants are adapted to different environments (e.g., palm tree, fir tree, and cactus).

A E Compare how organisms adapt to different environments.

A E Identify adaptations that enhance the survival of organisms in an environment.

A E Determine which organisms are likely to survive in a particular environment. Biological Change The student will understand that living things have characteristics that enable them to survive in their environment.

D Explain how fossils provide information about the past.

A LC Compare the causes that led to the extinction of various organisms.

A LC Analyze how fossils provide information about the past.

A LC Compare the relative age of fossils in rock layers. EARTH SCIENCE STANDARDS Earth and Its Place in the Universe The student will investigate the structure of the universe.

A SC Distinguish among the planets according to specific characteristics.

M Demonstrate how moon phases occur.

D Explain why the moon appears to change shape.

A SC Identify and arrange the phases of the moon in the correct sequence.

D Explain the difference between rotation and revolution in the solar system.

A SC Identify the force that pulls objects toward the Earth.

A SC Differentiate between the Earth’s rotation and its revolution.

A SC Recognize that the appearance of an object in the sky is affected by its size, motion, and distance from the Earth. Atmospheric Cycles The student will investigate the relationships among atmospheric conditions, weather, and climate.

I Analyze data obtained from studies of atmospheric conditions (i.e., air pressure, wind speed, and precipitation).

A SC Distinguish between weather and climate.

A SC Predict weather conditions based on an analysis of atmospheric data.

Science

Fifth Grade - 109





I Explain the effects of landforms on weather and climate.

A SC Identify how various geographic features affect weather and climate.

D Demonstrate the components and processes of the water cycle.

A SC Identify the basic features of the water cycle.

I Analyze how temperature affects evaporation, condensation and precipitation. Earth Features The student will understand that the earth has many geological features that are constantly changing.

D Explain how certain forces cause changes in the earth’s geological features (i.e., wind, water, and plate tectonics).

A ER Identify forces that cause geological change.

D Construct a model that depicts the layers of the earth.

A ER Recognize that the age of Earth materials can be determined by their position in rock layers.

A ER Identify characteristics of the earth’s layers. Earth Resources The student will investigate the properties, uses, and conservation of earth’s resources.

D Choose the appropriate use for an earth material (e.g., fuel, monument, and house foundation).

A ER Select a diagram that illustrates the most appropriate use of an earth material.

D Describe the process of soil formation.

A ER Select the soil characteristics that best support plant growth.

A ER Recognize the impact of society's use of nonrenewable resources over time. PHYSICAL SCIENCE STANDARDS Forces and Motion The student will investigate the effects of force on the movement of objects.

D Explain the effect that gravity has on objects found on earth.

A ME Identify the effect that gravity has on objects found on or near the earth’s surface.

D Explain the relationships among mass, force, and distance traveled.

I Explain the relationship between slope and the amount of force.

A ME Determine the effect of slope and friction on the speed of an object.

D Explore and explain the use of simple machines.

A ME Match simple machines with their uses.

D Explore and explain how friction affects motion.

Science

Fifth Grade - 110





Structure and Properties of Matter The student will investigate the characteristic properties of matter.

A M Select a material according to a description of its physical properties.

A M Determine the appropriate metric unit of measurement for specific properties of matter.

A M Recognize the law of conservation of matter.

D Describe how evaporation and condensation occur as a result of temperature change.

D Explain why different types of matter freeze, melt, and/or evaporate at different rates.

A M Recognize how heat loss or gain is associated with a change in the state of matter. Interactions of Matter The student will investigate the interactions of matter.

I Identify conditions associated with a chemical change.

A M Distinguish between physical and chemical changes.

A M Compare the effect of physical and chemical changes on matter.

A M Identify a substance as an acid (i.e., vinegar or lemon juice) or a base (i.e., soap or baking soda). Energy The student will investigate energy and its uses.

A ME Recognize how various materials conduct heat.

D Demonstrate and explain how energy can change form.

A ME Differentiate between potential and kinetic energy.

A ME Identify ways that energy is transferred.

D Observe and describe how lenses affect a beam of light.

A ME Select the illustration that depicts how lenses refract light.

D Explore and describe the uses of magnets.

A ME Identify the poles of a magnet.

A ME Identify the description of a magnetic field.

I Construct and explain a parallel circuit.

A ME Distinguish between series and parallel circuits.

D Explain the use of a specific type of electrical circuit.

Science

Sixth Grade - 111


REPORTING CATEGORY

IL = Interaction & Environment FP = Food Production & Energy DA = Diversity & Adaptation BC = Biological Change EU = Earth & Its Place in the Universe E = Energy

Note: “A” indicates the state curriculum (CRT) assessment only.

All the skills (“I”…”D”…”A”…”M”) are addressed in the classroom assessment.

SCIENCE Sixth Grade

LIFE SCIENCE STANDARDS Interactions Between Living Things and Their Environment The student will investigate how living things interact with one another and with nonliving elements of their environment.


A IL Distinguish between commensalism, parasitism, and mutualism.

D Distinguish between predators and prey.

A IL Recognize how animals and plants are interdependent.

A IL Predict whether an organism can survive in a particular ecosystem.

D Interpret how humans impact ecosystems. Food Production and Energy for Life The student will study the basic parts of plants, investigate how plants produce food, and discover that plants and animals use food to sustain life.

D Classify organisms as producers, consumers, or decomposers.

A FP Identify how organisms obtain food for energy.

A FP Classify organisms as producers, consumers, or decomposers in a food chain or food web.

D Demonstrate interrelationships among organisms in a food chain or food web.

A FP Infer the consequences of a change in the population size of an organism in a food chain or food web. Diversity and Adaptation Among Living Things The student will understand that living things have characteristics that enable them to survive in their environment.

D Explain how the relationship between the form and function of an organism is associated with survival in a given environment.

A DA Identify adaptations that enhance the survival of organisms in an environment.

A DA Determine which organisms are likely to survive in a particular environment.

A DA Classify plants and animals according to their features. Biological Change The student will understand that living things have changed over time.

A BC Analyze how fossils provide information about the past.

A BC Differentiate between the relative age of fossils in a sedimentary rock diagram.

I Determine the geologic age of an object using a diagram or a time line.

D Identify additional lines of scientific evidence, other than fossils, that support the idea of change over time.

A BC Select additional lines of scientific evidence, other than fossils, that illustrate change over time.

D Predict how a specific environmental change might affect the survival of a plant or animal species.

Science

Sixth Grade - 112


REPORTING CATEGORY

IL = Interaction & Environment FP = Food Production & Energy DA = Diversity & Adaptation BC = Biological Change EU = Earth & Its Place in the Universe E = Energy



D Evaluate possible causes of extinction.

A BC Identify factors that contribute to extinction. EARTH SCIENCE STANDARDS Earth and Its Place in the Universe The student will investigate the structure of the universe.

D Differentiate among the components of the universe.

A EU Categorize the components of the universe (i.e., stars, planets, comets, asteroids, and meteors).

A EU Differentiate between planets according to specific characteristics.

D Construct a model of the solar system.

D Illustrate the positions of the Earth, moon, and sun during solar and lunar eclipses.

D Use a model to explain how the tilt of the Earth and its revolution around the sun causes the seasons.

A EU Distinguish between a day, month, and year based on the movements of the Earth, sun, and moon.

A EU Differentiate between a solar and a lunar eclipse.

A EU Select the diagram that reflects the Earth/sun relationship that accounts for the four seasons.

D Identify the pull of gravity as the force that holds the planets and their moons in orbit.

A EU Identify the force that pulls objects toward the Earth.

I Relate tidal conditions with the position of the moon.

A EU .Predict the type of tide produced by the different positions of the Earth and moon system.

I Make use of available resources (internet, library, interviews, etc.) to research careers associated with technology and space exploration.

PHYSICAL SCIENCE STANDARDS Energy The student will investigate energy and its uses.

D Recognize the basic parts of a wave.

A E Identify the wavelength, frequency, and amplitude of a wave.

D Explain how the properties of sound are related to wavelength, frequency, and amptitude.

A E Predict the direction of heat flow between objects.

I Explain the difference between the Fahrenheit and Celsius temperature scales.

D Explain how magnets are involved in the production of electricity.

D Distinguish among heat, chemical, electrical, and mechanical energy.

I Understand the law of conservation of energy.

A E Recognize a variety of energy transformations.

A E Infer the impact of nuclear power on humans and the environment.

D Describe the electromagnetic spectrum.

A E Select examples of refraction, reflection, and absorption of light.

I Compare incandescent and fluorescent light with respect to production and efficiency.

Science

Seventh Grade - 113


REPORTING CATEGORY

CS = Cell Structure & Function FP = Food Production & Energy HR = Heredity & Reproduction AC = Atmospheric Cycles SP = Structure & Properties



SCIENCE Seventh Grade



D Design and construct a hierarchy among cells, tissues, organs, and systems.

A CS Determine the relationships among cells, tissues, organs, and systems given a diagram and identify the function of organ systems.

A CS Recognize basic structures that most cells share (i.e., nucleus, cytoplasm, and cell membrane).

A CS Distinguish between plant and animal cells.

A CS Identify major cell organelles and their functions.

D Sequence a series of diagrams depicting the stages of cell division in plant and animal cells.

A CS Sequence a series of diagrams depicting the movement of chromosomes during mitosis.

I Design models to illustrate how materials move between cells and their environment.

A CS Predict the movement of substances through osmosis or diffusion across the cell membrane, given solutions of different concentrations.

Food Production and Energy for Life The student will study the basic parts of plants, investigate how plants produce food, and discover that plants and animals use food to sustain life.

D Compare and contrast photosynthesis and respiration.

A FP Determine what plants need to make food.

A FP Identify photosynthesis as the food making process in plants.

A FP Identify the reactants and products of photosynthesis and respiration.

D Relate the processes of photosynthesis and respiration to appropriate cellular organelles.

A FP Associate the processes of photosynthesis and respiration with appropriate cellular organelles.

D Diagram and explain how oxygen and carbon dioxide are exchanged between living things and their environment.

A FP Select the structures that animals use to obtain oxygen.

A FP Classify animals according to their means of obtaining oxygen.

A FP Select the illustration that depicts the movement of oxygen and carbon dioxide between living things and their environment.

A FP Interpret a diagram depicting the oxygen-carbon dioxide cycle.

Science

Seventh Grade - 114


REPORTING CATEGORY

CS = Cell Structure & Function FP = Food Production & Energy HR = Heredity & Reproduction AC = Atmospheric Cycles SP = Structure & Properties



Heredity and Reproduction The student will understand the basic principles of inheritance.

A HR Match a flower part with its reproductive function.

A HR Distinguish between sexual and asexual methods of reproduction.

D Recognize that genetic information is passed from parent to offspring during reproduction.

A HR Recognize advantages and disadvantages of sexual and asexual reproduction.

A HR Recognize a variety of pollination methods and associated floral adaptations. Earth Science Standard Atmospheric Cycles The student will investigate the relationships among atmospheric conditions, weather, and climate.

D Explain how conditions, such as the amount of precipitation, temperature, and wind speed affect the water cycle.

A AC Determine how temperature affects evaporation and condensation in the atmosphere.

A AC Identify the detailed features of the water cycle given a diagram (i.e., evaporation, condensation, precipitation, run-off, and transpiration).

D Record and analyze meteorological data to predict weather patterns.

D Use diagrams to demonstrate how atmospheric winds and ocean currents affect weather and climate.

A AC Analyze data and make predictions about weather given a scenario.

A AC Interpret weather data using a weather map.

I Explain the impact of catastrophic events on climate (e.g., volcanic eruption).

I Research careers related to meteorology. Physical Science Standard Structure and Properties of Matter The student will investigate the characteristic properties of matter.

D Differentiate among elements, compounds, and mixtures.

A SP Distinguish between elements, compounds, and mixtures (i.e., Na, Cl, NaCl, C, O2, CO2, H2, and H20).

D Describe the particle arrangement associated with different states of matter.

A SP Compare the motion and arrangement of molecules in solids, liquids, and gases.

D Identify the mass, volume, density, boiling point, melting point, and solubility of a given substance.

D Measure and/or calculate the mass, volume, density, and temperature of a given substance.

A SP Determine the measurable properties of matter and appropriate metric units (i.e., weight, mass, volume, density, size (length, width, height, and temperature).

I Obtain information about an element with the aid of a periodic table.

A SP Classify substances as elements or compounds from their symbols or formulas.

Science

Eighth Grade - 115





SCIENCE Eighth Grade

LIFE SCIENCE STANDARDS Interactions Between Living Things and Their Environment The student will investigate how living things interact with one another and with nonliving elements of their environment.


D Characterize the major biomes according to specific environmental features and identify the organisms commonly found in these areas.

A IL Distinguish among commensalisms, parasitism, and mutualism.

A IL Identify the earth’s major biomes.

A IL Choose the appropriate biome for an organism, given a description.

A IL Identify biotic and abiotic factors in a biome. Heredity and Reproduction The student will understand the basic principles of inheritance.

A HR Differentiate between complete and incomplete metamorphosis.

A HR Distinguish between sexual and asexual methods of reproduction.

Use the results of a test cross to distinguish between dominant and recessive traits.

A HR Differentiate between dominant and recessive traits.

A HR Predict the genotypes of offspring in a monohybrid cross using a punnett square.

I Draw or construct a model representing the relationship among DNA, genes, and chromosomes.

A HR Select models or illustrations that are representations of DNA.

A HR Associate a change in a DNA molecule with a mutation.

A HR Identify types of genetic engineering (i.e., gene splicing and cloning) and evaluate the impact of genetic engineering on society.

I Construct a simple model that represents the basic process by which reproductive cells are produced (meiosis).

I Research and present information on careers related to biotechnology. Diversity and Adaptation Among Living Things The student will understand that living things have characteristics that enable them to survive in their environment.

A DA Identify similarities and differences among organisms.

A DA Classify plants and animals into groups according to their features.

A DA Infer the relatedness of different organisms.

A DA Use a simple classification key to identify an unknown organism.

A DA Determine the genus and species of an organism using a dichotomous key.

Science

Eighth Grade - 116





EARTH SCIENCE STANDARDS Earth Features The student will understand that the earth has many geological features that are constantly changing.

D Differentiate among earth layers according to their physical properties.

A EF Label a cross section of the earth.

D Illustrate the major plate boundaries.

A EF Identify the major plates of the world.

A EF Deduce plate movements as the major cause of geological events.

D Compare and contrast processes that shaped the earth in the past with those shaping the earth today (e.g., plate movements, human activity, and mountain building).

A EF Recognize the relationship between continental drift and plate tectonics. Earth Resources The student will investigate the properties, uses, and conservation of earth’s resources.

A ER Distinguish between renewable and nonrenewable resources.

D Distinguish among common minerals found in rock samples using test kits, descriptive charts, etc.

A ER Identify rocks and minerals given a table of physical properties.

D Describe how various minerals are used.

Label a diagram depicting the processes of the rock cycle.

A ER Identify factors that cause rocks to break down.

A ER Distinguish among sedimentary, igneous, and metamorphic rocks and interpret a simple rock cycle diagram.

M Explain how fossils are used to understand the earth’s past.

A ER Infer that human activities may be helpful or harmful to the environment.

D Research how technological advances have impacted the environment (e.g., the use of fertilizers, and fossil fuels).

A ER Identify various energy sources.

D Analyze aspects of energy consumption by society.

D Evaluate the effectiveness of various conservation strategies on the earth’s energy and natural resources. PHYSICAL SCIENCE STANDARDS Forces and Motion The student will investigate the effects of force on the movement of objects.

D Determine the speed of an object based on the distance and amount of time traveled.

D Differentiate between speed and velocity.

A FM Recognize that forces cause changes in speed and/or direction of motion.

A FM Solve problems pertaining to distance, speed, velocity, and time given illustrations, diagrams, graphs, or scenarios.

D Describe how Newton’s three laws of motion explain the movement of objects.

A FM Recognize the relationship between mass, force, and acceleration.

Science

Eighth Grade - 117





A FM Identify Newton’s three laws of motion and relate the first two laws to the concepts of inertia and momentum.

D Distinguish between mass and weight.

D Describe the relationship among distance, size, mass, and gravitational force of objects.

A FM Identify the relationship between the mass of objects, the distance between them, and the amount of gravitational attraction.

D Differentiate among the six types of simple machines and their applications.

A FM Identify simple machines.

A FM Choose the most appropriate simple machine to use for a specific task. Interactions of Matter The student will investigate the interactions of matter.

D Determine whether a substance is an acid or base using an indicator.

A IM Identify substance as an acid or a base, given its pH.

A IM Distinguish between physical and chemical changes.

Recognize that oxygen, in combination with another substance, results in a chemical change.

D Identify the reactants and/or products in a chemical change.

Explain why the mass of the reactants is the same as the mass of the products during a chemical change.

A IM Recognize that the mass of the reactants is the same as the mass of the products, given simple chemical equations.

Describe how variables such as temperature and concentration affect the rate of reaction.

A IM Determine how temperature and concentration might affect the rate of chemical reactions.

A IM Classify a reaction as exothermic or endothermic.

Social Studies

Social Studies

Kindergarten Grade - 121

KEY I = Introduced D = Developing M = Mastered A = State Assessed

REPORTING CATEGORY

E =Economics G = Geography WH1 = World History Period 1 WH2 = World History 2 GC = Governance and Civics

Note: “A” Indicates the state curriculum (CRT) assessment only. All the skills (“I”…”D”…”A”…”M”) are addressed in classroom assessment.

SOCIAL STUDIES Kindergarten

CULTURE Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. The students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.


I/D Identify personal attributes, such as physical characteristics, that are common to all people.

I/D Identify differences among people.

I Recognize how individuals learn to do skills and customs from their culture.

I/D Recognize all cultures have family units where decisions are made.

I Understand that some differences among people are a result of their culture.

I Identify similarities and differences in food, clothes, homes, games, and families in different cultures.

I/D Explain how means of transportation may be diversified in different cultures in response to the environment.

I Compare family customs and traditions among cultures.

I Describe customs of the local community.

I Recognize contributions of different cultures around the world.

I Explain the value of family traditions and customs. ECONOMICS Globalization of the economy, the explosion of population growth, technological changes and international competition compels the student to understand, both personally and globally, production, distribution, and consumption of goods and services. The student will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

I/D Identify basic human needs.

I/D Explain how basic human needs of food, clothing, shelter, and transportation are met.

I Understand that people create shelter according to both culture and environment.

I Recognize how jobs are similar and different from one community to another.

I/D Explain why people have jobs.

I/D Distinguish between needs and wants.

I Recognize that all jobs are significant and realize that some jobs are interdependent. GEOGRAPHY Geography enables the student to see, understand, and appreciate the web of relationships between people, places, and environments. The student will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

I Explain what a globe and map represent.

I Use personal directions such as up, down, left, right, near and far to describe relative direction.

I Locate places in community such as the student’s home and the classroom on the campus.

I Identify the human characteristics of places such as types of houses and ways of earning a living.

I Describe how weather impacts daily life.

I Describe seasons.

I Identify the concept of physical features as in mountains, plains, hills, oceans, and islands.

Social Studies



REPORTING CATEGORY



I Describe how landforms and bodies of water influence where and how people live.

I Describe personal connections to place, especially place as associated with immediate surroundings. GOVERNANCE AND CIVICS Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

I Recognize that a person is a citizen of the country in which he/she is born.

I Understand that rules are created to protect an environment.

I/D Know that family structures can change.

I Identify authority figures in the home, school, and community.

I Explain how authority figures make and enforce rules.

I Explain the use of voting as a method for group decision-making.

I/D Recognize the need for rules for daily living and fair treatment of others.

I/D Identify purposes for having rules.

I/D Be aware that laws and rules are followed and created by the people, school, community, and country.

I/D Know rules of safety including signs and signals.

I/D Define cooperation.

I Identify the flags of the United States and Tennessee.

I Recite the Pledge of Allegiance.

I Explain the reasons for national patriotic holidays such as President’s Day, Martin Luther King, Jr. Day, and Independence Day.

HISTORY History involves people, events, and issues. The student will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. He/she will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

I Define history as the story of our past.

I Recall events in the past and present in order to recognize that individuals have a personal history.

I Recognize that change occurs over time.

I Observe how sites in neighborhoods and communities change over time.

I/D Recognize that each family has a family tree.

I/D Recall family stories and celebrations to develop a personal history.

I Illustrate a family history to demonstrate that every family has a heritage. INDIVIDUALS, GROUPS, AND INTERACTIONS Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

D Describe how individuals meet their needs and wants through different means.

D Know that individuals choose jobs that impact their lives, families, and communities.

I Explain that people learn in the context of families, peers, schools, and communities.

I Give examples of how learning and physical development affect behavior.

I Explain the consequences of an individual’s decisions and actions.

I Recognize that individuals have a space or develop an understanding of space and spatial relationships.

Social Studies



REPORTING CATEGORY



I Understand that cooperation is necessary when working within large and small groups to complete tasks.

I Work independently and cooperatively to accomplish goals.

I Describe how groups are made up of people who work, play, or learn together and share common interests. SOCIAL STUDIES PROCESS SKILLS The student will use social studies process standards to acquire information, to analyze, to problem solve, and to develop a historical awareness.

I Use picture clues and picture captions to aid comprehension to acquire information.

I Utilize community resources such as field trips, guest speakers, and museums for historical awareness.

Social Studies

First Grade - 124


REPORTING CATEGORY



SOCIAL STUDIES First Grade

CULTURE Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. The Student will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.


I/D Recognize that culture is learned behavior that includes customs, beliefs, rules, life ways, language, food, and clothing.

D Recognize people learn customs from their culture.

D Explain the culture of the family and community.

I Recognize people use diverse languages to communicate with one another.

I Define multiculturalism.

I Explain the culture of a place.

D Describe the importance of diverse beliefs, customs, and traditions of families.

I Understand individual differences in languages, beliefs, and customs that may be unique to one’s culture.

I Retell stories from diversely selected folktales, myths, and legends. ECONOMICS Globalization of the economy, the explosion of population growth, technological changes and international competition compels the student to understand, both personally and globally, production, distribution, and consumption of goods and services. The student will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

I Recognize that workers who provide services earn money to meet needs and wants.

I Recognize that people advertise goods and services through different forms of communication.

I Identify how people exchange goods and services.

D Describe the requirements of various jobs and the characteristics of a job well performed.

I Describe how specialized jobs contribute to the production of goods and services.

D Recognize that goods and services are exchanged worldwide.

I Give examples of industries and the resources needed to operate industries.

D Identify examples of goods and services in the home, school, and community.

D Distinguish the difference between goods and services.

I Differentiate between consumers and producers. GEOGRAPHY Geography enables the student to see, understand and appreciate the web of relationships between people, places, and environments. The student will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

I Recognize that maps and globes are representations or models of specific places.

D Locate their home, neighborhood, and school on a visual representation.

I Use map symbols and legends to identify locations and directions.

I Interpret symbols that represent various forms of geographic data and use these symbols to identify locations and directions.

I Define what cardinal directions are.

Social Studies

First Grade - 125


REPORTING CATEGORY



I Locate places using cardinal directions on maps and globes.

I Locate cities, states, countries, continents, and major bodies of water on maps and globes.

D Describe the concept of human features as in cities, buildings, farms, roads, and railroads.

D Locate and name the places in school and the neighborhood.

I Identify the geographic location of the United States and Tennessee on a globe and a map.

D Estimate distances such as from home to school.

D Explain how land is used for different tasks in the local area.

D Define natural resources and explain how people are dependent on them.

D Compare and contrast natural and artificial features of the earth.

I Describe what weather is. GOVERNANCE AND CIVICS Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

I Recognize the United States Constitution as the basis for the laws in our country.

D Categorize rules and laws we follow as members of a family, school, and community.

I Explain the purpose of government and give examples of laws that establish order, provide security, and control conflict.

D Understand that community governments employ various service workers.

I Identify leaders in the community, state, and nation.

I Describe the relationship between local, state, and national government.

I Define citizenship and responsibility.

D Examine the rights and responsibilities of the individual in relation to his or her social group, such as family, peer group, and school class.

D Categorize responsibilities that citizens have to their community, state, and country.

M Design a set of rules or laws for a home, classroom, or community.

M Recognize family and school rules as compared with those from another culture.

D Recite and explain the meaning of the Pledge of Allegiance.

I Understand that voting is a way of making choices and decisions.

D Explain how selected customs, symbols, and celebrations reflect an American love of individualism and inventiveness.

I Explain selected national and state patriotic symbols such as the United States and Tennessee flags. HISTORY History involves people, events, and issues. The student will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. He/she will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

I Recognize some early forms of communication and how communication has changed over time.

I Recognize that other countries have a longer history than the United States.

I Identify contributions of diverse historical figures that have influenced the community, state, and nation.

D Distinguish between the past, present, and future.

I Recognize major events in American history.

Social Studies

First Grade - 126


REPORTING CATEGORY



INDIVIDUALS, GROUPS, AND INTERACTIONS Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

I Work independently and cooperatively to accomplish goals.

I Recognize individuals have responsibilities to the group whether as a leader or as a member.

D Recognize the importance of individuals and families as part of neighborhoods.

M Describe the unique features of one’s nuclear and extended families.

I Give examples of the tension between the wants and needs of individuals and groups, and concepts such as fairness, equity, and justice.

D Recognize that cooperation is necessary in working with a group to complete a task. SOCIAL STUDIES PROCESS SKILLS The student will use social studies process standards to acquire information, analyze, problem solve, communicate, and develop a historical awareness.

D Use picture clues and picture captions to aid comprehension to acquire information.

I Discover resources available from museums, historical sites, presidential libraries, and local and state preservation societies to acquire information.

I Demonstrate an understanding of the data through written, visual, or oral methods to problem solve.

D Utilize community resources such as field trips, guest speakers, and museums for historical awareness.

I Incorporate the use of technological resources for historical awareness.

Social Studies

Second Grade - 127


REPORTING CATEGORY

E= Economics G= Geography WH1= World History Period 1 WH2= World History 2 GC= Governance and Civics

Note: “A” Indicates the state curriculum (CRT assessment only. All the skills (“I”…”D”…”A”…”M”) are addressed in classroom assessment.

SOCIAL STUDIES Second Grade

CULTURE Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. The student will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.


I Recognize most cultures preserve important personal and public items from the past.

I Recognize communities have customs and cultures that differ.

I Recognize patterns of cultural traits such as language, religion, and family structure.

D Identify diverse cultural groups within the communities of Tennessee.

I Compare and contrast the cultures of Tennessee’s three grand divisions.

D Understand that Tennessee’s culture has ties to other cultures in the world.

I Recognize that cultures have strong traditions of loyalty to their region or country.

D Compare the regional cultures of Tennessee to those of other states.

I Identify and explain the significance of selected stories, poems, statues, paintings, and other examples of local and state cultural heritage.

I Examine the effects of changing technologies on the local community and state.

M Recognize diverse cultural neighborhoods within Tennessee and America. ECONOMICS Globalization of the economy, the explosion of population growth, technological changes and international competition compels the student to understand, both personally and globally, production, distribution, and consumption of goods and services. The student will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

I Explain how work provides income to purchase goods and services.

I Describe how society depends upon workers with specialized jobs and the ways in which they contribute to the production and exchange of goods and services.

I Give examples of the various institutions that make up economic systems such as families, workers, banks, labor unions, government agencies, small businesses, and large corporations.

I Recognize that communities around the state and world are economically interdependent.

I Know the major products of Tennessee.

I Categorize resources needed to operate industries.

I Understand the necessity of importing resources needed for industry. GEOGRAPHY Geography enables the student to see, understand and appreciate the web of relationships between people, places, and environments. The student will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

D Describe how the globe is a model of earth locating hemispheres, poles, and equator.

I Recognize that natural regions are represented on different types of maps by showing physical features, climate, vegetation, and natural resources.

I Subdivide the world by positioning the equator, continents, oceans, and hemispheres on a map and globe.

I Recognize that a map contains elements such as title, scale, symbols, legends, grids, and cardinal and intermediate directions.

Social Studies

Second Grade - 128


REPORTING CATEGORY



D Analyze how individuals and populations depend upon land resources.

D Describe the importance of physical geographic features on defining communities.

D Understand the Earth-sun relationship such as the varying length of day.

I Understand the rudimentary elements to the hydrologic cycle.

D List earth’s natural resources such as minerals, air, water, and land.

D Show how landmasses and bodies of water are represented on maps and globes.

D Locate the state of Tennessee and its major cities on a map.

D Name the physical and human characteristics of the neighborhood and the community. GOVERNANCE AND CIVICS Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

I Recognize how groups and organizations encourage unity and work with diversity to maintain order and security.

I Identify functions of governments.

M Be aware that every community has some form of governance.

I Describe how governments establish order, provide security, and manage conflict.

I Know that communities have different laws depending on the needs and problems of their community.

D Recognize people who make laws and people who enforce them in Tennessee.

I Identify ways that public officials are selected, including election and appointment.

I Distinguish among local, state, and national government and identify representative leaders at these levels such as mayor, governor, and president.

D Identify characteristics of good citizenship such as establishing beliefs in justice, truth, equality, and responsibility for the common good.

D Identify qualities of good citizenship.

D Identify ordinary people who exemplify good citizenship.

D Identify some governmental services in the community such as the libraries, schools, and parks, and explain their value to the community.

I Explain how citizens fund various community services.

M Explain the meaning of selected patriotic symbols and landmarks of Tennessee. HISTORY History involves people, events, and issues. The student will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. He/she will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

D Explain the significance of various community, state, and national celebrations such as Memorial Day and Independence Day.

D Explain how local people and events have influenced local community history.

I Describe the order of events by using designation of time periods such as ancient times and modern times.

I Use vocabulary related to chronology, including past, present and future.

D Describe and measure calendar time by days, weeks, months, and years.

D Comprehend those physical and human characteristics of communities change over time.

D Identify and explain the significance of various community landmarks.

I Create and interpret timelines.

I Compare various interpretations of the same time period using evidence such as photographs and interviews.

Social Studies

Second Grade - 129


REPORTING CATEGORY




I Describe how groups work independently and cooperatively to accomplish goals within a community.

I Recognize individuals can belong to groups but still have their own identity.

D Know how to share and give opinions in a group.

I Identify and describe ways family, groups, and community influence an individual’s daily life and personal choices.

D Recognize individuals have a role in each group in which they participate.

D Recognize that each individual must make decisions about the work groups and play groups in which they participate. SOCIAL STUDIES PROCESS SKILLS The student will use social studies process standards to acquire information, analyze, problem solve, communicate, and develop a historical awareness.

D Use picture clues and picture captions to aid comprehension to acquire information.

I Use maps, graphs, globes, media, and technology sources to acquire information.

D Discover resources available from museums, historical sites, presidential libraries, and local and state preservation societies to acquire information.

I Classify information by source, chronology, and importance to analyze data and problem solve.

D Demonstrate an understanding of the data through written, visual, or oral methods to problem solve.

D Prepare and analyze maps, charts, and graphs for historical awareness.


D Incorporate the use of technological resources for historical awareness.

Social Studies

Third Grade - 130


REPORTING CATEGORY

E= Economics PG= Physical Geography HG= Human Geography GC= Governance and Civics H - History


SOCIAL STUDIES Third Grade



D Recognize that changes in culture occur through the spread of people, languages, ideas, and goods.

D Compare cultural differences in various regions of the United States and the world.

D Describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns.

I Compare ways in which people from different cultures think about and deal with their physical environment and social conditions.

I Identify and explain the significance of selected individual writers and artists and their stories, poems, statues, paintings, and other examples of cultural heritage from regions around the world.

D Explain the significance of selected ethnic and/or cultural celebrations in Tennessee, the United States, and other nations such as St. Patrick’s Day, Cinco de Mayo, and Kwanzaa.

I Retell the heroic deeds of characters from folktales and legends.

D Compare ethnic and/or cultural celebrations in Tennessee, the United States, and other nations. ECONOMICS Globalization of the economy, the explosion of population growth, technological changes and international competition compels the student to understand, both personally and globally, production, distribution, and consumption of goods and services. The student will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

I Identify ways of earning, spending, and saving money.

A E Classify needs and wants using pictures of common items (i.e., food, cleaning products, clothes, candy, makeup).

A E Using a picture, differentiate the difference between a producer and a consumer.

I Analyze a simple budget that allocates money for spending and saving.

I Identify examples of private and public goods and services.

I Identify examples of scarcity.

I Explain how supply and demand affects the price of a good or service.

A E Distinguish between imports and exports.

A E Differentiate between money and barter economies.

I Recognize that the world has different agricultural and industrial regions.

A E Interpret a map showing agricultural and industrial areas.

I Explain the characteristics of a technologically expanding global economy.

I Explain the impact of scarcity on interdependence within and among regions.

I Recognize that Tennessee and the United States have different agricultural and industrial regions.

I Be aware of how goods and services are interchanged between communities at the local and national levels.

D Trace the development of a product from a natural resource to a finished product.

A E Distinguish the difference between a natural resource and finished product.

Social Studies

Third Grade - 131


REPORTING CATEGORY



GEOGRAPHY Geography enables the student to see, understand and appreciate the web of relationships between people, places, and environments. The student will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography. I Show how the spatial elements of point, line, and area are used on a map or globe.

I Explain the difference between relative and absolute locations.

D Locate places on a map using cardinal and intermediate directions.

A PG Recognize and use a map key.

A PG Find a specific location on a school or community map.

A PG Use absolute and relative locations to identify places on a map (i.e., north, south, east, west, borders, lines of longitude and latitude, the equator, and the north and south poles.)

A PG Utilize skills to locate a place using cardinal directions and symbols given an appropriate map with a key.

A PG Determine the climate of a specific region of the world using a map.

D List the similarities and differences of local places and regions with other places and regions.

I List the basic components of earth’s physical systems (e.g., landforms, water, climate and weather, and erosion and deposition).

I Understand the concept of an ecosystem.

D Describe how environments and regions differ around the world.

A PG Identify the major physical components of the world (i.e., oceans, equator, continents, and hemispheres).

A PG Identify basic components of earth’s systems (i.e., landforms, water, climate, and weather).

A PG Differentiate the distinguishing characteristics of ecosystems (i.e., deserts, grasslands, and rainforests).

A PG Recognize the identifying characteristics of certain geographic features (i.e., peninsula, islands, continents, mountains, rivers, deserts, oceans, and forests).

I Understand how technology allows people to adapt the environment to meet their needs.

D Locate the major cities of Tennessee and the world on a map or globe.

I Describe the concept of formal (uniform) regions.

I Define the characteristics that comprise a region.

I Explain how change affects region and place over time.

I Show the population distribution of the state and country.

D Differentiate between urban, suburban, and rural regions.

A HG Recognize some of the major components of a culture (i.e., language, clothing, food, art, and music).

A HG Determine similarities and differences in the ways different cultural groups address basic human needs (i.e., food, water, clothing, and shelter) by interpreting pictures.

A HG Interpret a chart or map identifying major cultural groups of the world.

A HG Recognize major global concerns (i.e., pollution, conservation of natural resources, global warming, and destruction of rainforest).

A HG Differentiate the cultural population distribution in the United States using a bar graph. GOVERNANCE AND CIVICS Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

I Describe the basic structures of government in the state.

A GC Select from a set of visual representations a service provided by the government (i.e., parks, schools, and libraries).

D Recognize who makes laws in the state.

I Know that governmental agencies exist to protect the environment at local, state, and national levels.

Social Studies

Third Grade - 132


REPORTING CATEGORY



I Describe varied basic structures of governments in the state, nation, and world.

D Examine how regions choose to govern in different ways.

A GC Determine the representative acts of a good citizen (i.e., obeying speed limit, not littering, and walking within the crosswalk).

D Identify services commonly provided by the state government and contrast with other regions.

I Compare the Tennessee and the United State Constitutions with other governing procedures around the world.

D Identify government officials and explain how they are chosen.

I Explain the concept of the consent of the governed and its importance to the functions of government.

A GC Distinguish between conflict and cooperation within group interactions as represented by pictures.

D Identify examples of rights and responsibilities of citizens.

I Describe how public policies are used to address issues of public concern.

D Identify and explain the importance of acts of civic responsibility, including obeying laws and voting.

D Identify diverse historic figures that exemplified good citizenship.

D Identify ordinary people who exemplify good citizenship.

D List the differences between community, city, county, state, and country events which occur.

I Recognize the relationship of local governments to the state, the nation, and the world. HISTORY History involves people, events, and issues. The student will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. He/she will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

I Identify the heroic deeds of characters from state, national, and global histories.

I Identify historical figures that helped to shape regions.

A H Label historical events as past, present, and future.

D Describe the order of events by using designation of time periods such as ancient times and modern times.

A H Use a timeline to determine the order of a historical sequence of events.

I Describe how individuals, events, and ideas cause regional change over time.

A H Read and interpret facts from a historical passage.

D Use vocabulary related to chronology, including past, present, and future.

D Describe and measure calendar time by days, weeks, months, and years.

D Create and interpret timelines.

I Identify factors that cause development and change in communities.

I Compare various interpretations of the same time period using evidence such as photographs and interviews. INDIVIDUALS, GROUPS, AND INTERACTIONS Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

I Give examples of conflict, cooperation, and interdependence among individuals, groups, and nations.

I Examine the relationships and conflict between personal wants and needs and various global concerns, such as use of imported oil, land use, and environmental protection.

I Give examples of economic, social, or political changes that result from individual or group decisions.

D Identify examples of actions individuals and groups can take to improve the community.

D Identify examples of nonprofit and/or civic organizations such as the Red Cross and explain how they serve the common good.

Social Studies

Third Grade - 133


REPORTING CATEGORY



SOCIAL STUDIES PROCESS STANDARDS The student will use social studies process standards to acquire information, analyze, problem solve, communicate, and develop a historical awareness.

I Use picture clues and picture captions to aid comprehension to acquire information.

I Use maps, graphs, globes, media, and technology sources to acquire information.

I Discover resources available from museums, historical sites, presidential libraries, and local and state preservation societies to acquire information.

I Classify information by source, chronology, and importance to analyze data and problem solve.

I Demonstrate an understanding of the data through written, visual, or oral methods to problem solve.

I Prepare and analyze maps, charts, and graphs for historical awareness.

I Construct and analyze timelines for historical awareness.

I Utilize community resources such as field trips, guest speakers, and museums for historical awareness.

I Incorporate the use of technological resources for historical awareness.

Social Studies

Fourth Grade - 134


REPORTING CATEGORY

E= Economics G= Geography GC= Governance and Civics USP 1= United States Period 1 USP 2 = United States Period 2


SOCIAL STUDIES Fourth Grade



D Describe cultures of Native American tribes.

D Explain how European settlers created a new culture.

D Explore similarities and differences in how groups, societies, and cultures address similar human needs and concerns.

M Compare how people from different cultures think about and handle their physical environments and social conditions.

I Show different cultural regions on a map identifying such things as religion, language, and ethnicity.

I Identify the reasons for the establishment of Spanish missions in early American history.

I Identify the similarities and differences within and among selected racial, ethnic, and religious groups in Tennessee.

I Identify customs, celebrations, and traditions of various cultural groups in early Tennessee.

I Summarize the contributions of people of various racial, ethnic, and religious groups in the development of early Tennessee.

ECONOMICS Globalization of the economy, the explosion of population growth, technological changes and international competition compels the student to understand, both personally and globally, production, distribution, and consumption of goods and services. The student will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

D Identify the economic motivations for European exploration and colonization.

A E Analyze the impact of European exploration and colonization on the economy of Tennessee.

D Describe how Native Americans in Tennessee and the Western Hemisphere met their basic economic needs.

A E Interpret a chart of major agricultural produce in Tennessee (i.e., cotton, tobacco, soy beans, rice, corn, cattle, wheat, swine, and sheep).

I Analyze how people in different parts of the United States earned a living in the past and do so in the present.

D Explain the economic patterns of various early Native American groups in Tennessee and the Western Hemisphere.

A E Recognize the difference between a barter system and a money system.

I Identify major industries of colonial America.

A E Identify major industries of colonial America using a map of the original thirteen colonies.

I Explain the economic patterns of early European colonial governments and their relationships with foreign governments.

M Explain and demonstrate the role of money in daily life.

I Describe the relationship of price to supply and demand and how it affected early American history.

I Use economic concepts such as supply, demand, and price to help explain events.

A E Recognize the concept of supply and demand.

I Identify the economic motivations for European exploration and settlement in Tennessee and the Western Hemisphere.

I Examine the location, distribution, and patterns of economic activities and settlement in Tennessee.

Social Studies

Fourth Grade - 135


REPORTING CATEGORY



I Evaluate the effects of supply and demand on business, industry, and agriculture, including the plantation system, in

Tennessee and various regions.

A E Read and interpret a passage about a political or economic issue which individuals may respond to with contrasting views (i.e., state taxes, federal taxes, slavery, and Bill of Rights).

GEOGRAPHY Geography enables the student to see, understand and appreciate the web of relationships between people, places, and environments. The student will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

D Locate major countries of the world involved in early American Development on a map or globe.

D Locate places on a map using cardinal and intermediate directions, latitude and longitude, and time zones.

D Locate the routes of early explorers of North America on a map.

A G Identify and use key geographical features on maps (i.e., mountains, rivers, plains, valleys, and forests).

A G Identify on a map the routes of Americas’ explorers (i.e., Columbus, Balboa, Pizarro, and Desoto).

A G Use latitude and longitude to identify major North American cities on a map (i.e., Boston, Mexico City, Toronto, Charleston, Savannah, Washington, DC, Philadelphia, Sante Fe, and Los Angeles).

I Explain how physical and human characteristics of places and regions within the state and the United States developed.

A G Recognize the reasons settlements are founded on major river systems. (i.e., transportation, manmade boundaries, and food and water sources).

A G Determine how physical processes shape the United States' features and patterns (i.e., erosion, volcanoes, plate tectonics, and flooding).

I Explain how the major river systems affected the development of early settlements.

A G Recognize river systems that impacted early American history (i.e., Mississippi, Mystic, Charles, and Hudson).

I Explain how physical processes shape the United States’ features and patterns.

I Understand the differences in early population characteristics of the state and of the United States such as density, distribution, and growth rates.

A G Determine how density, distribution, and growth rate affected United States settlement patterns.

D Describe how geography affected the development of transportation and communication networks.

I Explain the influences of physical and human features on historical events.

I Explain how the patterns and processes of migration affect the development of Tennessee.

I Explain how environmental issues such as water supply, air quality, and solid waste confronted humans when settling Tennessee.

A G Identify cause and effect relationships between population distribution and environmental issues (i.e., water supply, air quality, and solid waste).

GOVERNANCE AND CIVICS Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

D Explain how Native Americans governed their communities.

I Give examples of how government did or did not provide for needs and wants of people, establish order and security, and manage conflict.

A GC Recognize how groups work cooperatively to accomplish goals and encourage change (i.e., American Revolution, founding of Tennessee, the failure of the Articles of Confederation, and colonies).

A GC Examine how the Mayflower Compact is a symbol of the first United States government.

I Compare the systems of government of early European colonists.

Social Studies

Fourth Grade - 136


REPORTING CATEGORY



A GC Examine the events that contributed to the outbreak of the American Revolution (i.e., taxation, judicial process, lack of representations, and quartering of troops).

I Identify examples of representative government in the American colonies, including the Mayflower Compact, Iroquois League, and the Virginia House of Burgesses.

I Identify the purposes and explain the importance of the creation of Tennessee’s colonial government, and the Tennessee Constitution.

I Explain the purposes of the United States Constitution as identified in the Preamble to the Constitution.

A GC Using a chart showing checks and balances, explain how one branch of government can limit the power of others.

I Explain the system of checks and balances.

I Identify and explain the basic functions of the three branches of state government.

A GC Identify the 3 branches of federal and state governments.

A GC Identify the rights outlined by the Bill of Rights (i.e., Amendments 1, 5, 6, and 8).

I Identify the purposes and explain the importance of the Declaration of Independence.

I Identify examples of rights and responsibilities of citizens.

I Explain action citizens take to influence public policy decisions.

A GC Determine how various groups resolve conflict (i.e., school, tribal councils, and courts).

I Identify and practice selected forms of civic discussion and participation consistent with the ideals of citizens in a democratic republic.

I Explain the role of the individual in state and local elections.

M Sing or recite “The Star Spangled Banner” and explain its history. HISTORY History involves people, events, and issues. The student will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. He/she will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

* Some state performance indicators are listed in more than one era. These may be assessed in any of the eras in which they appear, but not necessarily in all eras in which they appear. Era 1 - Three Worlds Meet (Beginnings to 1620)

I/D Identify the ancient civilizations of the Americas at the time of European arrival.

I/D Explain the cultures of the Western Hemisphere’s native people prior to European contact.

*A USP 1 Identify pre-Colonial Native American groups (i.e., Cherokee, Creek, Chickasaw, Aztec, Mayans, Olmec, and Mississippi Mound Builders).

*A USP 1 Examine how Native American culture changed as a result of contact with European cultures (i.e., decreased population, spread of disease, increased conflict, loss of territory, and increase of trade.)

I/D Demonstrate an ability to use correct vocabulary associated with time such as past, present, future, and long ago; read and construct simple timelines; identify examples of change; and recognize examples of cause and effect relationships.

I/D Realize that geographic, technological, and scientific factors contributed to the European age of exploration and settlement in the Americas.

I/D Describe the immediate and long-term impact of Columbus’ voyages on native populations and on colonization in the Americas.

I/D List the characteristics of the Spanish and Portuguese exploration and settlement of the Americas.

I/D Identify Native American groups in Tennessee and the Western Hemisphere before European explorations.

*A USP 1 Identify Native American groups in Tennessee before European explorations (i.e., Cherokee, Creek, and Chickasaw).

I/D Summarize reasons for European exploration and settlement of Tennessee and the Western Hemisphere.

*A USP 1 Read and interpret facts from a historical passage about an early American-Spanish mission.

I/D Identify accomplishments of significant explorers and explain their impact on the settlement of Tennessee.

Social Studies

Fourth Grade - 137


REPORTING CATEGORY



Era 2 - Colonization and Settlement (1585-1763)

I/D Discuss the search for religious, economic, and individual freedom in the settlement of the colonies.

A USP 1 Determine the reasons for colonial settlement (i.e., religious, economic, and individual freedom).

*A USP 1 Read and interpret facts from a historical passage about an early American-Spanish mission.

I/D Describe the lives of free and indentured immigrants who came from Europe to North America and the Caribbean.

I/D Compare and contrast different stories or accounts about past events, people, places, or situations, identifying how they contribute to our understanding of the past.

I/D Detail the growth and change in the European colonies during the two centuries following their founding with an emphasis on New England and Virginia.

I/D Explain the importance of the Mayflower Compact.

I/D Understand the role of religion in the English colonies such as the evolution of religious freedom and the treatment of religious dissenters.

I/D Explain when, where, and why groups of people colonized and settled in the United States.

*A USP 1, 2 Identify cultural groups who inhabited North America in the 17th century (i.e., Puritans, Quakers, Spanish, and French).

*A USP 1 Identify Native American groups in Tennessee before European explorations (i.e., Cherokee, Creek, and Chickasaw).

*A USP 1 Identify pre-Colonial Native American groups (i.e., Cherokee, Creek, Chickasaw, Aztec, Mayans, Olmec, and Mississippi Mound Builders).


I/D Explain the political, economic, and social impact of the slave trade in the Americas.

*A USP 1 Interpret a timeline that depicts slave and indentured servants coming from Europe to life in North America.

I/D Conduct a thorough study of the differing regions of Tennessee and their history.

I/D Describe the effects of political, economic, and social changes on Native Americans in Tennessee.

I/D Identify characteristics of early colonial governments in Tennessee. Era 3 - Revolution and the New Nation (1754-1820)

I/D Explain the events that contributed to the outbreak of the American Revolution.

I/D Study the Declaration of Independence, its major ideas, and its sources.

I/D Describe the earliest armed conflict of the Revolutionary War.

I/D Summarize the results of the American Revolution, including the establishment of the United States.

I/D Demonstrate an understanding that people in different times and places view the world differently.

I/D Explain the major political issues of the thirteen colonies after their independence that led to the creation of the Articles of Confederation.

*A USP 2 Determine why the United States Constitution was necessary (i.e., no single currency, no judicial branch, no enforcement of laws, and small and large states having unequal representation).

A USP 1 Interpret a visual contrasting life before and after the American Revolution (i.e., education, family size, transportation, and politics).

I/D Summarize the events that led to the creation of the United States Constitution.

A USP 1 Determine the hardships faced by early Tennessee settlers in the late 1700's (i.e., security, isolated communities, lack of access to goods, and natural geography).

I/D Focus on the creation of the state of Franklin and subsequent creation of the state of Tennessee.


A USP 1 Identify various racial and ethnic groups in Tennessee at the founding of statehood (i.e., Cherokee, Creek, Shawnee, English, Scottish, French, and American born pioneers).

I/D Identify the accomplishments of notable Tennessee individuals such as William Blount and John Sevier.

Social Studies

Fourth Grade - 138


REPORTING CATEGORY



A USP 1 Recognize the accomplishments John Sevier contributed to Tennessee history (i.e., State of Franklin's one and only governor, Tennessee’s first governor, United States Congressman, and soldier).

*A USP 1, 2 Identify major Tennessee political leaders (i.e., Andrew Jackson, Sam Houston, James Polk, Sequoyia, David Crockett, and Nancy Ward).


*A USP 1, 2 Interpret a timeline that depicts slave and indentured servants coming from Europe to life in North America. Era 4 - Expansion and Reform (1801-1861)


*A USP 2 Determine why the United States Constitution was necessary (i.e., no single currency, no judicial branch, no enforcement of laws, and small and large states having unequal representation).

I/D Give examples of maps, timelines, and charts that show western expansion.

I/D Identify the factors that led to territorial expansion and its effects.

*A USP 1, 2 Interpret a timeline that depicts slave and indentured servants coming from Europe to life in North America.

I/D Identify the contributions of early pioneers such as Daniel Boone to the development of colonial America.

I/D Explain how societal changes led to conflict among sections of the United States.

I/D Explain the Louisiana Purchase.

A USP 2 Analyze how the Louisiana Purchase influenced the growth of the United States (i.e., increased size, encouraged expansion, and increased natural resources).

I/D Recognize the significance of the Lewis and Clark expedition.

A USP 2 Determine the influence Lewis and Clark's expedition had on westward expansion.

I/D Recognize the significance of the War of 1812.

I/D Understand the impact of territorial expansion on Native American tribes.

A USP 2 Read and interpret a passage about the Trail of Tears.

I/D Identify the impact of railroads on life in Tennessee including changes to cities and major industries.

I/D Identify the impact of various issues and events on life in Tennessee such as urbanization.

I/D Identify the accomplishments of notable Tennessee individuals such as Sam Houston, Andrew Jackson, and James Polk.

*A USP 1, 2 Identify major Tennessee political leaders (i.e., Andrew Jackson, Sam Houston, James Polk, Sequoyia, David Crockett, and Nancy Ward).

A USP 2 Interpret a timeline that depicts major historical pre-Civil War events.

A USP 2 Determine how the issue of slavery caused political and economic tensions between government policy and people's beliefs (i.e., abolitionists, plantation owners, state's rights, and central government).

INDIVIDUALS, GROUPS AND INTERACTIONS Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

I Analyze a particular event to identify reasons individuals might respond to it in different ways.

M Work independently and cooperatively to accomplish goals.

M Identify leadership qualities of leaders of the past.

I Explain group and institutional influences such as religious beliefs, laws, and peer pressure on people, events, and elements of culture.

I Identify and describe examples of tension between a group’s belief system and the government’s policies and laws.

Social Studies

Fourth Grade - 139


REPORTING CATEGORY



SOCIAL STUDIES PROCESS STANDARDS The student will use social studies process standards to acquire information, analyze, problem solve, communicate, and develop a historical awareness. I Detect cause and effect relationships to acquire information.

I Distinguish between fact and opinion to recognize propaganda to acquire information.

D Use maps, graphs, globes, media, and technology sources to acquire information.


I Identify relevant factual material to problem solve and analyze data.

I Classify information by source, chronology, and importance to problem solve and analyze data.

I Critically examine data from a variety of sources to problem solve and analyze data.

I Detect bias in data presented in a variety of forms to problem solve and analyze data.

I Note cause/effect relationship and draw inferences from a variety of data to problem solve and analyze data.

I Read critically a variety of materials including textbooks, historical documents, newspapers, magazines, and other reference sources for historical awareness.

D Construct and analyze timelines for historical awareness.



D Utilize primary and secondary source material such as biographies and autobiographies; novels; speeches and letters; and poetry, songs, and artwork for historical awareness.

Social Studies

Fifth Grade - 140


REPORTING CATEGORY

E= Economics G= Geography GC= Governance and Civics USP 2 = United States Period 2 USP 3 = United States Period 3


SOCIAL STUDIES Fifth Grade

CULTURE Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. The students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures. Key Reporting

Category

D Explain how some immigrants preserved their traditional culture and created a new American culture.

A USP 3 Recognize components of American culture (i.e., holidays, language, clothing, food, art, music, and religion).

D Explain governmental efforts to restrict immigrants entering into the United States.

D Explain how art, music, and literature reflected the times during which they were created.

I Give examples and describe the importance of cultural unity and diversity within and across groups.

I Identify significant examples of art, music, and literature from various periods in United States history.

I Describe how language, stories, folktales, music, and artistic creations serve as expressions of culture and influence behavior of people living in a particular culture.

I Summarize the contributions of people of selected racial, ethnic, and religious groups to our national liberty.

D Identify the similarities and differences within and among selected racial, ethnic, and religious groups in Tennessee.

D Describe customs, celebrations, and traditions of selected racial, ethnic, and religious groups in Tennessee.

A USP 3 Analyze graphs to discover cultural trends (i.e., clothing, music, or radio sales). ECONOMICS Globalization of the economy, the explosion of population growth, technological changes and international competition compels the student to understand, both personally and globally, production, distribution, and consumption of goods and services. The student will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

D Identify the economic change from agricultural to industrial in late 19th and early 20th century.

D Describe economic issues of the 1920’s and 1930’s.

D Explain how the American economy changed after World War II.

A E Differentiate between an economic boom and bust.

A E Recognize the concept of buying on credit.

A E Recognize how Americans used credit/installment plans to purchase consumer goods in the 1920's (i.e., vacuum cleaners, washing machines, radios, and other home appliances).

A E Analyze how environmental changes and crisis affected the economy across the nation in the 1930's (i.e., Dust Bowl, Black Tuesday, Great Depression, and Hoovervilles).

D Describe the development of the free enterprise system in Tennessee and the United States.

A E Interpret economic issues as expressed in maps, tables, diagrams, and charts (i.e., automobile sales, unemployment rates, or airplane production).

D Explain the impact of American ideas about progress and equality of opportunity on the economic development and growth of the United States.

D Explain how supply and demand affects production and consumption in the United States.

I Give examples of the benefits of the free enterprise system in the United States.

I Describe global economic interdependence after World War II.

I Explain how the United States and Tennessee meet some of their needs through the purchase of domestic and international products domestically and internationally in today’s global economy.

A E Differentiate between needs and wants on a personal and national level.

I Describe the impact of mass production, specialization, and division of labor on the economic growth of the United States and other regions of the world.

Social Studies

Fifth Grade - 141


REPORTING CATEGORY



D Explain how people historically and presently earn their living in different regions of the United States and Tennessee.

D Analyze how developments in transportation communication influenced economic activities in Tennessee.

D Explain how geographic factors influence the location of economic activities in Tennessee.

D Analyze the effects of immigration, migration, and limited resources on the economic development and growth of Tennessee and the United States.


D Locate the major physical features and cities of the United States on a map or globe.

A G Locate the 50 states using a map with each state outlined.

A G Locate continents and significant bodies of water (i.e., the Great Lakes, Atlantic, Arctic and Pacific Oceans, Columbia, Missouri, Colorado, Rio Grande, Ohio, Tennessee, St. Lawrence and Mississippi Rivers).

A G Locate information from an atlas entry.

A G Locate a major United States city using latitude and longitude.

D Understand the latitude, longitude, the global grid and time zones of sites within the United States and Tennessee.

D Recognize landforms, climate, and natural resources as determining factors in the location and development of communities.

A G Recognize and compare landforms, climate, and natural resources of the three grand divisions of Tennessee.

A G Interpret a climograph.

D Describe human settlement patterns and land use in the United States and Tennessee.

A G Identify the physical and political boundaries of Tennessee.

D Explain human modifications of the physical environment.

D Recognize the impact of extreme natural events on human history.

D Recognize population characteristics of Tennessee and the United States.

A G Determine America's population shifts by interpreting a population map.

D Identify and locate the geographical regions of the United States.

D Explore ways technological advances enabled people to overcome geographic barriers. GOVERNANCE AND CIVICS Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

D Describe important individual rights including freedom of religion, speech, and press and the rights to assemble and to petition the government.

D Describe important due process rights including trial by jury and the right to an attorney.

D Identify and compare leadership qualities of national leaders, past and present.

I Recognize that a variety of formal and informal actors influence and shape public policy.

D Explain the purposes of the United States Constitution as identified in the Preamble to the Constitution.

D Identify the reasons for and describe the systems of checks and balances outlined in the United States Constitution.

D Summarize the reasons for the creation of the Bill of Rights.

A GC Differentiate among the purposes stated in the Declaration of Independence, the United States Constitution, and the Bill of Rights.

D Summarize selected amendments to the Constitution such as those extending voting rights of United States citizens.

A GC Select examples using illustrations of First Amendment freedoms (i.e., speech, assembly, and religion).

A GC Recognize the rights established by the 13th, 14th, 15th and 19th amendments.

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I Analyze the post-Civil War amendments to the United States Constitution.

D Identify examples of rights and responsibilities of citizens.

I Examine the influence of public opinion on personal decision-making and government policy on public issues.

I Explain how public policies and citizen behaviors may or may not reflect the stated ideals of a democratic republican form of government.

D Explain how to contact elected and appointed leaders in state and local governments.

D Identify key ideals of the United States’ democratic republican form of government such as individual human dignity, liberty, justice, equality, and the rule of law, and discuss their application in specific situations.

D Recognize and interpret how the "common good" can be strengthened through various forms of citizen action.

D Use knowledge of facts and concepts drawn from history along with elements of historical inquiry to inform decision making and action taking on public issues.

D Explain selected patriotic symbols and landmarks such as the Statue of Liberty, the White House, and political symbols such as the donkey and the elephant.

A GC Recognize personal, religious, and national celebrations of various American cultures (i.e., Independence Day, Columbus Day, Native American or American Indian Day, Martin Luther King, Jr. Day, Veteran's Day, Memorial Day, or Thanksgiving).

I Describe how public policies are used to address issues of public concern.

A GC Recognize situations requiring conflict resolution.

I Distinguish between national and state governments and compare their responsibilities in the United States federal system.

A GC Recognize the differences between the Tennessee State Constitution and the United States Constitution.

A GC Distinguish between the local, state, and federal levels of the legislative, executive, and judicial branches of the American government.

I Explain how individuals can participate in civic affairs and political parties at the national level.

I Identify leaders in the national governments, including the president and selected members of Congress, and their political parties and describe how they are elected.


* Some state performance indicators are listed in more than one era. These may be assessed in any of the eras in which they appear, but not necessarily in all eras in which they appear. Civil War and Reconstruction (1850-1877)

I/D Identify the locations of the southern and northern states.

I/D Identify the advantages and disadvantages of northern and southern economic resources.

I/D Identify similar and different northern and southern social and cultural customs.

A USP 2 Interpret sectional differences in the North and South in pre-Civil War (i.e., a map of Union, Confederate, and border-states; pictorial representations of crop production; reading timelines; and interpreting bar graphs showing human, natural, and man-made resources).

I/D Identify sectional interests that led to the Civil War.

I/D Describe the role of Tennessee in the Civil War.

I/D Chart the course of major events throughout the Civil War.

A USP 2 Recognize military and nonmilitary leaders from the North and South during Civil War (i.e., Frederick Douglass, Clara Barton, Chief Justice Roger Taney, Abraham Lincoln, Ulysses S. Grant, Robert E. Lee, and Jefferson Davis).

I/D Identify components of the various plans for Reconstruction.

I/D Evaluate the successes and failures of Reconstruction plans.

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I/D Decide the reasons for successes and failures of the various Reconstruction plans.

I/D Assess the lasting impact of the Civil War and Reconstruction.

*A USP 2, 3 Interpret timelines that depict major historical post-Civil War events.

*A USP 2, 3 Interpret how culture changes over time as a consequence of industrialization, technology, or cultural diffusion (i.e., railroad transportation, telecommunication, building design, varied types of music, and the growth of government services).

*A USP 2 Determine the hardships encountered by Greater Plain settlers in the late 1800's (i.e., building materials, natural geography, climatic conditions, isolated communities, and lack of revenue).

*A USP 2, 3 Interpret a primary reading sample.

*A USP 2, 3 Use tools of social science inquiry such as surveys, statistics, maps, and documents. Era 6 - The Development of the Industrial United States (1870-1900)

I/D Analyze the effects of immigration, migration, and resources on the economic development and growth of the United States.

*A USP 2 Determine the hardships encountered by Greater Plain settlers in the late 1800's (i.e., building materials, natural geography, climatic conditions, isolated communities, and lack of revenue).


I/D Identify individual leaders of business and industry.

I/D Explain how industry and mechanization changed ways of life in America and Tennessee.

I/D Understand the rise of the American labor movement.

I/D Describe how armed conflict, purchases, treaties, and land settlement resulted in further American expansion.

I/D Assess the resistance of various groups to United States expansion.

I/D Describe the people, lifestyles, and liberties in the American West.

I/D Trace the growth and necessity of the Chinese in the American West.



*A USP 2, 3 Use tools of social science inquiry such as surveys, statistics, maps, and documents. Era 7 - The Emergence of Modern America (1890-1930)

I/D Identify various Progressive reform efforts and their leaders.

I/D Explain how rural areas and urban centers changed as a result of immigration and migration.

A USP 3 Recognize the rights that workers fought for in the late 1800’s (i.e., wages, hours, insurance, and working conditions).

I/D Identify areas in the world where the United States participated in diplomatic affairs and armed conflict.

I/D Explain the causes of the Spanish-American War and World War I.

I/D Identify contributions of Tennessee natives such as Alvin York and Ida B. Wells.

*A USP 3 Recognize people who contributed to reform in Tennessee and American society (i.e., Samuel Gompers; Jane Addams; Martin Luther King, Jr.; Gov. Austin Peay; and Anne Dallas Dudley).

I/D Explain how American life changed dramatically due to the economical, technology, and ecological disasters.

I/D Describe American life in the 1920’s including the impact of Constitutional amendments.

I/D Explain the significance of the Harlem Renaissance.

I/D Explain Tennessee’s role in the women’s suffrage movement.


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*A USP 2, 3 Use tools of social science inquiry such as surveys, statistics, maps, and documents. Era 8 - The Great Depression and World War II (1929-1945)

I/D Explain the events that led to the Great Depression.

I/D Describe how the Great Depression affected American society as a whole.

I/D Explain how Americans addressed the social and economic problems brought on by the Great Depression.

I/D Describe how the Tennessee Valley Authority impacted life in Tennessee.

I/D Describe the political and economic events that led to World War II.

I/D Identify the significance of Pearl Harbor, D-Day, and Hiroshima.

I/D Identify Tennessee’s involvement and the contributions of Tennessee natives such as Cordell Hull to the war effort.


I/D Explain the political and economic effects of World War II on Europe and the United States.

I/D Explain the social effects of World War II on American life.

I/D Describe Japanese-American internment and its conflict with American ideals.

*A USP 3 Interpret timelines that depict major historical post-Civil War events.



*A USP 2, 3 Use tools of social science inquiry such as surveys, statistics, maps, and documents.

*A USP 3 Interpret a visual contrasting life before and after World War II (i.e., education, family size, transportation, urbanization, and the role of women).

Era 9 - Postwar United States (1945-1970’s)

I/D Explain how the American economy changed after World War II.

I/D Describe the influences of World War II on American society.

*A USP 3 Interpret a visual contrasting life before and after World War II (i.e., education, family size, transportation, urbanization, and the role of women).

I/D Describe the role of the United Nations in international affairs.

I/D Explain United States’ involvement in Korea and Vietnam.

I/D Describe the Soviet and American relationship during the Cold War.

I/D Identify major political events of the presidential administrations during the Cold War.

I/D Explain why the United States became involved in the space race.

I/D Describe the struggle for racial and gender equality.

I/D Explain Brown vs. Board of Education and its importance to the Civil Rights Movement.

I/D Explain the contributions of Civil Rights leaders such as Martin Luther King, Jr. and Caesar Chavez.

*A USP 3 Recognize examples of how the United States confronted Civil Rights issues (i.e., Brown vs. Board of Education, Montgomery Bus Boycott, Birmingham Civil Rights March, American Indian Movement [AIM], and the Civil Rights Act of 1964).


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I/D Describe Tennessee’s involvement during the Civil Rights movement.




*A USP 2, 3 Use tools of social science inquiry such as surveys, statistics, maps, and documents. Era 10 - Contemporary United States (1968 to the present)

I/D Explain how Watergate impacted the Nixon administration and Americans.

I/D Describe the changing relationships between the United States and foreign countries.

I/D Explain the significance of the Iran crisis.

I/D Describe political and geographic changes in Europe following the fall of the Soviet Union.

I/D Describe the growing impact of the media on public opinion.

I/D Explain the effect of the computer on contemporary life in America.

I/D Describe global environmental issues.

I/D Describe the contributions of Tennesseans to the arts.

*A USP 3 Recognize examples of how the United States confronted Civil Rights issues (i.e., Brown vs. Board of Education, Montgomery Bus Boycott, Birmingham Civil Rights March, American Indian Movement [AIM], and the Civil Rights Act of 1964).

*A USP 3 Interpret how culture changes over time as a consequence of industrialization, technology, or cultural diffusion (i.e., railroad transportation, telecommunication, building design, varied types of music, and the growth of government services).



*A USP 2, 3 Use tools of social science inquiry such as surveys, statistics, maps, and documents. INDIVIDUALS, GROUPS, AND INTERACTIONS Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

I Identify and describe examples of tension between an individual’s beliefs, government policies, and laws.

I Identify the accomplishments of notables who have made contributions to society in the areas of civil rights, women’s rights, military actions, and politics.

I Identify and describe factors that either contribute to cooperation or cause disputes within and among groups and actions.

I Give examples of the role of institutions in furthering both continuity and change.

I Identify examples of institutions and describe the interactions of people with institutions.

I Analyze the role of individuals and groups in elections.

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SOCIAL STUDIES PROCESS STANDARDS The student will use social studies process standards to acquire information, analyze, problem solve, communicate, and develop a historical awareness.

D Detect cause and effect relationships to acquire information.

D Distinguish between fact and opinion to recognize propaganda to acquire information.



D Identify relevant factual material to problem solve and analyze data.

D Classify information by source, chronology, and importance to problem solve and analyze data.

D Critically examine data from a variety of sources to problem solve and analyze data.

D Detect bias in data presented in a variety of forms to problem solve and analyze data.

D Note cause/effect relationship and draw inferences from a variety of data to problem solve and analyze data.

D Read critically a variety of materials including textbooks, historical documents, newspapers, magazines, and other reference sources for historical awareness.





Social Studies

Sixth Grade - 147


REPORTING CATEGORY

E =Economics G = Geography WH 1 = World History Period 1 WH 2 = World History 2 GC = Governance and Civics


SOCIAL STUDIES Sixth Grade



M Define the basic components of culture.

M Identify how communities reflect the cultural background of their inhabitants.

M Compare how cultures differ in their use of similar environments and resources.

M Analyze how human migration and cultural activities influence the character of a place.

M Define religion.

D Describe the beliefs of the world major religions.

D Identify the founders of the world’s major religions.

D Identify characteristics of a physical environment that contribute to the growth and development of a culture.

D Evaluate the effect of technology on a culture.

D Explain why individuals and groups respond differently to their physical and social environments.

D Explain how information and experiences may be interpreted differently from people of diverse cultural perspectives and frames of reference.

D Describe instances in which language, art, music, belief systems, and other cultural elements can facilitate understanding or cause misunderstanding.

D Explain and give examples of how language, literature, the arts, architecture, other artifacts, traditions, beliefs, values, and behaviors contribute to the development and transmission of culture.

M Define cultural diffusion.

M Compare different ways in which cultural diffusion takes place.

M Construct a timeline of technological innovations and rate the importance of technological advancements.

D Show through specific examples how science and technology have changed people’s perceptions of the social and natural world.

D Describe examples in which values, beliefs, and attitudes have been influenced by technological knowledge. ECONOMICS Globalization of the economy, the explosion of population growth, technological changes and international competition compels the student to understand, both personally and globally, production, distribution, and consumption of goods and services. The student will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

D Explain the relationship of supply and demand in early world history.

A E Recognize an example of a barter economy.

M Describe the change from hunter/gatherer economies to economies based on animal and plant domestication.

A E Identify disadvantages and advantages of nomadic and early farming lifestyles (i.e., shelter, food supply, and, domestication of plants and animals).

M Investigate the impact of trade on the economies of early civilizations.

D Define various types of economies and their methods of production and consumption.

A E Recognize the importance of economic systems in the development of early civilizations around rivers (i.e., Tigris and Euphrates, Huang He, Nile, and Indus).

D Apply economic concepts to evaluate historic developments.

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D Explain the economic impact of improved communication and transportation.

A E Identify major trade routes (i.e., silk roads, Persian trade routes, African trade routes, Mediterranean trade routes, and ocean routes).

D Appraise the relationship among scarcity of resources, economic development, and international conflict.

M Differentiate between needs and wants.

D Analyze how supply and demand and change in technologies impact the cost for goods and services.

D Evaluate the relationship between creditors and debtors.

A E Recognize the importance of trade in later civilizations (i.e., Mediterranean, Southeast Asia, India, and European).

A E Analyze how basic economic ideas influenced world events (i.e., supply and demand lead to exploration and colonization).

GEOGRAPHY Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. The student will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

M Use the basic elements of maps and mapping.

A G Identify the basic components of a world map (i.e., compass rose, map key, scale, latitude and longitude lines, continents, and oceans).

M Identify the locations of certain physical and human features and events on maps and globes.

A G Identify basic geographic forms (i.e., rivers, lakes, bays, oceans, mountains, plateaus, deserts, plains, and coastal plains).

M Identify the location of earth’s major landforms such as continents, islands, mountain ranges, and major bodies of water such as the oceans, seas, rivers, and gulfs.

A G Use a variety of maps to understand geographic and historical information (i.e., political maps, resource maps, product maps, physical maps, climate maps, and vegetation maps).

M Describe the location of major physical characteristics such as landforms, climate, soils, water, features, vegetation, resources, and animal life; and human characteristics such as language groups, religions, political systems, economic systems, and population centers in the world.

D Explain how and why the location of geographic features both physical and human in the world change over time and space.

A G Recognize reasons that cultural groups develop or settle in specific physical environments.

A G Identify the location of early civilizations on a map (i.e., Mesopotamian, Egyptian, Ancient Chinese, and Indian).

D Identify concepts that define and describe spatial organization such as location, distance, direction, scale, movement, and region.

D Explain how changing technology such as transportation and communication technology affect spatial relationships.

D Describe how physical and human processes shape the characteristics of a place.

D Explain how technology shapes the physical and human characteristics of places.

D Explain why places have specific physical and human characteristics in different parts of the world.

A G Recognize the basic components of culture (i.e., language, common values, traditions, government, art, literature, and lifestyles).

A G Identify geographic reasons for the location of population centers prior to 1500 (i.e., coastal plains, deserts, mountains, and river valleys).

A G Interpret a graph that illustrates a major trend in world history (i.e., population growth, economic development, governance land areas, and growth of religions).

A G Recognize how migration and cultural diffusion influenced the character of world societies (i.e., spread of religions, empire building, exploration, and languages).

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GOVERNANCE AND CIVICS Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

D Identify informal and formal forms of governance.

A GC Recognize types of government (i.e., formal/informal, monarchy, direct/indirect democracy, republics, and theocracy).

D Describe the purpose of governance and how its powers are acquired, used, and justified.

D Analyze the necessity of establishing and enforcing the rule of law.

D Originate models of lower to higher forms of social and political orders.

A GC Recognize the steps that give rise to complex governmental organizations (i.e., nomadic, farming, village, city, city-states, and states).

M Identify written laws handed down from ancient civilizations.

A GC Identify the development of written laws (i.e., Hammurabi’s Code, Justinian Code, and Magna Carta).

D Explore the development of citizenship and government in ancient civilizations.

D Explain and apply concepts such as power, role, status, justice and influence to the examination of persistent issues and social problems.

A GC Recognize the roles assigned to individuals in various societies (i.e., caste systems, feudal systems, city-state systems, and class systems).

D Recognize the relationship between a places’s physical, political, and cultural characteristics and the type of government that emerges in that place.

D Identify natural resources that are necessary to the survival of a civilization.

D Differentiate between rights and privileges of the individual.

A GC Compare and contrast the lives of individual citizens in various governmental organizations (i.e., monarchial systems, feudal systems, caste systems, and democratic systems-Greek).

D Consider how cooperation and conflict affects the dissemination of resources, rights, and privileges. HISTORY History involves people, events, and issues. The student will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. He/she will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

* Some state performance indicators are listed in more than one era. These may be assessed in any of the eras in which they appear, but not necessarily in all eras in which they appear. World History Standards Era 1: The Beginnings of Human Society

M List ancient weapons and tools.

M Understand the role of the environment in terms of influencing the development of weapons and tools.

M Explain the role of agriculture in early settled communities.

M Recognize the immediate and long term impacts and influences of early agricultural communities such as Southwest Asia and the African Nile Valley.

M Describe the biological processes that shaped the earliest human communities.

M Identify the characteristics of hunter-gatherer communities in various continental regions in Africa versus the Americas.

M Explain how different early human communities expressed their beliefs.

M Explain how geologists, archaeologists, and anthropologists study early human development.

M Identify scientific evidence regarding early human settlements in Africa.

*A WH 1 Recognize the types of early communities (i.e., nomadic, fishing, and farming). *A WH 1 Identify major technological advances (i.e., tools, wheel, irrigation, river dikes, development of farming, advances in

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weaponry, written language, and printing press). *A WH 1 Recognize the world's major religions and their founders (i.e., Judaism, Christianity, Islam, Buddhism, Hinduism,

Moses, Jesus, and Mohammed).

*A WH 1 Identify how early writing forms in Mesopotamia, Egypt, and the Indus Valley influenced life (i.e., legal, religious, and culture).

*A WH 1 Recognize the significant mythologies of the Sumerians, Egyptians, Greeks, and Romans.

*A WH 1, 2 Recognize the designations for time dating (i.e., BCE, AD, centuries, decades, prehistoric, and historic).

*A WH 1, 2 Recognize major historical time periods (i.e., Early Civilizations, Classical Period, Dark Ages, Middle Ages, and Renaissance).

*A WH 1, 2 Read a timeline and order events of the past between prehistory and the Renaissance.

*A WH 1, 2 Identify examples of groups impacting world history (i.e., Muslims, Christians, Mongolians, Vikings, slave traders, explorers, merchants/traders, and inventors.)

*A WH 1, 2 Identify characteristics including economy, social relations, religion, and political authority of various societies (i.e., Mesopotamian, Egyptian, Greek City-States, Roman Empire, Indian, and Medieval).

*A WH 1, 2 Describe the ways in which individuals can change groups (i.e., Martin Luther – Christian church, William of Normandy – English Monarchy, Joan of Arc – Hundred Years War, and Buddha – Chinese Culture).

*A WH 1, 2 Recognize the possible causes of change in civilizations (i.e., environmental change, political collapse, new ideas, warfare, overpopulation, unreliable food sources, and diseases).

*A WH 1, 2 Recognize the impact of individuals on world history (i.e., Charlemagne, Joan of Arc, William the Conqueror, Ramses II, Julius Caesar, Socrates, Aristotle, Marco Polo, Alexander the Great, King Ferdinand and Queen Isabella, Martin Luther, and Johannes Gutenberg).

*A WH 1, 2 Identify the job characteristics of archaeologists, anthropologists, geologists, and historians.

*A WH 1, 2 Identify differences between various cultural groups (i.e., European, Eurasian, Indian, Southeast Asian, Middle Eastern, African, and Native American).

*A WH 1, 2 Identify types of artifacts by pictorial representation (i.e., Egyptian, Roman, Greek, Chinese, Native American, Medieval, and Renaissance).

*A WH 1, 2 Identify major technological advances (i.e., tools, wheel, irrigation, river dikes, development of farming, advances in weaponry, written language, and printing press).

*A WH 1, 2 Identify conclusions about early world historical events using primary and secondary sources.

*A WH 1, 2 Identify the development of written and spoken languages (i.e., Roman alphabet, Latin word origins, Romance Languages).

World History Standards Era 2: Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE)

M Describe the characteristics of writing in Mesopotamia, Egypt, and the Indus valley and how their written records shaped political, legal, religious, and cultural life.

M Compare and contrast the Mycenaean Greek development of agriculture, writing, education, law, and trade with another society.

M Explain how the development of different types of tools, laws, and religion influenced early Chinese civilization.

M Compare and contrast how the economic, political, cultural, and environmental factors among the ancient civilizations of Egypt, Indus River Valley, China, and Mesopotamia shaped their histories.

M Explain the decline of the Indus Valley civilization.

M Identify significant individuals and events in Egyptian civilization.

M Describe the characteristics of Aryan society.

M Describe what archaeological evidence reveals about Chinese history during the Chang Dynasty.

M Identify early forms of writing, law, and trade (i.e., cuneiform, hieroglyphics, barter, Code of Hammurabi, and the Ten Commandments).


weaponry, written language, and printing press).

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*A WH 1 Recognize the world's major religions and their founders (i.e., Judaism, Christianity, Islam, Buddhism, Hinduism, Moses, Jesus, and Mohammed).

*A WH 1 Recognize significant epics as historical sources (i.e., Iliad, the Odyssey, Mahabharata, and Ramayana).

















World History Standards Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD)

M Illustrate the placement of major religions on the earth’s surface.

M Compare and contrast elements of Judaism, Christianity, and Islam.

M Identify the causes and spread of Christianity.

M Explain the origins of Buddhism and fundamental Buddhist beliefs.

M Explain the patterns of Phoenician political organization, culture, and trade in the Mediterranean basin.

M Describe the development of Greek city-states and their political and social characteristics.

M Identify the characteristics of the Assyrian and Babylonian Empires.

M Explain the impact and achievements of the Hellenistic period on art, mathematics, science, philosophy, and political thought.

M Understand the origins and social framework of Roman society.

M Identify fundamental social, political, and cultural characteristics of Chinese society under early imperial dynasties.

M Compare geographical and architectural features of Egypt.

M Identify major cultural elements of Greek society such as sculpture, architecture, and pottery.

M Explore the role of art, literature, and mythology in Greek society by analyzing primary sources.

M Explain the political, commercial, and cultural uses of Latin and Greek as universal languages of the Roman Empire.

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M Construct timelines to show sequences of important dates and events.

M Identify cause and effect of events leading to the rise and decline of civilizations.

M Describe how the rise and decline of military power, state bureaucracy, legal codes, belief systems, written languages, and communications and trade networks affected societies.


weaponry, written language, and printing press). *A WH 1 Recognize the world's major religions and their founders (i.e., Judaism, Christianity, Islam, Buddhism, Hinduism,

Moses, Jesus, and Mohammed).

*A WH 1 Recognize significant epics as historical sources (i.e., Iliad, the Odyssey, Mahabharata, and Ramayana).

















World History Standards Era 4: Expanding Zones of Exchange and Encounter (300AD-1000 AD)

M Identify the spread of Christian belief in Europe.

M Diagram the social structure of medieval society.

M Explain the significance of Norse migrations and invasions.

M Describe social class and gender roles in Medieval Europe.

M Understand the significant features of Mayan and Andean civilization as in their location of cities, road systems, sea routes, status of elite women and men, art, and architecture.

M Recognize the importance of maritime and overland trade routes linking regions of Afro-Eurasian societies.

M List the major achievements in technology, astronomy, and medicine in the Gupta societies.

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M Identify monastic examples of preserving Greco-Roman and early Christian learning.

M Read an example of African oral history for its historical importance.

M Identify the spread of Islamic belief in Asia and Africa.

M Explain how the influence of Islamic ideas and practices influenced culture and social behavior.

M Describe the characteristics of and development of great African and Asian civilizations.

M Identify the impact of Chinese society on surrounding cultures in terms of assimilation of ideas and political autonomy.

*A WH 2 Recognize and order major historical events on a timeline between the Middle Ages and Renaissance.

*A WH 2 Identify the impact of advances in technology on history (i.e., agricultural revolution, Renaissance scientists, exploration during the 1400s).

*A WH 2 Recognize how the Renaissance changes the nature of society (i.e., shift from religious domination to science, philosophy, and art).

*A WH 2 Evaluate to what extent civilizations build on the accomplishments of previous civilizations.

*A WH 2 Compare and contrast the historical development of the Western, Eastern, and African cultures.















World History Standards Era 5: The Emergence of Europe (1200-1500AD)

I Recognize the developments of science, philosophy, and art in the 14th and 15th centuries.

I Understand the significant developments of medieval English in legal and constitutional practices and how this shaped the development of European governments.

I Recognize the origins and the economic, social, and political impact of the plague upon Eurasian societies.

I Judge the significance of the Reformation on the development of Europe.

I Compare and contrast feudalism and manoralism.

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I Explain the cultural characteristics of Islamic society such as a common language, religious text, and society and how this led to cohesiveness across regions.

I Identify features of trade routes in Asia, Europe, and Africa.

I Describe the roles and motivations of squires, saints, and soldiers in Christian Europe.

I Describe the economic, social, and religious features of West Africa.

I Identify aspects of the architecture of Medieval Europe and how some elements may still be seen in local and modern architecture.

I Compare and contrast art, architecture, and education in medieval Christian and Spanish Muslim society.

I Rate the importance of foreign sources in recording the history in areas of Mongol domination as in the travels of Marco Polo and ibn Battuta.

*A WH1,2 Recognize the designations for time dating (i.e., BCE, AD, centuries, decades, prehistoric, and historic).

*A WH1,2 Recognize major historical time periods (i.e., Early Civilizations, Classical Period, Dark Ages, Middle Ages, and Renaissance).

*A WH1,2 Read a timeline and order events of the past between prehistory and the Renaissance.

*A WH1,2 Identify examples of groups impacting world history (i.e., Muslims, Christians, Mongolians, Vikings, slave traders, explorers, merchants/traders, and inventors.)

*A WH1,2 Identify characteristics including economy, social relations, religion, and political authority of various societies (i.e., Mesopotamian, Egyptian, Greek City-States, Roman Empire, Indian, and Medieval).

*A WH1,2 Describe the ways in which individuals can change groups (i.e., Martin Luther – Christian church, William of Normandy – English Monarchy, Joan of Arc – Hundred Years War, and Buddha – Chinese Culture).

*A WH1,2 Recognize the possible causes of change in civilizations (i.e., environmental change, political collapse, new ideas, warfare, overpopulation, unreliable food sources, and diseases).

*A WH1,2 Recognize the impact of individuals on world history (i.e., Charlemagne, Joan of Arc, William the Conqueror, Ramses II, Julius Caesar, Socrates, Aristotle, Marco Polo, Alexander the Great, King Ferdinand and Queen Isabella, Martin Luther, and Johannes Gutenberg).

*A WH1,2 Identify the job characteristics of archaeologists, anthropologists, geologists, and historians.

*A WH1,2 Identify differences between various cultural groups (i.e., European, Eurasian, Indian, Southeast Asian, Middle Eastern, African, and Native American).

*A WH1,2 Identify types of artifacts by pictorial representation (i.e., Egyptian, Roman, Greek, Chinese, Native American, Medieval, and Renaissance).

*A WH1,2 Identify major technological advances (i.e., tools, wheel, irrigation, river dikes, development of farming, advances in weaponry, written language, and printing press).

*A WH1,2 Identify conclusions about early world historical events using primary and secondary sources.

*A WH1,2 Identify the development of written and spoken languages (i.e., Roman alphabet, Latin word origins, Romance Languages).

*A WH2 Recognize and order major historical events on a timeline between the Middle Ages and Renaissance.

*A WH2 Identify the impact of advances in technology on history (i.e., agricultural revolution, Renaissance scientists, exploration during the 1400s).

*A WH2 Recognize how the Renaissance changes the nature of society (i.e., shift from religious domination to science, philosophy, and art).

*A WH2 Evaluate to what extent civilizations build on the accomplishments of previous civilizations.

*A WH2 Compare and contrast the historical development of the Western, Eastern, and African cultures. INDIVIDUALS, GROUPS, AND INTERACTIONS Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

M Recognize that individuals can belong to groups but still have their own identity.

I Relate personal changes to social, cultural, and historical contexts.

Social Studies

Sixth Grade - 155


REPORTING CATEGORY



I Describe personal connections to place, as associated with community, nation, and world.

I Describe ways regional, ethnic, and national cultures influence individuals’ daily lives.

I Identify and describe ways family, groups, and community influence the individual’s daily life and personal choices.

I Demonstrate an understanding of concepts such as role, status, and social class in describing the interactions of individuals and social groups.

I Analyze group and institutional influences on people, events, and elements of culture. SOCIAL STUDIES PROCESS STANDARDS The student will use social studies process standards to acquire information, analyze, problem solve, communicate, and develop a historical awareness.















Social Studies

Seventh Grade - 156


REPORTING CATEGORY

E =Economics PG = Physical Geography HG = Human Geography GC = Governance and Civics H = History


SOCIAL STUDIES Seventh Grade



M Define the basic components of culture.

M Explain how people living in the same region maintain different ways of life.

M Identify how communities locally, regionally, and globally reflect the cultural background of their inhabitants.

D Analyze the role of cultural diffusion and interactions among Earth’s human systems in the ongoing development of Earth’s cultural landscapes.

D Identify and describe the location of major cultural attributes such as language, religion, political systems, economic systems, and population centers locally, regionally, and globally.

M Define religion.

D Describe the beliefs of the world’s major religions.

D Evaluate the role of religious beliefs on local, regional, nation-state, and global levels.

I Identify characteristics of a physical environment that contribute to the growth and development of a culture.

M Compare how cultures differ in their use of similar environments and resources.

D Evaluate the effect of technology on various cultures.

D Explain how information and experiences may be interpreted differently from people of diverse cultural perspectives and frames of reference.

D Describe how language, art, music, belief systems, and other cultural elements facilitate global understanding or cause misunderstanding.

ECONOMICS Globalization of the economy, the explosion of population growth, technological changes and international competition compels the student to understand, both personally and globally, production, distribution, and consumption of goods and services. The student will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

I Define various types of economies and their methods of production and consumption (e.g., market economy, free enterprise, capitalism, communism, and socialism).

D List the major resources and industrial and agricultural products, locally, regionally, and globally.

A E Define renewable and nonrenewable resources.

D Apply basic economic concepts in studying the various regions of the world such as export, import, tariffs, and closed and emerging markets.

A E Recognize basic economic concepts (i.e., imports, exports, barter system, tariffs, closed and emerging markets, supply and demand, inflation, recession, and depression).

D Explain the interactions between domestic and global economic systems.

D Recognize that resources, goods, and services are exchanged worldwide.

A E Select the major resources, industrial, and agricultural products from the three grand divisions from a map of Tennessee.

D Explain the economic impact of improved communication and transportation.

Social Studies

Seventh Grade - 157


REPORTING CATEGORY



D Appraise the relationship among scarcity of resources, economic development, and international conflict.

I Evaluate the domestic and international impact of various economic agreements.

I Apply economic concepts to evaluate contemporary developments.

A E Interpret economic issues as expressed with maps, tables, diagrams, and charts.

M Describe the characteristics, location, and use of renewable and nonrenewable resources.

M Identify ways resources are recycled.

D Describe patterns of resource distribution and utilization.

D Discover the relationship between the use, availability, and accessibility of resources and a country’s standard of living, including the role of technology in resource acquisition and use.

D Analyze issues related to the location, availability, use, distribution, and trade of natural resources. GEOGRAPHY Geography enables the student to see, understand and appreciate the web of relationships between people, places, and environments. The student will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

M Identify, describe, and be able to use the basic elements of maps and mapping.

A PG Identify and use the basic elements of maps and mapping.

M Identify the location of physical and human attributes on maps and globes at local, regional, and global scales.

A PG Locate on map specific lines of longitude and latitude. (i.e., Prime Meridian, International Date Line, Equator, North and South Poles, Tropics of Cancer and Capricorn, and Arctic Antarctic Circles).

A PG Locate the earth's major physical characteristics (i.e., 7 continents and 4 oceans). A HG Distinguish between types of maps. (i.e., political, physical, climatic, land-use resource, contour, elevation, and

topographic.)

M Demonstrate an understanding of various types of maps including thematic and topographic maps.

A PG Interpret a map indicating scale, distance, and direction.

A PG Read and interpret a time zone map.

M Discuss applications of current geographic techniques in mapping such as GIS and GPS.

M Identify the location of the earth’s major physical characteristics such as continents, landforms, bodies of water, climate regions, vegetation, and natural resources.

A PG Identify the major river systems of Tennessee. A PG Select the natural resources found in the 3 grand divisions of Tennessee (coal, copper, timber, plants, and animals.) A PG Identify the location of the earth's major landforms and bodies of water (i.e., Rockies, Andes, Himalayas, Alps, Urals,

Sahara desert, Nile River Valley, Great Plains, Mississippi River, Amazon River, Thames River, Seine River, Rhine River, Danube River, Tigris River, Eurphrates River, Ganges River, Volga River, and Yellow River).

A PG Identify the six physical regions of Tennessee (i.e., Unaka Mountains, Valley and Ridge, Cumberland Plateau, Highland Rim, Central Basin, and Gulf Coastal Plain).

M Identify the location and size of major human features such as cities, political units, and countries.

A HG Distinguish the differences among rural, suburban, and urban communities.

M Explain why physical, biological, and human processes leave discernable patterns on the earth’s surface locally, regionally, and globally.

M Identify the spatial distribution of major ecosystems such as tropical rainforest, desert, and grassland.

A PG Identify the characteristics that define a region geographically.

Social Studies

Seventh Grade - 158


REPORTING CATEGORY



M Identify concepts and geographic tools used to define and describe spatial organization such as absolute and relative location, distance, direction, scale, movement, and region.

M Explain patterns of spatial organization including why some areas are more densely settled than others and the differences between rural, urban, and suburban patterns.

A HG Define demographic concepts. (i.e., population, population distribution, population density, and growth rate). A PG Compare the five largest cities of Tennessee using a bar graph. M Describe factors that affect spatial organization of the earth’s surface such as transportation, migration, and

communication technology.

M Identify which features on the earth’s surface are physical and which are human.

A PG Recognize specific physical processes that operate on the earth’s surface (i.e., erosion, volcanoes, earthquakes, wind and water currents, plate tectonics, and weathering).

M Describe how physical, biological, and human characteristics and processes define and shape a place.

M Describe how human movement and migration influence the character of a place.

M Appraise the symbiotic relationship between the physical and human environments as they are reflected on the earth’s surface.

M Identify the criteria used to define a region, including physical traits and formal, functional, and vernacular cultural regions.

M Describe types of regions at the local, regional, and global level.

M Describe how cultures influence the characteristics of regions and how human characteristics make specific regions of the world distinctive.

M Explain factors that contribute to changing regional characteristics and boundaries.

M Identify types of the earth’s physical processes such as tectonic activity, and changing landforms.

M Consider the effect of weathering and erosion, the hydrologic cycle and climate change.

M Analyze physical patterns and ecosystems found locally, regionally, and globally.

M Examine the consequences of a specific physical process operating on the earth’s surface.

M Describe how the characteristics of different physical environments affect human activities including ways in which people adapt to living in different physical environments.

M Describe the impact and interaction of natural hazards and disasters on human settlements and systems.

M Evaluate the limits and opportunities of physical environments for human activities.

M Describe effects of human modification on the physical environment including global warming, deforestation, desertification, and urbanization.

M Explain the ways in which human induced changes in the physical environment in one place can cause changes in other places.

M Analyze the environmental consequences of humans changing the physical environment.

A HG Recognize the definitions of modifications on the physical environment (i.e., global warming, deforestation, desert, and urbanization).

A HG Analyze the environmental consequences of humans changing their physical environment (i.e., air and water pollution, mining, deforestation, and global warming).

M Identify the characteristics of populations at a variety of scales including ethnicity, age distribution, number of males and females, and life expectancy.

A HG Interpret a population pyramid.

M Define demographic concepts including population, population distribution, population density, growth rate, family size, and infant mortality.

Social Studies

Seventh Grade - 159


REPORTING CATEGORY



A HG Define demographic concepts (i.e., population, population distribution, population density, growth rate, family size, and infant mortality).

A HG Recognize cultural definitions (i.e., language, religion, customs, political system, and economic system.

A HG Locate cultural information on a thematic map (i.e., languages, political systems, economic systems, and religions).

M Describe the causes and effects of human migration such as "push and pull" factors.

M Analyze contemporary population issues.

A HG Predict the consequences of population changes on the Earth’s physical and cultural environments (I.e., air and water pollution, mining, deforestation, and global).

A HG View and discuss a show which shows a diverse global culture. GOVERNANCE AND CIVICS Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

M Recognize world political regions locally, regionally, and globally.

A GC Using a map key, locate various governance systems.

A GC Identify political leaders from selected contemporary settings (i.e., United States, India, Canada, Mexico, Great Britain, Russia, and China).

M Explain the purposes and structure of various systems of governance.

A GC Define the different types of governments (i.e., democracy, autocracy, oligarchy, monarchy, and dictatorship).

M Compare different political systems with that of the United States and identify political leaders from selected contemporary settings.

A GC Recognize how the boundaries of congressional districts change in the state of Tennessee (i.e., statutory requirements, population shifts, and political power shifts).

A GC Differentiate between the rights, roles, and state of the individual in relation to the general welfare in various regions of the world.

M Explain the relationship between a place’s physical, political, and cultural characteristics and the type of government that arises in that place.

D Identify international and multinational organizations of cooperation.

D Describe the current struggles over energy resources and how different governments resolve these problems.

D Describe conditions and motivations that contribute to conflict, cooperation, and interdependence among groups, societies, and nations.

A GC Recognize the causes, consequences, and possible solutions applied by governing bodies to persistent global issue using a narrative (i.e., health, security, resource allocation, economic development, and environmental quality).

D Explore governmental responses to environmental issues such as air pollution, watershed management, water pollution and solid waste, including hazardous and toxic waste.

D Describe ideas and mechanisms governments develop to meet needs and wants of citizens, regulate territory, manage conflict, and establish order and security.

Social Studies

Seventh Grade - 160


REPORTING CATEGORY




D Identify reasons why people choose to settle in different places.

A H Identify the causes and consequences of urbanization (i.e., industrial development, education, health care, cultural opportunities, poverty, overcrowding, disease, pollution, and crime).

D Explain how and why the location of settlements changes over space and time locally, regionally, and globally.

A H Identify reasons why people choose to settle in different places (i.e., occupation, family, climate, and natural resources).

D Explain factors leading to areas of dense human settlement.

A H Map large civilizations to discover the impact of water as a main reason behind a society's founding.

D Describe factors involved in the growth and development of cities.

D Evaluate the causes and consequences of urbanization.

D Identify the physical and human factors that influence a place.

A H Identify ways family, groups, and community influence daily life and personal choices.

D Analyze the causes and effects of changes in a place over time.

A H Analyze, from a written passage, the causes and effects of change in a place over time.

A H Compare and contrast the tenets of the five major world religions (i.e., Christianity, Buddhism, Islam, Hinduism, and Judaism).

A H Examine reasons and patterns of human migration through the use of maps, charts, and diagrams (i.e., famine, natural disasters, political and religious oppression, and wars).


M Recognize that individuals can belong to groups but still retain their own identity.

M Know how to share and give opinions in a group.

M Describe personal connections to a place.

D Identify and describe ways regional, ethnic, and national cultures influence individuals’ daily lives.

D Examine issues involving the rights, roles, and status of the individual in relation to the general welfare in various regions of the world.

D Identify ways family, groups, and community influence daily life and personal choices.

D Demonstrate an understanding of concepts such as role, status, and social class when describing the interactions of individuals and social groups in various regions of the world.

D Explore the causes, consequences, and possible solutions applied by governing bodies to persistent global issues such as health, security, resource allocation, economic development, and environmental quality.

D Identify the effects of physical and human geographic factors on current policies and issues such as land use, urban planning, and conservation issues.

D Describe the impact of contemporary patterns of consumption, production, and population growth on the future spatial organization of the earth.

D Integrate multiple points of view to analyze and evaluate contemporary geographic issues.

Social Studies

Seventh Grade - 161


REPORTING CATEGORY



SOCIAL STUDIES PROCESS STANDARDS

The student will use social studies process standards to acquire information, analyze, problem solve, communicate, and develop a historical awareness.















Social Studies

Eight Grade - 162


REPORTING CATEGORY

E =Economics G = Geography USP 1= United States Period 1 USP 2 = United States Period 2 GC = Governance and Civics

Note: “A” Indicates the state curriculum (CRT) assessment only.

All the skills (“I”…”D”…”A”…”M”) are addressed in classroom assessment.

SOCIAL STUDIES Eighth Grade

CULTURE Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Student will explore these elements of society to develop an appreciation of human cultures.


D Explain how people living in the same region maintain different ways of life.

D Analyze how human migration and cultural activities influence the character of a place.

D Discuss the development of major religions.

D Define religion.

D Describe the beliefs of America’s major religions and religious organizations.

D Describe how religion contributed to the growth of representative government in the American colonies.

M Identify the role diverse cultures had on the development of the Americas.

M List the various cultures that contributed to the development of the United States.

M Identify and examine perspectives of various cultural groups within early American history.

D Identify specific technological innovations and their uses.

D Construct a timeline of technological innovations and rate their relative importance on culture. ECONOMICS Globalization of the economy, the explosion of population growth, technological changes and international competition compels the student to understand, both personally and globally, production, distribution, and consumption of goods and services. The student will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

I Describe the role that supply and demand, prices, incentives, and profits play in determining what is produced and distributed in a competitive market system.

D Describe the differences within economic theories such as mercantilism and capitalism.

A E Recognize America's natural resources (i.e., land, timber, fish, animal pelts, peppers, sweet potatoes, squash, pumpkins, turkeys, peanuts, potatoes, tomatoes, tobacco, cacao, beans, and vanilla).

A E Interpret a diagram showing the steps of changing a resource into a product.

D List the major industrial and agricultural products of Tennessee and the United States.

D Describe a range of examples of the various institutions that make up economic systems such as households, business firms, banks, government agencies, labor unions, and corporations.

M Analyze the impact of economic phenomena within the free enterprise system such as supply and demand, profit, government regulation, and world competition on the economy of Tennessee and Early America.

D Define various types of economies and their methods of production and consumption.

D Apply economic concepts to evaluate historic and contemporary developments.

D Explain the economic impact of improved communication and transportation on the world economy.

D Analyze the impact of national and international markets and events on the production of goods and services in Tennessee and Early America.

M Define microeconomic terms such as credit, debt, goods, services, domestic products, imports, and exports.

Social Studies

Eight Grade - 163


REPORTING CATEGORY




D Analyze how supply and demand and change in technologies impact the cost for goods and services.

A E Differentiate between credit and debt.

D Evaluate the relationship between creditors and debtors.

D Explain and illustrate how values and beliefs influence different economic decisions related to needs and wants.

A E Differentiate between a commercial and subsistence economy.

D Define macroeconomic terms such as economic alignments, credit, market economy, tariffs, closed economies, and emerging markets.

D Generalize and evaluate the process of governmental taxation on individuals and businesses.

A E Identify various forms of taxation (i.e., tariffs, sales tax, and excise tax).

D Evaluate the domestic and international impact of various economic agreements.

D Compare basic economic systems according to who determines what is produced, distributed, and consumed.

A E Interpret a variety of economic graphs and charts with topics (e.g., the Columbian exchange, numbers of slaves, population of colonies, and population diversity).

D Explain economic factors that led to the urbanization of Tennessee and Early America.

D Trace the development of major industries that contributed to the urbanization of Tennessee and Early America.

A E Recognize the economic activities of Early America (i.e., agriculture, industry, and service).

D Explain the changes in types of jobs and occupations that resulted from the urbanization of Tennessee and Early America.

A E Recognize the factors that led to urbanization and industrialization in Early America (i.e., religious freedom, land ownership, and thriving market).

A E Distinguish among various economic markets found in Early America (i.e., traditional, monopoly, oligopoly, and free competition).


M Locate major countries and regions of the world on a map or globe focusing on those countries and regions that relate to the development of North America.

A G Identify and use the key geographic elements on maps (i.e., island, flood plain, swamp, delta, marsh, harbor, cape, sea level, bay, prairie, desert, oasis, mesa, mountain, valley, glacier, canyon, cliff, and plateau).

A G Use various geographic data from maps and globes to determine longitude, latitude, distance, and direction.

A G Recognize how topographical features such as mountain and river systems influenced the settlement and expansion of the United States (i.e., Cumberland Gap, Wilderness Road, and Ohio and Tennessee river systems).

M Identify the routes of contact between the Americas and Europe, Asia, and Africa.

A G Interpret a geographic map of the early United States.

D Illustrate the geographic exchange of ideas, materials, and goods between the Americas and the rest of the world prior to the Civil War.

A G Recognize the definition of religion.

M Identify major landforms, bodies of water, cities, and states.

D Identify the physical, economic, and cultural regions of the United States.

M Explain the factors that contribute to the placement of cities and boundaries.

Social Studies

Eight Grade - 164


REPORTING CATEGORY




M Explain how physical features such as major river and mountain systems affected the development of early Native American and early European settlements.

A G Interpret examples which illustrate how cultures adapt to or change the environment (i.e., deforestation, subsistence farming, cash crop, and dam and road building).

D Explain how environmental factors influenced the way of life of the various peoples of the Americas.

D Describe how geographic features affected the development of transportation and communication networks.

D Explain the influences of geographic features both physical and human on historical events.

D Explain how physical processes shape the United States’ features and patterns.

D Understand the differences in population characteristics of the United States such as density, distribution, and growth rates.

D Explain how processes of migration affected development of settlements in the United States.

M Explain how environmental issues such as water supply and resource availability influenced settlement patterns.

D List the causes of migration and immigration.

A G Interpret a chart or map of population characteristics of the early United States (i.e., density, distribution, and regional growth).

A G Recognize how immigration and cultural diffusion have influenced the character of a place (i.e., religion within certain colonies, African songs in the American south, and British vs. French influences).

D Discuss the economic and social impact of immigration and migration on a region or country.

D Categorize causes of migration and immigration into "push and pull" factors. GOVERNANCE AND CIVICS Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

D Analyze the necessity of establishing and enforcing the rule of law.

D Analyze and explain ideas and governmental mechanisms to meet needs and wants of citizens, regulate territory, manage conflict, and establish order and security.

D Explain and apply concepts such as power, role, status, justice, and influence to the examination of persistent issues and social problems.

D Describe the purpose of government and how its powers are acquired, used, and justified.

D Distinguish basic differences between democracy and other forms of government in other regions of the world.

D Identify and explain the roles of formal and informal political actors in influencing and shaping public policy and decision-making.

D Analyze the influence of diverse forms of public opinion on the development of public policy and decision-making.

D Relate a people’s location, population, production and consumption to the function of their government.

D Identify models of lower to higher forms of political order.

D Describe the ways nations and organizations respond to forces of unity and diversity affecting order and security.

D Differentiate between rights and privileges of the individual.

D Consider how cooperation and conflict affect the dissemination of resources, rights, and privileges.

D Explain conditions, actions, and motivations that contribute to conflict and cooperation within and among states, regions, and nations.

D Describe and analyze the role advancements in technology have played in conflict resolution.

Social Studies

Eight Grade - 165


REPORTING CATEGORY




D Define the differences between the individual and the state.

D Identify and interpret sources and examples of the rights and responsibilities of citizens.

D Describe the importance of individual rights, such as free speech and press, in a democratic society.

A GC Recognize the rights and responsibilities of individuals throughout the development of the United States.

D Evaluate the role of government in balancing the rights of individuals versus the common good.

A GC Identify the rights, responsibilities, and privileges of a member of the United States of America (i.e., Declaration of Independence, Articles of Confederation, Constitution, and Bill of Rights).

A GC Identify the purposes and structures of various systems of governance (i.e., Federalism, Confederation, Republic, Democracy, Executive, Legislative, and Judicial).

A GC Recognize the purpose of government and how its powers are acquired, used, and justified.

D Identify and describe the basic features of the political system in the early United States, and identify representative leaders from various levels and branches of government.

A GC Identify how conditions, actions, and motivations contributed to conflict and cooperation between states, regions, and nations.

D Analyze the effectiveness of selected public policies and citizen behaviors in realizing the stated ideals of a democratic republican form of government.

D Explain how the Constitution is applied in every day life.

A GC Recognize the rights guaranteed in the Bill of Rights.

D Apply the Constitution to individual court cases.

A GC Recognize the impact of major court decisions have had on American life, (i.e., Marbury vs. Madison, McCulloch vs. Maryland, and Dred Scott vs. Sandford).

D Analyze the United States Constitution in principle and practice.

D Compare and contrast the ways the Constitution balances the "individual" versus the "state."

D Identify how the Tennessee Constitution reflects the principles represented in the Constitution.

D Identify the influences of ideas from the United States Constitution on the Tennessee Constitution.

D Identify civic responsibilities of Tennessee and United States citizens.

D Describe the structure and functions of government at municipal, county, and state levels.

D Identify how the different points of view of political parties and interest groups have affected important Tennessee and national issues.

D Analyze the contributions of Tennessee political leaders within the national scene.

A GC Identify the role of institutions in furthering both continuity and change (i.e., governments, churches, families, schools, and communities).

A GC Recognize how groups and institutions work together to meet common needs.

A GC Recognize how a right must be interpreted to balance individual rights with the need for order (i.e., freedom of speech, freedom of religion, and trial by jury).


* Some state performance indicators are listed in more than one era. These may be assessed in any of the eras in which they appear, but not necessarily in all eras in which they appear.

Social Studies

Eight Grade - 166


REPORTING CATEGORY




Era 1 - Three Worlds Meet (Beginnings to 1620)

D Identify the ancient civilizations in the Americas.

D Explain the cultures of the Western Hemisphere’s native peoples prior to European contact.

D Evaluate the expanding intercontinental exchange and the conflicts brought on by exploration and colonization.

D Describe the role religion played in Western Europe, during the age of exploration, with respect to subsequent crusading tradition and overseas exploration.

D Explain the ways geographic, technological, and scientific factors contributed to the European age of exploration and settlement in the Americas.

D Describe the immediate and long-term impact early European exploration had on native populations and on colonization in the Americas.

D List the characteristics of the Spanish and Portuguese exploration and conquest of the Americas.

D Recognize that the English, Spanish, Portuguese, and French differed from one another in their views regarding economy, property, and religion, and this influenced the way the different cultures colonized.

D Identify and use key concepts such as chronology, causality, change, conflict, and complexity to explain, analyze, and show connections among patterns of historical change and continuity.

D Explain the geological factors that led to the geographic features of Tennessee.

D Describe pre-Columbian Native American peoples and their societies.

D List the early European explorers and their nations of origin.

*A USP 1, 2 Read a timeline and order events of the past.

*A USP 1, 2 Recognize the causes and examples of migration and immigration in early America (i.e., land, religion, money, pioneer spirit, indentured servitude, displacement, and slavery).

*A USP 1, 2 Differentiate between a primary and secondary source.

*A USP 1, 2 Identify how religion contributed to early American society (e.g., impact on government, education, social norms, slavery, and tolerance).

*A USP 1, 2 Interpret a timeline of technological innovations.

*A USP 1, 2 Classify the characteristics of major historic events into causes and effects (i.e., exploration, colonization, revolution, expansion, and Civil War).

*A USP 1, 2 Identify conclusions about historical events using primary and secondary sources.

*A USP 1, 2 Differentiate between primary and secondary source documents.

*A USP 1 Recognize the influence of science and technology on the development of early American colonial cultures (i.e., compass, shipbuilding, food storage, printing press, financial markets, weaponry, and transportation).

*A USP 1 Contrast the characteristics of major native civilizations of the Americas.

*A USP 1 Compare and contrast the tenets of America’s early major religions (i.e., Olmec beliefs, Native American Earth/Mother spirit, African Traditional Religion, Puritanism, and Quakerism).

*A USP 1 Recognize the historical impacts of European settlement in North America.

Era 2 - Colonization and Settlement (1585-1763)

D Discuss the search for religious, economic, and individual freedom in the settlement of the colonies.

D Classify various limits on individual freedom in Colonial America.

D Describe the lives of free and indentured immigrants from Europe who came to North America and the Caribbean.

D Recognize the contributions of European philosophers which influenced the religious and political aspects of colonial America as to how individuals contributed to participatory government, challenged inherited ideas of hierarchy, and

Social Studies

Eight Grade - 167


REPORTING CATEGORY




affected the ideal of community.

D Explain how the evolution of English political practice impacted the colonists’ sense of freedom.

D Detail the growth and change in the European colonies during the two centuries following their founding with an emphasis on New England and Virginia.

D Explain the differences and similarities among the English, French, and Spanish settlements.

D Recognize the cultural and environmental impacts of European settlement in North America.

D Evaluate the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government.

D Recognize the shift from utilizing indentured servitude to slavery within the colonies due to economic reasons and popular uprisings.

D Read and analyze a primary source document such as diaries, letters, and contracts.

D Recognize how family and gender roles of different regions of Colonial America changed across time.

D Recognize that the economic systems employed in the Northern colonies differed from those of the Southern colonies.

D Explain how the Declaration of Independence conflicts with the institution of chattel slavery.

D Describe the contributions of free and enslaved blacks in United States history.

D Identify Tennessee’s natural resources.

D Discuss how the Proclamation Line did not deter western expansion of colonials.

D Explain the significance of the Cumberland Gap in Tennessee history.




*A USP 1, 2 Recognize causes and consequences of conflict, (i.e., French and Indian War, Revolutionary War, and War of 1812).






*A USP 1, 2 Analyze in economic terms (i.e., climate, triangle trade, infrastructure, and topography) why slavery flourished in the South as opposed to the North.





Era 3 - Revolution and the New Nation (1754-1820)

M Explain the events that contributed to the outbreak of the American Revolution such as leaders who resisted imperial policy, the English tax on colonists from the Seven Years’ War, divergent economic interests, and regional

Social Studies

Eight Grade - 168


REPORTING CATEGORY




motivations.

M Know the Declaration of Independence, its major ideas, and its sources.

M Describe the armed conflict of the Revolutionary War.

M Explain the roles played by significant individuals during the American Revolution and their independence, which led to the creation of the Articles of Confederation.

M Explain the economic issues addressed by the Continental Congress and its subsequent successes and failures.

D Recognize the debate over the necessity of the Bill of Rights.

D Explain the factors and results of Shay’s Rebellion.

D Analyze documents such as the Declaration of Independence, the Federalist Papers, the United States Constitution, and the Bill of Rights.

D Explain the differing perspectives and roles played in the American Revolution by various groups of people.

M Describe the events that led to the creation and the failure of the state of Franklin.

M Examine the expansion of settlers into Tennessee.

M Discuss the entry of Tennessee into the Union.











*A USP 2 Recognize the course of conflicts including major battles, alliances, strategy, leadership, resources, or technology using a diagram for the Revolutionary War.





Era 4 - Expansion and Reform (1801-1861)

D Give examples of maps, timelines, and charts that show western expansion.

D Identify the factors that led to territorial expansion and its effects.

D Explain the short and long term political and cultural impacts of the Louisiana Purchase.

Social Studies

Eight Grade - 169


REPORTING CATEGORY




D Recognize the significance of the Lewis and Clark expedition.

D Describe the Monroe Doctrine and its foreign policy goals.

D Describe the causes, sectional divisions, and Native American support for the British and results of the War of 1812.

D Discuss sectional differences brought on by the Western movement, expansion of slavery, and emerging industrialization.

D Illustrate the demographics brought on by the Western movement, expansion of slavery, emerging industrialization and consequences for Native American groups.

D Consider the social and political impact of the theory of Manifest Destiny.

D Analyze governmental policy in response to sectional differences.

D Explain the events that led to the Mexican-American War and the consequences of the Treaty of Guadeloupe-Hidalgo.

D Describe the political impact of adding new states to the Union.

D Define the concept of reform.

D Identify reform movements of early1800’s.

D Describe the lives of immigrants in American society during the antebellum period and how this led to a rationale for reform movement.

D Discuss the growth of Tennessee’s cities and regions.

D Evaluate the differences among Tennessee’s three grand divisions.

D Study the impact on Tennessee’s history made by individuals.

D Examine the events that led to the systematic removal of Native Americans within Tennessee and the subsequent Trail of Tears.

D Recognize Tennessee’s influence in the country’s westward expansion.











*A USP 2 Identify cultures that contributed to the development of the United States (i.e., Native American, African, British, Scottish, Irish, and German).

*A USP 2 Recognize consequences of the westward expansion of the United States.

*A USP 2 Identify the impact of individual and group decisions on historical events.

*A USP 2 Recognize the impact groups have on change at the local, state, national, and world levels.

Social Studies

Eight Grade - 170


REPORTING CATEGORY




*A USP 2 Determine the social, political, and economic factors that contribute to the institution of slavery in America.

*A USP 2 Interpret a timeline, detailing the development of political parties in the United States to the Civil War.

*A USP 2 Interpret maps, timelines, and charts that illustrate key elements of history (i.e., expansion, economics, politics, and society).

*A USP 2 Recognize examples of stereotyping, prejudice, conformity, and altruism in Early American history.

*A USP 2 Analyze the contributions of Tennessee political leaders on the national scene (e.g., Andrew Jackson, Andrew Johnson, James K .Polk, Sequoyah, and Sam Houston).

*A USP 2 Examine the demographic changes brought about by westward movement (i.e., slavery, industrialization, and Native American relocation).


Era 5 - Civil War and Reconstruction (1850-1877)

D Identify sectional differences that led to the Civil War.

D Chart the course of major events throughout the Civil War.

D Explain the technological, social, and strategic aspects of the Civil War.

D Weigh political, social, and economic impact of the Civil War on the different regions of the United States.

D Understand that different scholars may describe the same event or situation in different ways.

D Recognize the economic impact of African-American labor on the United States economy.

D Analyze the social and cultural impact of African-Americans on American society.

*A USP1 ,2 Read a timeline and order events of the past.










*A USP 2 Identify cultures that contributed to the development of the United States (i.e., Native American, African, British, Scottish, Irish, and German).

*A USP 2 Recognize consequences of the westward expansion of the United States.

*A USP 2 Identify the impact of individual and group decisions on historical events.

*A USP 2 Recognize the impact groups have on change at the local, state, national, and world levels.

*A USP 2 Determine the social, political, and economic factors that contribute to the institution of slavery in America.

Social Studies

Eight Grade - 171


REPORTING CATEGORY




*A USP 2 Interpret a timeline, detailing the development of political parties in the United States to the Civil War.

*A USP 2 Interpret maps, timelines, and charts that illustrate key elements of history (i.e., expansion, economics, politics, and society).

*A USP 2 Recognize examples of stereotyping, prejudice, conformity, and altruism in Early American history.

*A USP 2 Analyze the contributions of Tennessee political leaders on the national scene (e.g., Andrew Jackson, Andrew Johnson, James K .Polk, Sequoyah, and Sam Houston).

*A USP 2 Examine the demographic changes brought about by westward movement (i.e., slavery, industrialization, and Native American relocation).



D Examine persistent issues involving the rights, roles, and status of the individual in relation to the general welfare.

I Identify and interpret examples of stereotyping, conformity, and altruism.

I Identify and analyze examples of tension between expression of individuality and group or institutional efforts to promote social conformity.

D Describe the role of institutions in furthering both continuity and change.

D Apply knowledge of how groups and institutions work to meet individual needs and promote the common good.

D Describe the various forms institutions take and the interactions of people with institutions. SOCIAL STUDIES PROCESS STANDARDS The student will use social studies process standards to acquire information, analyze, problem solve, communicate, and develop a historical awareness.















Gateway

Gateway Mathematics

Standard Number: 1.0 Number and Operations -175


REPORTING CATEGORY

NS = Number Sense/Theory AE = Algebraic Expression EI = Equations & Inequalities RW = Real World Problems GG= Graphs & Graphing SSG = Spatial Sense & Geometric Concepts



Gateway Mathematics

Standard Number:

1.0 Number and Operations

Performance

Indicators Reporting As documented through state assessment -

State: Category

A

A

A

A

A

A

NS

NS

NS

AE

NS

NS

At Level 1, the student is able to • select the best estimate for the coordinate of a given point on a number line (only rational);

• identify the opposite of a rational number;

• determine the square root of a perfect square less than 169;

• use exponents to simplify a monomial written in expanded form;

• apply order of operations when computing with integers using no more than two sets of grouping symbols and exponents 1 and 2;

• select a reasonable solution for a real-world division problem in which the remainder must be considered.

A

A

A

A

A

A

NS

NS

AE

NS

NS

NS

At Level 2, the student is able to • order a given set of rational numbers (both fraction and decimal notations);

• identify the reciprocal of a rational number;

• add and subtract algebraic expressions;

• multiply two polynomials with each factor having no more than two terms;

• use estimation to determine a reasonable solution for a tedious arithmetic computation;

• select ratios and proportions to represent real-world problems (e.g., scale drawings, sampling, etc.).

A

RW

At Level 3, the student is able to • apply the concept of slope to represent rate of change in a real-world situation.

Performance Indicators

As documented through teacher observation -

Teacher: At Level 1, the student is able to

• connect a variety of real-world situations to integers;

• use manipulatives to represent commutative and associative properties of addition and multiplication;

• investigate alternate algorithms that show the relationship of division to subtraction and multiplication to addition;

• analyze prime and composite numbers;

• compare and contrast the GCF and LCM of a set of numbers;

• refine strategies for estimating whole numbers, fractions, and percentages. At Level 2, the student is able to

• probe the relationships among various subsets of the real number system;

• compare and contrast the GCF and LCM of a set of algebraic expressions;

• construct a number line to describe the absolute value of a number as distance from zero;

• model operations using real-world situations and physical representations;

• perform operations on matrices using appropriate technology (addition, subtraction, and scalar multiplication);

• explore various representations of absolute value.

Gateway Mathematics

Standard Number: 1.0 Number and Operations -176


REPORTING CATEGORY




At Level 3, the student is able to • research the history of prime numbers and their uses;

• scrutinize approximate values of real numbers such as pi and the square root of two.

Gateway Mathematics

Standard Number: 2.0 Algebra - 177


REPORTING CATEGORY




Standard Number:

2.0 Algebra

Performance


State: Category

A

A

A

A

A

SSG

AE

AE

AE

EI

At Level 1, the student is able to • extend a geometric pattern;

• extend a numerical pattern;

• translate a verbal expression into an algebraic expression;

• evaluate a first degree algebraic expression given values for one or more variables;

• solve one- and two-step linear equations using integers (with integral coefficients and constants).

A

A

A

A

A

A

A

A

A

A

A

A

A

A

EI

EI

GG

EI

EI

EI

GG

GG

AE

GG

RW

EI

GG

EI

At Level 2, the student is able to • select the algebraic notation which generalizes the pattern represented by data in a given

table;

• translate a verbal sentence into an algebraic equation;

• select the graph that represents a given linear function expressed in slope-intercept form;

• solve multi-step linear equations (more than two steps, variables on only one side of the equation);

• solve multi-step linear equations (more than two steps, with variables on both sides of the equation);

• solve multi-step linear equations (more than two steps, with one set of parentheses on each side of the equation);

• select the linear graphs that models the given real-world situation described in a narrative (no data set given);

• select the linear graph that models the given real-world situation described in a tabular set of data;

• evaluate an algebraic expression given values for one or more variables using grouping symbols and/or exponents less than four;

• determine the slope from the graph of a linear equation (no labeled points);

• apply the concept of rate of change to solve real-world problems;

• select the appropriate graphical representation of a given linear inequality;

• select the nonlinear graph that models the given real-world situation or vice versa;

• identify the graphical representation of the solution to a one-variable inequality on a number line.

A

A

A

RW

GG

GG

At Level 3, the student is able to • solve multi-step linear inequalities in real-world situations;

• recognize the graphical transformation that occurs when coefficients and/or constants of the corresponding linear equations are changed;

• determine the domain and/or range of a function represented by the graph of real-world situations,

∗ Select the system of equations that could be used to solve a given real-world problem.

∗ Find the solution to a quadratic equation given in standard form (integral solutions and a leading coefficient of one).

Gateway Mathematics

Standard Number: 2.0 Algebra - 178


REPORTING CATEGORY




∗ Select the solution to a quadratic equation given solutions represented in graphical form (integral solutions and a leading coefficient of one).

∗ Select one of the factors (x + 3) of a quadratic equation (integral solutions and a leading coefficient of one).

∗ Select the discriminant of a quadratic equation (integral solutions and a leading coefficient of one).

∗ Recommended by the 2003 committee as additional state performance indicators. Additional state performance indicators will begin to be assessed during 2005-2006.




• analyze rational number patterns;

• describe in writing the pattern for real-world data listed in a function table.

At Level 2, the student is able to • produce an equation to describe the relationship between data sets;

• explore patterns including Pascal's Triangle and a Fibonacci sequence;

• solve a system of two linear equations using the graphing, elimination, and substitution methods;

• defend the selection of a method for solving a system of equations;

• represent algebraic expressions and operations using manipulatives;

• model the steps for solving simple linear equations using manipulatives;

• write an equation that symbolically expresses a problem solving situation;

• justify correct results of algebraic procedures;

• distinguish between a function and other relationships.

At Level 3, the student is able to • analyze "families of functions" using technology.

Gateway Mathematics

Standard Number: 3.0 Geometry - 179


REPORTING CATEGORY




Standard Number:

3.0 Geometry

Performance


State: Category

A GG

At Level 1, the student is able to • identify ordered pairs in the coordinate plane.

A

A

SSG

SSG

At Level 2, the student is able to • apply the given Pythagorean theorem to a real life problem illustrated by a diagram (no

radicals in answer);

• apply proportion and the concepts of similar triangles to find the length of a missing side of a triangle.

A

SSG

At Level 3, the student is able to • calculate the distance between two points given the Pythagorean theorem and the distance

formula.




• describe real-world uses of geometric formulas and relationships;

• discuss issues related to estimating areas of irregular-shaped figures for real-world uses (i.e., fencing, painting, laying carpet, or purchasing wallpaper or border).

At Level 2, the student is able to • explain how to determine if a triangle is a right triangle when given the measurements of all

three sides;

• illustrate the Pythagorean theorem by measuring the length, width, and diagonals of rectangular objects; design area models to illustrate the Pythagorean theorem.

At Level 3, the student is able to • determine the height of an object that is difficult to measure by using the properties of similar

triangles.

Gateway Mathematics

Standard Number: 4.0 Measurement - 180


REPORTING CATEGORY




Standard Number:

4.0 Measurement

Performance


State: Category

A

A

A

SSG

RW

SSG

At Level 1, the student is able to • estimate the area of irregular geometric figures on a grid;

• calculate rates involving cost per unit to determine the best buy (no more than three samples);

• apply the given formula to determine the area or perimeter of a rectangle.

A

SSG

At Level 2, the student is able to • apply the given formula to find the area of a circle, the circumference of a circle, or the

volume of a rectangular solid.

A

AE

At Level 3, the student is able to • select the area representation for a given product of two one-variable binomials with positive

constants and coefficients.




• justify the selection of a unit of measure in specific situations;

• defend estimates of the perimeter and/or area of rectangles and triangles;

• discover and explain formulas used to compute area and volume.

At Level 2, the student is able to • describe the procedure for determining the area of a composite shape in a real-world

situation;

• generalize area formulas using manipulatives for a parallelogram, a triangle, and a trapezoid;

• defend an estimate for the volume of a container;

• relate the volume of a container to its shape;

• analyze precision, accuracy, tolerance, and approximate error in measurement situations.

At Level 3, the student is able to • discover the dimensions of a rectangle when given its area and the relationship between two

adjacent sides;

• describe how changes in the dimensions of figures affect perimeter, area, and volume.

Gateway Mathematics

Standard Number: 5.0 Analysis and Probability - 181


REPORTING CATEGORY




Standard Number:

5.0 Data Analysis and Probability

Performance


State: Category

A

A

A

RW

RW

RW

At Level 1, the student is able to • determine the mean (average) of a given set of real-world data (no more than five two-digit

numbers);

• interpret bar graphs representing real-world data;

• interpret circle graphs (pie charts) representing real-world data.

A

A

A

GG

GG

RW

At Level 2, the student is able to • choose the matching linear graph given a set of ordered pairs;

• make a prediction from the graph of a real-world linear data set;

• determine the median for a given set of real-world data (even number of data).

A

RW

At Level 3, the student is able to • apply counting principles of permutations or combinations in real-world situations.




• design a strategy for collecting real-world data for a scientific investigation;

• collect and organize real-world data.

At Level 2, the student is able to • graph real-world data using a variety of representations;

• debate the selection of a graphical representation which best describes specific data;

• model situations to determine theoretical and experimental probabilities;

• judge the validity of claims made in probabilistic situations;

• defend the sampling method chosen to conduct a survey.

At Level 3, the student is able to • debate possible conclusions that can be supported by given data;

• make predictions from real-world data using a line of best fit.

Gateway Language Arts

Standard Number: 1.0 Writing - 182


REPORTING CATEGORY

GC = Grammar Conventions C = Content WC = Word Choice O = Organization M = Meaning T = Technique




Standard Number:

1.0 Writing

Performance


State: Category

A

A

A

A

A

A

A

A

A

A

GC

C

C

C

C

C

WC

WC

WC

O

At Level 1, the student is able to • combine sentences using a comma and coordinating conjunction or correct a run-on sentence

within a writing sample;

• distinguish fact from opinion from a passage or writing sample;

• identify the targeted audience for a selected passage;

• choose the sentence that relates the writer's purpose (e.g., to persuade or to inform) in a selected passage;

• evaluate the relevance of each supporting sentence by deleting an irrelevant sentence in a passage;

• select the most appropriate title for a passage;

• recognize the proper use of the comparative and superlative form of adjectives (CVS);

• select the correct word for the sense of the sentence (your and you're, where, and were, it's and its, their, they're, and there, to and too)(CVS);

• choose the correct word for the sense of the sentence (stationary and stationery, complement and compliment, principle and principal, accept and except, capitol and capital, affect and effect)(CVS);

• determine the stage of the writing process (using graphics which represent the stages: prewriting, first draft, revision, editing, and publishing).

A

A

A

A

A

A

A

A

A

A

A

A

A

GC

GC

C

GC

O

C

O

WC

WC

O

WC

GC

GC

At Level 2, the student is able to • combine or correct sentence fragments using a subordinate conjunction within a writing

sample;

• recognize correct subject/verb agreement with confusing intervening prepositional phrases within a writing sample;

• select sentences to strengthen an argument within either a writing sample or a passage;

• select correct pronoun/antecedent agreement within a writing sample;

• select the appropriate transitional word for a given sentence within a paragraph;

• distinguish the strongest or weakest point of an argument within a passage;

• select the most effective method of combining three sentences to improve the structure within a passage;

• select vivid words to strengthen a description (adjective or adverb) within a writing sample or a passage;

• select vivid words to strengthen a description (verb) within a writing sample or a passage;

• determine the most effective order of sentences within a writing sample or a passage;

• choose the correct pronoun case in a sentence in which the pronoun follows "than" within a writing sample or a passage;

• recognize a shift in any of the following: verb tense, point of view, tone, or pronoun usage within a writing sample;

• recognize the correct use of quotation marks in a direct quote (CVS);




REPORTING CATEGORY




A

A

A

A

A

GC

M

O

O

GC

• recognize the correct use of a semicolon in a compound sentence within a writing sample or a passage;

• choose the thesis that is more effective than the underlined thesis statement (given an introductory paragraph of a student essay);

• rearrange the order of the supporting paragraphs in the specified organizational pattern (e.g., strongest to weakest, time order, cause/effect, or comparison/contrast) within a writing sample;

• select the best placement for an additional supporting sentence within a writing sample;

• recognize the correct use of the comma to set off nonessential elements in a sentence (CVS).

A

A

A

C

O

O

At Level 3, the student is able to- • determine which rebuttal statement best refutes the writer's viewpoint or a line that reveals

the writer's biases, assumptions, or values within a passage;

• revise sentences using effective parallelism within a writing sample;

• choose the transitional device that appropriately connects paragraphs (e.g., transitional adverbs, verbal phrases, and unambiguous pronoun references) within a writing sample.

Specifications of Passages: • early drafts of student essays (one of which must be persuasive);

• consumer report type article written with a persuasive slant of interest to teens (e.g., cars, stereos, or tennis shoes);

• letter to the Editor;

• CVS - A collection of varied sentences containing underlined elements, one of which contains an error, which will be identified by the student; it will be possible for the sentence to contain no error (to be used only where specified by CVS).




• describe appropriate details of his/her surroundings;

• relate an incident of controversy using standard English;

• write a letter to the editor and submit it to the school/local newspaper;

• cast a movie for your novel (Who will play the parts and why?);

• use prewriting techniques as a springboard for writing (e.g., clustering, journals, directed response, brainstorming);

• extend the prewriting to draft a composition.

At Level 2, the student is able to • create an explanation to a stated problem using standard English;

• write a letter to a major national publication in response to its position/coverage of a subject;

• rewrite a prose passage in dialogue;

• illustrate and caption a comic book version of a short story or a chapter from a novel;

• draft essays using the writing process;

• develop a writing portfolio (e.g., genre, assessment, creativity, and/or voice);

• differentiate between editing and revision.




REPORTING CATEGORY




At Level 3, the student is able to

• persuade others to realize a point;

• research a controversial issue and present a report in which a position is effectively communicated;

• rewrite a story from a different cultural perspective;

• use various genres to draft a literary critique for the publishing stage.


Standard Number: 2.0 Reading - 185


REPORTING CATEGORY




Standard Number:

2.0 Reading

Performance


State: Category

A

A

A

A

M

T

T

T

At Level 1, the student is able to • discern an implied main idea from a passage (T);

• interpret an author's point of view (1st person or 3rd person limited/omniscient) (T);

• identify the simile, metaphor, onomatopoeia, alliteration, or personification in a given portion of a poem;

• identify how the author reveals character (physical characteristics, dialogue, what other characters say about them, and/or character's own actions) (T).

A

A

A

A

A

A

A

M

M

T

M

M

M

M

At Level 2, the student is able to • draw inference(s) from a selected passage (T);

• determine the meaning of a word in context (T);

• differentiate between verbal and situational irony (T);

• pinpoint a cause/effect relationship in a given passage (T);

• discover the common theme in a series of passages (T);

• determine the significance/meaning of a symbol in a written selection (T);

• determine the analogous relationship of a vocabulary word from one of the passages.

A

T

At Level 3, the student is able to • select the allusion in a given passage.

Specifications of Thematic Passages [indicators followed by (T) will employ these reading selections] • a thematic presentation of at least three of the following genres: short story excerpt, poem or

dialogue, essay, editorial or magazine article, drama excerpt, and/or news account;

• characterized by a balance of fiction and nonfiction;

• characterized by diversity in structure (prose, poetry, and/or drama);

• characterized by multicultural diversity;

• a short passage leading to further study (optional).




• participate in paired readings using one or more sources;

• read silently from a variety of sources;

• identify appropriate resource material for further study of a topic in a nonfiction excerpt (e.g., encyclopedia, almanac, dictionary, and/or thesaurus).

At Level 2, the student is able to • participate in a group oral presentation (e.g., choral reading, readers' theater, or play

performance);

• present an excerpt from a dramatic work containing dialect and interpret the literal meaning of the passage;

• select appropriate resource material for further study of a topic in a nonfiction excerpt and integrate the resources;


Standard Number: 2.0 Reading - 186


REPORTING CATEGORY




• analyze and create visual and verbal symbols using multiple texts;

• develop a variety of strategies for extending vocabulary (e.g., context, analogy, derivation, etc.).

At Level 3, the student is able to • create a story on tape (e.g., sound effects, background music, etc.);

• perform a dramatic presentation/monologue;

• create and present an original project involving the thematic similarity in several genres.


Standard Number: 3.0 Viewing and Representing - 187


REPORTING CATEGORY




Standard Number:

3.0 Viewing and Representing

Performance


State: Category

A C

At Level 1, the student is able to • select the type of conflict (man vs. man, man vs. environment, man vs. himself, and man vs.

supernatural, et al.) in a photograph.

A

A

T M

At Level 2, the student is able to • select the appropriate persuasive device in a given ad (e.g., famous people say, new and

improved, everybody's using it, if you want to be popular, et al.);

• infer the mood or tone in a photograph.

A

T

At Level 3, the student is able to • prioritize the most reliable media sources given four different sources (e.g., personal journal,

interview, authorized biography, People magazine, et al.).




• develop media applications for a variety of audiences and purposes.

At Level 2, the student is able to • use media to view, read, write, communicate, and to create;

• distinguish a persuasive device in an advertisement or a portion of a speech (e.g., propaganda, emotional appeal, bandwagon);

• research, organize, interpret, and present information from print and nonprint media;

• analyze the impact of media on daily life;

• analyze the validity and effectiveness of resources.

At Level 3, the student is able to • appraise the validity and effectiveness of multiple resources.


Standard Number: 4.0 Speaking and Listening - 188


REPORTING CATEGORY




Standard Number:

4.0 Speaking and Listening

Performance


State: Category

A T

At Level 1, the student is able to • determine appropriate preparation for an oral presentation to a specified audience or a special

interest group.

A

T

At Level 2, the student is able to • determine the interest level of an audience through nonverbal communication (e.g., While

you are giving a presentation to your classmates, you know that they are interested in what you are saying when . . .).

A

T

At Level 3, the student is able to • choose the appropriate volume, pitch, rate, diction, inflection, gestures, or body language

when delivering a speech (e.g., When delivering a speech, you can best convey your enthusiasm for a topic by . . . ).




• give and receive directions accurately and succinctly;

• prepare and give oral presentations to specified audiences.

At Level 2, the student is able to • interpret and evaluate the level of audience interest in both the roles of presenter and

audience.

At Level 3, the student is able to • analyze and select effective delivery techniques in both the roles of presenter and audience.

Gateway Science

Standard Number: 1.0 Cells - 189


REPORTING CATEGORY

CB = Cell Organelles and Biomolecules CP = Cell Processes IB = Interactions: Between Organisms and Behavior IE = Interactions Population Dynamics and Energy Flow PR= Photosynthesis and Respiration G= Genetics

B= Biotechnology/DNA DC= Diversity: Biomes and Classification D= Diversity: Body Systems and Life Cycles

NOTE: “A” Indicates the state curriculum (CRT or Writing) assessment only. All the skills (“I” … “D” … “A” … “M”) are addressed in classroom assessment.

Gateway Science

Standard Number:

1.0 Cells

Performance


State: Category

A

A

A

A

A

CB

CB

CP

CP

CP

At Level 1, the student is able to • identify major cell organelles, given a diagram;

• distinguish between plant and animal cells, given diagrams or scenarios;

• predict the movement of water molecules across the cell membrane, given solutions of different concentrations;

• sequence a series of diagrams depicting the movement of chromosomes during mitosis;

• compare and contrast the cell cycle in plant and animal cells, given a diagram or description.

A

A

A

A

A

A

CB

CB

CP

CP

CP

CP

At Level 2, the student is able to • distinguish proteins, carbohydrates, lipids, and nucleic acids, given structural diagrams;

• identify a positive test for carbohydrates and lipids when given an experimental procedure, data, and results;

• distinguish between active and passive transport, given examples of different molecules;

• evaluate the role of meiosis in maintaining genetic variability and continuity, given a scenario;

• determine the number of chromosomes following mitosis or meiosis, given the number of chromosomes in the original cell;

• recognize the significance of homeostasis to the viability of humans and other organisms, given the definition of homeostasis.

A

CB

At Level 3, the student is able to • identify the biomolecules responsible for communicating, responding, regulating, or

reproducing in the cell.




• demonstrate appropriate use and care of compound light microscopes;

• examine plant and animal cells using compound light microscopes;

• create a 3-D model of a typical cell;

• prepare wet mount slides;

• demonstrate molecular movement across a semi-permeable membrane;

• model or observe the movement of chromosomes during mitosis in plant and animal cells;

• model or observe the movement of chromosomes during meiosis in plant and animal cells;

• research careers that relate to the study of cells, such as microscopist, cytologist, oncologist, medical technician, and biochemist;

• write a persuasive essay, supported by current scientific journals, to relate certain lifestyle choices to a particular disease;

• create a time line that traces the development of microscopes and correlates this information

Gateway Science

Standard Number: 1.0 Cells - 190


REPORTING CATEGORY




to cytology.

At Level 2, the student is able to • construct a model of each of the biomolecules, given a structural diagram;

• conduct an experiment to identify carbohydrates and lipids;

• prepare a slide using proper staining technique;

• record nutritional intake for one week, calculating daily caloric intake for each biomolecule, and evaluate the diet to develop an improvement plan;

• calculate the ratio of cell surface area to cell volume;

At Level 3, the student is able to • design and conduct a controlled experiment to observe enzymatic actions and identify

possible sources of experimental error;

• conduct a test to detect the presence of proteins.

Gateway Science

Standard Number: 2.0 Interactions - 191


REPORTING CATEGORY




Standard Number :

2.0 Interactions

Performance

Indicators Reporting As documented throughout state assessment -

State: Category

A

A

IB

IB

At Level 1, the student is able to • identify commensalism, parasitism, and mutualism, given a scenario with examples;

• classify organisms as producers, consumers, or decomposers, given their behaviors and environment.

A

A

A

A

A

IB

IE

IE

IE

IE

At Level 2, the student is able to • identify abiotic and biotic factors, given a description or an illustration of an ecosystem;

• make inferences about how environmental factors would affect population growth, given a scenario;

• examine the energy flow and loss through the trophic levels of an ecosystem, given an illustration of an energy pyramid;

• determine the effects of human activities on ecosystems, given a scenario;

• analyze and interpret population growth curves, given graphs.

A

IB

At Level 3, the student is able to • distinguish between a learned and an innate behavior, given a description of that behavior in

a scenario.




• compare and contrast the three types of symbiotic relationships: parasitism, mutualism, and commensalism;

• recognize the general conditions necessary to maintain an ecosystem by constructing a model of an ecosystem;

• describe the niche and habitat of an organism in an ecosystem;

• recognize the kinds of organisms always found at the base of a food chain;

• identify the producers, consumers, and decomposers in a food chain;

• observe an outdoor habitat, identifying the abiotic and biotic factors, types of populations, producers, consumers, and decomposers;

• research careers that relate to the environment, such as urban planner, forester, park ranger, environmental engineer, and environmental lawyer.

At Level 2, the student is able to • use current publications to research examples where human influence has changed an

ecosystem, communicate findings through written and/or oral presentation;

• investigate the impact of parasites on human population;

• investigate the effects of acid rain on the environment;

• maintain a model of an ecosystem;

• illustrate the flow of energy through an ecosystem from the sun to producers, consumers, and decomposers;

• collect data, construct and interpret population graphs to determine if the population is stable, increasing, or declining.

Gateway Science

Standard Number: 2.0 Interactions - 192


REPORTING CATEGORY





• investigate the behaviors and adaptations of selected organisms and relate these to the survival of the species;

• analyze human population graphs to infer the impact on global resources, as well as economic and political systems;

• investigate factors that influence Hardy-Weinberg equilibrium;

• research and evaluate the economic and political impact of recycling on nonrenewable resources.

Gateway Science

Standard Number: 3.0 Photosynthesis and Respiration - 193


REPORTING CATEGORY




Standard Number:

3.0 Photosynthesis and Respiration

Performance


State: Category

A

A

A

PR

PR

PR

At Level 1, the student is able to • identify the reactants and products of photosynthesis and respiration, given the equations;

• identify the cell organelle in which photosynthesis occurs, given a diagram of a plant;

• interpret a diagram of the oxygen-carbon dioxide cycle, given a diagram.

A

A

PR

PR

At Level 2, the student is able to • distinguish between aerobic and anaerobic respiration in terms of the presence or absence of

oxygen and ATP produced;

• relate the interdependence of the processes of photosynthesis and respiration to living organisms, given a diagram or a description.

A

PR

At Level 3, the student is able to • recognize the transfer of energy from respiration to cellular work, given an equation or

diagram of the ATP cycle.




• identify and explore the chloroplasts in a leaf such as Elodea;

• construct a model or diagram of the oxygen-carbon dioxide cycle;

• research careers that relate to photosynthesis and respiration, such as horticulturist, brewer, environmentalist, paper manufacturer and agricultural extension agent;

• model or illustrate the paths of water, oxygen, nitrogen, and carbon dioxide through a plant.

At Level 2, the student is able to • construct charts comparing reactants, products, and energy transfer in photosynthesis and

respiration;

• demonstrate that oxygen is made during photosynthesis in a laboratory investigation;

• sequence the major events of cellular respiration and anaerobic respiration;

• investigate the importance of fermentation to the pharmaceutical, agricultural, and food and beverage industries.

At Level 3, the student is able to • produce concept maps of the major events occurring in the light dependent and light

independent reactions;

• compare the efficiency of aerobic and anaerobic respiration.

Gateway Science

Standard Number: 4.0 Genetics and Biotechnology - 194


REPORTING CATEGORY




Standard Number:

4.0 Genetics and Biotechnology

Performance


State: Category

A

A

A

A

G

G

G

B

At Level 1, the student is able to • distinguish between asexual and sexual methods of reproduction, using a scenario;

• identify the dominant trait, given the results of a monohybrid cross in a scenario;

• determine the genotype and phenotype of a monohybrid cross, given a Punnet square;

• relate changes in the DNA instructions to cause mutations, given diagrams.

A

A

A

A

A

A

B

G

G

B

B

G

At Level 2, the student is able to • recognize the two major functions of DNA as replication and protein synthesis, given

diagrams showing a strand of bases with a complimentary strand;

• identify the sex chromosomes in humans and recognize inheritance patterns that are sex-linked, using a pedigree;

• analyze modes of inheritance including co-dominance, incomplete dominance, polygenic, and multiple alleles using genetic problems or Punnet Squares;

• analyze a series of DNA bases to determine the sequence which demonstrates a mutation;

• describe and analyze DNA fingerprinting using an illustration of DNA bands;

• determine the probability of having a child with cystic fibrosis, sickle cell anemia, or Tay-Sachs if both parents are carriers, given a scenario or genetic problem.

A

A

B

G

At Level 3, the student is able to • differentiate the processes of transcription and translation, given diagrams;

• analyze a dihybrid cross given a completed Punnet square to determine the probability of a particular trait.




• construct a model of DNA;

• construct a monohybrid cross given a genetic problem to solve;

• distinguish between dominant and recessive traits given the results of a monohybrid cross;

• research careers that relate to genetics and inheritance, such as lab technician, forensic pathologist, livestock breeder, medical doctor, and reproductive endocrinologist.

At Level 2, the student is able to • identify a DNA molecule when given a choice of several structural formulas;

• construct a chart comparing DNA with RNA for shape, functions, and molecular make-up;

• model the processes of replication, transcription, and translation;

• construct a dihybrid cross and predict genotypic and phenotypic ratios;

• use a microscope or hand lens to diagram and label different types of reproductive cells;

• participate in a classroom debate regarding the scientific and ethical issues surrounding current emerging DNA technologies and/or the Human Genome Project;

• model the process of recombinant DNA.

Gateway Science

Standard Number: 4.0 Genetics and Biotechnology - 195


REPORTING CATEGORY





• manipulate a model of DNA to show different types of mutation;

• analyze/construct a karyotype and identify abnormalities for chromosome number, deletions, and translocations;

• research a position paper defending views of the ethics of a chosen group of DNA technologies;

• apply an ethical model to evaluate current and future DNA technologies including recombinant DNA.

Gateway Science

Standard Number: 5.0 Diversity - 196


REPORTING CATEGORY




Standard Number:

5.0 Diversity

Performance


State: Category

A

A

A

DC

DC

DC

At Level 1, the student is able to • infer animals or plants indigenous to an environment, given pictures or diagrams of the

organisms and a description of the environment;

• infer the biome in which an animal or plant lives, given a description of the organism and pictures of various biomes;

• infer the relatedness of different organisms using the Linnean system of classification, given pictures of a variety of different plants or animals and a key to classification of organisms.

A

A

A

A

DC

DL

DL

DL

At Level 2, the student is able to • determine the genus and species of an organism, given a dichotomous key containing

descriptions of the characteristic of each classification level;

• determine whether an insect undergoes complete or incomplete metamorphosis, given pictures or diagrams of the insect in its stages of development;

• infer the body symmetry of an organism, given a diagram or picture of the organism;

• predict the function of a system or organ, given structural descriptions, whether in the earthworm, crayfish, frog, or human.

A

A

DL

DL

At Level 3, the student is able to • predict the function of an organ, given a description of its component tissues;

• compare and contrast life cycles of various organisms to include alternation of generations, given pictorial representations.




• develop a rationale for a system of classification, given a group of objects to classify;

• examine plant and animal specimens and compare and contrast their structural components, symmetry, and life cycles;

• illustrate or construct a biome for specific plant and animal species by determining the needs of the organisms;

• predict the types of plants and animals indigenous to a biome by determining the characteristics of the biome;

• research careers that relate to diversity, such as farmer, zoo keeper, pest control consultant, entomologist, taxonomist, lab technician, naturalist, and botanist.

At Level 2, the student is able to • relate the advantages and disadvantages of various types of classification systems, including

the Aristotelian, Linnean, and DNA sequencing systems;

• model or observe the stages of complete and incomplete metamorphosis;

• model or observe body plans with asymmetry, radial, and bilateral symmetry;

• observe or illustrate the alternation of generations in a plant or animal species;

• predict the function of a system or organs given the characteristics of the organs contained within that system;

• classify a group of organisms, given a dichotomous key with characteristics of the organisms.

Gateway Science

Standard Number: 5.0 Diversity - 197


REPORTING CATEGORY





• perform comparisons using DNA sequencing to determine relative relatedness of different organisms;

• compare and contrast the organs and organ systems of various species of plants and animals as relates to their structural components and the functions of the organs and systems.

Gateway Science

Standard Number: 6.0 Biological Evolution - 198


REPORTING CATEGORY




Standard Number:

6.0 Biological Evolution

Performance


State: Category

A

A

IB

IE

At Level 1, the student is able to • differentiate between the relative age of various fossils in sedimentary rock, given a diagram

of rock strata;

• predict how environmental changes will encourage or discourage the formation of a new species or extinction of an existing species, given a written scenario.

A

A

A

DC

DC

IE

At Level 2, the student is able to • transfer knowledge of divergent evolution, as in Darwin’s finches, to determine why species

with a common ancestor have adapted differently, given a diagram of the various species;

• compare homologous structures in species to determine the relatedness of certain species, given diagrams or pictures of each;

• differentiate between natural selection and selective breeding, given a scenario.

A

B

At Level 3, the student is able to • recognize the relatedness of species using DNA strands.




• compare and contrast the processes of fossil formation;

• construct “mock” fossils using casts and molds;

• collect and/or observe various fossils and relate them to biogeographical changes;

• research careers that relate to biological evolution, such as farmers, field biologist, geologist, archeologist, epidemiologist, and anthropologist.

At Level 2, the student is able to • calculate the approximate age of a fossil, given the amount of Carbon 14 atoms found in the

fossil and the half-life of C-14;

• compare and contrast the homologous and analogous structures of organisms to demonstrate relatedness;

• view embryos of different vertebrates to compare their early embryonic development to show relatedness;

• analyze a graph of the population distribution of peppered moths as their environment changed;

• predict the role of mutations in the survival of a population.

At Level 3, the student is able to • develop a diorama or time line that depicts change of organisms through time;

• collect data from local or regional records regarding population counts of a specific species found in the area and hypothesize what events might affect populations.

Documents

A Blueprint for Learning - University of Tennesseeweb.utk.edu/~appalsci/docs/TN_BlueprintLearn.pdf · A Blueprint for Learning ... • In the Language Arts section, the assessed skills