CU01-Book Structure
Students listen to and view a song describing the structure of a book, including the cover, title, author, table of contents, chapters, and index. They view covers and pages from books and locate answers to questions about the contents.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. A. Concepts About Print 6. Demonstrate understanding of the function of a book and its parts, including front and back and title page.

(Language Arts, Level: K)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  A. Concepts About Print 3. Locate and identify the title, author, and illustrator of a book or reading selection.

(Language Arts, Level 1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  A. Concepts About Print/Text 1. Use titles, tables of contents, and chapter headings to locate information.

(Language Arts, Level 2)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  A. Concepts About Print/Text 3. Use a glossary or index to locate information in a text.

(Language Arts, Level 3)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  A. Concepts About Print/Text 1. Use a text index and glossary appropriately.

(Language Arts, Level 5)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  A. Concepts About Print/Text 1. Use a text index and glossary independently and appropriately.

(Language Arts, Level 6)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. A. Concepts About Print/Text 1. Identify and use common textual features (e.g., paragraphs, topic, sentence, index, glossary, table of contents) and graphic features, (e.g., charts, maps, diagrams) to comprehend information.

(Language Arts, level 7)

CU02-Format, Types of Text
Students view a description of formats including fiction and non-fiction, narrative and expository, and books, drama / plays, or novels. They distinguish between common forms of literature.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 2. Demonstrate familiarity with genres of text, including storybooks, expository texts, poetry, and newspapers.

(Language Arts, Level 1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  H. Inquiry and Research 2. Read a variety of nonfiction and fiction books and produce evidence of reading.

(Language Arts, Level 2)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  G. Comprehension Skills and Response to Text  7. Summarize major points from fiction and nonfiction texts.

(Language Arts, Level 3)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  G. Comprehension Skills and Response to Text  13. Read and comprehend both fiction and nonfiction that is appropriately designed for grade level.

(Language Arts, Level 3)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 7. Identify and summarize central ideas in informational texts.

(Language Arts, Level 4)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 8. Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.

(Language Arts, Level 4)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  G. Comprehension Skills and Response to Text 11. Identify and analyze text types, formats, and elements in nonfiction.

(Language Arts, Level 5)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  G. Comprehension Skills and Response to Text 12. Recognize literary elements in stories, including setting, characters, plot, and mood.

(Language Arts, Level 5)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 2. Identify genre by their distinctive elements (e.g. tall tale-exaggeration).

(Language Arts, Level 6)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 11. Identify and analyze text types, formats, and elements in nonfiction.

(Language Arts, Level 6)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 16. Identify and analyze elements of setting, plot, and characterization in plays that are read, written, or performed.

(Language Arts, Level 6)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 4. Articulate the purposes and characteristics of different genres.

(Language Arts, Level 7)

CU03-Main Idea
Students listen to and view a song describing the main idea, summary, topic, and theme. They must read passages and generalize to identify the central idea.

STANDARD 3.4 (Listening)  All students will listen actively to information from a variety of sources in a variety of situations.  A. Active Listening 1. Listen critically to identify main ideas and supporting details.

(Language Arts, Level 2)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  G. Comprehension Skills and Response to Text 2. Distinguish cause/effect, fact/opinion, and main idea/supporting details in interpreting texts.

(Language Arts, Level 3)

STANDARD 3.4 (Listening) All students will listen actively to information from a variety of sources in a variety of situations.  B. Listening Comprehension 2. Listen to a story read aloud and/or information from television or film, and summarize main ideas.

(Language Arts, Level 3)

STANDARD 3.5 (Viewing and media literacy) All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources. A. Constructing Meaning 2. Identify the central theme and main ideas in different media.

(Language Arts, Level 3)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 1. Discuss underlying themes across cultures in various texts

(Language Arts, Level 4)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 7. Identify and summarize central ideas in informational texts.

(Language Arts, Level 4)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  G. Comprehension Skills and Response to Text 7. Understand that theme refers to the central idea or meaning of a selection and recognize themes, whether implied or stated directly.

(Language Arts, Level 5)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. B. Writing as a Product (resulting in a formal product or publication) 5. Support main idea, topic, or theme with facts, examples, or explanations, including information from multiple sources.

(Language Arts, Level 5)

STANDARD 3.3  (Speaking) All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Oral Presentation 1. Develop and deliver a formal presentation based on a central theme, including logical sequence, introduction, main ideas, supporting details, and concluding remarks to an audience of peers, younger students, and/or parents

(Language Arts, Level 5)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 7. Identify and analyze features of themes conveyed through characters, actions, and images.

(Language Arts, Level 6)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 12. Recognize characterization, setting, plot, theme, and point of view in fiction.

(Language Arts, Level 6)

STANDARD 3.3  (Speaking) All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Oral Presentation 1. Develop and deliver a formal presentation based on a central theme, including logical sequence, introduction, main ideas, supporting details, and concluding remarks to an audience of peers, younger students, and/or parents.

(Language Arts, level 6)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 5. Analyze ideas and recurring themes found in texts, such as bravery, loyalty, friendship, and loneliness.

(Language Arts, Level 7)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 12. Identify and analyze recurring themes across literary works.

(Language Arts, Level 7)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 3. Analyze ideas and recurring themes found in texts, such as good versus evil, across traditional and contemporary works.

(Language Arts, level 8)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 9. Identify and analyze recurring themes across literary works.

(Language Arts, level 8)

CU04-Author's Purpose
Students listen to and view a song describing the author s purpose, including writing to inform, narrate, persuade, describe, and entertain. They must read passages and identify the author s purpose.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  G. Comprehension Skills and Response to Text 1. Recognize purpose of the text.

(Language Arts, Level 3)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  G. Comprehension Skills and Response to Text 1. Identify author’s purpose, views, and beliefs.

(Language Arts, Level 5)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 1. Respond critically to an author’s purpose, ideas, views, and beliefs.

(Language Arts, Level 6)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 5. Read critically by identifying, analyzing, and applying knowledge of the purpose, structure, and elements of nonfiction and providing support from the text as evidence of understanding.

(Language Arts, level 8)

CU05-Tone, Mood and Attitude
Students listen to and view a song describing the author s tone, mood and attitude. They must read passages and identify the author s tone and attitude.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 9. Recognize literary elements in stories, including setting, characters, plot, and mood.

(Language Arts, Level 4)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  G. Comprehension Skills and Response to Text 12. Recognize literary elements in stories, including setting, characters, plot, and mood.

(Language Arts, Level 5)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 17. Explain ways that the setting contributes to the mood of a novel, play, or poem.

(Language Arts, Level 6)

CU06-Expository Organizers
Students view a description of graphic expository organizers including the sections for title, purpose, main idea, details, and conclusion. They must read informational passages and fill in all the sections of the organizer.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 2. Study the characteristics of a variety of genres, including expository, narrative, poetry, and reflection.

(Language Arts, Level 4)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. B. Writing as a Product (resulting in a formal product or publication) 3. Write grade appropriate, multi-paragraph, expository pieces across curricula (e.g., problem/solution, cause/effect, hypothesis/results, feature articles, critique, research reports).

(Language Arts, Level 5)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. B. Writing as a Product (resulting in a formal product or publication) 3. Write grade appropriate, multi-paragraph expository pieces across curricula (e.g., problem/solution, cause/effect, hypothesis/results, feature articles, critique, research reports)

(Language Arts, level 6)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 3. Develop and use knowledge of a variety of genres, including expository, narrative, persuasive, poetry, critiques, and everyday/ workplace writing.

(Language Arts, level 6)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 2. Apply knowledge and strategies for composing pieces in a variety of genres (e.g., narrative, expository, persuasive, poetic, and everyday/ workplace or technical writing).

(Language Arts, level 7)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 4. Write personal narratives, short stories, memoirs, poetry and persuasive and expository text that relate clear, coherent events or situations through the use of specific details.

(Language Arts, level 7)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 2. Apply knowledge and strategies for composing pieces in a variety of genres (e.g., narrative, expository, persuasive, poetic, and everyday/ workplace or technical writing).

(Language Arts, Level 8)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 4. Write personal narratives, short stories, memoirs, poetry, and persuasive and expository text that relate clear, coherent events, or situations through the use of specific details.

(Language Arts, Level 8)

CU07-Reference Books
Students view a description if reference books and materials including the encyclopedia, dictionary, atlas, thesaurus. They must read a request for information and decide which reference materials would contain the information.

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. A. Writing as a Process (prewriting, drafting, revising, editing, postwriting) 9. Use reference materials to revise work, such as a dictionary or internet/software resource.

(Language Arts, Level 3)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. A. Concepts About Print/Text 1. Identify differences of various print formats, including newspapers, magazines, books, and reference resources.

(Language Arts, Level 4)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. A. Writing as a Process (prewriting, drafting, revising, editing, postwriting) 8. Use a variety of reference materials to revise work, such as a dictionary, thesaurus, or internet/software resources.

(Language Arts, Level 4)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. C. Mechanics, Spelling, and Handwriting 10. Use a variety of reference materials, such as a dictionary, grammar reference, and internet/software resources to edit written work.

(Language Arts, Level 4)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. A. Writing as a Process (prewriting, drafting, revising, editing, postwriting) 11. Use a variety of reference materials to revise work.

(Language Arts, Level 5)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. C. Mechanics, Spelling, and Handwriting 9. Use a variety of reference materials, such as a dictionary, grammar reference, and/or internet/software resources to edit written work.

(Language Arts, Level 5)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. A. Writing as a Process (prewriting, drafting, revising, editing, post writing) 10. Use a variety of reference materials to revise work.

(Language Arts, level 6)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. B. Writing as a Product (resulting in a formal product or publication) 4. Write various types of prose, such as short stories, biography, autobiography, or memoir that contain narrative elements.

(Language Arts, level 6)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. C. Mechanics, Spelling, and Handwriting 9. Use a variety of materials, such as a dictionary, grammar reference, and/or internet/software resources to edit written work.

(Language Arts, level 6)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. B. Writing as a Product (resulting in a formal product or publication) 7. Use a variety of reference materials, such as a dictionary, thesaurus, grammar reference, and/or internet/software resources to edit written work.

(Language Arts, level 7)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. B. Writing as a Product (resulting in a formal product or publication) 7. Use a variety of reference materials, such as a dictionary, thesaurus, grammar reference, and/or internet/software resources to edit written work.

(Language Arts, Level 8)

CU08-Narrative Writing
Students view a description of narrative story writing including the problem, characters, setting, and solution. They must read stories and identify the key elements.

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. B. Writing as a Product (resulting in a formal product or publication) 3. Produce a narrative with a beginning, middle, and end.

(Language Arts, Level 2)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. B. Writing as a Product (resulting in a formal product or publication) 2. Write a narrative piece based on personal experiences.

(Language Arts, Level 3)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 8. Write narrative text (e.g., realistic or humorous story).

(Language Arts, Level 3)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. B. Writing as a Product (resulting in a formal product or publication) 1. Create narrative pieces, such as memoir or personal narrative, which contain description and relate ideas, observations, or recollections of an event or experience.

(Language Arts, Level 4)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 7. Write narratives that relate recollections of an event or experience and establish a setting, characters, point of view, and sequence of events.

(Language Arts, Level 4)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. B. Writing as a Product (resulting in a formal product or publication) 4. Write various types of prose, such as short stories, biography, autobiography, or memoir, that contain narrative elements.

(Language Arts, Level 5)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 3. Develop and use knowledge of a variety of genres, including expository, narrative, persuasive, poetry, critiques, and everyday/ workplace writing.

(Language Arts, Level 5)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 8. Use narrative techniques (e.g., dialogue, specific actions of characters, sensory description, and expression of thoughts and feelings of characters).

(Language Arts, Level 5)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 3. Develop and use knowledge of a variety of genres, including expository, narrative, persuasive, poetry, critiques, and everyday/ workplace writing.

(Language Arts, level 6)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 5. Write narratives, establishing a plot or conflict, setting, characters, point of view, and resolution.

(Language Arts, level 6)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 6. Use narrative techniques (e.g., dialogue, specific actions of characters, sensory description, and expression of thoughts and feelings of characters).

(Language Arts, level 6)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. B. Writing as a Product (resulting in a formal product or publication) 2. Write various types of prose, such as short stories, biographies, autobiographies, or memoirs that contain narrative elements.

(Language Arts, level 7)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 2. Apply knowledge and strategies for composing pieces in a variety of genres (e.g., narrative, expository, persuasive, poetic, and everyday/ workplace or technical writing).

(Language Arts, level 7)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 4. Write personal narratives, short stories, memoirs, poetry and persuasive and expository text that relate clear, coherent events or situations through the use of specific details.

(Language Arts, level 7)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 5. Use narrative and descriptive writing techniques that show compositional risks (e.g., dialogue, literary devices, sensory words and phrases, background information, thoughts and feelings of characters, and comparison and contrast of characters)

(Language Arts, level 7)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. B. Writing as a Product (resulting in a formal product or publication) 2. Write various types of prose, such as short stories, biographies, autobiographies, or memoirs that contain narrative elements.

(Language Arts, Level 8)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 2. Apply knowledge and strategies for composing pieces in a variety of genres (e.g., narrative, expository, persuasive, poetic, and everyday/ workplace or technical writing).

(Language Arts, Level 8)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 4. Write personal narratives, short stories, memoirs, poetry, and persuasive and expository text that relate clear, coherent events, or situations through the use of specific details.

(Language Arts, Level 8)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 5. Use narrative and descriptive writing techniques that show compositional risks (e.g., dialogue, literary devices sensory words and phrases, background information, thoughts and feelings of characters, comparison and contrast of characters.)

(Language Arts, Level 8)

CU09-Story Maps
Students view a description of graphic story maps including sections for the problem, characters, setting, events, and solution. They read stories or narrative passages and fill in all the sections of the story map.

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. A. Writing as a Process (prewriting, drafting, revising, editing, postwriting) 6. Use graphic organizers to assist with planning writing.

(Language Arts, Level 2)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. A. Writing as a Process (prewriting, drafting, revising, editing, postwriting) 3. Use graphic organizers to assist with planning writing.

(Language Arts, Level 3)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. A. Writing as a Process (prewriting, drafting, revising, editing, postwriting) 3. Use strategies such as reflecting on personal experiences, reading, doing interviews or research, and using graphic organizers to generate and organize ideas for writing.

(Language Arts, Level 4)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 12. Use relevant graphics in writing (e.g., maps, charts, illustrations).

(Language Arts, Level 4)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. A. Writing as a Process (prewriting, drafting, revising, editing, postwriting) 5. Use strategies such as graphic organizers and outlines to elaborate and organize ideas for writing.

(Language Arts, Level 5)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 14. Use relevant graphics in writing (e.g., maps, charts, illustrations, graphs, photographs).

(Language Arts, Level 5)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. A. Writing as a Process (prewriting, drafting, revising, editing, post writing) 4. Use strategies such as graphic organizers and outlines to elaborate and organize ideas for writing.

(Language Arts, level 6)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 12. Use relevant graphics in writing (e.g., maps, charts, illustrations, graphs, photographs).

(Language Arts, level 6)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. A. Writing as a Process (prewriting, drafting, revising, editing, postwriting) 3. Generate and narrow topics by considering purpose, audience, and form with a variety of strategies (e.g., graphic organizers, brainstorming, or technology-assisted processes).

(Language Arts, level 7)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. A. Writing as a Process (prewriting, drafting, revising, editing, postwriting) 3. Generate and narrow topics by considering purpose, audience, and form with a variety of strategies (e.g., graphic organizers, brainstorming, technology-assisted processes).

(Language Arts, Level 8)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 2. Apply knowledge and strategies for composing pieces in a variety of genres (e.g., narrative, expository, persuasive, poetic, and everyday/ workplace or technical writing).

(Language Arts, Level 8)

CU10-K-W-L Charts
Students listen to and view a song describing the use of K-W-L charts to document what you already know, want to know, and learned after reading a passage. They must fill in the K-W-L charts before and after reading each passage.

CU11-Greek and Latin Root Words
Students listen to and view a song describing and listing common greek and latin root words. They must identify the root word from a set of words and then identify the meaning of the root word.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  F. Vocabulary and Concept Development 3. Infer word meanings from taught roots, prefixes, and suffixes

(Language Arts, Level 3)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. F. Vocabulary and Concept Development 1. Infer word meanings from learned roots, prefixes, and suffixes.

(Language Arts, Level 4)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  F. Vocabulary and Concept Development 1. Infer word meanings from learned roots, prefixes, and suffixes.

(Language Arts, Level 5)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  C. Decoding and Word Recognition 3. Apply knowledge of new words correctly (refer to word parts and word origin).

(Language Arts, Level 6)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. F. Vocabulary and Concept Development 1. Infer word meanings from learned roots, prefixes, and suffixes.

(Language Arts, Level 6)

CU12-Homophones
Students listen to and view a song describing and listing common homophones, or words with the same sound and a different meaning. They must fill in sentences with the correct word from several homophones.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. C. Mechanics, Spelling, and Handwriting 8. Spell grade-appropriate words correctly with particular attention to frequently used words, contractions, and homophones.

(Language Arts, Level 4)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  F. Vocabulary and Concept Development 3. Identify and correctly use antonyms, synonyms, homophones, and homographs.

(Language Arts, Level 5)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. F. Vocabulary and Concept Development 3. Identify and correctly use antonyms, synonyms, homophones, and homographs.

(Language Arts, Level 6)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. C. Decoding and Word Recognition 1. Distinguish among the spellings of homophones (e.g. cite, site, sight).

(Language Arts, Level 7)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. C. Decoding and Word Recognition 1. Distinguish among the spellings of homophones to determine meaning (e.g. cite, site, sight).

(Language Arts, level 8)

CU13-Context Clues
Students listen to and view a song describing how to use sentence and word context clues to help find or predict the meaning of unknown or unfamiliar words. They must identify the meaning of words in the context of passages from several possible meanings.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. C. Decoding and Word Recognition 7. Decode unknown words using context clues.

(Language Arts, Level 1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  C. Decoding and Word Recognition  3. Use context to accurately read words with more than one pronunciation.

(Language Arts, Level 3)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  E. Reading Strategies (before, during, after reading) 3. Use pictures and context clues to assist with decoding of new words.

(Language Arts, Level 3)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  F. Vocabulary and Concept Development 5. Use pictures and context clues to assist with meaning of new words.

(Language Arts, Level 3)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. F. Vocabulary and Concept Development 2. Infer specific word meanings in the context of reading passages.

(Language Arts, Level 4)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  C. Decoding and Word Recognition  2. Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words.

(Language Arts, Level 5)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  F. Vocabulary and Concept Development 2. Infer specific word meanings in the context of reading passages.

(Language Arts, Level 5)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. C. Decoding and Word Recognition 2. Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words.

(Language Arts, Level 6)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. C. Decoding and Word Recognition 3. Continue to use structural analysis and context analysis to decode new words.

(Language Arts, Level 7)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. C. Decoding and Word Recognition 3. Continue to use structural analysis and context analysis to decode new words.

(Language Arts, level 8)

CU14-Question Answer Relationships QAR
Students view a description of QAR, or question answer relationships, including right there, think and search, author and me, and on my own. They must read passages and answer each type of question.

STANDARD 3.3 (Speaking) All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes.  B. Listening Comprehension 2. Answer questions correctly about books read aloud.

(Language Arts, level K)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. D. Fluency 1. Answer questions correctly that are posed about stories read.

(Language Arts, Level 1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. E. Reading Strategies (before, during, and after reading)  7. Begin to apply study skills strategies (e.g., survey, question, read, recite, and review—SQ3R) to assist with retention and new learning.

(Language Arts, Level 1)

STANDARD 3.3  (Speaking) All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. B. Questioning (Inquiry) and Contributing 2. Ask and answer various types of questions.

 (Language Arts, Level 1)

STANDARD 3.4  (Listening) All students will listen actively to information from a variety of sources in a variety of situations. B. Listening Comprehension 5. Respond appropriately to questions about stories read aloud.

(Language Arts, level 1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  G. Comprehension Skills and Response to Text 5. Respond to text by using how, why, and what-if questions.

(Language Arts, Level 2)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  G. Comprehension Skills and Response to Text  4. Ask how, why, and what-if questions in interpreting nonfiction texts.

(Language Arts, Level 3)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 11. Demonstrate higher-order thinking skills through responses to open-ended and essay questions in content areas or as responses to literature.

(Language Arts, Level 4)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. H. Inquiry and Research 2. Develop and revise questions for investigations prior to, during, and after reading.

(Language Arts, Level 5)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 13. Demonstrate higher-order thinking skills and writing clarity when answering open-ended and essay questions in content areas or as responses to literature.

(Language Arts, Level 5)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. H. Inquiry and Research 1. Develop and revise questions for investigations prior to, during, and after reading.

(Language Arts, Level 6)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 11. Demonstrate higher-order thinking skills and writing clarity when answering open-ended and essay questions in content areas or as responses to literature.

(Language Arts, level 6)

STANDARD 3.3  (Speaking) All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. B. Questioning (Inquiry) and Contributing2. Demonstrate effective use of a variety of questions, including literal, inferential, and evaluative questions.

(Language Arts, level 6)

STANDARD 3.4 (Listening) All students will listen actively to information from a variety of sources in a variety of situations. B. Listening Comprehension 5. Ask probing questions to elicit information, including evidence to support the speaker’s claims and conclusions.

(Language Arts, Level 7)

STANDARD 3.4 (Listening) All students will listen actively to information from a variety of sources in a variety of situations. B. Listening Comprehension 5. Ask probing questions to elicit information, including evidence to support the speaker’s claims and conclusions.

(Language Arts, Level 8)

CU15-Synonyms
Students view a description of synonyms, or words with the same meaning. They must select the correct synonym for a word to replace in a sentence.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. F. Vocabulary and Concept Development 2. Use and explain common antonyms and synonyms.

(Language Arts, Level 1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  F. Vocabulary and Concept Development 4. Understand concept of antonyms and synonyms.

(Language Arts, Level 2)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. F. Vocabulary and Concept Development 3. Identify and correctly use antonyms, synonyms, homophones, and homographs.

(Language Arts, Level 4)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  F. Vocabulary and Concept Development 3. Identify and correctly use antonyms, synonyms, homophones, and homographs.

(Language Arts, Level 5)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. F. Vocabulary and Concept Development 3. Identify and correctly use antonyms, synonyms, homophones, and homographs.

(Language Arts, Level 6)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. F. Vocabulary and Concept Development 5. Explain relationships between and among words including connotation/denotation, antonyms/synonyms, and words with multiple meanings.

(Language Arts, level 8)

CU16-Antonyms
Students view a description of antonyms, or words with the opposite meaning. They must select the correct antonym for a word to replace in a sentence.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. F. Vocabulary and Concept Development 2. Use and explain common antonyms and synonyms.

(Language Arts, Level 1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  F. Vocabulary and Concept Development 4. Understand concept of antonyms and synonyms.

(Language Arts, Level 2)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. F. Vocabulary and Concept Development 3. Identify and correctly use antonyms, synonyms, homophones, and homographs.

(Language Arts, Level 4)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  F. Vocabulary and Concept Development 3. Identify and correctly use antonyms, synonyms, homophones, and homographs.

(Language Arts, Level 5)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. F. Vocabulary and Concept Development 3. Identify and correctly use antonyms, synonyms, homophones, and homographs.

(Language Arts, Level 6)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. F. Vocabulary and Concept Development 5. Explain relationships between and among words including connotation/denotation, antonyms/synonyms, and words with multiple meanings.

(Language Arts, level 8)

CU17-Poetry
Students view a description of poetry and the common forms including narrative, dramatic, free verse. They read poems and answer questions on the form and content.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 2. Demonstrate familiarity with genres of text, including storybooks, expository texts, poetry, and newspapers.

(Language Arts, Level 1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 8. Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.

(Language Arts, Level 4)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 11. Identify the structures in poetry.

(Language Arts, Level 4)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 2. Study the characteristics of a variety of genres, including expository, narrative, poetry, and reflection.

(Language Arts, Level 4)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 13. Identify and understand the author’s use of idioms, analogies, metaphors, and similes in prose and poetry.

(Language Arts, Level 7)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 11. Identify and understand the author’s use of idioms, analogies, metaphors, and similes in prose and poetry.

(Language Arts, level 8)

CU18-History K-W-L
Students view a description of the subject history and learn vocabulary words for this subject. They read textbook style history passages and fill in K-W-L charts to document what they already know, want to know, and learned after reading the passage.

CU19-Charts and Graphs
Students view a description of charts, graphs and diagrams including the pie, bar, and line charts and graphs. They view graphs and answer questions about the content.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  A. Concepts About Print 4. Interpret simple graphs, charts, and diagrams.

(Language Arts, Level 1)

STANDARD 3.5 (Viewing and media literacy) All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources. A. Constructing Meaning 5. Use simple graphs and charts to report data.

(Language Arts, Level 1)

STANDARD 3.5 (Viewing and media literacy) All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources.  A. Constructing Meaning  3. Use graphs and charts to report data.

(Language Arts, Level 2)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  G. Comprehension Skills and Response to Text  3. Interpret information in graphs, charts, and diagrams.

(Language Arts, Level 3)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 12. Use relevant graphics in writing (e.g., maps, charts, illustrations).

(Language Arts, Level 4)

STANDARD 3.5 (Viewing and media literacy) All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources.  A. Constructing Meaning  1. Interpret information found in pictorial graphs, map keys, and icons on a computer screen.

(Language Arts, Level 4)

STANDARD 3.5 (Viewing and media literacy) All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources.  A. Constructing Meaning 3. Use graphs, charts, and diagrams to report data.

(Language Arts, Level 4)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. H. Inquiry and Research 6. Interpret and use graphic sources of information such as maps, graphs, timelines, or tables to address research questions.

(Language Arts, Level 5)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 14. Use relevant graphics in writing (e.g., maps, charts, illustrations, graphs, photographs).

(Language Arts, Level 5)

STANDARD 3.3  (Speaking) All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Oral Presentation 4. Use visuals such as charts or graphs when presenting for clarification

(Language Arts, Level 5)

STANDARD 3.5 (Viewing and media literacy) All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources. A. Constructing Meaning 2. Use graphs, charts, and diagrams to report data.

(Language Arts, Level 5)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. H. Inquiry and Research 4. Interpret and use graphic sources of information such as maps, graphs, timelines, or tables to address research questions.

(Language Arts, Level 6)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 12. Use relevant graphics in writing (e.g., maps, charts, illustrations, graphs, photographs).

(Language Arts, level 6)

STANDARD 3.3  (Speaking) All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Oral Presentation 4. Use visuals such as charts or graphs when presenting for clarification.

(Language Arts, level 6)

STANDARD 3.5 (Viewing and media literacy) All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources. A. Constructing Meaning 2. Use graphs, charts, and diagrams to report data.

(Language Arts, Level 6)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. A. Concepts About Print/Text 1. Identify and use common textual features (e.g., paragraphs, topic, sentence, index, glossary, table of contents) and graphic features, (e.g., charts, maps, diagrams) to comprehend information.

(Language Arts, Level 7)

CU20-Music Comprehension
Students view a description of the subject music. They read textbook style expository passages about music and answer comprehension questions.

CU21-Mythology Story Maps
Students view a description of the subject mythology and learn vocabulary words for this subject. They read mythological stories from around the world and fill in all the sections of the story map for each story: problem, characters, setting, events, and solution.

CU22-Idioms
Students listen to and view a song describing and listing common idioms in context. They read passages containing idioms and identify the correct meaning of each idiom.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  G. Comprehension Skills and Response to Text 17. Interpret idiomatic expressions.

(Language Arts, Level 5)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 18. Interpret idiomatic expressions.

(Language Arts, Level 6)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 13. Identify and understand the author’s use of idioms, analogies, metaphors, and similes in prose and poetry.

(Language Arts, Level 7)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 17. Interpret idiomatic expressions.

(Language Arts, Level 7)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. F. Vocabulary and Concept Development 4. Expand reading vocabulary by identifying and correctly using idioms and words with literal and figurative meanings in their speaking and writing experiences.

(Language Arts, level 8)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 11. Identify and understand the author’s use of idioms, analogies, metaphors, and similes in prose and poetry.

(Language Arts, level 8)

CU23-Conclusions and Inferences
Students view a description of conclusions and inferences with an example. They read short passages and then make inferences and draw conclusions to answer the questions.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 1. Draw simple conclusions from information gathered from pictures, print, and people.

(Language Arts, Level 1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 5. Make simple inferences.

(Language Arts, Level 1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. H. Inquiry and Research 2. Draw conclusions from information and data gathered.

(Language Arts, Level 1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  G. Comprehension Skills and Response to Text 3. Make inferences and support them with textual information.

(Language Arts, Level 2)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  G. Comprehension Skills and Response to Text  8. Draw conclusions and inferences from texts.

(Language Arts, Level 3)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  H. Inquiry and Research 2. Draw conclusions from information and data gathered.

(Language Arts, Level 3)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  G. Comprehension Skills and Response to Text 9. Make inferences using textual information and provide supporting evidence.

(Language Arts, Level 5)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. H. Inquiry and Research 5. Draw conclusions from information gathered from multiple sources.

(Language Arts, Level 5)

STANDARD 3.4  (Listening) All students will listen actively to information from a variety of sources in a variety of situations. B. Listening Comprehension 3. Ask pertinent questions, take notes, and draw conclusions based on information presented.

(Language Arts, Level 5)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 9. Make inferences using textual information and provide supporting evidence.

(Language Arts, Level 6)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. H. Inquiry and Research 3. Draw conclusions from information gathered from multiple sources.

(Language Arts, Level 6)

STANDARD 3.4 (Listening) All students will listen actively to information from a variety of sources in a variety of situations.  B. Listening Comprehension 3. Ask pertinent questions, take notes, and draw conclusions based on information presented.

(Language Arts, Level 6)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. F. Vocabulary and Concept Development 4. Expand reading vocabulary by identifying and correctly using idioms and words with literal and figurative meanings in their speaking and writing experiences.

(Language Arts, Level 7)

CU24-Earth Science K-W-L
Students view a description of the subject earth science and learn vocabulary words for this subject. They read textbook style earth science passages and fill in K-W-L charts to document what they already know, want to know, and learned after reading the passage.

CU25-Dance Comprehension
Students view a description of the subject dance and learn vocabulary words for this subject. They read textbook style expository passages about dance and answer comprehension questions.

CU26-Advertising QAR
Students view a description of the subject advertising. They view advertisements with text and graphics. They answer four QAR, or question answer relationships, questions per passage: right there, think and search, author and me, and on my own.

CU27-Art Expository Organizer
Students view a description of the subject art and learn vocabulary words for this subject. They read expository passages about famous artists and fill in all the sections of the expository organizer for each passage: title, purpose, main idea, details, and conclusion.

CU28-Cause and Effect
Students view a description of cause and effect with an example. They read passages and answer why questions by selecting from a set of clauses beginning with because.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  G. Comprehension Skills and Response to Text 2. Recognize cause and effect in text.

(Language Arts, Level 2)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  G. Comprehension Skills and Response to Text 2. Distinguish cause/effect, fact/opinion, and main idea/supporting details in interpreting texts.

(Language Arts, Level 3)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 2. Distinguish cause and effect, fact and opinion, main idea, and supporting details in nonfiction texts (e.g., science, social studies).

(Language Arts, Level 4)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  G. Comprehension Skills and Response to Text 3. Use cause and effect and sequence of events to gain meaning.

(Language Arts, Level 5)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 3. Use cause and effect and sequence of events to gain meaning.

(Language Arts, Level 6)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 13. Identify and understand the author’s use of idioms, analogies, metaphors, and similes in prose and poetry.

(Language Arts, Level 7)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 12. Choose an appropriate organizing strategy, such as cause/effect, pro and con, or parody to effectively present a topic, point of view, or argument.

(Language Arts, level 7)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. A. Concepts About Print/Text 1. Identify and use organizational structures to comprehend information. (e.g.,  logical order, comparison/contrast, cause/effect, chronological, sequential, procedural text).

(Language Arts, level 8)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 12. Choose an appropriate organizing strategy such as cause/effect, pro and con, parody, to effectively present a topic, point of view, or argument.

(Language Arts, Level 8)

CU29-Metaphor and Simile
Students view a description of metaphor and simile with examples of figurative language. They read sentences and identify whether the author is using metaphor or simile.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  G. Comprehension Skills and Response to Text 13. Recognize figurative language in text (e.g. simile, metaphor, personification, alliteration).

(Language Arts, Level 5)

STANDARD 3.5 (Viewing and media literacy) All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources. A. Constructing Meaning 3. Analyze and respond to visual and print messages (e.g., humor, irony, metaphor) and recognize how words, sounds, and still or moving images are used in each medium to convey the intended messages.

(Language Arts, level 7)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 11. Identify and understand the author’s use of idioms, analogies, metaphors, and similes in prose and poetry.

(Language Arts, level 8)

CU30-Point of View
Students view a description of the author s point of view including first person and third person writing examples. They read passages and identify the point of view and author s opinion.

 STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  G. Comprehension Skills and Response to Text  9. Recognize first-person "I" point of view.

(Language Arts, Level 3)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 6. Recognize an author’s point of view.

(Language Arts, Level 4)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 7. Write narratives that relate recollections of an event or experience and establish a setting, characters, point of view, and sequence of events.

(Language Arts, Level 4)

STANDARD 3.3  (Speaking) All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. A. Discussion (small group and whole class) 1. Use details, examples and reasons to support central ideas or clarify a point of view.

(Language Arts, Level 4)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 7. Write narratives, establishing a plot or conflict, setting, characters, point of view, and resolution.

(Language Arts, Level 5)

STANDARD 3.3  (Speaking) All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. A. Discussion (small group and whole class) 1. Use details, examples, and reasons to support central ideas or clarify a point of view.

(Language Arts, Level 5)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 12. Recognize characterization, setting, plot, theme, and point of view in fiction.

(Language Arts, Level 6)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 5. Write narratives, establishing a plot or conflict, setting, characters, point of view, and resolution.

(Language Arts, level 6)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 12. Choose an appropriate organizing strategy, such as cause/effect, pro and con, or parody to effectively present a topic, point of view, or argument.

(Language Arts, level 7)

STANDARD 3.5 (Viewing and media literacy) All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources. A. Constructing Meaning 1. Analyze aspects of print and electronic texts that support the author's point of view, opinion, or attitude.

(Language Arts, level 7)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 12. Choose an appropriate organizing strategy such as cause/effect, pro and con, parody, to effectively present a topic, point of view, or argument.

(Language Arts, Level 8)

STANDARD 3.4 (Listening) All students will listen actively to information from a variety of sources in a variety of situations. B. Listening Comprehension 6. Paraphrase a speaker’s purpose and point of view.

(Language Arts, Level 8)

STANDARD 3.5 (Viewing and media literacy) All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources. A. Constructing Meaning 1. Analyze aspects of print and electronic texts that support the author's point of view, opinion, or attitude.

(Language Arts, Level 8)

STANDARD 3.5 (Viewing and media literacy) All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources. A. Constructing Meaning 3. Analyze and respond to visual and print messages (e.g. humor, irony, metaphor) and recognize how words, sounds, and still or moving images are used in each medium to convey the intended messages.

(Language Arts, Level 8)

CU31-Forms and Applications
Students view a description of forms and applications including blanks, fields, and field headings. They fill in forms such as a job application one field at a time.

CU32-Biology Comprehension
Students view a description of the subject biology and learn vocabulary words for this subject. They read textbook style expository passages about biology and answer comprehension questions.

 STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  F. Vocabulary and Concept Development 1. Infer word meanings from learned roots, prefixes, and suffixes.

(Language Arts, Level 5)

CU33-Fact and Opinion
Students view a description of fact and opinion with examples. They must read short passages and identify ones expressing fact or the author s opinion.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  G. Comprehension Skills and Response to Text 2. Distinguish cause/effect, fact/opinion, and main idea/supporting details in interpreting texts.

(Language Arts, Level 3)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 2. Distinguish cause and effect, fact and opinion, main idea, and supporting details in nonfiction texts (e.g., science, social studies).

(Language Arts, Level 4)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  F. Vocabulary and Concept Development 1. Infer word meanings from learned roots, prefixes, and suffixes.

(Language Arts, Level 5)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 3. Differentiate between fact, opinion, bias, and propaganda in newspapers, periodicals, and electronic texts.

(Language Arts, Level 7)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 1. Differentiate between fact/opinion and bias and propaganda in newspapers, periodicals, and electronic texts.

(Language Arts, level 8)

CU34-Prediction
Students learn how to predict what will happen next based on items in a passage. They read passages and make predictions, and then confirm their predictions after further reading.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. E. Reading Strategies (before, during, and after reading) 2. Think ahead and make simple predictions about text.

(Language Arts, Level K)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 6. Make predictions based on illustrations or portions of stories.

(Language Arts, Level K)

STANDARD 3.5 (Viewing and media literacy) All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources. A. Constructing Meaning 1. Make predictions about visual information (e.g., pictures in books).

(Language Arts, Level K)

STANDARD 3.4  (Listening) All students will listen actively to information from a variety of sources in a variety of situations. B. Listening Comprehension 1. Listen to make predictions about stories read aloud.

(Language Arts, level 1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  E. Reading Strategies (before, during, after reading) 1. Set purpose for reading and check to verify or change predictions during/after reading.

(Language Arts, Level 3)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  E. Reading Strategies (before, during, and after reading) 1. Activate prior knowledge and anticipate what will be read or heard.

(Language Arts, Level 5)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  E. Reading Strategies (before, during, and after reading) 4. Make revisions to text predictions during and after reading.

(Language Arts, Level 5)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. E. Reading Strategies (before, during, and after reading) 1. Activate prior knowledge and anticipate what will be read or heard.

(Language Arts, Level 6)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. E.  Reading Strategies (before, during, and after reading) 4. Make revisions to text predictions during and after reading.

(Language Arts, Level 6)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. E.  Reading Strategies (before, during, and after reading) 1. Monitor reading for understanding by setting a purpose for reading, making and adjusting predictions, asking essential questions, and relating new learning to background experiences.

(Language Arts, Level 7)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. E.  Reading Strategies (before, during, and after reading) 1.  Monitor reading for understanding by automatically setting a purpose for reading, making and adjusting predictions, asking essential questions, and relating new learning to background experiences.

(Language Arts, level 8)

CU35-Geography K-W-L
Students view a description of the subject geography and learn vocabulary words for this subject. They read textbook style geography passages and fill in K-W-L charts to document what they already know, want to know, and learned after reading the passage.

CU36-Flowcharts Organize
Student view a description of a flowchart diagram including the step-by-step process from start to finish with boxes and lines. They read passages describing a sequence or process and fill in the boxes of a flowchart.

CU37-Plays and Drama
Students view a description of plays and drama including script, characters, setting, dialog, comedy, and tragedy. They read script selections and identify the key elements of the play.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 8. Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.

(Language Arts, Level 4)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 11. Identify the structures in poetry.

(Language Arts, Level 4)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  G. Comprehension Skills and Response to Text 15. Identify the structures in drama.

(Language Arts, Level 5)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 15. Analyze drama as a source of information, entertainment, persuasion, or transmitter of culture.

(Language Arts, Level 6)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 16. Identify and analyze elements of setting, plot, and characterization in plays that are read, written, or performed.

(Language Arts, Level 6)

CU38-Social Studies Comprehension
Students view a description of the subject social studies and learn vocabulary words for this subject. They read textbook style expository passages about social studies and answer comprehension questions.

CU39-Astronomy Expository Organizer
Students view a description of the subject astronomy. They read expository passages about astronomy and fill in all the sections of the expository organizer for each passage: title, purpose, main idea, details, and conclusion.

CU40-Mystery Prediction
Students view a description of mystery or suspense chapter books. They read parts of chapters of the book, make predictions about the story plot, and read further to confirm their predictions.

CU41-Analogies
Students listen to and view a song describing an analogy with several examples. They view analogies with missing elements and identify the correct elements to complete the relationships.

CU42-Compare and Contrast: Venn Diagrams
Students view a description of Venn diagrams to compare and contrast two items, including the common intersecting elements and distinct elements. They read passages and then fill in Venn diagrams.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. E. Reading Strategies (before, during, and after reading) 3. Select useful visual organizers before, during, and after reading to organize information (e.g., Venn diagrams).

(Language Arts, Level 4)

CU43-Biography K-W-L
Students view a description of the subject biography and learn vocabulary words for this subject. They read biographical passages about famous people and fill in K-W-L charts to document what they already know, want to know, and learned after reading the passage.

STANDARD 3.5 (Viewing and media literacy) All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources. B. Visual and Verbal Messages 1. Begin to sequence a series of pictures or images to tell a story.

(Language Arts, Level K)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 3. Sequence information learned from text into a logical order to retell facts.

(Language Arts, Level 1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 7. Write narratives that relate recollections of an event or experience and establish a setting, characters, point of view, and sequence of events.

(Language Arts, Level 4)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 10. Use a variety of strategies to organize writing, including sequence, chronology, and cause/effect.

(Language Arts, Level 4)

STANDARD 3.5 (Viewing and media literacy) All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources. B. Visual and Verbal Messages 7. Understand the uses of technology (e.g., the Internet for research).

(Language Arts, Level 5)

CU44-Internet Searching
Students view a description of internet search, including search engines, web browser, search terms, links, and web sites. They view search results and identify the best web site for specific purposes.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 4. Identify, describe, compare, and contrast the elements of plot, setting, and characters.

(Language Arts, Level 1)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. A. Writing as a Process (prewriting, drafting, revising, editing, postwriting) 9. Use reference materials to revise work, such as a dictionary or internet/software resource.

(Language Arts, Level 3)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. A. Writing as a Process (prewriting, drafting, revising, editing, postwriting) 8. Use a variety of reference materials to revise work, such as a dictionary, thesaurus, or internet/software resources.

(Language Arts, Level 4)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. C. Mechanics, Spelling, and Handwriting 10. Use a variety of reference materials, such as a dictionary, grammar reference, and internet/software resources to edit written work.

(Language Arts, Level 4)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. C. Mechanics, Spelling, and Handwriting 9. Use a variety of reference materials, such as a dictionary, grammar reference, and/or internet/software resources to edit written work.

(Language Arts, Level 5)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. C. Mechanics, Spelling, and Handwriting 9. Use a variety of materials, such as a dictionary, grammar reference, and/or internet/software resources to edit written work.

(Language Arts, level 6)

STANDARD 3.5 (Viewing and media literacy) All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources. A. Constructing Meaning 7. Understand the uses of technology (e.g., the Internet for research).

(Language Arts, Level 6)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. A. Writing as a Process (prewriting, drafting, revising, editing, postwriting) 3. Generate and narrow topics by considering purpose, audience, and form with a variety of strategies (e.g., graphic organizers, brainstorming, or technology-assisted processes).

(Language Arts, level 7)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. B. Writing as a Product (resulting in a formal product or publication) 7. Use a variety of reference materials, such as a dictionary, thesaurus, grammar reference, and/or internet/software resources to edit written work.

(Language Arts, level 7)

STANDARD 3.3  (Speaking) All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Oral Presentation 2. Use visual aids, media, and/or technology to support oral communication.

(Language Arts, Level 7)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. A. Writing as a Process (prewriting, drafting, revising, editing, postwriting) 3. Generate and narrow topics by considering purpose, audience, and form with a variety of strategies (e.g., graphic organizers, brainstorming, technology-assisted processes).

(Language Arts, Level 8)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. B. Writing as a Product (resulting in a formal product or publication) 7. Use a variety of reference materials, such as a dictionary, thesaurus, grammar reference, and/or internet/software resources to edit written work.

(Language Arts, Level 8)

CU45-Health Expository Organizer
Students view a description of the subject health. They read expository passages about health and fill in all the sections of the expository organizer for each passage: title, purpose, main idea, details, and conclusion.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 10. Use a variety of strategies to organize writing, including sequence, chronology, and cause/effect.

(Language Arts, Level 4)

CU46-Preview, Skim and Scan
Students view a description of skimming and scanning text and previewing a passage. They must briefly skim and scan passages and then answer questions about the passage.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. D. Fluency 2. Read at different speeds using scanning, skimming, or careful reading as appropriate.

(Language Arts, Level 4)

CU47-Careers Flowcharts
Students view a description of a career or permanent occupation, and learn vocabulary words for careers. They read passages that describe careers and then fill in the boxes of a flowchart describing the step-by-step process.

CU48-Follow Directions
Students follow multi-step written directions and instructions to obtain money from an ATM machine and make a series of purchases at a shopping center.

CU49-Fast Fluency Game
Students exercise their reading fluency by reading a passage and answering a series of timed questions on title, main idea, tone, metaphor and simile, analogy, and point of view.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. D. Fluency 2. Begin to read simple text with fluency.

(Language Arts, Level 1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. D. Fluency 3. Read with fluency both fiction and nonfiction that is grade-level appropriate.

(Language Arts, Level 1)

STANDARD 3.3  (Speaking) All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Oral Presentation 2. Participate in choral reading to develop phonemic awareness, oral language, and fluency.

(Language Arts, Level 1)

STANDARD 3.3  (Speaking) All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Oral Presentation 6. Read aloud with fluency.

(Language Arts, Level 4)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  D. Fluency 4. Read silently for the purpose of increasing speed, accuracy, and reading fluency.

(Language Arts, Level 5)

STANDARD 3.3  (Speaking) All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Oral Presentation 8. Read aloud with fluency.

(Language Arts, Level 5)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. D. Fluency 1. Adjust reading speed appropriately for different purposes and audiences.

(Language Arts, Level 6)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. D. Fluency 3. Read silently for the purpose of increasing speed, accuracy, and reading fluency.

(Language Arts, Level 6)

STANDARD 3.3  (Speaking) All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Oral Presentation 7. Read aloud with fluency.

(Language Arts, level 6)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. D. Fluency 2. Read increasingly difficult texts silently with comprehension and fluency

(Language Arts, Level 7)

STANDARD 3.3  (Speaking) All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Oral Presentation 8. Read aloud with fluency.

(Language Arts, Level 7)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. D. Fluency 1. Read grade-level text orally with high accuracy and appropriate pacing, intonation, and expression.

(Language Arts, level 8)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. D. Fluency 2. Read increasingly difficult texts silently with comprehension and fluency.

(Language Arts, level 8)

STANDARD 3.3 (Speaking) All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Oral Presentation 8. Read aloud with fluency.

(Language Arts, Level 8)

CU50-Final Challenge
Students follow multi-step written directions and instructions to find a missing certificate in an old mansion.

RU01-Letter Sounds A-I
Students listen to and view three songs that present the phonics letter sounds A to I with uppercase and lowercase alphabet letters and matching pictures (A says a for apple). Students recognize letter-sound relationships and select pictures to match letters until mastery is achieved.

 STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. B. Phonological Awareness (includes phonemic awareness) 1. Demonstrate understanding that spoken words consist of sequences of phonemes.

(Language Arts, Level: K)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  B. Phonological Awareness (includes phonemic awareness)  1. Demonstrate understanding of all sound- symbol relationships.

(Language Arts, Level1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  B.  Phonological Awareness (includes phonemic awareness) 5. Add, delete, or change sounds to change words (e.g., cow to how, cat to can).

(Language Arts, Level 1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. C. Decoding and Word Recognition 1. Identify all consonant sounds in spoken words (including blends such as bl, br; and digraphs such as th, wh).

(Language Arts, Level 1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. C. Decoding and Word Recognition 3. Decode regular one-syllable words and nonsense words (e.g., sit, zot).

(Language Arts, Level 1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. C. Decoding and Word Recognition 4. Use sound-letter correspondence knowledge to sound out unknown words when reading text.

(Language Arts, Level 1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. C. Decoding and Word Recognition 6. Decode unknown words using basic phonetic analysis.

(Language Arts, Level 1)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. C. Mechanics, Spelling, and Handwriting 4. Use developmental spelling or phonics-based knowledge to spell independently, when necessary.

(Language Arts, Level 1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  B. Phonological Awareness (includes phonemic awareness)  2. Use knowledge of letter-sound correspondences to sound out unknown words.

(Language Arts, Level 2)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  C. Decoding and Word Recognition 2. Reread inserting the beginning sound of the unknown word.

(Language Arts, Level 2)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  B.  Phonological Awareness (includes phonemic awareness) 1. Demonstrate a sophisticated sense of sound-symbol relationships, including all phonemes (e.g., blends, digraphs, diphthongs).

(Language Arts, Level 3)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  C. Decoding and Word Recognition  2. Use letter-sound knowledge and structural analysis to decode words.

(Language Arts, Level 3)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. C. Decoding and Word Recognition 1. Use letter-sound correspondence and structural analysis (e.g., roots, affixes) to decode words.

(Language Arts, Level 4)

RU02-Three-Letter Words A-I
Students listen to and view two songs that present the decoding of three-letter C-V-C words with letters A-I in steps: alphabet, phonics, blending, and whole word. Students decode three letter words and select matching pictures until mastery is achieved.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. B. Phonological Awareness (includes phonemic awareness) 1. Demonstrate understanding that spoken words consist of sequences of phonemes.

(Language Arts, Level: K)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. B. Phonological Awareness (includes phonemic awareness) 3. Understand that the sequence of letters in a written word represents the sequence of sounds (phonemes) in a spoken word (alphabetic principle).

(Language Arts, Level K)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. B. Phonological Awareness (includes phonemic awareness)  4. Learn many, though not all, one-to-one letter-sound correspondences.

(Language Arts, Level K)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. C. Mechanics, Spelling, and Handwriting 1. Use letter/sound knowledge in attempting to write (print) some words.

(Language Arts, Level K)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  B. Phonological Awareness (includes phonemic awareness)  1. Demonstrate understanding of all sound- symbol relationships.

(Language Arts, Level1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  B.  Phonological Awareness (includes phonemic awareness) 2. Blend or segment the phonemes of most one-syllable words.

(Language Arts, Level1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  B.  Phonological Awareness (includes phonemic awareness) 4. Merge spoken segments into a word.

(Language Arts, Level 1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  B.  Phonological Awareness (includes phonemic awareness) 5. Add, delete, or change sounds to change words (e.g., cow to how, cat to can).

(Language Arts, Level 1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. C. Decoding and Word Recognition 1. Identify all consonant sounds in spoken words (including blends such as bl, br; and digraphs such as th, wh).

(Language Arts, Level 1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. C. Decoding and Word Recognition 3. Decode regular one-syllable words and nonsense words (e.g., sit, zot).

(Language Arts, Level 1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. C. Decoding and Word Recognition 4. Use sound-letter correspondence knowledge to sound out unknown words when reading text.

(Language Arts, Level 1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. C. Decoding and Word Recognition 6. Decode unknown words using basic phonetic analysis.

(Language Arts, Level 1)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. C. Mechanics, Spelling, and Handwriting 4. Use developmental spelling or phonics-based knowledge to spell independently, when necessary.

(Language Arts, Level 1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  B. Phonological Awareness (includes phonemic awareness)  2. Use knowledge of letter-sound correspondences to sound out unknown words.

(Language Arts, Level 2)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  C. Decoding and Word Recognition 2. Reread inserting the beginning sound of the unknown word.

(Language Arts, Level 2)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  B.  Phonological Awareness (includes phonemic awareness) 1. Demonstrate a sophisticated sense of sound-symbol relationships, including all phonemes (e.g., blends, digraphs, diphthongs).

(Language Arts, Level 3)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  C. Decoding and Word Recognition  2. Use letter-sound knowledge and structural analysis to decode words.

(Language Arts, Level 3)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. C. Decoding and Word Recognition 1. Use letter-sound correspondence and structural analysis (e.g., roots, affixes) to decode words.

(Language Arts, Level 4)

RU03-Sentences A-I
Students listen to and view a sight word song with three new words. They match three written sight words with spoken words. Students read simple sentences with known sight words and decodable words with letters A-I. They match sentences with pictures and fill in missing words in sentences.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. C. Decoding and Word Recognition 1. Recognize some words by sight.

(Language Arts, Level K)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. C. Decoding and Word Recognition 5. Recognize high frequency words in and out of context.

(Language Arts, Level 1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. F. Vocabulary and Concept Development 1. Develop a vocabulary of 300-500 high-frequency sight words and phonetically regular words.

(Language Arts, Level 1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  F. Vocabulary and Concept Development 1. Develop a vocabulary of 500-800 regular and irregular sight words.

(Language Arts, Level 2)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  D. Fluency 1. Recognize grade-level words accurately and with ease so that a text sounds like spoken language when read aloud.

(Language Arts, Level 3)

RU04-Letter Sounds J-R
Students listen to and view three songs that present the phonics letter sounds J to R with uppercase and lowercase alphabet letters and matching pictures (A says a for apple). Students recognize letter-sound relationships and select pictures to match letters until mastery is achieved.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. B. Phonological Awareness (includes phonemic awareness) 1. Demonstrate understanding that spoken words consist of sequences of phonemes.

(Language Arts, Level: K)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. B. Phonological Awareness (includes phonemic awareness) 3. Understand that the sequence of letters in a written word represents the sequence of sounds (phonemes) in a spoken word (alphabetic principle).

(Language Arts, Level K)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. B. Phonological Awareness (includes phonemic awareness)  4. Learn many, though not all, one-to-one letter-sound correspondences. (Language Arts, Level K)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. C. Decoding and Word Recognition 2. Recognize and name most uppercase and lowercase letters of the alphabet.

(Language Arts, Level K)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. C. Mechanics, Spelling, and Handwriting 1. Use letter/sound knowledge in attempting to write (print) some words.

(Language Arts, Level K)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  B. Phonological Awareness (includes phonemic awareness)  1. Demonstrate understanding of all sound- symbol relationships.

(Language Arts, Level1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. C. Decoding and Word Recognition 1. Identify all consonant sounds in spoken words (including blends such as bl, br; and digraphs such as th, wh).

(Language Arts, Level 1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  B.  Phonological Awareness (includes phonemic awareness) 5. Add, delete, or change sounds to change words (e.g., cow to how, cat to can).

(Language Arts, Level 1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. C. Decoding and Word Recognition 3. Decode regular one-syllable words and nonsense words (e.g., sit, zot).

(Language Arts, Level 1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. C. Decoding and Word Recognition 4. Use sound-letter correspondence knowledge to sound out unknown words when reading text.

(Language Arts, Level 1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. C. Decoding and Word Recognition 6. Decode unknown words using basic phonetic analysis.

(Language Arts, Level 1)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. C. Mechanics, Spelling, and Handwriting 4. Use developmental spelling or phonics-based knowledge to spell independently, when necessary.

(Language Arts, Level 1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  B. Phonological Awareness (includes phonemic awareness)  2. Use knowledge of letter-sound correspondences to sound out unknown words.

(Language Arts, Level 2)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  C. Decoding and Word Recognition 2. Reread inserting the beginning sound of the unknown word.

(Language Arts, Level 2)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  B.  Phonological Awareness (includes phonemic awareness) 1. Demonstrate a sophisticated sense of sound-symbol relationships, including all phonemes (e.g., blends, digraphs, diphthongs).

(Language Arts, Level 3)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  C. Decoding and Word Recognition  2. Use letter-sound knowledge and structural analysis to decode words.

(Language Arts, Level 3)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. C. Decoding and Word Recognition 1. Use letter-sound correspondence and structural analysis (e.g., roots, affixes) to decode words.

(Language Arts, Level 4)

RU05-Three-Letter Words J-R
Students listen to and view two songs that present the decoding of three-letter C-V-C words with letters A-R in steps: alphabet, phonics, blending, and whole word. Students decode three letter words and select matching pictures until mastery is achieved.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. B. Phonological Awareness (includes phonemic awareness) 1. Demonstrate understanding that spoken words consist of sequences of phonemes.

(Language Arts, Level: K)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. B. Phonological Awareness (includes phonemic awareness) 3. Understand that the sequence of letters in a written word represents the sequence of sounds (phonemes) in a spoken word (alphabetic principle).

(Language Arts, Level K)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. B. Phonological Awareness (includes phonemic awareness)  4. Learn many, though not all, one-to-one letter-sound correspondences.

 (Language Arts, Level K)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. C. Mechanics, Spelling, and Handwriting 1. Use letter/sound knowledge in attempting to write (print) some words.

(Language Arts, Level K)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  B. Phonological Awareness (includes phonemic awareness) 1. Demonstrate understanding of all sound- symbol relationships.

(Language Arts, Level1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  B.  Phonological Awareness (includes phonemic awareness) 2. Blend or segment the phonemes of most one-syllable words.

(Language Arts, Level1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  B.  Phonological Awareness (includes phonemic awareness) 4. Merge spoken segments into a word.

(Language Arts, Level 1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  B.  Phonological Awareness (includes phonemic awareness) 5. Add, delete, or change sounds to change words (e.g., cow to how, cat to can).

(Language Arts, Level 1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. C. Decoding and Word Recognition 1. Identify all consonant sounds in spoken words (including blends such as bl, br; and digraphs such as th, wh).

(Language Arts, Level 1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. C. Decoding and Word Recognition 3. Decode regular one-syllable words and nonsense words (e.g., sit, zot).

(Language Arts, Level 1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. C. Decoding and Word Recognition 4. Use sound-letter correspondence knowledge to sound out unknown words when reading text.

(Language Arts, Level 1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. C. Decoding and Word Recognition 6. Decode unknown words using basic phonetic analysis.

(Language Arts, Level 1)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. C. Mechanics, Spelling, and Handwriting 4. Use developmental spelling or phonics-based knowledge to spell independently, when necessary.

(Language Arts, Level 1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  B. Phonological Awareness (includes phonemic awareness)  2. Use knowledge of letter-sound correspondences to sound out unknown words.

(Language Arts, Level 2)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  C. Decoding and Word Recognition 2. Reread inserting the beginning sound of the unknown word.

(Language Arts, Level 2)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  B.  Phonological Awareness (includes phonemic awareness) 1. Demonstrate a sophisticated sense of sound-symbol relationships, including all phonemes (e.g., blends, digraphs, diphthongs).

(Language Arts, Level 3)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  C. Decoding and Word Recognition  2. Use letter-sound knowledge and structural analysis to decode words.

(Language Arts, Level 3)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. C. Decoding and Word Recognition 1. Use letter-sound correspondence and structural analysis (e.g., roots, affixes) to decode words.

(Language Arts, Level 4)

RU06-Sentences J-R
Students listen to and view a sight word song with three new words. They match three written sight words with spoken words. Students read simple sentences with known sight words and decodable words with letters A-R. They match sentences with pictures and fill in missing words in sentences.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. C. Decoding and Word Recognition 1. Recognize some words by sight.

(Language Arts, Level K)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. C. Decoding and Word Recognition 5. Recognize high frequency words in and out of context.

(Language Arts, Level 1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. F. Vocabulary and Concept Development 1. Develop a vocabulary of 300-500 high-frequency sight words and phonetically regular words.

(Language Arts, Level 1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  F. Vocabulary and Concept Development 1. Develop a vocabulary of 500-800 regular and irregular sight words.

(Language Arts, Level 2)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  D. Fluency 1. Recognize grade-level words accurately and with ease so that a text sounds like spoken language when read aloud.

(Language Arts, Level 3)

RU07-Letter Sounds S-Z
Students view three songs that present the phonics letter sounds S to Z with uppercase and lowercase alphabet letters and matching pictures (A says a for apple). Students demonstrate letter-sound recognition by selecting pictures to match letters until mastery is achieved.

          STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. B. Phonological Awareness (includes phonemic awareness) 1. Demonstrate understanding that spoken words consist of sequences of phonemes.

(Language Arts, Level: K)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. C. Decoding and Word Recognition 2. Recognize and name most uppercase and lowercase letters of the alphabet.

(Language Arts, Level K)

RU08-Three-Letter Words S-Z
Students listen to and view two songs that present the decoding of three-letter C-V-C words with letters A-Z in steps: alphabet, phonics, blending, and whole word. Students decode three letter words and select matching pictures until mastery is achieved.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  B.  Phonological Awareness (includes phonemic awareness) 2. Blend or segment the phonemes of most one-syllable words.

(Language Arts, Level1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  B.  Phonological Awareness (includes phonemic awareness) 4. Merge spoken segments into a word.

(Language Arts, Level 1)

RU09-Sentences S-Z
Students listen to and view a sight word song with three new words. They match three written sight words with spoken words. Students read simple sentences with known sight words and decodable words with letters A-Z. They match sentences with pictures and fill in missing words in sentences.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. C. Decoding and Word Recognition 1. Recognize some words by sight.

(Language Arts, Level K)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. C. Decoding and Word Recognition 5. Recognize high frequency words in and out of context.

(Language Arts, Level 1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. F. Vocabulary and Concept Development 1. Develop a vocabulary of 300-500 high-frequency sight words and phonetically regular words.

(Language Arts, Level 1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  F. Vocabulary and Concept Development 1. Develop a vocabulary of 500-800 regular and irregular sight words.

(Language Arts, Level 2)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  D. Fluency 1. Recognize grade-level words accurately and with ease so that a text sounds like spoken language when read aloud.

(Language Arts, Level 3)

RU10-Short Vowels
Students listen to and view a short vowel song presenting each vowel sound with a matching word and picture. They select missing short vowels in three-letter C-V-C words to match a picture until mastery is achieved.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  B.  Phonological Awareness (includes phonemic awareness) 2. Blend or segment the phonemes of most one-syllable words.

(Language Arts, Level 1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  B.  Phonological Awareness (includes phonemic awareness) 4. Merge spoken segments into a word.

(Language Arts, Level 1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  B. Phonological Awareness (includes phonemic awareness)  1. Add, delete, or change middle sounds to change words (e.g., pat to put).

(Language Arts, Level 2)

RU11-Ending Blends
Students listen to and view two songs presenting common ending or final consonant blends and diagraphs with example words. They decode words and select matching pictures until mastery is achieved.

RU12-Ending Blends Sentences
Students listen to and view a sight word song with three new words. They read sentences containing words with ending or final consonant blends and diagraphs and select the correct final word to complete the sentence.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. C. Decoding and Word Recognition 1. Recognize some words by sight.

(Language Arts, Level K)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. F. Vocabulary and Concept Development 1. Develop a vocabulary of 300-500 high-frequency sight words and phonetically regular words.

(Language Arts, Level 1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  F. Vocabulary and Concept Development 1. Develop a vocabulary of 500-800 regular and irregular sight words.

(Language Arts, Level 2)

RU13-Long Vowels and Silent E
Students listen to and view a song which present the silent E or magic E rule and long vowel sounds. They must listen to words and select either the short vowel C-V-C word or the corresponding long vowel word with a final silent E added at the end.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  C. Decoding and Word Recognition 4. Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.

(Language Arts, Level 2)

RU14-Long Vowels Sentences
Students listen to and view a sight word song with three new words. They read sentences containing words with long vowels and the silent E or magic E, and select the correct final word to complete the sentence.

RU15-Beginning Blends A
Students listen to and view a song presenting the first of two sets of beginning or initial consonant blends and diagraphs with example words. They listen to words and select matching beginning consonant blends to develop phonemic awareness until mastery is achieved.

RU16-Beginning Blends A Riddles
Students listen to and view a sight word song with three new words. They read riddles containing three sentences and select the matching word answer from three words with beginning consonant blends.

RU17-Vowel Blends A
Students listen to and view a song presenting the first of four sets of vowel blends or pairs, diagraphs, and diphthongs with example words. They listen to a word containing a vowel blend and select the matching written word.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  C. Decoding and Word Recognition 4. Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.

(Language Arts, Level 2)

RU18-Vowel Blends A Sentences
Students listen to and view a sight word song with three new words. They read sentences with missing endings and select the correct ending from two containing words with vowel blends or pairs, diagraphs, and diphthongs.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  C. Decoding and Word Recognition 4. Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.

(Language Arts, Level 2)

RU19-Vowel Blends B
Students listen to and view a song presenting the second of four sets of vowel blends or pairs, diagraphs, and diphthongs with example words. They listen to a word containing a vowel blend and select the matching written word.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  C. Decoding and Word Recognition 4. Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.

(Language Arts, Level 2)

RU20-Vowel Blends B Sentences
Students listen to and view a sight word song with three new words. They read sentences with missing endings and select the correct ending from two containing words with vowel blends.

RU21-Beginning Blends B
Students listen to and view a song presenting the second of two sets of beginning or initial consonant blends and diagraphs with example words. They listen to words and select matching beginning consonant blends to develop phonemic awareness until mastery is achieved.

RU22-Beginning Blends B Riddles
Students listen to and view a sight word song with three new words. They read riddles containing three sentences and select the matching word answer from three words with beginning consonant blends.

RU23-Vowel Blends C
Students listen to and view a song presenting the third of four sets of vowel blends or pairs, diagraphs, and diphthongs with example words. They listen to a word containing a vowel blend and select the matching written word.

RU24-Vowel Blends C Sentences
Students listen to and view a sight word song with three new words. They read sentences with missing endings and select the correct ending from two containing words with vowel blends or pairs, diagraphs, and diphthongs.

RU25-Vowel Blends D
Students listen to and view a song presenting the fourth of four sets of vowel blends or pairs, diagraphs, and diphthongs with example words. They listen to a word containing a vowel blend and select the matching written word.

RU26-Vowel Blends D Sentences
Students listen to and view a sight word song with three new words. They read sentences with missing endings and select the correct ending from two containing words with vowel blends or pairs, diagraphs, and diphthongs.

RU27-Silent Letters & Sounds
Students listen to and view a song presenting words with silent letters such as GH. They read words and select the silent letter or letters in the word.

RU28-Word Families A
Students listen to and view a song presenting the first of two sets of word families with common endings, rimes, and chunks. They read a word and identify all rhyming words from a list.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. F. Vocabulary and Concept Development 2. Identify and sort words in basic categories.

(Language Arts, Level K)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. C. Decoding and Word Recognition  2. Know and use common word families to decode unfamiliar words.

(Language Arts, Level 4)

RU29-True/False A
Students read sentences containing words from common word families and then identify whether they are true or false.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. F. Vocabulary and Concept Development 2. Identify and sort words in basic categories.

(Language Arts, Level K)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. C. Decoding and Word Recognition  2. Know and use common word families to decode unfamiliar words.

(Language Arts, Level 4)

RU30-Word Families A
Students listen to and view a song presenting the second of two sets of word families with common endings, rimes, and chunks. They read a word and identify all rhyming words from a list.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. F. Vocabulary and Concept Development 2. Identify and sort words in basic categories.

(Language Arts, Level K)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. C. Decoding and Word Recognition  2. Know and use common word families to decode unfamiliar words.

(Language Arts, Level 4)

RU31-True/False A
Students read sentences containing words from common word families and then identify whether they are true or false.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. F. Vocabulary and Concept Development 2. Identify and sort words in basic categories.

(Language Arts, Level K)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. C. Decoding and Word Recognition  2. Know and use common word families to decode unfamiliar words.

(Language Arts, Level 4)

RU32-Prefixes
Students view a description of prefixes. They listen to a word and attach the correct prefix from a list of prefixes to the base or root word.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  F. Vocabulary and Concept Development 2. Know and relate meanings of simple prefixes and suffixes.

(Language Arts, Level 2)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  C. Decoding and Word Recognition 1. Know sounds for a range of prefixes and suffixes (e.g., re-, ex-, -ment, -tion).

(Language Arts, Level 3)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  F. Vocabulary and Concept Development 3. Infer word meanings from taught roots, prefixes, and suffixes

(Language Arts, Level 3)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. F. Vocabulary and Concept Development 1. Infer word meanings from learned roots, prefixes, and suffixes.

(Language Arts, Level 4)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  C. Decoding and Word Recognition  2. Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words.

(Language Arts, Level 5)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. C. Mechanics, Spelling, and Handwriting 6. Use knowledge of roots, prefixes, suffixes, and English spelling patterns to spell words correctly in writing.

(Language Arts, Level 5)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. F. Vocabulary and Concept Development 1. Infer word meanings from learned roots, prefixes, and suffixes.

(Language Arts, Level 6)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. C. Mechanics, Spelling, and Handwriting 6. Use knowledge of roots, prefixes, suffixes, and English spelling patterns to spell words correctly in writing.

(Language Arts, level 6)

RU33-Suffixes
Students view a description of suffixes. They listen to a word and attach the correct suffix from a list of suffixes to the base or root word.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  F. Vocabulary and Concept Development 2. Know and relate meanings of simple prefixes and suffixes.

(Language Arts, Level 2)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  C. Decoding and Word Recognition 1. Know sounds for a range of prefixes and suffixes (e.g., re-, ex-, -ment, -tion).

(Language Arts, Level 3)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  F. Vocabulary and Concept Development 3. Infer word meanings from taught roots, prefixes, and suffixes

(Language Arts, Level 3)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. F. Vocabulary and Concept Development 1. Infer word meanings from learned roots, prefixes, and suffixes.

(Language Arts, Level 4)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  C. Decoding and Word Recognition  2. Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words.

(Language Arts, Level 5)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. C. Mechanics, Spelling, and Handwriting 6. Use knowledge of roots, prefixes, suffixes, and English spelling patterns to spell words correctly in writing.

(Language Arts, Level 5)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  C. Decoding and Word Recognition 2. Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words.

(Language Arts, Level 6)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. F. Vocabulary and Concept Development 1. Infer word meanings from learned roots, prefixes, and suffixes.

(Language Arts, Level 6)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. C. Mechanics, Spelling, and Handwriting 6. Use knowledge of roots, prefixes, suffixes, and English spelling patterns to spell words correctly in writing.

(Language Arts, level 6)

RU34-Compound Words
Students view a description of compound words. They listen to a compound word and attach the correct initial word from a list to the ending word.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. C. Decoding and Word Recognition  3. Recognize compound words, contractions, and common abbreviations.

(Language Arts, Level 4)

RU35-Long or Multi-syllable Words A
Students listen to and view a song presenting a method for decoding long words or multi-syllable words by separating the syllables, sounding out each syllable, and blending together the sounds. They must listen to long words and select them from a list of words.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. B. Phonological Awareness (includes phonemic awareness) 2. Demonstrate phonemic awareness by rhyming, clapping syllables, and substituting sounds. (Language Arts, Level K)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  B.  Phonological Awareness (includes phonemic awareness) 3. Listen and identify the number of syllables in a word.

(Language Arts, Level 1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  C. Decoding and Word Recognition 3. Decode regular multisyllable words and parts of words (e.g., capital, Kalamazoo).

(Language Arts, Level 2)

RU36-Long or Multi-syllable Words B
Students listen to and view a song presenting a method for decoding long words or multi-syllable words by separating the syllables, sounding out each syllable, and blending together the sounds. They must listen to long words and select them from a list of words.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. B. Phonological Awareness (includes phonemic awareness) 2. Demonstrate phonemic awareness by rhyming, clapping syllables, and substituting sounds. (Language Arts, Level K)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  B.  Phonological Awareness (includes phonemic awareness) 3. Listen and identify the number of syllables in a word.

(Language Arts, Level 1)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  C. Decoding and Word Recognition 3. Decode regular multisyllable words and parts of words (e.g., capital, Kalamazoo).

(Language Arts, Level 2)

RU37-Contractions
Students view a description of contractions. They read two words and then select the matching contraction with the correct apostrophe and eliminated letters.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. C. Decoding and Word Recognition  3. Recognize compound words, contractions, and common abbreviations.

(Language Arts, Level 4)

RU38-Numbers
Students listen to and view a song presenting the word categories of numbers 1 to 100. They fill in a bank check by selecting the written out number that matches the numeral amount on the check.

RU39-Days and Months
Students listen to and view a song presenting the word categories of days of the week and months of the year. They read invitations and identify the time and details of the invite.

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. D. Units of Measurement 3. Select and use appropriate standard and non-standard units of measure and standard measurement tools to solve real-life problems. Time - second, minute, hour, day, week, month, year

(Language Arts, Level k-2)

RU40-Directions
Students read and follow multiple-step written instructions and select the correct directions on maps, signs, diagrams and illustrations to navigate to a house.

RU41-Instructions
Students read and follow multiple-step written instructions and select the correct actions on signs, diagrams and illustrations to operate a gasoline pump and a television remote control.

RU42-Details: Who What When Where Why
Students listen to and view a song presenting the facts and details who what when where and why. They read one-paragraph passages and answer comprehension multiple-choice questions including detail questions. Students follow the paragraph structure of left to right and top to bottom reading.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  G. Comprehension Skills and Response to Text 1. Demonstrate ability to recall facts and details of text.

(Language Arts, Level 2)

STANDARD 3.4 (Listening)  All students will listen actively to information from a variety of sources in a variety of situations.  A. Active Listening 1. Listen critically to identify main ideas and supporting details.

(Language Arts, Level 2)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  G. Comprehension Skills and Response to Text 2. Distinguish cause/effect, fact/opinion, and main idea/supporting details in interpreting texts.

(Language Arts, Level 3)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 2. Distinguish cause and effect, fact and opinion, main idea, and supporting details in nonfiction texts (e.g., science, social studies).

(Language Arts, Level 4)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  G. Comprehension Skills and Response to Text 8. Distinguish between major and minor details.

(Language Arts, Level 5)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 8. Distinguish between major and minor details.

(Language Arts, Level 6)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 8. Explore the central idea or theme of an informational reading and support analysis with details from the article and personal experiences.

(Language Arts, level 7)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 8. Explore the central idea or theme of an informational reading and support analysis with details from the article and personal experiences.

(Language Arts, Level 8)

RU43-Order and Sequence
Students read five sentences and move each sentence into the logical order and sequence. They place the topic sentence or problem at the top, the detail sentences in sequential or chronological order, and the conclusion sentence or solution at the end.

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. A. Writing as a Process (prewriting, drafting, revising, editing, post writing) 7. Begin to sequence story events for writing using pictures, developmental spelling, or conventional text.

(Language Arts, Level K)

STANDARD 3.5 (Viewing and media literacy) All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources. B. Visual and Verbal Messages 2. Sequence a series of pictures or images to tell a story.

(Language Arts, Level 1)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. B. Writing as a Product (resulting in a formal product or publication) 10. Provide logical sequence and support the purpose of writing by refining organizational structure and developing transitions between ideas.

(Language Arts, Level 4)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. B. Writing as a Product (resulting in a formal product or publication) 11. Engage the reader from beginning to end with an interesting opening, logical sequence, and satisfying conclusion.

(Language Arts, Level 4)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  G. Comprehension Skills and Response to Text 3. Use cause and effect and sequence of events to gain meaning.

(Language Arts, Level 5)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. B. Writing as a Product (resulting in a formal product or publication) 9. Provide logical sequence throughout multi-paragraph works by refining organizational structure and developing transitions between ideas.

(Language Arts, Level 5)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. B. Writing as a Product (resulting in a formal product or publication) 10. Engage the reader from beginning to end with an interesting opening, logical sequence, and satisfying conclusion.

(Language Arts, Level 5)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 12. Use a variety of strategies to organize writing, including sequence, chronology, cause/effect, problem/solution, and order of importance.

(Language Arts, Level 5)

STANDARD 3.5 (Viewing and media literacy) All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources. B. Visual and Verbal Messages 6. Compare and contrast media sources, such as film and book versions of a story.

(Language Arts, Level 5)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 3. Use cause and effect and sequence of events to gain meaning.

(Language Arts, Level 6)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. B. Writing as a Product (resulting in a formal product or publication) 9. Provide logical sequence throughout multi-paragraph works by refining organizational structure and developing transitions between ideas.

(Language Arts, level 6)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. B. Writing as a Product (resulting in a formal product or publication) 10. Engage the reader from beginning to end with an interesting opening, logical sequence, and satisfying conclusion.

(Language Arts, level 6)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 10. Use a variety of strategies to organize writing, including sequence, chronology, cause/effect, problem/solution, and order of importance.

(Language Arts, level 6)

RU44-Compare and Contrast
Students read one paragraph passages and answer multiple-choice questions to compare and contrast the similarities and differences of information on the same topic.

STANDARD 3.5 (Viewing and media literacy) All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources. A. Constructing Meaning 7. Begin to compare and contrast media characters.

(Language Arts, Level 1)

STANDARD 3.5 (Viewing and media literacy) All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources.  A. Constructing Meaning  5. Compare and contrast media characters.

(Language Arts, Level 2)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  G. Comprehension Skills and Response to Text  10. Compare and contrast story plots, characters, settings, and themes.

(Language Arts, Level 3)

STANDARD 3.5 (Viewing and media literacy) All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources.  B. Visual and Verbal Messages 4. Compare and contrast media sources, such as film and book versions of a story.

(Language Arts, Level 4)

STANDARD 3.5 (Viewing and media literacy) All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources. A. Constructing Meaning 6. Compare and contrast media sources, such as film and book versions of a story.

(Language Arts, Level 6)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 14. Compare and contrast the perspectives of authors in a variety of interdisciplinary works.

(Language Arts, Level 7)

STANDARD 3.5 (Viewing and media literacy) All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources. A. Constructing Meaning 4. Compare and contrast how the various forms of media (e.g. newspapers, radio, television, internet news outlets) cover the same topic.

(Language Arts, level 7)

STANDARD 3.5 (Viewing and media literacy) All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources. B. Visual and Verbal Messages 5. Compare and contrast media sources, such as film and book versions of a story.

(Language Arts, level 7)

STANDARD 3.5 (Viewing and media literacy) All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources. B. Visual and Verbal Messages 4. Compare and contrast how the various forms of media (e.g. newspapers, radio, television, internet news outlets) cover the same topic.

(Language Arts, Level 8)

RU45-Cause and Effect
Students view a description of cause and effect explaining the why and because relationships. Students read one paragraph passages and answer multiple-choice questions which ask why, with answers beginning with because.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  G. Comprehension Skills and Response to Text 2. Recognize cause and effect in text.

(Language Arts, Level 2)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  G. Comprehension Skills and Response to Text 2. Distinguish cause/effect, fact/opinion, and main idea/supporting details in interpreting texts.

(Language Arts, Level 3)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 2. Distinguish cause and effect, fact and opinion, main idea, and supporting details in nonfiction texts (e.g., science, social studies).

(Language Arts, Level 4)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  G. Comprehension Skills and Response to Text 3. Use cause and effect and sequence of events to gain meaning.

(Language Arts, Level 5)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 12. Use a variety of strategies to organize writing, including sequence, chronology, cause/effect, problem/solution, and order of importance.

(Language Arts, Level 5)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 3. Use cause and effect and sequence of events to gain meaning.

(Language Arts, Level 6)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 10. Use a variety of strategies to organize writing, including sequence, chronology, cause/effect, problem/solution, and order of importance.

(Language Arts, level 6)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. A. Concepts About Print/Text 1. Identify and use organizational structures to comprehend information. (e.g.,  logical order, comparison/contrast, cause/effect, chronological, sequential, procedural text).

(Language Arts, level 8)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 12. Choose an appropriate organizing strategy such as cause/effect, pro and con, parody, to effectively present a topic, point of view, or argument.

(Language Arts, Level 8)

RU46-Fact and Opinion
Students view a description of fact and opinion. They read sentences and select whether they represent a fact or the opinion of the author.

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 3. Differentiate between fact, opinion, bias, and propaganda in newspapers, periodicals, and electronic texts.

(Language Arts, Level 7)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 1. Differentiate between fact/opinion and bias and propaganda in newspapers, periodicals, and electronic texts.

(Language Arts, level 8)

RU47-Main Idea
Students listen to and view a song describing the main idea and details of a paragraph, with an example paragraph and structure diagram. They must read a paragraph and identify the main idea, summary, central idea, theme, or topic.

STANDARD 3.4 (Listening)  All students will listen actively to information from a variety of sources in a variety of situations.  A. Active Listening 1. Listen critically to identify main ideas and supporting details.

(Language Arts, Level 2)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  G. Comprehension Skills and Response to Text 2. Distinguish cause/effect, fact/opinion, and main idea/supporting details in interpreting texts.

(Language Arts, Level 3)

STANDARD 3.4 (Listening) All students will listen actively to information from a variety of sources in a variety of situations.  B. Listening Comprehension 2. Listen to a story read aloud and/or information from television or film, and summarize main ideas.

(Language Arts, Level 3)

STANDARD 3.5 (Viewing and media literacy) All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources. A. Constructing Meaning 2. Identify the central theme and main ideas in different media.

(Language Arts, Level 3)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 1. Discuss underlying themes across cultures in various texts

(Language Arts, Level 4)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 2. Distinguish cause and effect, fact and opinion, main idea, and supporting details in nonfiction texts (e.g., science, social studies).

(Language Arts, Level 4)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 7. Identify and summarize central ideas in informational texts.

(Language Arts, Level 4)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.  G. Comprehension Skills and Response to Text 7. Understand that theme refers to the central idea or meaning of a selection and recognize themes, whether implied or stated directly.

(Language Arts, Level 5)

STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. B. Writing as a Product (resulting in a formal product or publication) 5. Support main idea, topic, or theme with facts, examples, or explanations, including information from multiple sources.

(Language Arts, Level 5)

STANDARD 3.3  (Speaking) All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Oral Presentation 1. Develop and deliver a formal presentation based on a central theme, including logical sequence, introduction, main ideas, supporting details, and concluding remarks to an audience of peers, younger students, and/or parents

(Language Arts, Level 5)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 7. Identify and analyze features of themes conveyed through characters, actions, and images.

(Language Arts, Level 6)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 12. Recognize characterization, setting, plot, theme, and point of view in fiction.

(Language Arts, Level 6)

STANDARD 3.3  (Speaking) All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Oral Presentation 1. Develop and deliver a formal presentation based on a central theme, including logical sequence, introduction, main ideas, supporting details, and concluding remarks to an audience of peers, younger students, and/or parents.

(Language Arts, level 6)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 5. Analyze ideas and recurring themes found in texts, such as bravery, loyalty, friendship, and loneliness.

(Language Arts, Level 7)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 12. Identify and analyze recurring themes across literary works.

(Language Arts, Level 7)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 3. Analyze ideas and recurring themes found in texts, such as good versus evil, across traditional and contemporary works.

(Language Arts, level 8)

STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text 9. Identify and analyze recurring themes across literary works.

(Language Arts, level 8)

RU48-Conclutions and Inferences
Students view a description of conclusions and inferences. They read one paragraph passages and answer multiple-choice questions including making inferences and predicting outcomes.

RU49-Challenge Game: Follow Instructions
Students read multiple-step written instructions and perform tasks to clean up a messy room.

RU50-Final Challenge: Comprehension
Students listen to a word and then find the matching word in a dictionary to fill in a sentence with a missing word. The game requires comprehension, fluency, and phonemic awareness.

MU01-Place Value
Students listen to and view the place value song that presents the ones, tens, hundreds, thousands, and millions place. Students identify the place value of digits, compare numbers greater than or less than a number, identify spoken numbers, and identify numbers written out as words.

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. A. Number Sense 2. Demonstrate an understanding of whole number place value concepts.

(Math, Level k-2)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways.  A. Number Sense 4. Explore the extension of the place value system to decimals through hundredths.

(Math, Level 3)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. A. Number Sense 2. Demonstrate an understanding of place value concepts.

(Math, Level 4)

MU02-Number Line
Students listen to and view a description of the number line, positive numbers, negative numbers, integers, whole numbers, and real numbers. Students identify points on the number line including positive, negative, integer, whole, and real numbers.

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways.  A. Number Sense 1. Use real-life experiences, physical materials, and technology to construct meanings for numbers (unless otherwise noted, all indicators for grade 3 pertain to these sets of numbers as well). Commonly used fractions (denominators of 2, 3, 4, 5, 6, 8, 10) as part of a whole, as a subset of a set, and as a location on a number line.

(Math, Level 3)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. A. Number Sense 1. Use real-life experiences, physical materials, and technology to construct meanings for numbers (unless otherwise noted, all indicators for grade 4 pertain to these sets of numbers as well). Commonly used fractions (denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 16) as part of a whole, as a subset of a set, and as a location on a number line.

(Math, Level 4)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. A. Number Sense 7. Explore settings that give rise to negative numbers. Extension of the number line

(Math, Level 4)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. A. Number Sense 1. Use real-life experiences, physical materials, and technology to construct meanings for numbers (unless otherwise noted, all indicators for grade 6 pertain to these sets of numbers as well). All fractions as part of a whole, as subset of a set, as a location on a number line, and as divisions of whole numbers

(math, Level 6)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes. D. Procedures 1. Use graphing techniques on a number line. Absolute value, Arithmetic operations represented by vectors (arrows) (e.g., "-3 + 6" is "left 3, right 6")

(Math, Level 7)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes D. Procedures 1. Use graphing techniques on a number line. Absolute value, Arithmetic operations represented by vectors (arrows) (e.g., "-3 + 6" is "left 3, right 6")

 (Math, level 8)

MU03-Comparison
Students listen to and view a song video describing the comparison signs including the greater than sign, less than sign, and equal sign. Students compare two numbers or expressions and select the correct comparison symbols.

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. A. Number Sense 5. Compare and order whole numbers.

(Math, Level k-2)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways.  A. Number Sense 6. Compare and order numbers.

(Math, Level 3)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes.  D. Procedures 2. Understand and use the concepts of equals, less than, and greater than to describe relations between numbers. Symbols ( = , < , > )

(Math, Level 3)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. A. Number Sense 6. Compare and order numbers.

(Math, Level 4)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes. D. Procedures 2. Understand and use the concepts of equals, less than, and greater than in simple number sentences Symbols ( = , < , > )

(Math, Level 4)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. A. Number Sense 1. Use real-life experiences, physical materials, and technology to construct meanings for numbers (unless otherwise noted, all indicators for grade 5 pertain to these sets of numbers as well). All fractions as part of a whole, as subset of a set, as a location on a number line, and as divisions of whole numbers.

(Math, level 5)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. A. Number Sense 6. Compare and order numbers.

(Math, level 5)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. A. Number Sense 8. Compare and order numbers.

(math, Level 6)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. A. Number Sense 3. Understand and use ratios, proportions, and percents (including percents greater than 100 and less than 1) in a variety of situations.

(Math, Level 7)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. A. Number Sense 4. Compare and order numbers of all named types.

(Math, Level 7)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. 3. Understand and use ratios, proportions, and percents (including percents greater than 100 and less than 1) in a variety of situations.

(Math, Level 8)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. 4. Compare and order numbers of all named types.

 (Math, Level 8)

MU04-Add Facts 1-5
Students listen to and view five songs listing the addition facts or sums for the numbers 1 to 5 plus 1 to 10. Students memorize to automaticity 50 addition facts presented in a random order with repetition to mastery. Students solve 1-digit addition problems.

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. B. Numerical Operations 1. Develop the meanings of addition and subtraction by concretely modeling and discussing a large variety of problems. Joining, separating, and comparing

(Math, Level k-2)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. B. Numerical Operations 3. Develop proficiency with basic addition and subtraction number facts u sing a variety of fact strategies (such as "counting on" and "near doubles") and then commit them to memory.

(Math, Level k-2)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. B. Numerical Operations 4. Construct, use, and explain procedures for performing addition and subtraction calculations with: Mental math

(Math, Level k-2)

MU05-Add Facts 6-10
Students listen to and view five songs listing the addition facts or sums for the numbers 6 to 10 plus 1 to 10. Students memorize to automaticity 100 addition facts or sums to 20 presented in a random order with repetition to mastery. Students solve 1-digit addition problems.

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. B. Numerical Operations 1. Develop the meanings of addition and subtraction by concretely modeling and discussing a large variety of problems. Joining, separating, and comparing

(Math, Level k-2)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. B. Numerical Operations 3. Develop proficiency with basic addition and subtraction number facts u sing a variety of fact strategies (such as "counting on" and "near doubles") and then commit them to memory.

(Math, Level k-2)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. B. Numerical Operations 4. Construct, use, and explain procedures for performing addition and subtraction calculations with: Mental math

(Math, Level k-2)

MU06-Long Addition
Students listen to and view a song video describing addition or sum of two-digit or multidigit numbers and learn to carry over. Students calculate the sum of 2-digit numbers step-by-step.

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. B. Numerical Operations 5. Use efficient and accurate pencil-and-paper procedures for computation with whole numbers. Addition of 2-digit numbers

(Math, Level k-2)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. B. Numerical Operations 4. Use efficient and accurate pencil-and-paper procedures for computation with whole numbers. Multiplication of 2-digit numbers by 1-digit numbers

(Math, Level 3)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. B. Numerical Operations 4. Use efficient and accurate pencil-and-paper procedures for computation with whole numbers. Addition of 3-digit numbers

(Math, Level 4)

MU07-Subtraction
Students listen to and view a song video describing subtraction or the difference of two-digit numbers and learn to borrow or regroup. Students subtract 2-digit numbers step-by-step.

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. B. Numerical Operations 1. Develop the meanings of addition and subtraction by concretely modeling and discussing a large variety of problems. Joining, separating, and comparing

(Math, Level k-2)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. B. Numerical Operations 4. Construct, use, and explain procedures for performing addition and subtraction calculations with: Pencil-and-paper

(Math, Level k-2)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. B. Numerical Operations 5. Use efficient and accurate pencil-and-paper procedures for computation with whole numbers. Subtraction of 2-digit numbers

(Math, Level k-2)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. B. Numerical Operations 4. Use efficient and accurate pencil-and-paper procedures for computation with whole numbers. Multiplication of 2-digit numbers by 1-digit numbers

(Math, Level 3)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. B. Numerical Operations 4. Use efficient and accurate pencil-and-paper procedures for computation with whole numbers. Multiplication of 2-digit numbers by 1-digit numbers

(Math, Level 3)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. B. Numerical Operations 1. Develop the meanings of the four basic arithmetic operations by modeling and discussing a large variety of problems. Addition and subtraction: joining, separating, comparing

(Math, Level 4)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. B. Numerical Operations 4. Use efficient and accurate pencil-and-paper procedures for computation with whole numbers. Subtraction of 3-digit numbers

(Math, Level 4)

MU08-Mult Facts 1-5
Students listen to and view five songs listing the multiplication facts for the numbers 1 to 5 times 1 to 12. Students memorize to automaticity the multiplication table 1 to 5 presented in a random order with repetition to mastery. Students solve 1-digit multiplication problems.

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. B. Numerical Operations 2. Explore the meanings of multiplication and division by modeling and discussing problems.

(Math, Level k-2)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. 1. Develop the meanings of the four basic arithmetic operations by modeling and discussing a large variety of problems. Multiplication: repeated addition, area/array

 (Math, Level 3)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. B. Numerical Operations 4. Use efficient and accurate pencil-and-paper procedures for computation with whole numbers. Multiplication of 2-digit numbers by 1-digit numbers

(Math, Level 3)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. B. Numerical Operations 1. Develop the meanings of the four basic arithmetic operations by modeling and discussing a large variety of problems. Multiplication: repeated addition, area/array

(Math, Level 4)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. B. Numerical Operations 2. Develop proficiency with basic multiplication and division number facts using a variety of fact strategies (such as "skip counting" and "repeated subtraction") and then commit them to memory.

(Math, Level 4)

MU09-Mult Facts 6-10
Students listen to and view five songs listing the multiplication facts for the numbers 6 to 10 times 1 to 12. Students memorize to automaticity the multiplication table presented in a random order with repetition to mastery. Students solve 1-digit multiplication problems.

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. B. Numerical Operations 2. Explore the meanings of multiplication and division by modeling and discussing problems.

(Math, Level k-2)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. 1. Develop the meanings of the four basic arithmetic operations by modeling and discussing a large variety of problems. Multiplication: repeated addition, area/array

 (Math, Level 3)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. B. Numerical Operations 4. Use efficient and accurate pencil-and-paper procedures for computation with whole numbers. Multiplication of 2-digit numbers by 1-digit numbers

(Math, Level 3)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. B. Numerical Operations 1. Develop the meanings of the four basic arithmetic operations by modeling and discussing a large variety of problems. Multiplication: repeated addition, area/array

(Math, Level 4)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. B. Numerical Operations 2. Develop proficiency with basic multiplication and division number facts using a variety of fact strategies (such as "skip counting" and "repeated subtraction") and then commit them to memory.

(Math, Level 4)

MU10-Long Multiplication
Students listen to and view a description of the long multiplication process or algorithm. Students multiply and solve problems with 1 digit, 2 digit, and multidigit numbers.

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. B. Numerical Operations 4. Use efficient and accurate pencil-and-paper procedures for computation with whole numbers. Multiplication of 2-digit numbers by 1-digit numbers

(Math, Level 3)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. B. Numerical Operations 4. Use efficient and accurate pencil-and-paper procedures for computation with whole numbers. Multiplication of 2-digit numbers

(Math, Level 4)

MU11-Long Division
Students listen to and view a description of the long division process or algorithm. Students divide and solve problems with 1 digit, 2 digit, and multidigit numbers.

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. B. Numerical Operations 4. Use efficient and accurate pencil-and-paper procedures for computation with whole numbers. Division of 3-digit numbers by 1-digit numbers

(Math, Level 4)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. B. Numerical Operations 3. Use an efficient and accurate pencil-and-paper procedure for division of a 3-digit number by a 2-digit number.

(Math, level 5)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. B. Numerical Operations 3. Use an efficient and accurate pencil-and-paper procedure for division of a 3-digit number by a 2-digit number.

(math, Level 6)

MU12-Signed Add
Students listen to and view a signed addition song video describing how to add and subtract positive and negative integers, and how to convert subtraction of signed numbers into addition. Students solve addition and subtraction problems with signed numbers positive and negative step by step.

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. B. Numerical Operations 1. Use and explain procedures for performing calculations with integers and all number types named above with: Pencil-and-paper

(Math, Level 7)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. B. Numerical Operations 1. Use and explain procedures for performing calculations involving addition, subtraction, multiplication, division, and exponentiation with integers and all number types named above with: Pencil-and-paper

(Math, Level 8)

MU13-Signed Multiply
Students listen to and view a signed multiplication song video describing how to multiply and divide positive and negative integers. Students solve multiplication and division problems with signed numbers positive and negative step by step.

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. B. Numerical Operations 1. Use and explain procedures for performing calculations with integers and all number types named above with: Pencil-and-paper

(Math, Level 7)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. B. Numerical Operations 1. Use and explain procedures for performing calculations involving addition, subtraction, multiplication, division, and exponentiation with integers and all number types named above with: Pencil-and-paper

(Math, Level 8)

MU14-Fractions Basics
Students listen to and view a fractions basics song describing parts of a whole, numerator, denominator, proper fractions, improper fractions, mixed fractions, and conversion between types of fractions. Students solve problems identifying and converting between types of fractions.

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways.  A. Number Sense 1. Use real-life experiences, physical materials, and technology to construct meanings for numbers (unless otherwise noted, all indicators for grade 2 pertain to these sets of numbers as well). Proper fractions (denominators of 2, 3, 4, 8, 10)

(Math, Level K-2)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways.  A. Number Sense 1. Use real-life experiences, physical materials, and technology to construct meanings for numbers (unless otherwise noted, all indicators for grade 3 pertain to these sets of numbers as well). Commonly used fractions (denominators of 2, 3, 4, 5, 6, 8, 10) as part of a whole, as a subset of a set, and as a location on a number line.

(Math, Level 3)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. A. Number Sense 1. Use real-life experiences, physical materials, and technology to construct meanings for numbers (unless otherwise noted, all indicators for grade 4 pertain to these sets of numbers as well). Commonly used fractions (denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 16) as part of a whole, as a subset of a set, and as a location on a number line.

(Math, Level 4)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. A. Number Sense 1. Use real-life experiences, physical materials, and technology to construct meanings for numbers (unless otherwise noted, all indicators for grade 5 pertain to these sets of numbers as well). All fractions as part of a whole, as subset of a set, as a location on a number line, and as divisions of whole numbers.

(Math, level 5)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. A. Number Sense 1. Use real-life experiences, physical materials, and technology to construct meanings for numbers (unless otherwise noted, all indicators for grade 6 pertain to these sets of numbers as well). All fractions as part of a whole, as subset of a set, as a location on a number line, and as divisions of whole numbers

(math, Level 6)

MU15-Factors & Multiples
Students listen to and view a description of factors, factorization, and multiples. Students create a list of factors of a number, and a list of multiples of a number.

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. A. Number Sense 5. Develop and apply number theory concepts in problem solving situations. Primes, factors, multiples

(Math, level 5)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. A. Number Sense 7. Develop and apply number theory concepts in problem solving situations. Primes, factors, multiples

(math, Level 6)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. A. Number Sense 7. Develop and apply number theory concepts in problem solving situations. Common multiples, common factors

(math, Level 6)

MU16-Prime Numbers
Students listen to and view a prime number song defining prime numbers and listing the prime numbers up to 47. Students are given whole numbers and create a factor tree of prime factors, or a prime factorization.

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. A. Number Sense 5. Develop and apply number theory concepts in problem solving situations. Primes, factors, multiples

(Math, level 5)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. A. Number Sense 7. Develop and apply number theory concepts in problem solving situations. Primes, factors, multiples

(math, Level 6)

MU17-Reduce Fractions
Students listen to and view a song video describing the process or algorithm for reducing or simplifying fractions to their lowest terms using the greatest common factor, or GCF. Students reduce or simplify fractions step by step by finding the factors of the numerator and denominator, selecting the greatest common factor (divisor), and dividing by the GCF.

MU18-Multiply Fractions
Students listen to and view a description of how to multiply fractions, and how to divide fractions by inverting the divisor and multiplying. Students solve problems by multiplying and dividing fractions step by step.

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. B. Numerical Operations 2. Construct, use, and explain procedures for performing calculations with fractions and decimals with: Pencil-and-paper

(math, Level 6)

MU19-Add Fractions
Students listen to and view a description of the process or algorithm for the addition and subtraction of fractions using the least common denominator, or LCD. Students add and subtract fractions step by step by finding the least common multiple, converting fractions to the LCD, and adding the numerators.

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. B. Numerical Operations 9. Use concrete models to explore addition and subtraction with fractions.

(Math, Level 4)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. B. Numerical Operations 2. Construct, use, and explain procedures for performing addition and subtraction with fractions and decimals with: Pencil-and-paper

(Math, level 5)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. B. Numerical Operations 2. Construct, use, and explain procedures for performing calculations with fractions and decimals with: Pencil-and-paper

(math, Level 6)

MU20-Decimal Place Value
Students listen to and view a decimal place value song describing the tenths, hundredths, and thousandths place in numbers of one, two, and three decimal places. Students identify spoken and written numbers with up to three decimal places and round and compare decimal numbers.

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways.  A. Number Sense 4. Explore the extension of the place value system to decimals through hundredths.

(Math, Level 3)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. A. Number Sense 2. Demonstrate an understanding of place value concepts.

(Math, Level 4)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. A. Number Sense 1. Use real-life experiences, physical materials, and technology to construct meanings for numbers (unless otherwise noted, all indicators for grade 5 pertain to these sets of numbers as well). All decimals.

(Math, level 5)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. A. Number Sense 1. Use real-life experiences, physical materials, and technology to construct meanings for numbers (unless otherwise noted, all indicators for grade 6 pertain to these sets of numbers as well). All decimals

(math, Level 6)

MU21-Add Decimals
Students listen to and view a description of how to add and subtract decimal numbers by lining up the decimal point, adding, and placing the decimal point in the answer. Students solve problems with the addition and subtractions of decimal numbers.

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. B. Numerical Operations 5. Construct and use procedures for performing decimal addition and subtraction

(Math, Level 4)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. B. Numerical Operations 2. Construct, use, and explain procedures for performing addition and subtraction with fractions and decimals with:

(Math, level 5)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. B. Numerical Operations 2. Construct, use, and explain procedures for performing calculations with fractions and decimals with:

(math, Level 6)

MU22-Multiply Decimals
Students listen to and view a description of how to multiply and divide decimal numbers and place the decimal point in the answer. Students solve problems with the multiplication and division of decimal numbers.

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. B. Numerical Operations 2. Construct, use, and explain procedures for performing calculations with fractions and decimals with:

(math, Level 6)

MU23-Percent Convert
Students listen to and view a description of percentages and how to convert percentages to and from fractions and decimals. Students calculate the percentage of quantities and solve problems converting percentages, fractions, and decimals.

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. A. Number Sense 5. Use whole numbers, fractions, decimals, and percents to represent equivalent forms of the same number.

(Math, Level 7)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. C. Estimation 1. Use equivalent representations of numbers such as fractions, decimals, and percents to facilitate estimation

(Math, Level 7)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. A. Number Sense  Percents

(Math, Level 8)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. 5. Use whole numbers, fractions, decimals, and percents to represent equivalent forms of the same number.

(Math, Level 8)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. C. Estimation 2. Use equivalent representations of numbers such as fractions, decimals, and percents to facilitate estimation

(Math, Level 8)

MU24-Percent Problems
Students listen to and view a description of how to solve common percentage word problems including sales discounts. Students solve real world word problems involving the calculation of percent values.

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. A. Number Sense 5. Understand and use whole-number percents between 1 and 100 in a variety of situations.

(math, Level 6)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. A. Number Sense 3. Understand and use ratios, proportions, and percents (including percents greater than 100 and less than 1) in a variety of situations.

(Math, Level 7)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. A. Number, Numbers represented in scientific notation

(Math, Level 8)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. 3. Understand and use ratios, proportions, and percents (including percents greater than 100 and less than 1) in a variety of situations.

(Math, Level 8)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. B. Numerical Operations 4. Solve problems involving proportions and percents.

(Math, Level 8)

MU25-Exponents Basics
Students listen to and view a description of exponents including squares, cubes, and higher powers as well as exponents of power 0 and power 1. Students solve exponent problems by matching a base and exponent with the equivalent multiplication and the evaluated number. Students work with and understand powers of 10.

MU26-Exponents Rules
Students listen to and view a song video describing exponent rules and properties: multiplying and dividing two exponents with a common base, taking an exponent of an exponent, and evaluating negative exponents. Students solve exponent problems by matching an exponent problem with the applied rule and the answer.

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. A. Number Sense 1. Extend understanding of the number system by constructing meanings for the following (unless otherwise noted, all indicators for grade 7 pertain to these sets of numbers as well): Whole numbers with exponents

(Math, Level 7)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. B. Numerical Operations 2. Use exponentiation to find whole number powers of numbers.

(Math, Level 7)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. 1. Extend understanding of the number system by constructing meanings for the following (unless otherwise noted, all indicators for grade 8 pertain to these sets of numbers as well): A. Number Exponents

(Math, Level 8)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. B. Numerical Operations 1. Use and explain procedures for performing calculations involving addition, subtraction, multiplication, division, and exponentiation with integers and all number types named above with:

(Math, Level 8)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. B. Numerical Operations 2. Use exponentiation to find whole number powers of numbers.

(Math, Level 8)

MU27-Square Roots
Students listen to and view a description of square roots and a song listing square roots of perfect squares from 1 to 100. Students solve square root problems. Students estimate square roots by determining between which integers the square root lies.

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. A. 7. Construct meanings for common irrational numbers, such as π(pi) and the square root of 2.

(Math, Level 8)

MU28-Scientific Notation
Students listen to and view a description of scientific notation, calculator notation, and standard notation. Students convert numbers between standard and scientific notation by placing the decimal point and determining the exponent required.

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. 1. Extend understanding of the number system by constructing meanings for the following (unless otherwise noted, all indicators for grade 8 pertain to these sets of numbers as well): A. Number, Numbers represented in scientific notation

(Math, Level 8)

MU29-Algebra Basics
Students listen to and view a description of algebra basics including variables, constants, coefficients, evaluating expressions, and substitution. Students identify the terminology for each part of an equation and substitute values to evaluate expressions.

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes.  A. Patterns 1. Recognize, describe, extend, and create patterns. Descriptions using words and number sentences/expressions.

(Math, Level 3)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes. A. Patterns 1. Recognize, describe, extend, and create patterns. Descriptions using words, number sentences/expressions, graphs, tables, variables (e.g., shape, blank, or letter)

(Math, Level 4)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes. C. Modeling 1. Use number sentences to model situations. Using concrete materials, tables, graphs, verbal rules, algebraic expressions/equations

(Math, Level 5)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes C. Modeling  1. Use patterns, relations, and linear functions to model situations. Using concrete materials, tables, graphs, verbal rules, algebraic expressions/equations/inequalities

(Math, Level 6)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes D. Procedures 3. Evaluate numerical expressions.

(Math, Level 6)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes. A. Patterns 1. Recognize, describe, extend, and create patterns involving whole numbers, rational numbers, and integers. Descriptions using tables, verbal and symbolic rules, graphs, simple equations or expressions

(Math, Level 7)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes. C. Modeling 2. Use patterns, relations, symbolic algebra, and linear functions to model situations. Using manipulatives, tables, graphs, verbal rules, algebraic expressions/equations/inequalities

(Math, Level 7)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes. D. Procedures 3. Create, evaluate, and simplify algebraic expressions involving variables. Substitution of a number for a variable

(Math, Level 7)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes. A. Patterns 1. Recognize, describe, extend, and create patterns involving whole numbers, rational numbers, and integers. Descriptions using tables, verbal and symbolic rules, graphs, simple equations or expressions

(Math, level 8)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes D. Procedures 4. Create, evaluate, and simplify algebraic expressions involving variables. Substitution of a number for a variable, Translation of a verbal phrase or sentence into an algebraic expression, equation, or inequality, and vice versa

 (Math, level 8)

MU30-PEMDAS Order of Operations
Students listen to and view a song describing the PEMDAS order of operations: parentheses (brackets) first, exponents next, multiplication and division, addition and subtraction. Students evaluate expressions step-by-step using the PEMDAS order of operations.

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. B. Numerical Operations 8. Understand and apply the standard algebraic order of operations for the four basic operations, including appropriate use of parentheses.

(math, Level 6)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. B. Numerical Operations 3. Understand and apply the standard algebraic order of operations, including appropriate use of parentheses.

(Math, Level 7)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes. D. Procedures 3. Create, evaluate, and simplify algebraic expressions involving variables. Order of operations, including appropriate use of parentheses

(Math, Level 7)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. B. Numerical Operations 5. Understand and apply the standard algebraic order of operations, including appropriate use of parentheses.

(Math, Level 8)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes D. Procedures 4. Create, evaluate, and simplify algebraic expressions involving variables. Order of operations, including appropriate use of parentheses

 (Math, level 8)

MU31-Simplify Expressions
Students listen to and view a description of how to simplify algebra expressions using the distributive property and how to combine like terms. Students distribute and combine like terms to simplify expressions.

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes. D. Procedures 3. Create, evaluate, and simplify algebraic expressions involving variables. Order of operations, including appropriate use of parentheses

(Math, Level 7)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes. D. Procedures 3. Create, evaluate, and simplify algebraic expressions involving variables. Substitution of a number for a variable

(Math, Level 7)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes D. Procedures 4. Create, evaluate, and simplify algebraic expressions involving variables. Order of operations, including appropriate use of parentheses, Distributive property, Substitution of a number for a variable

 (Math, level 8)

MU32-Solve Equations
Students listen to and view a description of how to solve one-step, two-step and multi-step linear equations with one variable. Students identify the operations to perform for each step to solve equations with one variable.

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes. A. Patterns 1. Recognize, describe, extend, and create patterns involving whole numbers. Descriptions using tables, verbal rules, simple equations, and graphs

(Math, Level 5)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes. B. Functions and Relationships 2. Graph points satisfying a function from T-charts, from verbal rules, and from simple equations.

(Math, Level 5)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes. D. Procedures 1. Solve simple linear equations with manipulatives and informally Whole-number coefficients only, answers also whole numbers,Variables on one side of equation

(Math, Level 5)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes. A. Patterns 1. Recognize, describe, extend, and create patterns involving whole numbers and rational numbers. Descriptions using tables, verbal rules, simple equations, and graphs

(Math, Level 6)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes D. Procedures 1. Solve simple linear equations with manipulatives and informally. Whole-number coefficients only, answers also whole numbers,  Variables on one or both sides of equation

(Math, Level 6)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes. B. Functions and Relationships 1. Graph functions, and understand and describe their general behavior. Equations involving two variables

(Math, Level 7)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes. C. Modeling 1. Analyze functional relationships to explain how a change in one quantity can result in a change in another, using pictures, graphs, charts, and equations.

(Math, Level 7)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes. C. Modeling 2. Use patterns, relations, symbolic algebra, and linear functions to model situations. Using manipulatives, tables, graphs, verbal rules, algebraic expressions/equations/inequalities

(Math, Level 7)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes. D. Procedures 2. Solve simple linear equations informally and graphically. Multi-step, integer coefficients only (although answers may not be integers), Using paper-and-pencil, calculators, graphing calculators, spreadsheets, and other technology

(Math, Level 7)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes. D. Procedures 4. Understand and apply the properties of operations, numbers, equations, and inequalities. Additive inverse

 (Math, Level 7)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes. B. Functions and Relationships 1. Graph functions, and understand and describe their general behavior. Equations involving two variables

(Math, level 8)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes. C. Modeling 1. Analyze functional relationships to explain how a change in one quantity can result in a change in another, using pictures, graphs, charts, and equations

(Math, level 8)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes. C. Modeling 2. Use patterns, relations, symbolic algebra, and linear functions to model situations. Using concrete materials (manipulatives), tables, graphs, verbal rules, algebraic expressions/equations/inequalities

(Math, level 8)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes D. Procedures 2. Solve simple linear equations informally, graphically, and using formal algebraic methods. Multi-step, integer coefficients only (although answers may not be integers), Using paper-and-pencil, calculators, graphing calculators, spreadsheets, and other technology

 (Math, level 8)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes D. Procedures 5. Understand and apply the properties of operations, numbers, equations, and inequalities. Additive inverse, Multiplicative inverse, Addition and multiplication properties of equality, Addition and multiplication properties of inequalities,

 (Math, level 8)

MU33-Ratios & Proportions
Students listen to and view a description of ratio and proportion, and learn to solve proportion problems through cross-multiplication. Students solve ratio and proportion problems step-by-step.

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. A. Number Sense 4. Explore the use of ratios and proportions in a variety of situations.

(math, Level 6)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. A. Number Sense 3. Understand and use ratios, proportions, and percents (including percents greater than 100 and less than 1) in a variety of situations.

(Math, Level 7)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. A. Geometric Properties 2. Understand and apply the concept of similarity. Using proportions to find missing measures

(Math, Level 7)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. 3. Understand and use ratios, proportions, and percents (including percents greater than 100 and less than 1) in a variety of situations.

(Math, Level 8)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. B. Numerical Operations 4. Solve problems involving proportions and percents.

(Math, Level 8)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. A. Geometric Properties 4. Understand and apply the concept of similarity. Using proportions to find missing measures

(Math, Level 8)

MU34-Word Problems
Students listen to and view a description of a four-step method for solving real world word problems: find what is asked for, list what is given, determine the math needed, and calculate the answer. Students solve word problems using the four step method.

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas. A. Problem Solving 1. Learn mathematics through problem solving, inquiry, and discovery.

(Math, Level K-2)

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas. A. Problem Solving 2. Solve problems that arise in mathematics and in other contexts (cf. workplace readiness standard 8.3). Open-ended problems, Non-routine problems, Problems with multiple solutions, Problems that can be solved in several ways.

(Math, Level K-2)

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas. A. Problem Solving 3. Select and apply a variety of appropriate problem-solving strategies (e.g., "try a simpler problem" or "make a diagram") to solve problems.

(Math, Level K-2)

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas. A. Problem Solving 4. Pose problems of various types and levels of difficulty.

(Math, Level K-2)

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas. A. Problem Solving 1. Learn mathematics through problem solving, inquiry, and discovery.

(Math, Level 3)

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas. A. Problem Solving 2. Solve problems that arise in mathematics and in other contexts (cf. workplace readiness standard 8.3). Open-ended problems, Non-routine problems, Problems with multiple solutions, Problems that can be solved in several ways.

(Math, Level 3)

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas. A. Problem Solving 3. Select and apply a variety of appropriate problem-solving strategies (e.g., "try a simpler problem" or "make a diagram") to solve problems.

(Math, Level 3)

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas. A. Problem Solving 4. Pose problems of various types and levels of difficulty.

(Math, Level 3)

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas. A. Problem Solving 1. Learn mathematics through problem solving, inquiry, and discovery.

(math, level 4)

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas. A. Problem Solving 2. Solve problems that arise in mathematics and in other contexts (cf. workplace readiness standard 8.3) Open-ended problems, Non-routine problems, Problems with multiple solutions, Problems that can be solved in several ways.

(math, level 4)

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas. A. Problem Solving 3. Select and apply a variety of appropriate problem-solving strategies (e.g., "try a simpler problem" or "make a diagram") to solve problems.

(math, level 4)

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas. A. Problem Solving. 4. Pose problems of various types and levels of difficulty.

(math, level 4)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. A. Number Sense 5. Develop and apply number theory concepts in problem solving situations.

(Math, level 5)

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas. A. Problem Solving 1. Learn mathematics through problem solving, inquiry, and discovery.

(Math, Level 5)

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas. A. Problem Solving 2. Solve problems that arise in mathematics and in other contexts (cf. workplace readiness standard 8.3). Open-ended problems, Non-routine problems, Problems with multiple solutions, Problems that can be solved in several ways

(Math, Level 5)

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas. A. Problem Solving 3. Select and apply a variety of appropriate problem-solving strategies (e.g., "try a simpler problem" or "make a diagram") to solve problems.

(Math, Level 5)

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas. A. Problem Solving 4. Pose problems of various types and levels of difficulty.

(Math, Level 5)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. A. Number Sense 7. Develop and apply number theory concepts in problem solving situations. Primes, factors, multiples

(math, Level 6)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. A. Number Sense 7. Develop and apply number theory concepts in problem solving situations. Common multiples, common factors

(math, Level 6)

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas. A. Problem Solving 1. Learn mathematics through problem solving, inquiry, and discovery.

(Math, Level 6)

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas. A. Problem Solving 2. Solve problems that arise in mathematics and in other contexts (cf. workplace readiness standard 8.3). Open-ended problems, Non-routine problems, Problems with multiple solutions, Problems that can be solved in several ways

(Math, Level 6)

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas. A. Problem Solving 3. Select and apply a variety of appropriate problem-solving strategies (e.g., "try a simpler problem" or "make a diagram") to solve problems.

(Math, Level 6)

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas. A. Problem Solving 4. Pose problems of various types and levels of difficulty.

(Math, Level 6)

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas. A. Problem Solving 1. Learn mathematics through problem solving, inquiry, and discovery.

(Math, Level 7)

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas. A. Problem Solving 2. Solve problems that arise in mathematics and in other contexts (cf. workplace readiness standard 8.3) Open-ended problems, Non-routine problems, Problems with multiple solutions, Problems that can be solved in several ways

(Math, level 7)

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas. A. Problem Solving 3. Select and apply a variety of appropriate problem-solving strategies (e.g., "try a simpler problem" or "make a diagram") to solve problems.

(Math, level 7)

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas. A. Problem Solving 4. Pose problems of various types and levels of difficulty.

(Math, level 7)

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas. A. Problem Solving 1. Learn mathematics through problem solving, inquiry, and discovery.

(Math, level 8)

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas. A. Problem Solving 2. Solve problems that arise in mathematics and in other contexts (cf. workplace readiness standard 8.3). Open-ended problems, Non-routine problems, Problems with multiple solutions, Problems that can be solved in several ways

(Math, level 8)

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas. A. Problem Solving 3. Select and apply a variety of appropriate problem-solving strategies (e.g., "try a simpler problem" or "make a diagram") to solve problems

(Math, level 8)

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas. A. Problem Solving 4. Pose problems of various types and levels of difficulty.

(Math, level 8)

MU35-Graphs & Charts
Students view a description of bar graphs, pie charts, and line graphs, including the concepts of largest and smallest value. Students answer word problems by analyzing a variety of charts and graphs.

STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data. A. Data Analysis (or Statistics) 2. Read, interpret, construct, and analyze displays of data. Pictures, tally chart, pictograph, bar graph, Venn diagram.

(Math, Level K-2)

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas.  E. Representations 1. Create and use representations to organize, record, and communicate mathematical ideas. Graphical representations (e.g., a line graph)

(Math, Level K-2)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes.  C. Modeling 1. Recognize and describe change in quantities Graphs representing change over time (e.g., temperature, height)

(Math, Level 3)

STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data. A. Data Analysis (or Statistics) 2. Read, interpret, construct, analyze, generate questions about, and draw inferences from displays of data. Pictograph, bar graph, table E. Representations

(Math, Level 3)

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas. 1. Create and use representations to organize, record, and communicate mathematical ideas. Graphical representations (e.g., a line graph)

(Math, Level 3)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes. A. Patterns 1. Recognize, describe, extend, and create patterns. Descriptions using words, number sentences/expressions, graphs, tables, variables (e.g., shape, blank, or letter)

(Math, Level 4)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes. C. Modeling 1. Recognize and describe change in quantities. Graphs representing change over time (e.g., temperature, height)

(Math, Level 4)

STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data. A. Data Analysis (or Statistics) 2. Read, interpret, construct, analyze, generate questions about, and draw inferences from displays of data Pictograph, bar graph, line plot, line graph, table.

(math, level 4)

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas. E. Representations 1. Create and use representations to organize, record, and communicate mathematical ideas. Graphical representations (e.g., a line graph)

(math, level 4)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes. A. Patterns 1. Recognize, describe, extend, and create patterns involving whole numbers. Descriptions using tables, verbal rules, simple equations, and graphs

(Math, Level 5)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes. B. Functions and Relationships 2. Graph points satisfying a function from T-charts, from verbal rules, and from simple equations.

(Math, Level 5)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes. C. Modeling 1. Use number sentences to model situations. Using concrete materials, tables, graphs, verbal rules, algebraic expressions/equations

(Math, Level 5)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes. C. Modeling 2. Draw freehand sketches of graphs that model real phenomena and use such graphs to predict and interpret events. Changes over time, Rates of change (e.g., when is plant growing slowly/rapidly, when is temperature dropping most rapidly/slowly)

(Math, Level 5)

STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data A. Data Analysis (or Statistics) 2. Read, interpret, select, construct, analyze, generate questions about, and draw inferences from displays of data Bar graph, line graph, circle graph, table

(math, level 5)

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas. E. Representations 2. Select, apply, and translate among mathematical representations to solve problems. Graphical representations (e.g., a line graph)

(Math, Level 5)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes. A. Patterns 1. Recognize, describe, extend, and create patterns involving whole numbers and rational numbers. Descriptions using tables, verbal rules, simple equations, and graphs

(Math, Level 6)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes B. Functions and Relationships 1. Describe the general behavior of functions given by formulas or verbal rules (e.g., graph to determine whether increasing or decreasing, linear or not).

(Math, Level 6)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes C. Modeling  1. Use patterns, relations, and linear functions to model situations. Using concrete materials, tables, graphs, verbal rules, algebraic expressions/equations/inequalities

(Math, Level 6)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes C. Modeling   2. Draw freehand sketches of graphs that model real phenomena and use such graphs to predict and interpret events.  Changes over time, Relations between quantities, Rates of change (e.g., when is plant growing slowly/rapidly, when is temperature dropping most rapidly/slowly)

(Math, Level 6)

STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data. A. Data Analysis (or Statistics) 2. Read, interpret, select, construct, analyze, generate questions about, and draw inferences from displays of data. Bar graph, line graph, circle graph, table, histogram

(Math, Level 6)

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas. E. Representations 1. Create and use representations to organize, record, and communicate mathematical ideas. Graphical representations (e.g., a line graph)

(Math, Level 6)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes. A. Patterns 1. Recognize, describe, extend, and create patterns involving whole numbers, rational numbers, and integers. Descriptions using tables, verbal and symbolic rules, graphs, simple equations or expressions

(Math, Level 7)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes. B. Functions and Relationships 1. Graph functions, and understand and describe their general behavior. Equations involving two variables

(Math, Level 7)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes. C. Modeling 1. Analyze functional relationships to explain how a change in one quantity can result in a change in another, using pictures, graphs, charts, and equations.

(Math, Level 7)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes. C. Modeling 2. Use patterns, relations, symbolic algebra, and linear functions to model situations. Using manipulatives, tables, graphs, verbal rules, algebraic expressions/equations/inequalities

(Math, Level 7)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes. D. Procedures 2. Solve simple linear equations informally and graphically. Multi-step, integer coefficients only (although answers may not be integers), Using paper-and-pencil, calculators, graphing calculators, spreadsheets, and other technology

(Math, Level 7)

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas. E. Representations 1. Create and use representations to organize, record, and communicate mathematical ideas. Graphical representations (e.g., a line graph)

(Math, level 7)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes. B. Functions and Relationships 1. Graph functions, and understand and describe their general behavior. Equations involving two variables

(Math, level 8)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes. B. Functions and Relationships 1. Graph functions, and understand and describe their general behavior. Rates of change (informal notion of slope)

(Math, level 8)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes. B. Functions and Relationships 2. Recognize and describe the difference between linear and exponential growth, using tables, graphs, and equations.

(Math, level 8)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes. C. Modeling 1. Analyze functional relationships to explain how a change in one quantity can result in a change in another, using pictures, graphs, charts, and equations

(Math, level 8)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes. C. Modeling 2. Use patterns, relations, symbolic algebra, and linear functions to model situations. Using concrete materials (manipulatives), tables, graphs, verbal rules, algebraic expressions/equations/inequalities

(Math, level 8)

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas. E. Representations 1. Create and use representations to organize, record, and communicate mathematical ideas. Graphical representations (e.g., a line graph)

 (Math, level 8)

MU36-Coordinate Graphs
Students view a description and listen to a song video explaining coordinate graphs. Students learn about the x-axis, y-axis, the four quadrants, and plotting an ordered pair (x,y) as a point on a coordinate plane. Students plot the location of an ordered pair on a coordinate graph and identify the correct quadrant for a point.

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. C. Coordinate Geometry 1. Locate and name points in the first quadrant on a coordinate grid.

(Math, Level 3)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. C. Coordinate Geometry 1. Locate and name points in the first quadrant on a coordinate grid.

(Math, Level 4)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. C. Coordinate Geometry  2. Use coordinates to give or follow directions from one point to another on a map or grid.

(Math, Level 4)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. C. Coordinate Geometry 1. Create geometric shapes with specified properties in the first quadrant on a coordinate grid.

(math, level 5)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. C. Coordinate Geometry 1. Use coordinates in four quadrants to represent geometric concepts.

(Math, Level 7)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. C. Coordinate Geometry 2. Use a coordinate grid to model and quantify transformations (e.g., translate right 4 units).

 (Math, Level 7)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. C. Coordinate Geometry 1. Use coordinates in four quadrants to represent geometric concepts.

(Math, Level 8)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. C. Coordinate Geometry

(Math, Level 8)

STANDARD 4.3 (Patterns and algebra) All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes. A. Patterns 1. Recognize, describe, extend, and create patterns involving whole numbers, rational numbers, and integers. Descriptions using tables, verbal and symbolic rules, graphs, simple equations or expressions

(Math, level 8)

MU37-Line Graphs
Students view a description and listen to a song video explaining line graphs. Students learn about linear equations of the form y=mx+b, the slope rise over run of a line, and the y-intercept. Students solve problems graphing linear functions from an equation through the slope and y-intercept.

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas.  E. Representations 1. Create and use representations to organize, record, and communicate mathematical ideas. Graphical representations (e.g., a line graph)

(Math, Level K-2)

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas. 1. Create and use representations to organize, record, and communicate mathematical ideas. Graphical representations (e.g., a line graph)

(Math, Level 3)

STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data. A. Data Analysis (or Statistics) 2. Read, interpret, construct, analyze, generate questions about, and draw inferences from displays of data Pictograph, bar graph, line plot, line graph, table.

(math, level 4)

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas. E. Representations 1. Create and use representations to organize, record, and communicate mathematical ideas. Graphical representations (e.g., a line graph)

(math, level 4)

STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data A. Data Analysis (or Statistics) 2. Read, interpret, select, construct, analyze, generate questions about, and draw inferences from displays of data Bar graph, line graph, circle graph, table

(math, level 5)

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas. E. Representations 2. Select, apply, and translate among mathematical representations to solve problems. Graphical representations (e.g., a line graph)

(Math, Level 5)

STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data. A. Data Analysis (or Statistics) 2. Read, interpret, select, construct, analyze, generate questions about, and draw inferences from displays of data. Bar graph, line graph, circle graph, table, histogram

(Math, Level 6)

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas. E. Representations 1. Create and use representations to organize, record, and communicate mathematical ideas. Graphical representations (e.g., a line graph)

(Math, Level 6)

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas. E. Representations 1. Create and use representations to organize, record, and communicate mathematical ideas. Graphical representations (e.g., a line graph)

(Math, level 7)

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas. E. Representations 1. Create and use representations to organize, record, and communicate mathematical ideas. Graphical representations (e.g., a line graph)

 (Math, level 8)

MU38-Scatterplots
Students listen to and view description of scatterplots. Students learn how to determine the relationship between two variables from the best fit curve through the data points: direct correlation linear, inverse or negative correlation, non-linear curved, or random with no correlation.

STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data. A. Data Analysis (or Statistics) 1. Select and use appropriate representations for sets of data, and measures of central tendency (mean, median, and mode) Scatter plot

(Math, level 7)

MU39-Non-linear Graphs
Students listen to and view a description of non-linear graphs including parabolas y = nx2, cubic functions y = nx3, and absolute value functions y = |x|. Students view non-linear graphs and identify the type of function.

MU40-Measurement
Students listen to and view a song video describing the measurement of length, volume, and weight/mass in the metric system and the customary or U.S. system. Students use measurement tools such as a ruler, tape measure, weigh scale, and measuring jug to measure and estimate measurement in a variety of items in different systems and units in real world problem solving situations.

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. C. Coordinate Geometry 1. Give and follow directions for getting from one point to another on a map or grid.

(Math, Level k-2)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. D. Units of Measurement 1. Directly compare and order objects according to measurable attributes. Attributes - length, weight, capacity, time, temperature

(Math, Level k-2)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. D. Units of Measurement 2. Recognize the need for a uniform unit of measure.

(Math, Level k-2)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. D. Units of Measurement 3. Select and use appropriate standard and non-standard units of measure and standard measurement tools to solve real-life problems. Length - inch, foot, yard, centimeter, meter, Weight - pound, gram, kilogram, Capacity - pint, quart, liter

(Math, Level k-2)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. D. Units of Measurement 1. Understand that everyday objects have a variety of attributes, each of which can be measured in many ways.

(Math, Level 3)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. D. Units of Measurement 2. Select and use appropriate standard units of measure and measurement tools to solve real-life problems. Length - fractions of an inch (1/4, 1/2), mile, decimeter, kilometer, Weight – ounce, Capacity - fluid ounce, cup, gallon, milliliter

(Math, Level 3)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. C. Coordinate Geometry  2. Use coordinates to give or follow directions from one point to another on a map or grid.

(Math, Level 4)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. D. Units of Measurement 1. Understand that everyday objects have a variety of attributes, each of which can be measured in many ways. Length - fractions of an inch (1/8, 1/4, 1/2), mile, decimeter, kilometer, Volume - cubic inch, cubic centimeter ,Weight – ounce, Capacity - fluid ounce, cup, gallon, milliliter.

(Math, Level 4)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. D. Units of Measurement 1. Select and use appropriate units to measure angles and area.

(math, level 5)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. D. Units of Measurement 4. Use measurements and estimates to describe and compare phenomena.

(math, level 5)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. D. Units of Measurement 1. Select and use appropriate units to measure angles, area, surface area, and volume.

(math, level 5)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. D. Units of Measurement 1. Select and use appropriate units to measure angles, area, surface area, and volume.

(math, level 6)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. D. Units of Measurement 4. Know approximate equivalents between the standard and metric systems (e.g., one kilometer is approximately 6/10 of a mile).

(math, level 6)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. D. Units of Measurement 5. Use measurements and estimates to describe and compare phenomena.

(math, level 6)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. D. Units of Measurement 1. Solve problems requiring calculations that involve different units of measurement within a measurement system (e.g., 4'3" plus 7'10" equals 12'1").

(Math, Level 7)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. D. Units of Measurement 2. Select and use appropriate units and tools to measure quantities to the degree of precision needed in a particular problem-solving situation.

(Math, Level 7)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. D. Units of Measurement 3. Recognize that all measurements of continuous quantities are approximations.

(Math, Level 7)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. D. Units of Measurement 1. Solve problems requiring calculations that involve different units of measurement within a measurement system (e.g., 4'3" plus 7'10" equals 12'1").

(Math, Level 8)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. D. Units of Measurement 3. Recognize that the degree of precision needed in calculations depends on how the results will be used and the instruments used to generate the measurements.

(Math, Level 8)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. D. Units of Measurement 4. Select and use appropriate units and tools to measure quantities to the degree of precision needed in a particular problem-solving situation.

(Math, Level 8)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. D. Units of Measurement 5. Recognize that all measurements of continuous quantities are approximations.

(Math, Level 8)

MU41-Conversions
Students listen to and view a method to convert measures from one unit to another within one measurement system and between the metric and customary or U.S. systems. Students use a conversion table to create a conversion ratio and solve real world conversion problems.

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. D. Units of Measurement 2. Convert measurement units within a system (e.g., 3 feet = ___ inches).

(math, level 5)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. D. Units of Measurement 3. Know approximate equivalents between the standard and metric systems (e.g., one kilometer is approximately 6/10 of a mile).

(math, level 5)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. D. Units of Measurement 3. Convert measurement units within a system (e.g., 3 feet = ___ inches).

(math, level 6)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. D. Units of Measurement 4. Know approximate equivalents between the standard and metric systems (e.g., one kilometer is approximately 6/10 of a mile).

(math, level 6)

MU42-Time
Students listen to and view a song video describing how to solve real world time problems, including how to convert from one unit of time to another. Students solve time conversion problems involving seconds, minutes, hours, days, weeks, and years.

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. D. Units of Measurement 1. Directly compare and order objects according to measurable attributes. Attributes - length, weight, capacity, time, temperature

(Math, Level k-2)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. D. Units of Measurement 3. Select and use appropriate standard and non-standard units of measure and standard measurement tools to solve real-life problems. Time - second, minute, hour, day, week, month, year

(Math, Level k-2)

MU43-Rate
Students listen to and view a description of rate as a ratio of measures and learn a method for solving rate word problems. Students learn how to solve common problems of distance, speed, and time using the formula d=rt. Students solve a variety of real world word problems involving rate and speed.

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. D. Units of Measurement 6. Solve problems that involve compound measurement units, such as speed (miles per hour), air pressure (pounds per square inch), and population density (persons per square mile).

(Math, Level 8)

MU44-Angles & Lines
Students listen to and view a song video describing angles, rays, and lines. Students learn about acute, obtuse, complementary, and supplementary angles, and parallel and perpendicular lines. Students solve word problems with figures of angles and lines.

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. A. Geometric Properties 4. Understand and apply concepts involving lines, angles, and circles.

Line, line segment, endpoint

(Math, Level 3)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. A. Geometric Properties 4. Understand and apply concepts involving lines, angles, and circles. Point, line, line segment, endpoint, Parallel, perpendicular, Angles - acute, right, obtuse

(Math, Level 4)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. A. Geometric Properties 1. Understand and apply concepts involving lines and angles. Notation for line, ray, angle, line segment, Properties of parallel, perpendicular, and intersecting lines, Sum of the measures of the interior angles of a triangle is 180°.

(math, level 5)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena A. Geometric Properties 1. Understand and apply concepts involving lines and angles. Notation for line, ray, angle, line segment, Properties of parallel, perpendicular, and intersecting lines, Sum of the measures of the interior angles of a triangle is 180°

(math, level 6)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. A. Geometric Properties 1. Understand and apply concepts involving lines, angles, and planes. Complementary and supplementary angles, Vertical angles, Bisectors and perpendicular bisectors, Parallel, perpendicular, and intersecting planes, ntersection of plane with cube, cylinder, cone, and sphere

(Math, Level 8)

MU45-Triangles
Students listen to and view a song video describing triangles including right, acute, obtuse, isosceles, equilateral, and scalene triangles. Students solve problems to identify a type of triangle, find unknown angles, and compute the area of a triangle from the base and height.

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. A. Geometric Properties 2. Use concrete objects, drawings, and computer graphics to identify, classify, and describe standard three-dimensional and two-dimensional shapes. 2D figures - square, rectangle, circle, triangle

(Math, Level k-2)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. A. Geometric Properties 2. Use properties of standard three-dimensional and two-dimensional shapes to identify, classify, and describe them. 2D figures - square, rectangle, circle, triangle, pentagon, hexagon, octagon

(Math, Level 3)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. A. Geometric Properties 2. Use properties of standard three-dimensional and two-dimensional shapes to identify, classify, and describe them. 2D figures - square, rectangle, circle, triangle, quadrilateral, pentagon, hexagon, octagon

(Math, Level 4)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. A. Geometric Properties 1. Understand and apply concepts involving lines and angles. Sum of the measures of the interior angles of a triangle is 180°.

(math, level 5)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. A. Geometric Properties 2. Identify, describe, compare, and classify polygons. Triangles by angles and sides

(math, level 5)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena A. Geometric Properties 1. Understand and apply concepts involving lines and angles. Notation for line, ray, angle, line segment, Properties of parallel, perpendicular, and intersecting lines, Sum of the measures of the interior angles of a triangle is 180°

(math, level 6)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena A. Geometric Properties 2. Identify, describe, compare, and classify polygons and circles. Triangles by angles and sides

(math, level 6)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. E. Measuring Geometric Objects 2. Develop and apply strategies and formulas for finding perimeter and area Triangle, square, rectangle, parallelogram, and trapezoid

(math, level 6)

MU46-Pythagorean Theorem
Students listen to and view a song video describing the Pythagorean theorem and the formula a2 + b2 = c2 for the sides and hypotenuse of a right triangle. Students learn common Pythagorean triples like 3-4-5. Students solve word problems with figures using the Pythagorean theorem and common triples to find the length of the missing side.

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. A. Geometric Properties 2. Understand and apply the Pythagorean theorem.

(Math, Level 8)

MU47-Polygons
Students listen to and view a description of common polygons including a triangle, quadrilateral, pentagon, hexagon, heptagon, and octagon. Students listen to and view a song video describing quadrilaterals including the square, rectangle, rhombus, trapezoid, and parallelogram. Students solve problems to find the perimeter and area of various polygons.

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. A. Geometric Properties 2. Use concrete objects, drawings, and computer graphics to identify, classify, and describe standard three-dimensional and two-dimensional shapes. 2D figures - square, rectangle, circle, triangle

(Math, Level k-2)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. A. Geometric Properties 2. Use properties of standard three-dimensional and two-dimensional shapes to identify, classify, and describe them. 2D figures - square, rectangle, circle, triangle, pentagon, hexagon, octagon

(Math, Level 3)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. A. Geometric Properties 2. Use properties of standard three-dimensional and two-dimensional shapes to identify, classify, and describe them. 2D figures - square, rectangle, circle, triangle, quadrilateral, pentagon, hexagon, octagon

(Math, Level 4)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. A. Geometric Properties 2. Use properties of standard three-dimensional and two-dimensional shapes to identify, classify, and describe them. Inclusive relationships - squares are rectangles, cubes are rectangular prisms

(Math, Level 4)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. A. Geometric Properties 2. Identify, describe, compare, and classify polygons. Quadrilaterals, including squares, rectangles, parallelograms, trapezoids, rhombi, Polygons by number of sides, Equilateral, equiangular, regular.

(math, level 5)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena A. Geometric Properties 2. Identify, describe, compare, and classify polygons and circles. Quadrilaterals, including squares, rectangles, parallelograms, trapezoids, rhombi, Polygons by number of sides, Equilateral, equiangular, regular

(math, level 6)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. A. Geometric Properties 1. Understand and apply properties of polygons. Quadrilaterals, including squares, rectangles, parallelograms, trapezoids, rhombi, Regular polygons

(Math, Level 7)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. A. Geometric Properties 3. Understand and apply properties of polygons. Quadrilaterals, including squares, rectangles, parallelograms, trapezoids, rhombi, Regular polygons, Sum of measures of interior angles of a polygon

(Math, Level 8)

MU48-Circles
Students listen to and view a song video describing circles including pi , center, radius, diameter, circumference, and area. Students learn the formulas for the area and circumference of a circle. Students solve circle real world word problems with figures using a four-step structured method.

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. A. Geometric Properties 2. Use concrete objects, drawings, and computer graphics to identify, classify, and describe standard three-dimensional and two-dimensional shapes. 2D figures - square, rectangle, circle, triangle

(Math, Level k-2)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. A. Geometric Properties 2. Use properties of standard three-dimensional and two-dimensional shapes to identify, classify, and describe them. 2D figures - square, rectangle, circle, triangle, pentagon, hexagon, octagon

(Math, Level 3)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. A. Geometric Properties 4. Understand and apply concepts involving lines, angles, and circles.

Line, line segment, endpoint

(Math, Level 3)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. A. Geometric Properties 2. Use properties of standard three-dimensional and two-dimensional shapes to identify, classify, and describe them. 2D figures - square, rectangle, circle, triangle, quadrilateral, pentagon, hexagon, octagon

(Math, Level 4)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. A. Geometric Properties 4. Understand and apply concepts involving lines, angles, and circles. Circles - diameter, radius, center

(Math, Level 4)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. A. Geometric Properties 2. Identify, describe, compare, and classify polygons. All points equidistant from a given point form a circle

(math, level 5)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. E. Measuring Geometric Objects 2. Develop and apply strategies and formulas for finding perimeter and area Circumference and area of a circle.

(math, level 6)

MU49-Solid Figures
Students listen to and view a song video describing solid figures including the rectangular solid, cube, cylinder, sphere, and cone. Students learn about the edges and faces of three-dimensional objects, and learn the formulas for surface area and volume of key solid figures. Students solve problems to identify solid figures and calculate number of faces, surface area, and volume.

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. A. Geometric Properties 2. Use concrete objects, drawings, and computer graphics to identify, classify, and describe standard three-dimensional and two-dimensional shapes. 3D figures - cube, rectangular prism, sphere, cone, cylinder, and pyramid.

(Math, Level k-2)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. A. Geometric Properties 2. Use properties of standard three-dimensional and two-dimensional shapes to identify, classify, and describe them. 3D figures - cube, rectangular prism, sphere, cone, cylinder, and pyramid

(Math, Level 3)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. A. Geometric Properties 2. Use properties of standard three-dimensional and two-dimensional shapes to identify, classify, and describe them. 3D figures - cube, rectangular prism, sphere, cone, cylinder, and pyramid

(Math, Level 4)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. A. Geometric Properties 5. Compare properties of cylinders, prisms, cones, pyramids, and spheres.

(math, level 5)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. E. Measuring Geometric Objects 2. Recognize that the volume of a pyramid or cone is one-third of the volume of the prism or cylinder with the same base and height (e.g., use rice to compare volumes of figures with same base and height)

(Math, Level 7)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. E. Measuring Geometric Objects  2. Recognize that the volume of a pyramid or cone is one-third of the volume of the prism or cylinder with the same base and height (e.g., use rice to compare volumes of figures with same base and height)

(Math, Level 8)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. E. Measuring Geometric Objects  3. Develop and apply strategies and formulas for finding the surface area and volume of a three-dimensional figure. Volume - prism, cone, pyramid, Surface area - prism (triangular or rectangular base), pyramid (triangular or rectangular base), Impact of a dilation on the surface area and volume of a three-dimensional figure

(Math, Level 8)

MU50-Symmetry & Transforms
Students listen to and view a description of symmetry and transform, including reflection across a mirror line, rotation, and translation. Students solve problems with figures to identify the type of symmetry.

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. C. Estimation 2. Determine the reasonableness of an answer by estimating the result of computations (e.g., 15 + 16 is not 211).

(Math, Level k-2)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. C. Estimation 3. Explore a variety of strategies for estimating both quantities (e.g., the number of marbles in a jar) and results of computation.

(Math, Level k-2)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. A. Geometric Properties 3. Describe, identify and create instances of line symmetry.

(Math, Level k-2)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. B. Transforming Shapes 1. Use simple shapes to make designs, patterns, and pictures.

(Math, Level k-2)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. B. Transforming Shapes 2. Combine and subdivide simple shapes to make other shapes.

(Math, Level k-2)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. A. Geometric Properties 3. Identify and describe relationships among two-dimensional shapes. Lines of symmetry

(Math, Level 3)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. B. Transforming Shapes 1. Describe and use geometric transformations (slide, flip, turn).

(Math, Level 3)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. B. Transforming Shapes 2. Investigate the occurrence of geometry in nature and art.

(Math, Level 3)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. A. Geometric Properties 3. Identify and describe relationships among two-dimensional shapes. Lines of symmetry

(Math, Level 4)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. B. Transforming Shapes 1. Use simple shapes to cover an area (tessellations).

(Math, Level 4)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. B. Transforming Shapes 2. Describe and use geometric transformations (slide, flip, turn).

(Math, Level 4)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. B. Transforming Shapes 3. Investigate the occurrence of geometry in nature and art.

(Math, Level 4)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. A. Geometric Properties 4. Understand and apply the concepts of congruence and symmetry (line and rotational).

(math, level 5)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. B. Transforming Shapes 1. Use a translation, a reflection, or a rotation to map one figure onto another congruent figure.

(math, level 5)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. B. Transforming Shapes 2. Recognize, identify, and describe geometric relationships and properties as they exist in nature, art, and other real-world settings.

(math, level 5)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. A. Geometric Properties 4. Understand and apply the concepts of congruence and symmetry (line and rotational).

(math, level 5)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. B. Transforming Shapes 1. Use a translation, a reflection, or a rotation to map one figure onto another congruent figure.

(math, level 5)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. B. Transforming Shapes 2. Recognize, identify, and describe geometric relationships and properties as they exist in nature, art, and other real-world settings.

(math, level 5)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. B. Transforming Shapes 1. Understand and apply transformations. Finding the image, given the pre-image, and vice-versa, Sequence of transformations needed to map one figure onto another, Reflections, rotations, and translations result in images congruent to the pre-image, Dilations (stretching/shrinking) result in images similar to the pre-image

(Math, Level 7)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. B. Transforming Shapes 1. Understand and apply transformations. Finding the image, given the pre-image, and vice-versa, Sequence of transformations needed to map one figure onto another, Reflections, rotations, and translations result in images congruent to the pre-image, Dilations (stretching/shrinking) result in images similar to the pre-image, Dilations (stretching/shrinking) result in images similar to the pre-image.

(Math, Level 8)

STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. C. Coordinate Geometry

(Math, Level 8)

MU51-Mean Median Mode
Students listen to and view a song video describing how to calculate the mean, median, and mode of a data set. Students compute the mean, median, and mode from given data sets.

STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data. A. Data Analysis (or Statistics) 2. Read, interpret, construct, analyze, generate questions about, and draw inferences from displays of data. Average (mean), most frequent (mode), middle term (median)

(math, level 4)

STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data. A. Data Analysis (or Statistics) 2. Read, interpret, select, construct, analyze, generate questions about, and draw inferences from displays of data. Range, median, and mean

(Math, Level 6)

STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data. A. Data Analysis (or Statistics) 1. Select and use appropriate representations for sets of data, and measures of central tendency (mean, median, and mode) Type of display most appropriate for given data, Box-and-whisker plot, upper quartile, lower quartile, Scatter plot

(Math, level 7)

STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data. A. Data Analysis (or Statistics) 1. Select and use appropriate representations for sets of data, and measures of central tendency (mean, median, and mode). Type of display most appropriate for given data, Box-and-whisker plot, upper quartile, lower quartile

(math, Level 8)

STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data. A. Data Analysis (or Statistics) 1. Select and use appropriate representations for sets of data, and measures of central tendency (mean, median, and mode). Scatter plot, Finding the median and mean (weighted average) using frequency data, Effect of additional data on measures of central tendency

(math, Level 8)

MU52-Percentiles Box & Whisker
Student listen to and view a description of percentiles, quartiles, the min or minimum, and the max or maximum. Student learn how to create a box-and-whisker plot from a data set using the min, lower quartile Q1, median, upper quartile Q3, and max. Students solve problems computing the min, Q1, median, Q3, and max from a data set and making a box and whisker plot.

STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data. A. Data Analysis (or Statistics) 1. Select and use appropriate representations for sets of data, and measures of central tendency (mean, median, and mode) Box-and-whisker plot, upper quartile,

(Math, level 7)

STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data. A. Data Analysis (or Statistics) 1. Select and use appropriate representations for sets of data, and measures of central tendency (mean, median, and mode). Box-and-whisker plot, upper quartile, lower quartile

(math, Level 8)

MU53-Histograms Stem & Leaf
Students listen to and view a description of histograms to plot the frequency of items occurring in a data set. Students learn how to interpret stem-and-leaf plots of a data set. Students solve problems using histograms and stem and leaf diagrams.

STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data. A. Data Analysis (or Statistics) 2. Read, interpret, select, construct, analyze, generate questions about, and draw inferences from displays of data. Bar graph, line graph, circle graph, table, histogram

(Math, Level 6)

MU54-Probability Basics
Students listen to and view a description of probability basics including events, outcomes, success, and how to calculate probability. Students solve basic probability problems using a three-step method to find total outcomes, successful outcomes, and the ratio for the probability as a fraction, decimal, or percent.

STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data. B. Probability 1. Use chance devices like spinners and dice to explore concepts of probability. Certain, impossible

(Math, Level K-2)

STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data. B. Probability 1. Use chance devices like spinners and dice to explore concepts of probability. More likely, less likely, equally likely

(Math, Level K-2)

STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data. B. Probability 2. Provide probability of specific outcomes. Probability of getting specific outcome when coin is tossed, when die is rolled, when spinner is spun (e.g., if spinner has five equal sectors, then probability of getting a particular sector is one out of five)

(Math, Level K-2)

STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data. B. Probability 2. Provide probability of specific outcomes. When picking a marble from a bag with three red marbles and four blue marbles, the probability of getting a red marble is three out of seven.

(Math, Level K-2)

STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data. B. Probability 1. Use everyday events and chance devices, such as dice, coins, and unevenly divided spinners, to explore concepts of probability. Likely, unlikely, certain, impossible, More likely, less likely, equally likely

(Math, Level 3)

STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data. B. Probability 2. Predict probabilities in a variety of situations (e.g., given the number of items of each color in a bag, what is the probability that an item picked will have a particular color). What students think will happen (intuitive), Collect data and use that data to predict the probability (experimental).

(Math, Level 3)

STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data. B. Probability 1. Use everyday events and chance devices, such as dice, coins, and unevenly divided spinners, to explore concepts of probability. Likely, unlikely, certain, impossible, improbable, fair, unfair More likely, less likely, equally likely, Probability of tossing "heads" does not depend on outcomes of previous tosses

(math, level 4)

STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data. B. Probability 2. Determine probabilities of simple events based on equally likely outcomes and express them as fractions.

(math, level 4)

STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data. B. Probability 3. Predict probabilities in a variety of situations (e.g., given the number of items of each color in a bag, what is the probability that an item picked will have a particular color). What students think will happen (intuitive) Collect data and use that data to predict the probability (experimental)

(math, level 4)

STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data B. Probability 1. Determine probabilities of events. Event, probability of an event Probability of certain event is 1 and of impossible event is 0.

(math, level 5)

STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data B. Probability 2. Determine probability using intuitive, experimental, and theoretical methods (e.g., using model of picking items of different colors from a bag) Given numbers of various types of items in a bag, what is the probability that an item of one type will be picked, Given data obtained experimentally, what is the likely distribution of items in the bag.

(math, level 5)

STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data B. Probability 3. Model situations involving probability using simulations (with spinners, dice) and theoretical models.

(math, level 5)

STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data. B. Probability 1. Determine probabilities of events. Event, complementary event, probability of an event, Multiplication rule for probabilities, Probability of certain event is 1 and of impossible event is 0, Probabilities of event and complementary event add up to 1

(Math, Level 6)

STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data. B. Probability 2. Determine probability using intuitive, experimental, and theoretical methods (e.g., using model of picking items of different colors from a bag). Given numbers of various types of items in a bag, what is the probability that an item of one type will be picked, Given data obtained experimentally, what is the likely distribution of items in the bag

(Math, Level 6)

STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data. B. Probability 4. Model situations involving probability using simulations (with spinners, dice) and theoretical models.

(Math, Level 6)

STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data. B. Probability 1. Interpret probabilities as ratios, percents, and decimals.

(Math, level 7)

STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data. B. Probability 2. Model situations involving probability with simulations (using spinners, dice, calculators and computers) and theoretical models.

(Math, level 7)

STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data. B. Probability 2. Model situations involving probability with simulations (using spinners, dice, calculators and computers) and theoretical models. Frequency, relative frequency

(Math, level 7)

STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data. B. Probability 3. Estimate probabilities and make predictions based on experimental and theoretical probabilities.

(Math, level 7)

STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data. B. Probability 4. Play and analyze probability-based games, and discuss the concepts of fairness and expected value.

(Math, level 7)

STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data. A. Data Analysis (or Statistics) 2. Make inferences and formulate and evaluate arguments based on displays and analysis of data.

(math, Level 8)

STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data. B. Probability 1. Interpret probabilities as ratios, percents, and decimals.

(math, Level 8)

STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data. B. Probability 3. Explore the probabilities of conditional events (e.g., if there are seven marbles in a bag, three red and four green, what is the probability that two marbles picked from the bag, without replacement, are both red).

(math, Level 8)

STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data. B. Probability 4. Model situations involving probability with simulations (using spinners, dice, calculators and computers) and theoretical models. Frequency, relative frequency

(math, Level 8)

STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data. B. Probability 5. Estimate probabilities and make predictions based on experimental and theoretical probabilities

(math, Level 8)

STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data. B. Probability 6. Play and analyze probability-based games, and discuss the concepts of fairness and expected value

 (math, Level 8)

MU55-Independent Events
Students listen to and view a description of independent events and learn that the probability of independent events occurring is the product of the individual probabilities. Students solve problems involving two or three independent trials using a three-step method: number of independent events, probability of each event, and combined probability in real world problem solving situations.

STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data. B. Probability 5. Recognize and understand the connections among the concepts of independent outcomes, picking at random, and fairness.

(Math, Level 6)

MU56-Table Grids & Tree Diagrams
Students listen to and view a description of tables grids, tree diagrams, and lists of all possible outcomes to help solve probability problems. Students solve problems asking for the probability of different events occurring using table grids and tree diagrams.

STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data. C. Discrete Mathematics—Systematic Listing and Counting 2. Represent all possibilities for a simple counting situation in an organized way and draw conclusions from this representation. Organized lists, charts, tree diagrams

(math, level 4)

STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data. D. Discrete Mathematics—Vertex-Edge Graphs and Algorithms 3. Explore vertex-edge graphs and tree diagrams. Path, circuit (i.e., path that ends at its starting point)

(math, level 4)

STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data C. Discrete Mathematics—Systematic Listing and Counting 1. Solve counting problems and justify that all possibilities have been enumerated without duplication. Organized lists, charts, tree diagrams, tables

(math, level 5)

STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data. C. Discrete Mathematics—Systematic Listing and Counting 1. Solve counting problems and justify that all possibilities have been enumerated without duplication. Organized lists, charts, tree diagrams, tables

(Math, Level 6)

STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data. D. Discrete Mathematics—Vertex-Edge Graphs and Algorithms 2. Analyze vertex-edge graphs and tree diagrams. Can a picture or a vertex-edge graph be drawn with a single line? (degree of vertex) Can you get from any vertex to any other vertex? (connectedness)

(Math, Level 6)

MU57-Missing & Irrelevant Info
Students listen to and view a description of missing information and relevant versus irrelevant information in word problems. Students identify the missing information and the irrelevant information from sample word problems.

MU58-Conjectures Patterns
Students listen to and view a description of mathematical conjectures and patterns. Students make conjectures to solve word problems involving patterns and sequences.

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas. D. Reasoning 5. Make and investigate mathematical conjectures. Counterexamples as a means of disproving conjectures, Verifying conjectures using informal reasoning or proofs.

(Math, Level K-2)

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas. D. Reasoning 5. Make and investigate mathematical conjectures Counterexamples as a means of disproving conjectures, Verifying conjectures using informal reasoning or proofs.

(Math, Level 3)

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas. D. Reasoning 5. Make and investigate mathematical conjectures. Counterexamples as a means of disproving conjectures

(math, level 4)

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas. D. Reasoning 5. Make and investigate mathematical conjectures. Verifying conjectures using informal reasoning or proofs.

(math, level 4)

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas. D. Reasoning 5. Make and investigate mathematical conjectures. Counterexamples as a means of disproving conjectures, Verifying conjectures using informal reasoning or proofs.

(Math, Level 5)

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas. D. Reasoning 5. Make and investigate mathematical conjectures. Counterexamples as a means of disproving conjectures, Verifying conjectures using informal reasoning or proofs.

(Math, Level 6)

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas. D. Reasoning 5. Make and investigate mathematical conjectures. Counterexamples as a means of disproving conjectures, Verifying conjectures using informal reasoning or proofs.

(Math, level 7)

STANDARD 4.5 (Mathematical processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas. D. Reasoning 5. Make and investigate mathematical conjectures. Counterexamples as a means of disproving conjectures, Verifying conjectures using informal reasoning or proofs.

(Math, level 8)

MU59-Estimation & Rounding
Students listen to and view a description of estimation through rounding, and learn how to estimate sums and products of large numbers through rounding. Students solve estimation problems by finding the best estimate for problems with multiple sums or products.

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. 4. Use efficient and accurate pencil-and-paper procedures for computation with whole numbers. Multiplication of 2-digit numbers by 1-digit numbers

(Math, Level 3)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. C. Estimation 2. Construct and use a variety of estimation strategies (e.g., rounding and mental math) for estimating both quantities and the result of computations.

 (Math, Level 3)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. C. Estimation 3. Recognize when an estimate is appropriate, and understand the usefulness of an estimate as distinct from an exact answer.

 (Math, Level 3)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. C. Estimation 4. Use estimation to determine whether the result of a computation (either by calculator or by hand) is reasonable.

 (Math, Level 3)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. C. Estimation 2. Construct and use a variety of estimation strategies (e.g., rounding and mental math) for estimating both quantities and the results of computations.

(Math, Level 4)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. C. Estimation 3. Recognize when an estimate is appropriate, and understand the usefulness of an estimate as distinct from an exact answer.

(Math, Level 4)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. C. Estimation 4. Use estimation to determine whether the result of a computation (either by calculator or by hand) is reasonable.

(Math, Level 4)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. C. Estimation 1. Use a variety of estimation strategies for both number and computation.

(Math, level 5)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. C. Estimation 2. Recognize when an estimate is appropriate, and understand the usefulness of an estimate as distinct from an exact answer.

(Math, level 5)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. C. Estimation 3. Determine the reasonableness of an answer by estimating the result of operations.

(Math, level 5)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. C. Estimation 4. Determine whether a given estimate is an overestimate or an underestimate.

(Math, level 5)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. C. Estimation 1. Use a variety of strategies for estimating both quantities and the results of computations.

(math, Level 6)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. C. Estimation 2. Recognize when an estimate is appropriate, and understand the usefulness of an estimate as distinct from an exact answer.

(math, Level 6)

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. C. Estimation 3. Determine the reasonableness of an answer by estimating the result of operations.

(math, Level 6)       

STANDARD 4.1 (Number and numerical operations) All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways. C. Estimation 4. Determine whether a given estimate is an overestimate or an underestimate.

(math, Level 6)