ELA/Literacy

English Language Arts / Literacy

• RI.1.1

  Ask and answer questions about key details in a text.

• RI.1.10

  With prompting and support, read informational texts appropriately complex for grade.

• RI.1.2

  Identify the main topic and retell key details of a text.

• RI.2.1

  Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

• RI.2.3

  Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

• RI.2.8

  Describe how reasons support specific points the author makes in a text.

• RI.2.9

  Compare and contrast the most important points presented by two texts on the same topic.

• RI.3.1

  Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

• RI.3.2

  Determine the main idea of a text; recount the key details and explain how they support the main idea.

• RI.3.3

  Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

• RI.3.7

  Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

• RI.3.9

  Compare and contrast the most important points and key details presented in two texts on the same topic.

• RI.4.1

  Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

• RI.4.3

  Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

• RI.4.7

  Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

• RI.4.9

  Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

• RI.5.1

  Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

• RI.5.7

  Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

• RI.5.8

  Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

• RI.5.9

  Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

• RI.K.1

  With prompting and support, ask and answer questions about key details in a text.

• RST.11-12.1

  Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

• RST.11-12.2

  Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

• RST.11-12.7

  Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

• RST.11-12.8

  Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

• RST.11-12.9

  Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

• RST.9-10.8

  Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.

• SL.1.1

  Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

• SL.11-12.4

  Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

• SL.11-12.5

  Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

• SL.2.2

  Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

• SL.2.5

  Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

• SL.3.4

  Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

• SL.3.5

  Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

• SL.4.5

  Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

• SL.5.5

  Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

• SL.K.3

  Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

• SL.K.5

  Add drawings or other visual displays to descriptions as desired to provide additional detail.

• W.1.2

  Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

• W.1.7

  Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).

• W.1.8

  With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

• W.2.1

  Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

• W.2.6

  With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

• W.2.7

  Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

• W.2.8

  Recall information from experiences or gather information from provided sources to answer a question.

• W.3.1

  Write opinion pieces on topics or texts, supporting a point of view with reasons.

• W.3.2

  Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

• W.3.7

  Conduct short research projects that build knowledge about a topic.

• W.3.8

  Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

• W.4.1

  Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

• W.4.2

  Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

• W.4.7

  Conduct short research projects that build knowledge through investigation of different aspects of a topic.

• W.4.8

  Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

• W.4.9

  Draw evidence from literary or informational texts to support analysis, reflection, and research.

• W.5.1

  Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

• W.5.8

  Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

• W.5.9

  Draw evidence from literary or informational texts to support analysis, reflection, and research.

• W.K.1

  Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book.

• W.K.2

  Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

• W.K.7

  Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

• WHST.11-12.8

  Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

• WHST.9-12.1

  Write arguments focused on discipline-specific content.

• WHST.9-12.2

  Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

• WHST.9-12.5

  Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

• WHST.9-12.7

  Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

• WHST.9-12.9

  Draw evidence from informational texts to support analysis, reflection, and research.

• RST.6-8.7

  Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

• WHST.6-8.2

  Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

• WHST.6-8.9

  Draw evidence from informational texts to support analysis, reflection, and research.

• SL.8.1

  Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

• SL.8.5

  Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

• WHST.6-8.7

  Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

• RST.6-8.1

  Write arguments focused on discipline-specific content.

• RST.6-8.9

  Draw evidence from informational texts to support analysis, reflection, and research.

• W.5.7

  Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

• RST.6-8.3

  Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

• WHST.6-8.8

  Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

• RST.6-8.2

  Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

• SL.8.4

  Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

• RST.6-8.4

  Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.

• WHST.6-8.1

  Write arguments focused on discipline-specific content.

• RI.8.8

  Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

• RST.9-12.7

  Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

• RH.9-10.3

  Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

• RH.9-10.2

  Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

• RH.9-10.1

  Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

Mathematics

• 1.MD.A.1

  Order three objects by length; compare the lengths of two objects indirectly by using a third object.

• 1.MD.A.2

  Express the length of an object as a whole number of length units, by layering multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.

• 1.MD.C.4

  Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

• 1.NBT.B.3

  Compare two two-digit numbers based on the meanings of the tens and one digits, recording the results of comparisons with the symbols >, =, and <.

• 1.NBT.C.4

  Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning uses. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

• 1.NBT.C.5

  Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

• 1.NBT.C.6

  Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

• 1.OA.A.1

  Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations to represent the problem.

• 2.MD.B.5

  Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.

• 2.MD.D.10

  Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

• 2.NBT.A

  Understand place value.

• 2.NBT.A.3

  Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

• 3.MD.A.2

  Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.

• 3.MD.B.3

  Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.

• 3.MD.B.4

  Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters.

• 3.NBT

  Number and Operations in Base Ten

• 3.NF

  Number and Operations—Fractions

• 4.G.A.1

  Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

• 4.G.A.3

  Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded across the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

• 4.MD.A.1

  Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table.

• 4.MD.A.2

  Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

• 4.OA.A.1

  Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.

• 4.OA.A.3

  Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

• 5.G.A.2

  Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

• 5.MD.A.1

  Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.

• 5.NBT.A.2

  Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.

• HSA.CED.A.4

  Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.

• HSA-CED.A.2

  Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.

• HSA-CED.A.4

  Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.

• HSA-SSE.A.1

  Interpret expressions that represent a quantity in terms of its context.

• HSA-SSE.B.3

  Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.

• HSF-BF.A.1

  Write a function that describes a relationship between two quantities.

• HSF-IF.B.5

  Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.

• HSF-IF.C.7

  Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.

• HSN-Q.A.1

  Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

• HSN-Q.A.2

  Define appropriate quantities for the purpose of descriptive modeling.

• HSN-Q.A.3

  Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

• HSS-IC.A.1

  Understand statistics as a process for making inferences about population parameters based on a random sample from that population.

• HSS-IC.B.6

  Evaluate reports based on data.

• HSS-ID.A.1

  Represent data with plots on the real number line.

• HSS-ID.B.6

  Represent data on two quantitative variables on a scatter plot, and describe how those variables are related.

• K.CC

  Counting and Cardinality

• K.CC.A

  Know number names and the count sequence.

• K.MD.A.1

  Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

• K.MD.A.2

  Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference.

• K.MD.B.3

  Classify objects into given categories; count the number of objects in each category and sort the categories by count.

• MP.2

  Reason abstractly and quantitatively.

• MP.4

  Model with mathematics.

• MP.5

  Use appropriate tools strategically.

• 6.RP.A.1

  Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.

• 7.RP.A.2

  Recognize and represent proportional relationships between quantities.

• 6.EE.C.9

  Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time.

• 6.SP.A.2

  Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.

• 6.SP.B.4

  Display numerical data in plots on a number line, including dot plots, histograms, and box plots.

• 6.RP.A.3

  Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

• 6.SP.B.5

  Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.

• 6.NS.C.5

  Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.

• HSS-IC.B.5

  Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant.

• HSS-ID.B.5

  Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.

• 7.EE.B.4

  Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.

• 6.EE.B.6

  Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.