A | B | C | D | E | F | G | |
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1 | Key Concept | Standard | Description | Q1 | Q2 | Q3 | Q4 |
2 | English Language Arts | ||||||
3 | Inquiry-Based Literacy Standards | Standard 1 | 1.1 Develop a range of questions to frame inquiry for new learning and deeper understanding. | ||||
4 | Standard 2 | 2.1 Formulate logical questions based onevidence, generate explanations, propose and present original conclusions, and consider multiple perspectives. | |||||
5 | Standard 3 | 3.1 Develop a plan of action by using appropriate discipline-specific strategies. | |||||
6 | 3.2 Examine historical, social, cultural, or political context to broaden inquiry. | ||||||
7 | 3.3 Gather information from a variety of primary and secondary sources and evaluate sources for perspective, validity, and bias. | ||||||
8 | 3.4 Organize and categorize important information, revise ideas, and report relevant findings. | ||||||
9 | Standard 4 | 4.1 Employ a critical stance to demonstrate that relationships and patterns of views. | |||||
10 | 4.2 Determine appropriate disciplinary tools and develop a plan to communicate findings and/or take informed action. | ||||||
11 | 4.3 Reflect on findings and pose appropriate questions for further inquiry. | ||||||
12 | Standard 5 | 5.1 Acknowledge and value individual and collective thinking; use feedback from peers and adults to guide the inquiry process | |||||
13 | 5.2 Employ past and present learning in order to monitor and guide inquiry | ||||||
14 | 5.3 Assess the processes to revise strategies, address misconceptions, anticipate and overcome obstacles, and reflect on completeness of the inquiry | ||||||
15 | Reading Literary Text | Standard 1 | Demonstrate understanding of the organization and basic features of print. | ||||
16 | Standard 2 | Demonstrate understanding of spoken words, syllables, and sounds. | |||||
17 | Standard 3 | Know and apply grade-level phonics and word analysis skills in decoding words. | |||||
18 | Standard 4 | Read with sufficient accuracy and fluency to support comprehension. | |||||
19 | Standard 5 | 5.1 Cite the evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. | |||||
20 | Standard 6 | 6.1 Determine one or more themes and analyze the development and relationships to character, setting, and plot over the course of a text; provide an objective summary. | |||||
21 | Standard 7 | 7.1. Analyze how a visual or audio adaptation of a narrative or drama modifies or embellishes the text. | |||||
22 | 7.2 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works, describing how the material is rendered new. | ||||||
23 | Standard 8 | 8.1 Analyze how dialogue and/or incidents propel the action, reveal aspects of a character, or provoke a decision; determine the impact of contextual influences on setting, plot and characters. | |||||
24 | Standard 9 | 9.1 Determine the figurative and connotative meanings of words and phrases as they are used in text; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. | |||||
25 | 9.2 Analyze the author’s word and convention choices and draw conclusions about how they impact meaning and tone. | ||||||
26 | Standard 10 | 10.1 Use context clues to determine meanings of words and phrases. | |||||
27 | Standard 11 | 11.1 Analyze how the author’s development of perspectives of the characters and the reader create suspense or humor. | |||||
28 | Standard 12 | 12.1 Compare and contrast the structure of two or more texts with similar topics or themes and analyze how the differing structure of each contributes to meaning. | |||||
29 | 12.2 Analyze the author’s choice of structures within the text and draw conclusions about how they impact meaning. | ||||||
30 | Standard 13 | 13.1 Engage in whole and small group reading with purpose and understanding through teacher modeling and gradual release of responsibility. | |||||
31 | 13.2 Read independently for sustained periods of time to build stamina. | ||||||
32 | 13.3 Read and respond to grade level text to become self-directed, critical readers, and thinkers. | ||||||
33 | Reading - Informational Text | Standard 1 | Standard 1: Demonstrate understanding of the organization and basic features of print. | ||||
34 | Standard 2 | Standard 2: Demonstrate understanding of spoken words, syllables, and sounds. | |||||
35 | Standard 3 | Standard 3: Know and apply grade-level phonics and word analysis skills in decoding words. | |||||
36 | Standard 4 | 4.1 Read grade-level text with purpose and understanding. | |||||
37 | 4.2 Read grade-level prose and poetry orally with accuracy, appropriate rate, expression, intonation, and phrasing on successive readings. | ||||||
38 | 4.3 Use context to confirm or self-correct word recognition and understanding, rereading as necessary. | ||||||
39 | Standard 5 | 5.1 Cite multiple examples of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text | |||||
40 | Standard 6 | 6.1 Provide an objective summary of a text with two or more central ideas; cite key supporting details to analyze their development. | |||||
41 | Standard 7 | 7.1. Evaluate the advantages and disadvantages of using different mediums to present a particular topic or idea.. | |||||
42 | Standard 8 | 8.1 Determine figurative, connotative, and technical meanings of words and phrases used in a text; analyze the impact of specific words or phrases on meaning and tone. | |||||
43 | 8.2 Analyze the impact of text features and structures on authors’ similar ideas or claims about the same topic. | ||||||
44 | Stamdard 9 | Apply a range of strategies to determine the meaning of known, unknown, and multiple meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary. | |||||
45 | Standard 10 | 10.1 Determine an author’s perspective or purpose and analyze how the author distinguishes his/her position from others. | |||||
46 | Standard 11 | 11.1 Analyze the impact of text features and structures on authors’ similar ideas or claims about the same topic. | |||||
47 | 11.2 Analyze 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. | ||||||
48 | Standard 12 | 12.1 Engage in whole and small group reading with purpose and understanding through teacher modeling and gradual release of responsibility. | |||||
49 | 12.2 Read independently for sustained periods of time to build stamina. 13.3 Read and respond to grade level text to become self-directed, critical readers, and thinkers. | ||||||
50 | 12.3 Read and respond to grade level text to become self-directed, critical readers, and thinkers. | ||||||
51 | Writing | Standard 1 | 1.1 Write arguments that: a. introduce claims, acknowledge alternate or opposing claims, and organize the reasons and evidence logically; b. use relevant information from multiple print and multimedia sources; c. support claims with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text; d. use an organizational structure that provides unity and clarity among claims, reasons, and evidence; e. develop the claim providing credible evidence and data for each; f. develop and strengthen writing as needed by planning, revising, editing, rewriting; g. paraphrase, quote, and summarize, avoiding plagiarism and following a standard format for citation; h. establish and maintain a formal style and objective tone; and i. provide a concluding statement or section that follows from and supports the argument. | ||||
52 | Standard 2 | 2.1 Write informative/explanatory texts that: a. introduce a topic clearly, previewing what is to follow; b. use relevant information from multiple print and multimedia sources; c. use definition, classification, comparison/contrast, and cause/effect structures to organize ideas, concepts, and information; d. use credible sources; e. include formatting, graphics, and multimedia to aid comprehension; f. develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples; g. develop and strengthen writing as needed by planning, revising, editing, rewriting; h. paraphrase, quote, and summarize to avoid plagiarism; i. follow a standard format for citation; j. use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts; k. use precise language and domain-specific vocabulary to inform or explain the topic; l. establish and maintain a style and tone authentic to the purpose; and m. provide a concluding statement or section that follows and supports the information or explanation presented. | |||||
53 | Standard 3 | 3.1 Gather ideas from texts, multimedia, and personal experience to write narratives that: a. develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences; b. engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; c. organize an event sequence that unfolds naturally and logically; d. use dialogue, pacing, and manipulation of time to develop experiences, events, and/or characters; e. use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another; f. develop and strengthen writing as needed by planning, revising, and editing building on personal ideas and the ideas of others; g. use imagery, precise words and phrases, relevant descriptive details, and sensory language to capture the action, convey experiences and events and develop characters; and h. provide a conclusion that follows from and reflects on narrated experiences or events. | |||||
54 | Standard 4 | 4.1 When writing: a. show knowledge of the function of phrases and clauses in general and their function in specific sentences; b. choose among simple, compound, complex, and compoundcomplex sentences to signal differing relationships among ideas;and c. use phrases and clauses within a sentence, recognizing andcorrecting misplaced and dangling modifiers.d. recognize and correct inappropriate shifts in verb voice and mood. d. recognize and correct inappropriate shifts in verb voice and mood. | |||||
55 | Standard 5 | 5.2 Use: a. a comma to separate coordinate adjectives; and b. an ellipsis to indicate an omission. | |||||
56 | Standard 6 | 6.1 Write routinely and persevere in writing tasks over short and extended time frames, for a range of domain specific tasks, and for a variety of purposes and audiences. | |||||
57 | Communication | Standard 1 | 1.1 Prepare for and engage in conversations to explore complex concepts, ideas, and texts; share ideas and consider alternate viewpoints. | ||||
58 | 1.2 Participate in discussions; ask probing questions and share evidence that supports and maintains the focus of the discussion | ||||||
59 | 1.3 Apply effective communication techniques and the use of formal or informal voice based on audience and setting. | ||||||
60 | 1.4 Engage in a range of collaborative discussions about grade appropriate topics; acknowledge new information expressed by others and when necessary modify personal ideas. | ||||||
61 | 1.5 Consider new ideas and diverse perspectives of others when forming opinions regarding a topic, text, or issue. | ||||||
62 | Standard 2 | 2.1 Gather relevant information from diverse print and multimedia sources to articulate claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions facts and details | |||||
63 | 2.2 Analyze and evaluate the credibility of information and accuracy of findings | ||||||
64 | 2.3 Quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. | ||||||
65 | Standard 3 | 3.2 Utilize multimedia to clarify information and strengthen claims or evidence. | |||||
66 | Standard 4 | 4.1. Determine the effectiveness of a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. | |||||
67 | 4.2 Analyze the effectiveness of the speaker’s use of chronological, cause/effect, problem/solution, and compare/contrast relationships to convey messages | ||||||
68 | 4.3 Analyze the presentation to determine how the speaker: a. articulates a clear message; b. monitors audience awareness; c. addresses possible misconceptions or objections; d. chooses appropriate media; and e. uses an appropriate style for the audience. | ||||||
69 | Standard 5 | 5.1 Consider audience when selecting presentation types. | |||||
70 | 5.2 Select and employ a variety of craft techniques to convey a message and impact the audience. | ||||||
71 | Mathematics | ||||||
72 | The Number Syastem | 8.NS.1 | Explore the real number system and its appropriate usage in real-world situations. a. Recognize the differences between rational and irrational numbers. b. Understand that all real numbers have a decimal expansion. c. Model the hierarchy of the real number system, including natural, whole, integer, rational, and irrational numbers. | ||||
73 | 8.NS.2 | Estimate and compare the value of irrational numbers by plotting them on a number line. | |||||
74 | 8.NS.3 | Extend prior knowledge to translate among multiple representations of rational numbers (fractions, decimal numbers, percentages). Include the conversion ofrepeating decimal numbers to fractions. | |||||
75 | Functions | 8.F.1 | Explore the concept of functions. a. Understand that a function assigns to each input exactly one output. b. Relate inputs (𝑥-values or domain) and outputs (𝑦-values or range) to independent and dependent variables. c. Translate among the multiple representations of a function, including mappings,tables, graphs, equations, and verbal descriptions. d. Determine if a relation is a function using multiple representations, including mappings, tables, graphs, equations, and verbal descriptions. e. Graph a function from a table of values. Understand that the graph and table both represent a set of ordered pairs of that function. | ||||
76 | 8.F.2 | Compare multiple representations of two functions, including mappings, tables, graphs, equations, and verbal descriptions, in order to draw conclusions. | |||||
77 | 8.F.3 | Investigate the differences between linear and nonlinear functions using multiplerepresentations (i.e., tables, graphs, equations, and verbal descriptions). a. Define an equation in slope-intercept form (𝑦 = 𝑚𝑥 + 𝑏) as being a linear function. b. Recognize that the graph of a linear function has a constant rate of change. c. Provide examples of nonlinear functions. | |||||
78 | 8.F.4 | Apply the concepts of linear functions to real-world and mathematical situations. a. Understand that the slope is the constant rate of change and the 𝑦-intercept is the point where 𝑥 = 0. b. Determine the slope and the 𝑦-intercept of a linear function given multiplerepresentations, including two points, tables, graphs, equations, and verbal descriptions. c. Construct a function in slope-intercept form that models a linear relationship between two quantities. d. Interpret the meaning of the slope and the y-intercept of a linear function in the context of the situation. e. Explore the relationship between linear functions and arithmetic sequences. | |||||
79 | 8.F.5 | Apply the concepts of linear and nonlinear functions to graphs in real-world and mathematical situations. a. Analyze and describe attributes of graphs of functions (e.g., constant, increasing/decreasing, linear/nonlinear, maximum/minimum, discrete/continuous). b. Sketch the graph of a function from a verbal description. c. Write a verbal description from the graph of a function with and without scales. | |||||
80 | Expressions and Equations and Inequities | 8.EEI.1 | Understand and apply the laws of exponents (i.e., product rule, quotient rule, power to a power, product to a power, quotient to a power, zero power property, negative exponents) to simplify numerical expressions that include integer exponents. | ||||
81 | 8.EEI.2 | Investigate concepts of square and cube roots. a. Find the exact and approximate solutions to equations of the form 𝑥 2 = 𝑝 and x3 = 𝑝 where 𝑝 is a positive rational number. b. Evaluate square roots of perfect squares. c. Evaluate cube roots of perfect cubes. d. Recognize that square roots of non-perfect squares are irrational. | |||||
82 | 8.EEI.3 | Explore the relationship between quantities in decimal and scientific notation. a. Express very large and very small quantities in scientific notation in the form 𝑎 × 10𝑏 = 𝑝 where 1 ≤ 𝑎 < 10 and 𝑏 is an integer. b. Translate between decimal notation and scientific notation. c. Estimate and compare the relative size of two quantities in scientific notation. | |||||
83 | 8.EEI.4 | Apply the concepts of decimal and scientific notation to solve real-world and mathematical problems. a. Multiply and divide numbers expressed in both decimal and scientific notation. b. Select appropriate units of measure when representing answers in scientific notation. c. Translate how different technological devices display numbers in scientific notation | |||||
84 | 8.EEI.5 | Apply concepts of proportional relationships to real-world and mathematical situations. a. Graph proportional relationships. b. Interpret unit rate as the slope of the graph. c. Compare two different proportional relationships given multiple representations, including tables, graphs, equations, diagrams, and verbal descriptions. | |||||
85 | 8.EEI.6 | Apply concepts of slope and 𝑦-intercept to graphs, equations, and proportional relationships. a. Explain why the slope, 𝑚, is the same between any two distinct points on a nonvertical line using similar triangles. b. Derive the slope-intercept form (𝑦 = 𝑚𝑥 + 𝑏) for a non-vertical line. c. Relate equations for proportional relationships (𝑦 = 𝑘𝑥) with the slope-intercept form (𝑦 = 𝑚𝑥 + 𝑏) where 𝑏 = 0. | |||||
86 | 8.EEI.7 | Extend concepts of linear equations and inequalities in one variable to more complex multi-step equations and inequalities in real-world and mathematical situations. a. Solve linear equations and inequalities with rational number coefficients that include the use of the distributive property, combining like terms, and variables on both sides. b. Recognize the three types of solutions to linear equations: one solution (𝑥 = 𝑎), infinitely many solutions (𝑎 = 𝑎), or no solutions (𝑎 = 𝑏). c. Generate linear equations with the three types of solutions. d. Justify why linear equations have a specific type of solution. | |||||
87 | 8.EEI.8 | Investigate and solve real-world and mathematical problems involving systems of linear equations in two variables with integer coefficients and solutions. a. Graph systems of linear equations and estimate their point of intersection. b. Understand and verify that a solution to a system of linear equations is represented on a graph as the point of intersection of the two lines. c. Solve systems of linear equations algebraically, including methods of substitution and elimination, or through inspection. d. Understand that systems of linear equations can have one solution, no solution, or infinitely many solutions. | |||||
88 | Geometry and Measurement | 8.GM.1 | Investigate the properties of rigid transformations (rotations, reflections, translations) using a variety of tools (e.g., grid paper, reflective devices, graphing paper, technology). a. Verify that lines are mapped to lines, including parallel lines. b. Verify that corresponding angles are congruent. c. Verify that corresponding line segments are congruent. | ||||
89 | 8.GM.2 | Apply the properties of rigid transformations (rotations, reflections, translations). a. Rotate geometric figures 90, 180, and 270 degrees, both clockwise and counterclockwise, about the origin. b. Reflect geometric figures with respect to the 𝑥-axis and/or 𝑦-axis. c. Translate geometric figures vertically and/or horizontally. d. Recognize that two-dimensional figures are only congruent if a series of rigid transformations can be performed to map the pre-image to the image. e. Given two congruent figures, describe the series of rigid transformations that justifies this congruence. | |||||
90 | 8.GM.3 | Investigate the properties of transformations (rotations, reflections, translations, dilations) using a variety of tools (e.g., grid paper, reflective devices, graphing paper, dynamic software). a. Use coordinate geometry to describe the effect of transformations on twodimensional figures. b. Relate scale drawings to dilations of geometric figures. | |||||
91 | 8.GM.4 | Apply the properties of transformations (rotations, reflections, translations, dilations). a. Dilate geometric figures using scale factors that are positive rational numbers. b. Recognize that two-dimensional figures are only similar if a series of transformations can be performed to map the pre-image to the image. c. Given two similar figures, describe the series of transformations that justifies this similarity. d. Use proportional reasoning to find the missing side lengths of two similar figures. | |||||
92 | 8.GM.5 | Extend and apply previous knowledge of angles to properties of triangles, similar figures, and parallel lines cut by a transversal. a. Discover that the sum of the three angles in a triangle is 180 degrees. b. Discover and use the relationship between interior and exterior angles of a triangle. c. Identify congruent and supplementary pairs of angles when two parallel lines are cut by a transversal. d. Recognize that two similar figures have congruent corresponding angles. | |||||
93 | 8.GM.6 | Use models to demonstrate a proof of the Pythagorean Theorem and its converse. | |||||
94 | 8.GM.7 | Apply the Pythagorean Theorem to model and solve real-world and mathematical problems in two and three dimensions involving right triangles. | |||||
95 | 8.GM.8 | Find the distance between any two points in the coordinate plane using thePythagorean Theorem. | |||||
96 | 8.GM.9 | Solve real-world and mathematical problems involving volumes of cones, cylinders, and spheres and the surface area of cylinders. | |||||
97 | Data Analysis, Statistics, and Probability | 8.DS.1 | Investigate bivariate data. a. Collect bivariate data. b. Graph the bivariate data on a scatter plot. c. Describe patterns observed on a scatter plot, including clustering, outliers, and association (positive, negative, no correlation, linear, nonlinear). | ||||
98 | 8.DSP.2 | Draw an approximate line of best fit on a scatter plot that appears to have a linear association and informally assess the fit of the line to the data points. | |||||
99 | 8.DSP.3 | Apply concepts of an approximate line of best fit in real-world situations. a. Find an approximate equation for the line of best fit using two appropriate data points. b. Interpret the slope and intercept. c. Solve problems using the equation. | |||||
100 | 8.DSP.4 | Investigate bivariate categorical data in two-way tables. a. Organize bivariate categorical data in a two-way table. b. Interpret data in two-way tables using relative frequencies. c. Explore patterns of possible association between the two categorical variables. |