Academic Standards - Grades 6-12


1	ROYALTON PUBLIC SCHOOLS AG EDUCATION Grades 6-12		Highlighted cells are a Royalton Middle/High School Priority Standard
2
3
4	Grade	Class	Standard	Code	Benchmark	Curriculum Course/Unit/Lesson	Assessment (Evidence of Mastery)

5	HS	Small Engines	PST.01.03. Identify and use hand and power tools and equipment for service, construction and fabrication.	PST.01.03.01.a.	Identify and demonstrate safe use and maintenance of measurement and layout tools.	Unit 1: Safety and Tools	Proficiency Scale
6	PST.01.03.01.b.	Select, maintain and use hand and power tools in service, construction and fabrication.	Unit 1: Safety and Tools	Proficiency Scale
7	PST.03.01. Troubleshoot and repair internal combustion engines.	PST.03.01.01.a.	Identify components and systems of internal combustion engines	Unit 2: Use of Service Manuals and Part Identification	Proficiency Scale
8	PST.03.01.01.b.	Utilize technical manuals and computer-based diagnostics in engine analysis and repair	Unit 2: Use of Service Manuals and Part Identification	Proficiency Scale
9	PST.03.01.01.c.	Performance test internal combustion engines to determine service and repair needs.	Unit 3: Testing each componet of engine	Proficiency Scale
10	PST.03.01.02.b.	Analyze and troubleshoot internal combustion engines.	Unit 3: Testing each componet of engine	Proficiency Scale
11	PST.03.01.02.c.	Overhaul spark-and-compression internal combustion engines.	Unit 3: Testing each componet of engine	Proficiency Scale
12
13	HS	Welding	CS.06.02. Performance Indicator: Develop a plan to maintain and improve health, safety and environmental compliance and performance.	CS.06.02.01.a.	Use proper safety practices/personal protective equipment.	Unit 1	Proficiency Scale
14	PST.04.04. Performance Indicator: Follow architectural and mechanical plans to construct and/or repair equipment, buildings and facilities.	PST.04.04.07.a.	Identify kinds and characteristics of metal materials.	Unit 2	Proficiency Scale
15	PST.04.04. Performance Indicator: Follow architectural and mechanical plans to construct and/or repair equipment, buildings and facilities.	PST.04.04.07.b.	Distinguish welding processes, positions, and materials preparation.	Unit 3	Proficiency Scale
16	PST.04.04. Performance Indicator: Follow architectural and mechanical plans to construct and/or repair equipment, buildings and facilities.	PST.04.04.07.c.	Construct and/or repair metal structures and equipment using welding fabrication procedures, including those associated with SMAW, GMAW, GTAW, fuel-oxygen and plasma arctorch methods.	Unit 4	Proficiency Scale
17
18	HS	FANS	AS.01.01.Evaluate the development and implications of animal origin, domestication and distribution.	AS.01.01.02.a.	Define major components of the animal industry.	Unit 1	Proficiency Scale
19	AS.02.02.Apply principles of comparative anatomy and physiology to uses within various animal systems.	AS.02.02.06.a.	Describe the functions of the animal body systems and system components.	Unit 2
20	AS.02.03.Select animals for specific purposes and maximum performance based on anatomy and physiology.	AS.02.03.01.b.	Compare and contrast desirable anatomical and physiological characteristics of animals within and between species.	Unit 3
21	AS.05.01.Evaluate the male and female reproductive systems in selecting animals.	AS.05.01.01.a.	Explain the male and female reproductive organs of the major animal species.	Unit 4
22	AS.05.01.01.a.	Explain the male and female reproductive organs of the major animal species.	Unit 5
23	AS.05.02.02.a.	Discuss the importance of efficient and economic reproduction in animals.	Unit 6
24	AS.07.01.Design animal housing, equipment and handling facilities for the major systems of animal production.	AS.07.01.01.a.	Identify facilities needed to house and produce each animal species safely and efficiently.	Unit 7
25	AS.07.01.02.a.	Identify equipment and handling facilities used in modern animal production.	Unit 8
26	AS.07.01.02.b.	Explain how modern equipment and handling facilities enhance the safe and economic production of animals.	Unit 9
27	CS.08.01. Performance Indicator: Evaluate and select the appropriate tool to perform a given task.	CS.08.01.01.a.	Identify standard tools, equipment, and safety procedures related to a specific task.	Unit 10
28	CS.08.01.02.a.	Follow operating instructions related to specific tools and equipment needed to complete a task.	Unit 11
29	CS.08.02. Performance Indicator: Use appropriate protective equipment and handle AFNR tools and equipment to demonstrate safe and proper use of the tools and equipment.	CS.08.02.01.a.	Use the appropriate procedures for the use and operation of specific tools and equipment.	Unit 12
30	PST.03.04. Performance Indicator: Troubleshoot and service electrical systems.	PST.03.04.01.a.	Apply the meaning and measurement of electricity, including amperage, voltage and wattage.	Unit 13
31	PST.03.04.01.b.	Assess and install electrical circuits, including conductors, insulators and controls.	Unit 14
32
33	HS	IFANS	CS.02.03.Professional Growth: Develop awareness and apply skills necessary for achieving career success.	CS.02.03.01.a.	Explore various career interests/options.
34	CS.02.03.03.a.	Identify the skills required for various careers.
35	CS.03.01.Communication: Demonstrate oral, written and verbal skills.	CS.03.01.02.a.	Describe the various types and uses of resumes.
36	CS.01.02.Relationships: Build a constituency through listening, coaching, understanding and appreciating others.	CS.01.02.01.a.	Explain human relation skills such as compassion, empathy, unselfishness, trustworthiness, reliability and being friendly.
37	CS.01.02.02.b.	Utilize communication skills to collaborate in a group setting.
38	CS.01.06.Continuous Improvement: Pursue learning and growth opportunities related to professional and personal aspirations.	CS.01.06.01.a.	Explain the reasons for having a leadership/personal growth plan.
39	CS.01.02.Relationships: Build a constituency through listening, coaching, understanding and appreciating others.	CS.01.02.04.a.	Identify characteristics of effective teams.
40	CS.01.04.Character: Conduct professional and personal activities based on virtues.	CS.01.04.06.a.	Describe the benefits of serving others.
41	CS.01.01.Action: Exhibit the skills and competencies needed to achieve a desired result.	CS.01.01.07.b.	Use a variety of strategies to evaluate goals (e.g., observe, apply, and demonstrate).
42	CS.01.01.04.b.	Use appropriate and reliable resources to complete an action or project.
43	CS.01.01.05.c.	Implement a plan that minimizes physical, financial, and professional risks and analyze results.
44	ESS.03.02.Apply soil science principles to environmental service systems.	ESS.03.02.01.a.	Explain the process of soil formation through weathering.
45	ESS.03.02.03.a.	Explain how the physical qualities of the soil influence the infiltration and percolation of water.
46	ESS.03.02.03.b.	Identify the physical qualities of the soil that determine its use for environmental service systems.
47	ESS.03.02.04.a.	Identify land uses, capability factors and land capability classes.
48	NRS.02.02.Performance Indicator: Demonstrate cartographic skills to aid in developing, implementing and evaluating natural resource management plans.	NRS.02.02.01.b.	Locate natural resources using a land survey and geographic coordinate system.
49	NRS.01.01.Apply knowledge of natural resource components to the management of natural resource systems.	NRS.01.01.01.a.	Identify natural resources.
50	NRS.01.01.01.b.	Differentiate between renewable and nonrenewable natural resources.
51	NRS.01.01.02.a.	Define ecosystem and related terms.
52	NRS.02.04.Demonstrate natural resource enhancement techniques.	NRS.02.04.03.a.	Identify characteristics of a healthy wildlife habitat.
53	NRS.02.05.Interpret laws related to natural resource management and protection.	NRS.02.05.01.a.	Identify laws associated with natural resource systems.
54	PST.02.02.Operate, service and diagnose the condition of power units and equipment.	PST.02.02.01.a.	Identify power unit and equipment controls and instruments, along with their functions.
55	PST.02.02.02.b.	Demonstrate safe practices and regulations in the operation of power units and equipment.
56	PST.02.02.01.b.	Perform start-up and shut-down procedures on power units and equipment as specified in technical manuals.
57	PST.03.01.Troubleshoot and repair internal combustion engines.	PST.03.01.02.a.	Describe the operation of internal combustion engines by types of fuel used.
58
59		Get Wired	MN.PST.03.02. Service electrical systems and components of mechanical equipment and power systems using a variety of troubleshooting and/or diagnostic methods.	PST.03.02.01.a.	Compare and contrast basic units of electricity (e.g., volts, amps, watts, and ohms) and the principles that describe their relationship (e.g., Ohm’s Law, Power Law, etc.).
60	PST.03.02.02.b.	Analyze and interpret electrical system symbols and diagrams.
61	PST.03.02.01.c.	Analyze and design electrical circuits for AFNR power, structural and technical systems using knowledge of the basic units of electricity.
62	PST.03.02.03.c.	Plan and install electrical control circuits and/or circuit boards to assure proper operation within AFNR power, structural and technical systems.
63	MN.PST.05.02. Prepare and/or use electrical drawings to design, install and troubleshoot electronic control systems in AFNR settings.	PST.05.02.01.a.	Examine and categorize electrical control system components used in AFNR systems (e.g., transistors, relays, HVAC, logic controllers, etc.).
64	PST.05.02.01.b.	Analyze schematic drawings for electrical control systems used in AFNR systems.
65	PST.05.02.02.c.	Troubleshoot electrical control system performance problems found in AFNR power, structural and technical systems.
66	MN.PST.06. Demonstrate the application of biotechnology and alternative energy to solve problems in AFNR systems.	PST.06.01.02.b.	PST.06.01.02.b. Assess the characteristics of biomass that make it useful for biofuels production.
67
68		Accelerated Metals	CS.06.02. Performance Indicator:Develop a plan to maintain and improve health, safety and environmental compliance and performance.	CS.06.02.01.a.	Use proper safety practices/personal protective equipment.
69			PST.04.03. Performance Indicator:Examine structural requirements for materials and procedures and estimate construction cost.	PST.04.03.01.a.	Identify criteria in selecting materials in agricultural construction/fabrication.
70			PST.04.03. Performance Indicator:Examine structural requirements for materials and procedures and estimate construction cost.	PST.04.03.01.b.	Select types of materials, determine quantities and estimate their costs and other costs associated with a specified project plan.
71			PST.04.03. Performance Indicator:Examine structural requirements for materials and procedures and estimate construction cost.	PST.04.03.01.c.	Prepare a project cost estimate, including materials, labor and management.
72			PST.04.01. Performance Indicator:Create sketches and plans of agricultural structures.	PST.04.01.01.b.	Develop plans and sketches using drafting equipment and computer programs.
73			PST.04.04. Performance Indicator:Follow architectural and mechanical plans to construct and/or repair equipment, buildings and facilities.	PST.04.04.07.c.	Construct and/or repair metal structures and equipment using welding fabrication procedures, including those associated with SMAW, GMAW, GTAW, fuel-oxygen and plasma arc torch methods.
74			PST.04.04. Performance Indicator:Follow architectural and mechanical plans to construct and/or repair equipment, buildings and facilities.	PST.04.04.07.c.	Construct and/or repair metal structures and equipment using welding fabrication procedures, including those associated with SMAW, GMAW, GTAW, fuel-oxygen and plasma arc torch methods.


1	ROYALTON PUBLIC SCHOOLS BUSINESS EDUCATION Grades 6-12		Highlighted cells are a Royalton Middle/High School Priority Standard
2
3
4	Grade	Class	Standard	Code	Benchmark	Curriculum Course/Unit/Lesson	Assessment (Evidence of Mastery)

5	HS	Accounting I (A)	AF20.10.01 Develop a foundational knowledge of accounting to understand its nature and scope.	AF20.10.01.01	Explain the concept of accounting
6
7	HS	Accounting II (B)	AF21.10.01 Analyze Source Documents	AF21.10.01.01	Analyze purchase requisitions.
8
9	8	Careers 8	The student will understand the career planning process	6.1.1	The student will assess their aptitudes, interests, and abilities and explore their preferences for working with people, data, and/or things.
10
11	6	Keyboarding 6	AS07.10.01 Use touch typing techniques to produce written communications.	AS07.10.01.01	Prepare written communications using touch typing techniques
12
13	HS	Personal Finance	AF18.10.01 Discuss implications of employment, income, and taxes on personal financial planning.	AF18.10.01.01	Discuss sources of income and their effects on maintaining a standard of living during employment years and in retirement.
14
15	HS	Work Experience	The student will understand the career planning process	6.1.1	The student will assess their aptitudes, interests, and abilities and explore their preferences for working with people, data, and/or things.


1	ROYALTON PUBLIC SCHOOLS ENGLISH LANGUAGE ARTS Grades 6-12	The Minnesota Academic Standards in English Language Arts are organized by grade level into four content strands: 1) Reading 2) Writing 3) Speaking, Viewing, Listening, & Media Literacy 4) Language Each strand features learning progressions that are anchored in college and career readiness standards.		Highlighted cells are a Royalton Middle/High School Priority Standard
2
3
4	Grade	Strand	Substrand	Standard	Code	Benchmark	Curriculum Course/Unit/Lesson	Assessment (Evidence of Mastery)

5	6	READING	4. Literature	1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.	6.4.1.1	Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.		Proficiency Scale
6	10. Read and comprehend complex literary and informational texts independently and proficiently.	6.4.10.10	By the end of the year, read and comprehend literature and other texts including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently and independently with appropriate scaffolding for texts at the high end of the range: (a) Self-select texts for personal enjoyment, interest and academic tasks. (b) Read widely to understand multiple perspectives and pluralistic viewpoints.
7	2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.	6.4.2.2	Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
8	3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.	6.4.3.3	Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.		Proficiency Scale
9	4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.	6.4.4.4	Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.		Proficiency Scale
10	5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.	6.4.5.5	Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.		Proficiency Scale
11	6. Assess how point of view or purpose shapes the content and style of a text.	6.4.6.6	Explain how an author develops the point of view of the narrator or speaker in a text, including those by or about Minnesota American Indians.
12	7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.	6.4.7.7	Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.		Proficiency Scale
13	9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.	6.4.9.9	Compare and contrast texts in different forms or genres including those by and about Minnesota American Indians (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.		Proficiency Scale
14	10. Read and comprehend complex literary and information texts independently and proficiently.	6.5.10.10	10. By the end of the year, read and comprehend literature and other texts including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently and independently with appropriate scaffolding for texts at the high end of the range. a. Self-select texts for personal enjoyment, interest and academic tasks. b. Read widely to understand multiple perspectives and pluralistic viewpoints.		Proficiency Scale
15	5. Informational Text	1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.	6.5.1.1	Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
16	2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.	6.5.2.2	Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.		Proficiency Scale
17	3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.	6.5.3.3	Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
18	4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.	6.5.4.4	Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.		Proficiency Scale
19	5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.	6.5.5.5	Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
20	6. Assess how point of view or purpose shapes the content and style of a text.	6.5.6.6	Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.		Proficiency Scale
21	7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.	6.5.7.7	Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
22	8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.	6.5.8.8	Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
23	9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.	6.5.9.9	Compare and contrast one author's presentation of events, including events related to Minnesota American Indians, with that of another (e.g., a memoir written by and a biography on the same person).
24	10. Read and comprehend complex literary and informational texts independently and proficiently.	6.5.10.10	By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range: (a) Self-select texts for personal enjoyment, interest, and academic tasks.		Proficiency Scale
25	6	WRITING	7. Writing	1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.	6.7.1.1	Write arguments to support claims with clear reasons and relevant evidence: (a) Introduce claim(s) and organize the reasons and evidence clearly. (b) Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. (c) Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. (d) Establish and maintain a formal style. (e) Provide a concluding statement or section that follows from the argument presented.		Proficiency Scale
26	2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.	6.7.2.2	Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content: (a) Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. (b) Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. (c) Use appropriate transitions to clarify the relationships among ideas and concepts. (d) Use precise language and domain-specific vocabulary to inform about or explain the topic. (e) Establish and maintain a formal style. (f) Provide a concluding statement or section that follows from the information or explanation presented.
27	3. Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.	6.7.3.3	Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences: (a) Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. (b) Use literary and narrative techniques, such as dialogue, pacing, rhythm and description, to develop experiences, events, and/or characters. (c) Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. (d) Use precise words and phrases, relevant descriptive details, figurative and sensory language to convey experiences and events. (e) Provide a conclusion (when appropriate to the genre) that follows from the narrated experiences or events.
28	4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.	6.7.4.4	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 6.7.1.1, 6.7.2.2, and 6.7.3.3.)		Proficiency Scale
29	5. Use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach.	6.7.5.5	With some guidance and support from peers and adults, use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6.)		Proficiency Scale
30	6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.	6.7.6.6	Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
31	7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.	6.7.7.7	Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
32	8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.	6.7.8.8	Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
33	9. Draw evidence from literary or informational texts to support analysis, reflection, and research.	6.7.9.9	Draw evidence from literary or informational texts to support analysis, reflection, and research: (a) Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres including those by and about Minnesota American Indians [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”). (b) Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).
34	10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.	6.7.10.10	10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. a. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
35	6	SPEAKING, VIEWING, LISTENING AND MEDIA LITERACY	9. Speaking, Viewing, Listening and Media Literacy	1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.	6.9.1.1	Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly: (a) Come to discussions prepared having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. (b) Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. (c) Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. (d) Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. (e) Cooperate, mediate, and problem solve to make decisions as appropriate for productive group discussion.		Proficiency Scale
36	2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.	6.9.2.2	Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
37	3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.	6.9.3.3	Delineate a speaker's argument, specific claims, and intended audience, distinguishing claims that are supported by reasons and evidence from claims that are not.
38	4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.	6.9.4.4	Present claims and findings, respect intellectual properties, sequence ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.		Proficiency Scale
39	5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.	6.9.5.5	Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
40	6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.	6.9.6.6	Adapt speech to a variety of contexts, audiences, tasks, and feedback from self and others, demonstrating command of formal English when indicated or appropriate. (Refer to grade 6 Language standards 1 and 3 for specific expectations.)		Proficiency Scale
41	7. Critically analyze information found in electronic, print, and mass media and use a variety of these sources.	6.9.7.7	Understand, analyze, and use different types of print, digital, and multimodal media: (a) Evaluate mass media with regard to quality of production (e.g., film, television, radio, advertisements). (b) Evaluate mass media with regard to accuracy of information, bias, stereotype, purpose, message and target audience (e.g., film, television, radio, video games, print and digital media, advertisements). (c) Recognize ethical standards and safe practices in social and personal media communications.
42	8. Communicate using traditional or digital multimedia formats and digital writing and publishing for a specific purpose.	6.9.8.8	As an individual or in collaboration, create an informative multimedia work or a piece of digital communication or contribute to an online collaboration for a specific purpose: (a) Demonstrate a developmentally appropriate understanding of copyright, attribution, principles of Fair Use, Creative Commons licenses and the effect of genre on conventions of attribution and citation. (b) Publish the work and share with an audience.
43	6	LANGUAGE BENCHMARKS	11. Language Benchmarks	1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.	6.11.1.1	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: (a) Ensure that pronouns are in the proper case (subjective, objective, possessive). (b) Use intensive pronouns (e.g., myself, ourselves). (c) Recognize and correct inappropriate shifts in pronoun number and person. (d) Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). (e) Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.
44	2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.	6.11.2.2	Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: (a) Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. (b) Spell correctly.		Proficiency Scale
45	3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.	6.11.3.3	Use knowledge of language and its conventions when writing, speaking, reading, or listening: (a) Vary sentence patterns for meaning, reader/listener interest, and style. (b) Maintain consistency in style and tone.
46	4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.	6.11.4.4	Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies: (a) Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. (b) Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). (c) Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. (d) Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).		Proficiency Scale
47	5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.	6.11.5.5	Demonstrate understanding of figurative language, word relationships, and nuances in word meanings to extend word consciousness: (a) Interpret figures of speech (e.g., personification) in context. (b) Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. (c) Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
48	6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression	6.11.6.6	Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.		Proficiency Scale
49
50	7	READING	4. Literature	1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.	7.4.1.1	Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
51	2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.	7.4.2.2	Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
52	3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.	7.4.3.3	Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
53	4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.	7.4.4.4	Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
54	5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.	7.4.5.5	Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
55	6. Assess how point of view or purpose shapes the content and style of a text.	7.4.6.6	Analyze how an author develops and contrasts the points of view of different characters or narrators in a text, including those from diverse cultures.
56	7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.	7.4.7.7	Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
57	9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.	7.4.9.9	Compare and contrast a fictional portrayal, including those in stories, poems, and historical novels of Minnesota American Indians, of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
58	10. Read and comprehend complex literary and informational texts independently and proficiently.	7.4.10.10	By the end of the year, read and comprehend literature and other texts including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently and independently with appropriate scaffolding for texts at the high end of the range: (a) Self-select texts for personal enjoyment, interest and academic tasks. (b) Read widely to understand multiple perspectives and pluralistic viewpoints.
59	5. Informational Text	1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.	7.5.1.1	Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
60	2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.	7.5.2.2	Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
61	3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.	7.5.3.3	Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
62	4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.	7.5.4.4	Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
63	5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.	7.5.5.5	Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
64	6. Assess how point of view or purpose shapes the content and style of a text.	7.5.6.6	Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
65	7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.	7.5.7.7	Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
66	8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.	7.5.8.8	Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
67	9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.	7.5.9.9	Analyze how two or more authors writing about the same topic including topics about Minnesota American Indians; shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
68	10. Read and comprehend complex literary and informational texts independently and proficiently.	7.5.10.10	By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band independently and proficiently, with scaffolding as needed at the high end of the range: (a) Self-select texts for personal enjoyment, interest and academic tasks.
69	7	WRITING	7. Writing	1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.	7.7.1.1	Write arguments to support claims with clear reasons and relevant evidence: (a) Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. (b) Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. (c) Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. (d) Establish and maintain a formal style. (e) Provide a concluding statement or section that follows from and supports the argument presented.
70	2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.	7.7.2.2	Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content: (a) Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. (b) Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. (c) Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. (d) Use precise language and domain-specific vocabulary to inform about or explain the topic. (e) Establish and maintain a formal style. (f) Provide a concluding statement or section that follows from and supports the information or explanation presented.
71	3. Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.	7.7.3.3	Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences: (a) Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. (b) Use literary and narrative techniques, such as dialogue, pacing, rhythm, rhyme, and description, to develop experiences, events, and/or characters. (c) Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. (d) Use precise words and phrases, relevant descriptive details, figurative and sensory language to capture the action and convey experiences and events. (e) Provide a conclusion (when appropriate to the genre) that follows from and reflects on the narrated experiences or events.
72	4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.	7.7.4.4	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
73	5. Use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach.	7.7.5.5	With some guidance and support from peers and adults, use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7.)
74	6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.	7.7.6.6	Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
75	7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.	7.7.7.7	Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
76	8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.	7.7.8.8	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.
77	9. Draw evidence from literary or informational texts to support analysis, reflection, and research.	7.7.9.9	Draw evidence from literary or informational texts to support analysis, reflection, and research: (a) Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal, including those in stories, poems, and historical novels of Minnesota American Indians, of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”). (b) Apply grade 7 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).
78	10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.	7.7.10.10	Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences: (a) Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
79	7	SPEAKING, VIEWING, LISTENING AND MEDIA LITERACY	9. Speaking, Viewing, Listening and Media Literacy	1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.	7.9.1.1	Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly: (a) Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. (b) Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. (c) Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. (d) Acknowledge new information expressed by others and, when warranted, modify their own views. (e) Cooperate, mediate, and problem solve to make decisions as appropriate for productive group discussion.
80	2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.	7.9.2.2	Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
81	3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.	7.9.3.3	Delineate a speaker's argument, specific claims, and intended audience, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
82	4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.	7.9.4.4	Present claims and findings, respect intellectual properties, emphasize salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
83	5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.	7.9.5.5	Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
84	6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.	7.9.6.6	Adapt speech to a variety of contexts, audiences, tasks, and feedback from self and others, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 for specific expectations.)
85	7. Critically analyze information found in electronic, print, and mass media and use a variety of these sources.	7.9.7.7	Understand, analyze, and use different types of print, digital, and multimodal media: (a) Evaluate mass media with regard to quality of production, accuracy of information, bias, stereotype, purpose, message and target audience (e.g., film, television, radio, video games, and advertisements). (b) Analyze the messages and points of view employed in different media (e.g., advertising, news programs, websites, video games, blogs, documentaries). (c) Recognize ethical standards and safe practices in social and personal media communications.
86	8. Communicate using traditional or digital multimedia formats and digital writing and publishing for a specific purpose.	7.9.8.8	As an individual or in collaboration, create an artistic or entertaining multimedia work or a piece of digital communication or contribute to an online collaboration for a specific purpose: (a) Demonstrate a developmentally appropriate understanding of copyright, attribution, principles of Fair Use, Creative Commons licenses and the effect of genre on conventions of attribution and citation. (b) Publish the work and share with an audience.
87	7	LANGUAGE BENCHMARKS	11. Language Benchmarks	1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.	7.11.1.1	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: (a) Explain the function of phrases and clauses in general and their function in specific sentences. (b) Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. (c) Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
88	2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.	7.11.2.2	Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: (a) Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt). (b) Spell correctly.
89	3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.	7.11.3.3	Use knowledge of language and its conventions when writing, speaking, reading, or listening: (a) Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
90	4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.	7.11.4.4	Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies: (a) Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. (b) Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). (c) Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. (d) Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
91	5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.	7.11.5.5	Demonstrate understanding of figurative language, word relationships, and nuances in word meanings to extend word consciousness: (a) Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. (b) Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. (c) Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
92	6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression	7.11.6.6	Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
93
94	8	READING	4. Literature	1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.	8.4.1.1	Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
95	4. Literature	2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.	8.4.2.2	Determine a theme or central idea of a text, including those by and about Minnesota American Indians, and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.		Proficiency Scale
96	4. Literature	3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.	8.4.3.3	Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
97	4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.	8.4.4.4	Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
98	5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.	8.4.5.5	Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
99	6. Assess how point of view or purpose shapes the content and style of a text.	8.4.6.6	Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
100	7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.	8.4.7.7	Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.		Proficiency Scale
101	9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.	8.4.9.9	Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, including stories, poems, and historical novels of Minnesota American Indians, or religious works such as the Bible, including describing how the material is rendered new.
102	10. Read and comprehend complex literary and informational texts independently and proficiently.	8.4.10.10	By the end of the year, read and comprehend literature and other texts including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently and independently with appropriate scaffolding for texts at the high end of the range: (a) Self-select texts for personal enjoyment, interest and academic tasks. (b) Read widely to understand multiple perspectives and pluralistic viewpoints.		Proficiency Scale
103	5. Informational Text	1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.	8.5.1.1	Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.		Proficiency Scale
104	2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.	8.5.2.2	Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.		Proficiency Scale
105	3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.	8.5.3.3	Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
106	4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.	8.5.4.4	Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
107	5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.	8.5.5.5	Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
108	6. Assess how point of view or purpose shapes the content and style of a text.	8.5.6.6	Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
109	7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.	8.5.7.7	Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
110	8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.	8.5.8.8	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.		Proficiency Scale
111	9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.	8.5.9.9	Analyze a case in which two or more texts, including one text by or about Minnesota American Indians or other diverse cultures, provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
112	10. Read and comprehend complex literary and informational texts independently and proficiently.	8.5.10.10	By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently: (a) Self-select texts for personal enjoyment, interest, and academic tasks.		Proficiency Scale
113	8	WRITING	7. Writing	1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.	8.7.1.1	Write arguments to support claims with clear reasons and relevant evidence: (a) Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. (b) Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. (c) Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. (d) Establish and maintain a formal style. (e) Provide a concluding statement or section that follows from and supports the argument presented.
114	2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.	8.7.2.2	Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content: (a) Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories, include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful on aiding comprehension. b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. (c) Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. (d) Use precise language and domain-specific vocabulary to inform about or explain the topic. (e) Establish and maintain a formal style. (f) Provide a concluding statement or section that follows from and supports the information or explanation presented.
115	3. Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.	8.7.3.3	Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences: (a) Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. (b) Use literary and narrative techniques, such as dialogue, pacing, description, rhythm, repetition, rhyme, and reflection, to develop experiences, events, and/or characters. (c) Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. (d) Use precise words and phrases, relevant descriptive details, figurative and sensory language to capture the action and convey experiences and events. (e) Provide a conclusion (when appropriate to the genre) that follows from and reflects on the narrated experiences or events.		Proficiency Scale
116	4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.	8.7.4.4	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 8.7.1.1, 8.7.2.2, and 8.7.3.3.)		Proficiency Scale
117	5. Use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach.	8.7.5.5	With some guidance and support from peers and adults, use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 8.)
118	6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.	8.7.6.6	Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
119	7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.	8.7.7.7	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.
120	8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.	8.7.8.8	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.		Proficiency Scale
121	9. Draw evidence from literary or informational texts to support analysis, reflection, and research.	8.7.9.9	Draw evidence from literary or informational texts to support analysis, reflection, and research: (a) Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, including stories, poems, and historical novels of Minnesota American Indians, or religious works such as the Bible, including describing how the material is rendered new”). (b) Apply grade 8 Reading standards to literary nonfiction (e.g., “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”).		Proficiency Scale
122	10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.	8.7.10.10	Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences: (a) Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
123	8	SPEAKING, VIEWING, LISTENING AND MEDIA LITERACY	9. Speaking, Viewing, Listening and Media Literacy	1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.	8.9.1.1	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: (a) Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. (b) Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. (c) Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. (d) Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. (e) Cooperate, mediate, and problem solve to make decisions or build consensus as appropriate for productive group discussion.
124	2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.	8.9.2.2	Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
125	3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.	8.9.3.3	Delineate and respond to a speaker's argument, specific claim, and intended audience, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.		Proficiency Scale
126	4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.	8.9.4.4	Present claims and findings, respect intellectual properties emphasize 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.
127	5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.	8.9.5.5	Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
128	6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.	8.9.6.6	Adapt speech to a variety of contexts, audiences, tasks, and feedback from self and others, demonstrating command of formal English when indicated or appropriate. (Refer to grade 8 Language standards 1 and 3 for specific expectations.)		Proficiency Scale
129	7. Critically analyze information found in electronic, print, and mass media and use a variety of these sources.	8.9.7.7	Understand, analyze, and use different types of print, digital, and multimodal media: (a) Evaluate mass media with regard to quality of production, accuracy of information, bias, stereotype, purpose, message and target audience (e.g., film, television, radio, video games, advertisements). (b) Critically analyze the messages and points of view employed in different media (e.g., advertising, news programs, websites, video games, blogs, documentaries). (c) Analyze design elements of various kinds of media productions to observe that media messages are constructed for a specific purpose.		Proficiency Scale
130	8. Communicate using traditional or digital multimedia formats and digital writing and publishing for a specific purpose.	8.9.8.8	As an individual or in collaboration, create a persuasive multimedia work or a piece of digital communication or contribute to an online collaboration for a specific purpose: (a) Demonstrate a developmentally appropriate understanding of copyright, attribution, principles of Fair Use, Creative Commons licenses and the effect of genre on conventions of attribution and citation. (b) Publish the work and share with an audience.
131	8	LANGUAGE BENCHMARKS	11. Language Benchmarks	1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.	8.11.1.1	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: (a) Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. (b) Form and use verbs in the active and passive voice. (c) Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. (d) Recognize and correct inappropriate shifts in verb voice and mood.
132	2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.	8.11.2.2	Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: (a) Use punctuation (comma, ellipsis, dash) to indicate a pause or break. (b) Use an ellipsis to indicate an omission. (c) Spell correctly.		Proficiency Scale
133	3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.	8.11.3.3	Use knowledge of language and its conventions when writing, speaking, reading, or listening: (a) Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).
134	4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.	8.11.4.4	Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies: (a) Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. (b) Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede). (c) Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. (d) Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
135	5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.	8.11.5.5	Demonstrate understanding of figurative language, word relationships, and nuances in word meanings to extend word consciousness: (a) Interpret figures of speech (e.g. verbal irony, puns) in context. (b) Use the relationship between particular words to better understand each of the words. (c) Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).		Proficiency Scale
136	6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression	8.11.6.6	Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.		Proficiency Scale
137
138	9	READING	4. Literature	1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.	9.4.1.1	Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.		Proficiency Scale
139	4. Literature	2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.	9.4.2.2	Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
140	4. Literature	3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.	9.4.3.3	Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.		Proficiency Scale
141	4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.	9.4.4.4	Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).		Proficiency Scale
142	5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.	9.4.5.5	5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
143	6. Assess how point of view or purpose shapes the content and style of a text.	9.4.6.6	Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
144	7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.	9.4.7.7	Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
145	9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.	9.4.9.9	Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare or how a Minnesota American Indian author uses oral tradition to create works of literature).
146	10. Read and comprehend complex literary and informational texts independently and proficiently.	9.4.10.10	By the end of grade 9,read and comprehend literature and other texts including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. a. Self-select texts for personal enjoyment, interest, and academic tasks. b. Read widely to understand multiple perspectives and pluralistic viewpoints. By the end of grade 10,read and comprehend literature and other texts including stories, dramas, and poems at the high end of the grades 9–10 text complexity band independently and proficiently. a. Self-select texts for personal enjoyment, interest, and academic tasks. b. Read widely to understand multiple perspectives and pluralistic viewpoints.
147	5. Informational Text	1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.	9.5.1.1	Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.		Proficiency Scale
148	2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.	9.5.2.2	Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
149	3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.	9.5.3.3	Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
150	4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.	9.5.4.4	Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
151	5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.	9.5.5.5	Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).		Proficiency Scale
152	6. Assess how point of view or purpose shapes the content and style of a text.	9.5.6.6	Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.		Proficiency Scale
153	7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.	9.5.7.7	Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
154	8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.	9.5.8.8	Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.		Proficiency Scale
155	9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.	9.5.9.9	Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail,” and other documents such as those written by Sojourner Truth, Chief Seattle, and Elizabeth Cady Stanton), including how they address related themes and concepts.
156	10. Read and comprehend complex literary and informational texts independently and proficiently.	9.5.10.10	By the end of grade 9,read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10,read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently. a. Self-select texts for personal enjoyment, interest, and academic tasks.
157	9	WRITING	7. Writing	1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.	9.7.1.1	Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims,and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented.		Proficiency Scale
158	2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.	9.7.2.2	Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
159	3. Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.	9.7.3.3	Write narratives and other creative texts develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use literary and narrative techniques, such as dialogue, pacing, rhythm, repetition, rhyme, description, reflection, and multiple plot lines,to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, figurative and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion (when appropriate to the genre) that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative or creative text.
160	4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.	9.7.4.4	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)		Proficiency Scale
161	5. Use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach.	9.7.5.5	Use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach,focusing on addressing what is most significant for a specific purpose and audience.(Editing for conventions should demonstrate command ofLanguage standards 1–3 up to and including grades 9–10 on page 75.)		Proficiency Scale
162	6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.	9.7.6.6	Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
163	7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.	9.7.7.7	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.
164	8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.	9.7.8.8	Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.		Proficiency Scale
165	9. Draw evidence from literary or informational texts to support analysis, reflection, and research.	9.7.9.9	Draw evidence from literary or informational texts to support analysis, reflection, and research: (a) Apply grades 9-10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”). (b) Apply grades 9-10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).
166	10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.	9.7.10.10	Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. a. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
167	9	SPEAKING, VIEWING, LISTENING AND MEDIA LITERACY	9. Speaking, Viewing, Listening and Media Literacy	1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.	9.9.1.1	Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, including those by and about Minnesota American Indians, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts andother research on the topic or issue tostimulate a thoughtful, well-reasoned exchange of ideas. a. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. b. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; andclarify, verify, or challenge ideas and conclusions. c. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement,and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
168	2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.	9.9.2.2	Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.		Proficiency Scale
169	3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.	9.9.3.3	Evaluate a speaker’s point of view, reasoning, intended audience, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.		Proficiency Scale
170	4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.	9.9.4.4	While respecting intellectual property, present information, findings, and supporting evidence clearly, concisely, and logicallysuch that listeners can follow the line of reasoningand the organization, development, substance, and style are appropriate to purpose, audience, and task (e.g., persuasion, argumentation, debate).
171	5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.	9.9.5.5	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.
172	6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.	9.9.6.6	Adapt speech to a variety of contexts, audiences, tasks, and feedback from self and others, demonstrating command of formal English when indicated or appropriate.(Seegrades 9–10 Language standards 1 and 3 on pages 75for specific expectations.) a. Apply assessment criteria to evaluate oral presentations by self and others.
173	7. Critically analyze information found in electronic, print, and mass media and use a variety of these sources.	9.9.7.7	Understand, analyze, evaluate, and use different types ofprint, digital, and multimodal media. a. Evaluate the content and effect of persuasive techniques used in different mass media. b. Synthesize information and recognize categories, trends, and themes across multiple sources. c. Demonstrate an understanding of ethics in mass communication and describe the characteristics of ethical and unethical behavior. d. Recognize ethical standards and safe practices in social and personal media communications, and understand the consequences of personal choices.
174	8. Communicate using traditional or digital multimedia formats and digital writing and publishing for a specific purpose.	9.9.8.8	As an individual or in collaboration, create a multimedia work, a remix of original work and the work of others, or a piece of digital communication for a specific purpose (e.g., to interpret or respond to a piece of literature, to represent thematic similarities between two literary works, to interact or collaborate globally, to critique a current event or social issue.) a. Present, transform, or remix content in an ethical manner, demonstrating an understanding of copyright, attribution, citation, the principles of Fair Use, and of the different types of Creative Commons licenses. b. Publish the work and share with an audience.
175	9	LANGUAGE BENCHMARKS	11. Language Benchmarks	1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.	9.11.1.1	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure.* b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
176	2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.	9.11.2.2	Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly.		Proficiency Scale
177	3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.	9.11.3.3	Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.
178	4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.	9.11.4.4	Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).		Proficiency Scale
179	5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.	9.11.5.5	Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations.
180	6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression	9.11.6.6	Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
181
182	10	READING	4. Literature	1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.	9.4.1.1	Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.		Proficiency Scale
183	4. Literature	2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.	9.4.2.2	Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
184		6. Assess how point of view or purpose shapes the content and style of a text.	9.4.6.6	Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.		Proficiency Scale
185	10. Read and comprehend complex literary and informational texts independently and proficiently.	9.4.10.10	By the end of grade 9,read and comprehend literature and other texts including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. a. Self-select texts for personal enjoyment, interest, and academic tasks. b. Read widely to understand multiple perspectives and pluralistic viewpoints. By the end of grade 10,read and comprehend literature and other texts including stories, dramas, and poems at the high end of the grades 9–10 text complexity band independently and proficiently. a. Self-select texts for personal enjoyment, interest, and academic tasks. b. Read widely to understand multiple perspectives and pluralistic viewpoints.		Proficiency Scale
186	5. Informational Text	1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.	9.5.1.1	Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.		Proficiency Scale
187	5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.	9.5.5.5	Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).		Proficiency Scale
188	6. Assess how point of view or purpose shapes the content and style of a text.	9.5.6.6	Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.		Proficiency Scale
189	7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.	9.5.7.7	Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.		Proficiency Scale
190	8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.	9.5.8.8	Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
191	9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.	9.5.9.9	Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail,” and other documents such as those written by Sojourner Truth, Chief Seattle, and Elizabeth Cady Stanton), including how they address related themes and concepts.		Proficiency Scale
192	10	WRITING	7. Writing	1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.	9.7.1.1	Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims,and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented.
193	2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.	11.7.2.2	Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).		Proficiency Scale
194	3. Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.	9.7.3.3	Write narratives and other creative texts develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use literary and narrative techniques, such as dialogue, pacing, rhythm, repetition, rhyme, description, reflection, and multiple plot lines,to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, figurative and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion (when appropriate to the genre) that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative or creative text.		Proficiency Scale
195	4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.	9.7.4.4	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)		Proficiency Scale
196	5. Use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach.	9.7.5.5	Use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach,focusing on addressing what is most significant for a specific purpose and audience.(Editing for conventions should demonstrate command ofLanguage standards 1–3 up to and including grades 9–10 on page 75.)
197	7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.	9.7.7.7	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.		Proficiency Scale
198	8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.	9.7.8.8	Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
199	9. Draw evidence from literary or informational texts to support analysis, reflection, and research.	9.7.9.9	Draw evidence from literary or informational texts to support analysis, reflection, and research: (a) Apply grades 9-10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”). (b) Apply grades 9-10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).		Proficiency Scale
200	10	SPEAKING, VIEWING, LISTENING AND MEDIA LITERACY	9. Speaking, Viewing, Listening and Media Literacy	1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.	9.9.1.1	Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, including those by and about Minnesota American Indians, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts andother research on the topic or issue tostimulate a thoughtful, well-reasoned exchange of ideas. a. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. b. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; andclarify, verify, or challenge ideas and conclusions. c. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement,and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.		Proficiency Scale
201	6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.	9.9.6.6	Adapt speech to a variety of contexts, audiences, tasks, and feedback from self and others, demonstrating command of formal English when indicated or appropriate.(Seegrades 9–10 Language standards 1 and 3 on pages 75for specific expectations.) a. Apply assessment criteria to evaluate oral presentations by self and others.		Proficiency Scale
202	7. Critically analyze information found in electronic, print, and mass media and use a variety of these sources.	9.9.7.7	Understand, analyze, evaluate, and use different types ofprint, digital, and multimodal media. a. Evaluate the content and effect of persuasive techniques used in different mass media. b. Synthesize information and recognize categories, trends, and themes across multiple sources. c. Demonstrate an understanding of ethics in mass communication and describe the characteristics of ethical and unethical behavior. d. Recognize ethical standards and safe practices in social and personal media communications, and understand the consequences of personal choices.		Proficiency Scale
203	10	LANGUAGE BENCHMARKS	11. Language Benchmarks	1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.	9.11.1.1	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure.* b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.		Proficiency Scale
204	4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.	9.11.4.4	Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).		Proficiency Scale
205
206	11	READING	4. Literature	1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.	11.4.1.1	Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.		Proficiency Scale
207	4. Literature	2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.	11.4.2.2	Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.		Proficiency Scale
208	4. Literature	3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.	11.4.3.3	Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.		Proficiency Scale
209	4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.	11.4.4.4	Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
210	5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.	11.4.5.5	5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
211	7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.	11.4.7.7	Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
212	9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.	11.4.9.9	Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare or how a Minnesota American Indian author uses oral tradition to create works of literature).
213	10. Read and comprehend complex literary and informational texts independently and proficiently.	11.4.10.10	By the end of grade 9,read and comprehend literature and other texts including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. a. Self-select texts for personal enjoyment, interest, and academic tasks. b. Read widely to understand multiple perspectives and pluralistic viewpoints. By the end of grade 10,read and comprehend literature and other texts including stories, dramas, and poems at the high end of the grades 9–10 text complexity band independently and proficiently. a. Self-select texts for personal enjoyment, interest, and academic tasks. b. Read widely to understand multiple perspectives and pluralistic viewpoints.
214	5. Informational Text	2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.	11.5.2.2	Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
215		3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.	11.5.3.3	Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.		Proficiency Scale
216		4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.	11.5.4.4	Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
217		5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.	11.5.5.5	Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
218		6. Assess how point of view or purpose shapes the content and style of a text.	11.5.6.6	Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.		Proficiency Scale
219		8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.	11.5.8.8	Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
220		9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.	11.5.9.9	Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail,” and other documents such as those written by Sojourner Truth, Chief Seattle, and Elizabeth Cady Stanton), including how they address related themes and concepts.		Proficiency Scale
221		10. Read and comprehend complex literary and informational texts independently and proficiently.	11.5.10.10	By the end of grade 9,read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10,read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently. a. Self-select texts for personal enjoyment, interest, and academic tasks.
222	11	WRITING	7. Writing	1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.	11.7.1.1	Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims,and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented.
223	2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.	11.7.2.2	Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
224	3. Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.	11.7.3.3	Write narratives and other creative texts develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use literary and narrative techniques, such as dialogue, pacing, rhythm, repetition, rhyme, description, reflection, and multiple plot lines,to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, figurative and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion (when appropriate to the genre) that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative or creative text.
225	4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.	11.7.4.4	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)		Proficiency Scale
226	5. Use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach.	11.7.5.5	Use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach,focusing on addressing what is most significant for a specific purpose and audience.(Editing for conventions should demonstrate command ofLanguage standards 1–3 up to and including grades 9–10 on page 75.)		Proficiency Scale
227	6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.	11.7.6.6	Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
228	7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.	11.7.7.7	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.		Proficiency Scale
229	8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.	11.7.8.8	Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
230	11	SPEAKING, VIEWING, LISTENING AND MEDIA LITERACY	9. Speaking, Viewing, Listening and Media Literacy	1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.	11.9.1.1	Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, including those by and about Minnesota American Indians, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts andother research on the topic or issue tostimulate a thoughtful, well-reasoned exchange of ideas. a. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. b. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; andclarify, verify, or challenge ideas and conclusions. c. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement,and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
231	2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.	11.9.2.2	Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.		Proficiency Scale
232	3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.	11.9.3.3	Evaluate a speaker’s point of view, reasoning, intended audience, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.		Proficiency Scale
233	4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.	11.9.4.4	While respecting intellectual property, present information, findings, and supporting evidence clearly, concisely, and logicallysuch that listeners can follow the line of reasoningand the organization, development, substance, and style are appropriate to purpose, audience, and task (e.g., persuasion, argumentation, debate).
234	5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.	11.9.5.5	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.
235	6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.	11.9.6.6	Adapt speech to a variety of contexts, audiences, tasks, and feedback from self and others, demonstrating command of formal English when indicated or appropriate.(Seegrades 9–10 Language standards 1 and 3 on pages 75for specific expectations.) a. Apply assessment criteria to evaluate oral presentations by self and others.		Proficiency Scale
236	7. Critically analyze information found in electronic, print, and mass media and use a variety of these sources.	11.9.7.7	Understand, analyze, evaluate, and use different types ofprint, digital, and multimodal media. a. Evaluate the content and effect of persuasive techniques used in different mass media. b. Synthesize information and recognize categories, trends, and themes across multiple sources. c. Demonstrate an understanding of ethics in mass communication and describe the characteristics of ethical and unethical behavior. d. Recognize ethical standards and safe practices in social and personal media communications, and understand the consequences of personal choices.
237	8. Communicate using traditional or digital multimedia formats and digital writing and publishing for a specific purpose.	11.9.8.8	As an individual or in collaboration, create a multimedia work, a remix of original work and the work of others, or a piece of digital communication for a specific purpose (e.g., to interpret or respond to a piece of literature, to represent thematic similarities between two literary works, to interact or collaborate globally, to critique a current event or social issue.) a. Present, transform, or remix content in an ethical manner, demonstrating an understanding of copyright, attribution, citation, the principles of Fair Use, and of the different types of Creative Commons licenses. b. Publish the work and share with an audience.
238	11	LANGUAGE BENCHMARKS	11. Language Benchmarks	1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.	11.11.1.1	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure.* b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
239	2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.	11.11.2.2	Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly.
240	3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.	11.11.3.3	Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.
241	4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.	11.11.4.4	Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).		Proficiency Scale
242	5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.	11.11.5.5	Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations.
243	6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression	11.11.6.6	Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
244
245	12	READING	4. Literature	4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.	11.4.4.4	Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).		Proficiency Scale
246		6. Assess how point of view or purpose shapes the content and style of a text.	11.4.6.6	Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.		Proficiency Scale
247	5. Informational Text	1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.	11.5.1.1	Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.		Proficiency Scale
248	2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.	11.5.2.2	Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
249	4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.	11.5.4.4	Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).		Proficiency Scale
250	5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.	11.5.5.5	Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
251	7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.	11.5.7.7	Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.		Proficiency Scale
252	7. Writing	1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.	11.7.1.1	Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims,and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented.		Proficiency Scale
253	2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.	11.7.2.2	Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
254	3. Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.	11.7.3.3	Write narratives and other creative texts develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use literary and narrative techniques, such as dialogue, pacing, rhythm, repetition, rhyme, description, reflection, and multiple plot lines,to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, figurative and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion (when appropriate to the genre) that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative or creative text.		Proficiency Scale
255	12	WRITING	4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.	11.7.4.4	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
256	7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.	11.7.7.7	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.
257	8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.	11.7.8.8	Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.		Proficiency Scale
258	9. Draw evidence from literary or informational texts to support analysis, reflection, and research.	11.7.9.9	Draw evidence from literary or informational texts to support analysis, reflection, and research: (a) Apply grades 9-10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”). (b) Apply grades 9-10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).		Proficiency Scale
259	10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.	11.7.10.10	Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. a. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.		Proficiency Scale
260	9. Speaking, Viewing, Listening and Media Literacy	1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.	11.9.1.1	Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, including those by and about Minnesota American Indians, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts andother research on the topic or issue tostimulate a thoughtful, well-reasoned exchange of ideas. a. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. b. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; andclarify, verify, or challenge ideas and conclusions. c. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement,and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.		Proficiency Scale
261	2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.	11.9.2.2	Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.		Proficiency Scale
262	12	SPEAKING, VIEWING, LISTENING AND MEDIA LITERACY	6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.	11.9.6.6	Adapt speech to a variety of contexts, audiences, tasks, and feedback from self and others, demonstrating command of formal English when indicated or appropriate.(Seegrades 9–10 Language standards 1 and 3 on pages 75for specific expectations.) a. Apply assessment criteria to evaluate oral presentations by self and others.
263			7. Critically analyze information found in electronic, print, and mass media and use a variety of these sources.	11.9.7.7	Understand, analyze, evaluate, and use different types ofprint, digital, and multimodal media. a. Evaluate the content and effect of persuasive techniques used in different mass media. b. Synthesize information and recognize categories, trends, and themes across multiple sources. c. Demonstrate an understanding of ethics in mass communication and describe the characteristics of ethical and unethical behavior. d. Recognize ethical standards and safe practices in social and personal media communications, and understand the consequences of personal choices.		Proficiency Scale
264	12	LANGUAGE BENCHMARKS	11. Language Benchmarks	4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.	11.11.4.4	Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).		Proficiency Scale
265	6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression	11.11.6.6	Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.		Proficiency Scale

1

ROYALTON PUBLIC SCHOOLS
ENGLISH LANGUAGE ARTS
Grades 6-12

The Minnesota Academic Standards in English Language Arts are organized by grade level into four content strands:
1) Reading
2) Writing
3) Speaking, Viewing, Listening, & Media Literacy
4) Language

Each strand features learning progressions that are anchored in college and career readiness standards.

Highlighted cells are a Royalton Middle/High School Priority Standard

2

3

4

Grade

Strand

Substrand

Standard

Code

Benchmark

Curriculum
Course/Unit/Lesson

Assessment
(Evidence of Mastery)

5

6

READING

4. Literature

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

6.4.1.1

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Proficiency Scale

6

10. Read and comprehend complex literary and informational texts independently and proficiently.

6.4.10.10

By the end of the year, read and comprehend literature and other texts including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently and independently with appropriate scaffolding for texts at the high end of the range: (a) Self-select texts for personal enjoyment, interest and academic tasks. (b) Read widely to understand multiple perspectives and pluralistic viewpoints.

7

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

6.4.2.2

Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

8

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

6.4.3.3

Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

Proficiency Scale

9

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

6.4.4.4

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

Proficiency Scale

10

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6.4.5.5

Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

Proficiency Scale

11

6. Assess how point of view or purpose shapes the content and style of a text.

6.4.6.6

Explain how an author develops the point of view of the narrator or speaker in a text, including those by or about Minnesota American Indians.

12

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

6.4.7.7

Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

Proficiency Scale

13

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

6.4.9.9

Compare and contrast texts in different forms or genres including those by and about Minnesota American Indians (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

Proficiency Scale

14

10. Read and comprehend complex literary and information texts independently and proficiently.

6.5.10.10

10. By the end of the year, read and comprehend literature and other texts including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently and independently with appropriate scaffolding for texts at the high end of the range.
a. Self-select texts for personal enjoyment, interest and academic tasks.
b. Read widely to understand multiple perspectives and pluralistic viewpoints.

Proficiency Scale

15

5. Informational Text

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

6.5.1.1

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

16

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

6.5.2.2

Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

Proficiency Scale

17

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

6.5.3.3

Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

18

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

6.5.4.4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

Proficiency Scale

19

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6.5.5.5

Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

20

6. Assess how point of view or purpose shapes the content and style of a text.

6.5.6.6

Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.

Proficiency Scale

21

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

6.5.7.7

Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

22

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

6.5.8.8

Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

23

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

6.5.9.9

Compare and contrast one author's presentation of events, including events related to Minnesota American Indians, with that of another (e.g., a memoir written by and a biography on the same person).

24

10. Read and comprehend complex literary and informational texts independently and proficiently.

6.5.10.10

By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range: (a) Self-select texts for personal enjoyment, interest, and academic tasks.

Proficiency Scale

25

6

WRITING

7. Writing

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

6.7.1.1

Write arguments to support claims with clear reasons and relevant evidence: (a) Introduce claim(s) and organize the reasons and evidence clearly. (b) Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. (c) Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. (d) Establish and maintain a formal style. (e) Provide a concluding statement or section that follows from the argument presented.

Proficiency Scale

26

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

6.7.2.2

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content: (a) Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. (b) Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. (c) Use appropriate transitions to clarify the relationships among ideas and concepts. (d) Use precise language and domain-specific vocabulary to inform about or explain the topic. (e) Establish and maintain a formal style. (f) Provide a concluding statement or section that follows from the information or explanation presented.

27

3. Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

6.7.3.3

Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences: (a) Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. (b) Use literary and narrative techniques, such as dialogue, pacing, rhythm and description, to develop experiences, events, and/or characters. (c) Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. (d) Use precise words and phrases, relevant descriptive details, figurative and sensory language to convey experiences and events. (e) Provide a conclusion (when appropriate to the genre) that follows from the narrated experiences or events.

28

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

6.7.4.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 6.7.1.1, 6.7.2.2, and 6.7.3.3.)

Proficiency Scale

29

5. Use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach.

6.7.5.5

With some guidance and support from peers and adults, use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6.)

Proficiency Scale

30

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

6.7.6.6

Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

31

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

6.7.7.7

Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

32

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

6.7.8.8

Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

33

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

6.7.9.9

Draw evidence from literary or informational texts to support analysis, reflection, and research: (a) Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres including those by and about Minnesota American Indians [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”). (b) Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

34

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

6.7.10.10

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
a. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.

35

6

SPEAKING, VIEWING, LISTENING AND MEDIA LITERACY

9. Speaking, Viewing, Listening and Media Literacy

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

6.9.1.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly: (a) Come to discussions prepared having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. (b) Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. (c) Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. (d) Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. (e) Cooperate, mediate, and problem solve to make decisions as appropriate for productive group discussion.

Proficiency Scale

36

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

6.9.2.2

Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

37

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

6.9.3.3

Delineate a speaker's argument, specific claims, and intended audience, distinguishing claims that are supported by reasons and evidence from claims that are not.

38

4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

6.9.4.4

Present claims and findings, respect intellectual properties, sequence ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

Proficiency Scale

39

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

6.9.5.5

Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

40

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

6.9.6.6

Adapt speech to a variety of contexts, audiences, tasks, and feedback from self and others, demonstrating command of formal English when indicated or appropriate. (Refer to grade 6 Language standards 1 and 3 for specific expectations.)

Proficiency Scale

41

7. Critically analyze information found in electronic, print, and mass media and use a variety of these sources.

6.9.7.7

Understand, analyze, and use different types of print, digital, and multimodal media: (a) Evaluate mass media with regard to quality of production (e.g., film, television, radio, advertisements). (b) Evaluate mass media with regard to accuracy of information, bias, stereotype, purpose, message and target audience (e.g., film, television, radio, video games, print and digital media, advertisements). (c) Recognize ethical standards and safe practices in social and personal media communications.

42

8. Communicate using traditional or digital multimedia formats and digital writing and publishing for a specific purpose.

6.9.8.8

As an individual or in collaboration, create an informative multimedia work or a piece of digital communication or contribute to an online collaboration for a specific purpose: (a) Demonstrate a developmentally appropriate understanding of copyright, attribution, principles of Fair Use, Creative Commons licenses and the effect of genre on conventions of attribution and citation. (b) Publish the work and share with an audience.

43

6

LANGUAGE BENCHMARKS

11. Language Benchmarks

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

6.11.1.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: (a) Ensure that pronouns are in the proper case (subjective, objective, possessive). (b) Use intensive pronouns (e.g., myself, ourselves). (c) Recognize and correct inappropriate shifts in pronoun number and person. (d) Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). (e) Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.

44

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

6.11.2.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: (a) Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. (b) Spell correctly.

Proficiency Scale

45

3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

6.11.3.3

Use knowledge of language and its conventions when writing, speaking, reading, or listening: (a) Vary sentence patterns for meaning, reader/listener interest, and style. (b) Maintain consistency in style and tone.

46

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

6.11.4.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies: (a) Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. (b) Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). (c) Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. (d) Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Proficiency Scale

47

5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

6.11.5.5

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings to extend word consciousness: (a) Interpret figures of speech (e.g., personification) in context. (b) Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. (c) Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

48

6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression

6.11.6.6

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Proficiency Scale

49

50

7

READING

4. Literature

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

7.4.1.1

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

51

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

7.4.2.2

Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

52

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

7.4.3.3

Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

53

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

7.4.4.4

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

54

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

7.4.5.5

Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

55

6. Assess how point of view or purpose shapes the content and style of a text.

7.4.6.6

Analyze how an author develops and contrasts the points of view of different characters or narrators in a text, including those from diverse cultures.

56

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

7.4.7.7

Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

57

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

7.4.9.9

Compare and contrast a fictional portrayal, including those in stories, poems, and historical novels of Minnesota American Indians, of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

58

10. Read and comprehend complex literary and informational texts independently and proficiently.

7.4.10.10

By the end of the year, read and comprehend literature and other texts including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently and independently with appropriate scaffolding for texts at the high end of the range: (a) Self-select texts for personal enjoyment, interest and academic tasks. (b) Read widely to understand multiple perspectives and pluralistic viewpoints.

59

5. Informational Text

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

7.5.1.1

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

60

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

7.5.2.2

Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

61

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

7.5.3.3

Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

62

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

7.5.4.4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

63

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

7.5.5.5

Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

64

6. Assess how point of view or purpose shapes the content and style of a text.

7.5.6.6

Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

65

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

7.5.7.7

Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

66

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

7.5.8.8

Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

67

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

7.5.9.9

Analyze how two or more authors writing about the same topic including topics about Minnesota American Indians; shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

68

10. Read and comprehend complex literary and informational texts independently and proficiently.

7.5.10.10

By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band independently and proficiently, with scaffolding as needed at the high end of the range: (a) Self-select texts for personal enjoyment, interest and academic tasks.

69

7

WRITING

7. Writing

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

7.7.1.1

Write arguments to support claims with clear reasons and relevant evidence: (a) Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. (b) Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. (c) Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. (d) Establish and maintain a formal style. (e) Provide a concluding statement or section that follows from and supports the argument presented.

70

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

7.7.2.2

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content: (a) Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. (b) Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. (c) Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. (d) Use precise language and domain-specific vocabulary to inform about or explain the topic. (e) Establish and maintain a formal style. (f) Provide a concluding statement or section that follows from and supports the information or explanation presented.

71

3. Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

7.7.3.3

Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences: (a) Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. (b) Use literary and narrative techniques, such as dialogue, pacing, rhythm, rhyme, and description, to develop experiences, events, and/or characters. (c) Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. (d) Use precise words and phrases, relevant descriptive details, figurative and sensory language to capture the action and convey experiences and events. (e) Provide a conclusion (when appropriate to the genre) that follows from and reflects on the narrated experiences or events.

72

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

7.7.4.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

73

5. Use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach.

7.7.5.5

With some guidance and support from peers and adults, use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7.)

74

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

7.7.6.6

Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

75

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

7.7.7.7

Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

76

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

7.7.8.8

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.

77

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

7.7.9.9

Draw evidence from literary or informational texts to support analysis, reflection, and research: (a) Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal, including those in stories, poems, and historical novels of Minnesota American Indians, of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”). (b) Apply grade 7 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).

78

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

7.7.10.10

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences: (a) Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.

79

7

SPEAKING, VIEWING, LISTENING AND MEDIA LITERACY

9. Speaking, Viewing, Listening and Media Literacy

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

7.9.1.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly: (a) Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. (b) Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. (c) Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. (d) Acknowledge new information expressed by others and, when warranted, modify their own views. (e) Cooperate, mediate, and problem solve to make decisions as appropriate for productive group discussion.

80

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

7.9.2.2

Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

81

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

7.9.3.3

Delineate a speaker's argument, specific claims, and intended audience, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

82

4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

7.9.4.4

Present claims and findings, respect intellectual properties, emphasize salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

83

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

7.9.5.5

Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

84

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

7.9.6.6

Adapt speech to a variety of contexts, audiences, tasks, and feedback from self and others, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 for specific expectations.)

85

7. Critically analyze information found in electronic, print, and mass media and use a variety of these sources.

7.9.7.7

Understand, analyze, and use different types of print, digital, and multimodal media: (a) Evaluate mass media with regard to quality of production, accuracy of information, bias, stereotype, purpose, message and target audience (e.g., film, television, radio, video games, and advertisements). (b) Analyze the messages and points of view employed in different media (e.g., advertising, news programs, websites, video games, blogs, documentaries). (c) Recognize ethical standards and safe practices in social and personal media communications.

86

8. Communicate using traditional or digital multimedia formats and digital writing and publishing for a specific purpose.

7.9.8.8

As an individual or in collaboration, create an artistic or entertaining multimedia work or a piece of digital communication or contribute to an online collaboration for a specific purpose: (a) Demonstrate a developmentally appropriate understanding of copyright, attribution, principles of Fair Use, Creative Commons licenses and the effect of genre on conventions of attribution and citation. (b) Publish the work and share with an audience.

87

7

LANGUAGE BENCHMARKS

11. Language Benchmarks

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

7.11.1.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: (a) Explain the function of phrases and clauses in general and their function in specific sentences. (b) Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. (c) Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*

88

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

7.11.2.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: (a) Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt). (b) Spell correctly.

89

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

7.11.3.3

Use knowledge of language and its conventions when writing, speaking, reading, or listening: (a) Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

90

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

7.11.4.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies: (a) Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. (b) Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). (c) Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. (d) Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

91

5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

7.11.5.5

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings to extend word consciousness: (a) Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. (b) Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. (c) Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

92

6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression

7.11.6.6

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

93

94

8

READING

4. Literature

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

8.4.1.1

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

95

4. Literature

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

8.4.2.2

Determine a theme or central idea of a text, including those by and about Minnesota American Indians, and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

Proficiency Scale

96

4. Literature

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

8.4.3.3

Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

97

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

8.4.4.4

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

98

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

8.4.5.5

Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

99

6. Assess how point of view or purpose shapes the content and style of a text.

8.4.6.6

Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

100

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

8.4.7.7

Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

Proficiency Scale

101

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

8.4.9.9

Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, including stories, poems, and historical novels of Minnesota American Indians, or religious works such as the Bible, including describing how the material is rendered new.

102

10. Read and comprehend complex literary and informational texts independently and proficiently.

8.4.10.10

By the end of the year, read and comprehend literature and other texts including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently and independently with appropriate scaffolding for texts at the high end of the range: (a) Self-select texts for personal enjoyment, interest and academic tasks. (b) Read widely to understand multiple perspectives and pluralistic viewpoints.

Proficiency Scale

103

5. Informational Text

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

8.5.1.1

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Proficiency Scale

104

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

8.5.2.2

Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

Proficiency Scale

105

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

8.5.3.3

Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

106

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

8.5.4.4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

107

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

8.5.5.5

Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

108

6. Assess how point of view or purpose shapes the content and style of a text.

8.5.6.6

Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

109

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

8.5.7.7

Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

110

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

8.5.8.8

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.

Proficiency Scale

111

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

8.5.9.9

Analyze a case in which two or more texts, including one text by or about Minnesota American Indians or other diverse cultures, provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

112

10. Read and comprehend complex literary and informational texts independently and proficiently.

8.5.10.10

By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently: (a) Self-select texts for personal enjoyment, interest, and academic tasks.

Proficiency Scale

113

8

WRITING

7. Writing

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

8.7.1.1

Write arguments to support claims with clear reasons and relevant evidence: (a) Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. (b) Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. (c) Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. (d) Establish and maintain a formal style. (e) Provide a concluding statement or section that follows from and supports the argument presented.

114

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

8.7.2.2

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content: (a) Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories, include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful on aiding comprehension. b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. (c) Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. (d) Use precise language and domain-specific vocabulary to inform about or explain the topic. (e) Establish and maintain a formal style. (f) Provide a concluding statement or section that follows from and supports the information or explanation presented.

115

3. Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

8.7.3.3

Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences: (a) Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. (b) Use literary and narrative techniques, such as dialogue, pacing, description, rhythm, repetition, rhyme, and reflection, to develop experiences, events, and/or characters. (c) Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. (d) Use precise words and phrases, relevant descriptive details, figurative and sensory language to capture the action and convey experiences and events. (e) Provide a conclusion (when appropriate to the genre) that follows from and reflects on the narrated experiences or events.

Proficiency Scale

116

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

8.7.4.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 8.7.1.1, 8.7.2.2, and 8.7.3.3.)

Proficiency Scale

117

5. Use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach.

8.7.5.5

With some guidance and support from peers and adults, use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 8.)

118

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

8.7.6.6

Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

119

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

8.7.7.7

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.

120

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

8.7.8.8

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.

Proficiency Scale

121

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

8.7.9.9

Draw evidence from literary or informational texts to support analysis, reflection, and research: (a) Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, including stories, poems, and historical novels of Minnesota American Indians, or religious works such as the Bible, including describing how the material is rendered new”). (b) Apply grade 8 Reading standards to literary nonfiction (e.g., “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”).

Proficiency Scale

122

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

8.7.10.10

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences: (a) Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.

123

8

SPEAKING, VIEWING, LISTENING AND MEDIA LITERACY

9. Speaking, Viewing, Listening and Media Literacy

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

8.9.1.1

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: (a) Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. (b) Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. (c) Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. (d) Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. (e) Cooperate, mediate, and problem solve to make decisions or build consensus as appropriate for productive group discussion.

124

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

8.9.2.2

Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

125

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

8.9.3.3

Delineate and respond to a speaker's argument, specific claim, and intended audience, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

Proficiency Scale

126

4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

8.9.4.4

Present claims and findings, respect intellectual properties emphasize 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.

127

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

8.9.5.5

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

128

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

8.9.6.6

Adapt speech to a variety of contexts, audiences, tasks, and feedback from self and others, demonstrating command of formal English when indicated or appropriate. (Refer to grade 8 Language standards 1 and 3 for specific expectations.)

Proficiency Scale

129

7. Critically analyze information found in electronic, print, and mass media and use a variety of these sources.

8.9.7.7

Understand, analyze, and use different types of print, digital, and multimodal media: (a) Evaluate mass media with regard to quality of production, accuracy of information, bias, stereotype, purpose, message and target audience (e.g., film, television, radio, video games, advertisements). (b) Critically analyze the messages and points of view employed in different media (e.g., advertising, news programs, websites, video games, blogs, documentaries). (c) Analyze design elements of various kinds of media productions to observe that media messages are constructed for a specific purpose.

Proficiency Scale

130

8. Communicate using traditional or digital multimedia formats and digital writing and publishing for a specific purpose.

8.9.8.8

As an individual or in collaboration, create a persuasive multimedia work or a piece of digital communication or contribute to an online collaboration for a specific purpose: (a) Demonstrate a developmentally appropriate understanding of copyright, attribution, principles of Fair Use, Creative Commons licenses and the effect of genre on conventions of attribution and citation. (b) Publish the work and share with an audience.

131

8

LANGUAGE BENCHMARKS

11. Language Benchmarks

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

8.11.1.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: (a) Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. (b) Form and use verbs in the active and passive voice. (c) Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. (d) Recognize and correct inappropriate shifts in verb voice and mood.

132

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

8.11.2.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: (a) Use punctuation (comma, ellipsis, dash) to indicate a pause or break. (b) Use an ellipsis to indicate an omission. (c) Spell correctly.

Proficiency Scale

133

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

8.11.3.3

Use knowledge of language and its conventions when writing, speaking, reading, or listening: (a) Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

134

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

8.11.4.4

Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies: (a) Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. (b) Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede). (c) Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. (d) Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

135

5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

8.11.5.5

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings to extend word consciousness: (a) Interpret figures of speech (e.g. verbal irony, puns) in context. (b) Use the relationship between particular words to better understand each of the words. (c) Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).

Proficiency Scale

136

6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression

8.11.6.6

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Proficiency Scale

137

138

9

READING

4. Literature

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

9.4.1.1

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Proficiency Scale

139

4. Literature

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

9.4.2.2

Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

140

4. Literature

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

9.4.3.3

Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Proficiency Scale

141

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

9.4.4.4

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

Proficiency Scale

142

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

9.4.5.5

5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

143

6. Assess how point of view or purpose shapes the content and style of a text.

9.4.6.6

Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

144

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

9.4.7.7

Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

145

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

9.4.9.9

Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare or how a Minnesota American Indian author uses oral tradition to create works of literature).

146

10. Read and comprehend complex literary and informational texts independently and proficiently.

9.4.10.10

By the end of grade 9,read and comprehend literature and other texts including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
a. Self-select texts for personal enjoyment, interest, and academic tasks.
b. Read widely to understand multiple perspectives and pluralistic viewpoints.
By the end of grade 10,read and comprehend literature and other texts including stories, dramas, and poems at the high end of the grades 9–10 text complexity band independently and proficiently.
a. Self-select texts for personal enjoyment, interest, and academic tasks.
b. Read widely to understand multiple perspectives and pluralistic viewpoints.

147

5. Informational Text

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

9.5.1.1

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Proficiency Scale

148

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

9.5.2.2

Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

149

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

9.5.3.3

Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

150

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

9.5.4.4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

151

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

9.5.5.5

Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

Proficiency Scale

152

6. Assess how point of view or purpose shapes the content and style of a text.

9.5.6.6

Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

Proficiency Scale

153

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

9.5.7.7

Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

154

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9.5.8.8

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

Proficiency Scale

155

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

9.5.9.9

Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail,” and other documents such as those written by Sojourner Truth, Chief Seattle, and Elizabeth Cady Stanton), including how they address related themes and concepts.

156

10. Read and comprehend complex literary and informational texts independently and proficiently.

9.5.10.10

By the end of grade 9,read and comprehend literary nonfiction in the grades
9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

By the end of grade 10,read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.

a. Self-select texts for personal enjoyment, interest, and academic tasks.

157

9

WRITING

7. Writing

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

9.7.1.1

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims,and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the argument presented.

Proficiency Scale

158

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

9.7.2.2

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

159

3. Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

9.7.3.3

Write narratives and other creative texts develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
b. Use literary and narrative techniques, such as dialogue, pacing, rhythm, repetition, rhyme, description, reflection, and multiple plot lines,to develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
d. Use precise words and phrases, telling details, figurative and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
e. Provide a conclusion (when appropriate to the genre) that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative or creative text.

160

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

9.7.4.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Proficiency Scale

161

5. Use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach.

9.7.5.5

Use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach,focusing on addressing what is most significant for a specific purpose and audience.(Editing for conventions should demonstrate command ofLanguage standards 1–3 up to and including grades 9–10 on page 75.)

Proficiency Scale

162

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

9.7.6.6

Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

163

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

9.7.7.7

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.

164

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

9.7.8.8

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Proficiency Scale

165

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

9.7.9.9

Draw evidence from literary or informational texts to support analysis, reflection, and research: (a) Apply grades 9-10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”). (b) Apply grades 9-10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

166

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

9.7.10.10

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
a. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.

167

9

SPEAKING, VIEWING, LISTENING AND MEDIA LITERACY

9. Speaking, Viewing, Listening and Media Literacy

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

9.9.1.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, including those by and about Minnesota American Indians, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts andother research on the topic or issue tostimulate a thoughtful, well-reasoned exchange of ideas.
a. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
b. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; andclarify, verify, or challenge ideas and conclusions.
c. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement,and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

168

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

9.9.2.2

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

Proficiency Scale

169

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

9.9.3.3

Evaluate a speaker’s point of view, reasoning, intended audience, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Proficiency Scale

170

4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

9.9.4.4

While respecting intellectual property, present information, findings, and supporting evidence clearly, concisely, and logicallysuch that listeners can follow the line of reasoningand the organization, development, substance, and style are appropriate to purpose, audience, and task (e.g., persuasion, argumentation, debate).

171

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

9.9.5.5

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.

172

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

9.9.6.6

Adapt speech to a variety of contexts, audiences, tasks, and feedback from self and others, demonstrating command of formal English when indicated or appropriate.(Seegrades 9–10 Language standards 1 and 3 on pages 75for specific expectations.)
a. Apply assessment criteria to evaluate oral presentations by self and others.

173

7. Critically analyze information found in electronic, print, and mass media and use a variety of these sources.

9.9.7.7

Understand, analyze, evaluate, and use different types ofprint, digital, and multimodal media.
a. Evaluate the content and effect of persuasive techniques used in different mass media.
b. Synthesize information and recognize categories, trends, and themes across multiple sources.
c. Demonstrate an understanding of ethics in mass communication and describe the characteristics of ethical and unethical behavior.
d. Recognize ethical standards and safe practices in social and personal media communications, and understand the consequences of personal choices.

174

8. Communicate using traditional or digital multimedia formats and digital writing and publishing for a specific purpose.

9.9.8.8

As an individual or in collaboration, create a multimedia work, a remix of original work and the work of others, or a piece of digital communication for a specific purpose (e.g., to interpret or respond to a piece of literature, to represent thematic similarities between two literary works, to interact or collaborate globally, to critique a current event or social issue.)
a. Present, transform, or remix content in an ethical manner, demonstrating an understanding of copyright, attribution, citation, the principles of Fair Use, and of the different types of Creative Commons licenses.
b. Publish the work and share with an audience.

175

9

LANGUAGE BENCHMARKS

11. Language Benchmarks

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

9.11.1.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Use parallel structure.*
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

176

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

9.11.2.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
b. Use a colon to introduce a list or quotation.
c. Spell correctly.

Proficiency Scale

177

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

9.11.3.3

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

178

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

9.11.4.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
b. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Proficiency Scale

179

5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

9.11.5.5

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.

180

6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression

9.11.6.6

Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

181

182

10

READING

4. Literature

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

9.4.1.1

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Proficiency Scale

183

4. Literature

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

9.4.2.2

Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

184

6. Assess how point of view or purpose shapes the content and style of a text.

9.4.6.6

Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Proficiency Scale

185

10. Read and comprehend complex literary and informational texts independently and proficiently.

9.4.10.10

By the end of grade 9,read and comprehend literature and other texts including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
a. Self-select texts for personal enjoyment, interest, and academic tasks.
b. Read widely to understand multiple perspectives and pluralistic viewpoints.
By the end of grade 10,read and comprehend literature and other texts including stories, dramas, and poems at the high end of the grades 9–10 text complexity band independently and proficiently.
a. Self-select texts for personal enjoyment, interest, and academic tasks.
b. Read widely to understand multiple perspectives and pluralistic viewpoints.

Proficiency Scale

186

5. Informational Text

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

9.5.1.1

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Proficiency Scale

187

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

9.5.5.5

Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

Proficiency Scale

188

6. Assess how point of view or purpose shapes the content and style of a text.

9.5.6.6

Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

Proficiency Scale

189

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

9.5.7.7

Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

Proficiency Scale

190

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9.5.8.8

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

191

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

9.5.9.9

Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail,” and other documents such as those written by Sojourner Truth, Chief Seattle, and Elizabeth Cady Stanton), including how they address related themes and concepts.

Proficiency Scale

192

10

WRITING

7. Writing

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

9.7.1.1

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims,and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the argument presented.

193

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

11.7.2.2

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Proficiency Scale

194

3. Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

9.7.3.3

Write narratives and other creative texts develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
b. Use literary and narrative techniques, such as dialogue, pacing, rhythm, repetition, rhyme, description, reflection, and multiple plot lines,to develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
d. Use precise words and phrases, telling details, figurative and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
e. Provide a conclusion (when appropriate to the genre) that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative or creative text.

Proficiency Scale

195

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

9.7.4.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Proficiency Scale

196

5. Use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach.

9.7.5.5

Use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach,focusing on addressing what is most significant for a specific purpose and audience.(Editing for conventions should demonstrate command ofLanguage standards 1–3 up to and including grades 9–10 on page 75.)

197

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

9.7.7.7

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.

Proficiency Scale

198

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

9.7.8.8

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

199

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

9.7.9.9

Draw evidence from literary or informational texts to support analysis, reflection, and research: (a) Apply grades 9-10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”). (b) Apply grades 9-10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

Proficiency Scale

200

10

SPEAKING, VIEWING, LISTENING AND MEDIA LITERACY

9. Speaking, Viewing, Listening and Media Literacy

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

9.9.1.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, including those by and about Minnesota American Indians, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts andother research on the topic or issue tostimulate a thoughtful, well-reasoned exchange of ideas.
a. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
b. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; andclarify, verify, or challenge ideas and conclusions.
c. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement,and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

Proficiency Scale

201

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

9.9.6.6

Adapt speech to a variety of contexts, audiences, tasks, and feedback from self and others, demonstrating command of formal English when indicated or appropriate.(Seegrades 9–10 Language standards 1 and 3 on pages 75for specific expectations.)
a. Apply assessment criteria to evaluate oral presentations by self and others.

Proficiency Scale

202

7. Critically analyze information found in electronic, print, and mass media and use a variety of these sources.

9.9.7.7

Understand, analyze, evaluate, and use different types ofprint, digital, and multimodal media.
a. Evaluate the content and effect of persuasive techniques used in different mass media.
b. Synthesize information and recognize categories, trends, and themes across multiple sources.
c. Demonstrate an understanding of ethics in mass communication and describe the characteristics of ethical and unethical behavior.
d. Recognize ethical standards and safe practices in social and personal media communications, and understand the consequences of personal choices.

Proficiency Scale

203

10

LANGUAGE BENCHMARKS

11. Language Benchmarks

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

9.11.1.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Use parallel structure.*
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

Proficiency Scale

204

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

9.11.4.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
b. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Proficiency Scale

205

206

11

READING

4. Literature

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

11.4.1.1

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Proficiency Scale

207

4. Literature

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

11.4.2.2

Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Proficiency Scale

208

4. Literature

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

11.4.3.3

Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Proficiency Scale

209

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

11.4.4.4

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

210

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

11.4.5.5

5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

211

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

11.4.7.7

Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

212

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

11.4.9.9

Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare or how a Minnesota American Indian author uses oral tradition to create works of literature).

213

10. Read and comprehend complex literary and informational texts independently and proficiently.

11.4.10.10

By the end of grade 9,read and comprehend literature and other texts including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
a. Self-select texts for personal enjoyment, interest, and academic tasks.
b. Read widely to understand multiple perspectives and pluralistic viewpoints.
By the end of grade 10,read and comprehend literature and other texts including stories, dramas, and poems at the high end of the grades 9–10 text complexity band independently and proficiently.
a. Self-select texts for personal enjoyment, interest, and academic tasks.
b. Read widely to understand multiple perspectives and pluralistic viewpoints.

214

5. Informational Text

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

11.5.2.2

Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

215

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

11.5.3.3

Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

Proficiency Scale

216

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

11.5.4.4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

217

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

11.5.5.5

Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

218

6. Assess how point of view or purpose shapes the content and style of a text.

11.5.6.6

Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

Proficiency Scale

219

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

11.5.8.8

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

220

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

11.5.9.9

Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail,” and other documents such as those written by Sojourner Truth, Chief Seattle, and Elizabeth Cady Stanton), including how they address related themes and concepts.

Proficiency Scale

221

10. Read and comprehend complex literary and informational texts independently and proficiently.

11.5.10.10

By the end of grade 9,read and comprehend literary nonfiction in the grades
9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

By the end of grade 10,read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.

a. Self-select texts for personal enjoyment, interest, and academic tasks.

222

11

WRITING

7. Writing

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

11.7.1.1

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims,and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the argument presented.

223

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

11.7.2.2

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

224

3. Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

11.7.3.3

Write narratives and other creative texts develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
b. Use literary and narrative techniques, such as dialogue, pacing, rhythm, repetition, rhyme, description, reflection, and multiple plot lines,to develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
d. Use precise words and phrases, telling details, figurative and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
e. Provide a conclusion (when appropriate to the genre) that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative or creative text.

225

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

11.7.4.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Proficiency Scale

226

5. Use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach.

11.7.5.5

Use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach,focusing on addressing what is most significant for a specific purpose and audience.(Editing for conventions should demonstrate command ofLanguage standards 1–3 up to and including grades 9–10 on page 75.)

Proficiency Scale

227

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

11.7.6.6

Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

228

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

11.7.7.7

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.

Proficiency Scale

229

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

11.7.8.8

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

230

11

SPEAKING, VIEWING, LISTENING AND MEDIA LITERACY

9. Speaking, Viewing, Listening and Media Literacy

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

11.9.1.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, including those by and about Minnesota American Indians, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts andother research on the topic or issue tostimulate a thoughtful, well-reasoned exchange of ideas.
a. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
b. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; andclarify, verify, or challenge ideas and conclusions.
c. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement,and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

231

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

11.9.2.2

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

Proficiency Scale

232

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

11.9.3.3

Evaluate a speaker’s point of view, reasoning, intended audience, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Proficiency Scale

233

4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

11.9.4.4

While respecting intellectual property, present information, findings, and supporting evidence clearly, concisely, and logicallysuch that listeners can follow the line of reasoningand the organization, development, substance, and style are appropriate to purpose, audience, and task (e.g., persuasion, argumentation, debate).

234

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

11.9.5.5

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.

235

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

11.9.6.6

Adapt speech to a variety of contexts, audiences, tasks, and feedback from self and others, demonstrating command of formal English when indicated or appropriate.(Seegrades 9–10 Language standards 1 and 3 on pages 75for specific expectations.)
a. Apply assessment criteria to evaluate oral presentations by self and others.

Proficiency Scale

236

7. Critically analyze information found in electronic, print, and mass media and use a variety of these sources.

11.9.7.7

Understand, analyze, evaluate, and use different types ofprint, digital, and multimodal media.
a. Evaluate the content and effect of persuasive techniques used in different mass media.
b. Synthesize information and recognize categories, trends, and themes across multiple sources.
c. Demonstrate an understanding of ethics in mass communication and describe the characteristics of ethical and unethical behavior.
d. Recognize ethical standards and safe practices in social and personal media communications, and understand the consequences of personal choices.

237

8. Communicate using traditional or digital multimedia formats and digital writing and publishing for a specific purpose.

11.9.8.8

As an individual or in collaboration, create a multimedia work, a remix of original work and the work of others, or a piece of digital communication for a specific purpose (e.g., to interpret or respond to a piece of literature, to represent thematic similarities between two literary works, to interact or collaborate globally, to critique a current event or social issue.)
a. Present, transform, or remix content in an ethical manner, demonstrating an understanding of copyright, attribution, citation, the principles of Fair Use, and of the different types of Creative Commons licenses.
b. Publish the work and share with an audience.

238

11

LANGUAGE BENCHMARKS

11. Language Benchmarks

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

11.11.1.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Use parallel structure.*
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

239

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

11.11.2.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
b. Use a colon to introduce a list or quotation.
c. Spell correctly.

240

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

11.11.3.3

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

241

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

11.11.4.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
b. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Proficiency Scale

242

5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

11.11.5.5

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.

243

6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression

11.11.6.6

Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

244

245

12

READING

4. Literature

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

11.4.4.4

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

Proficiency Scale

246

6. Assess how point of view or purpose shapes the content and style of a text.

11.4.6.6

Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Proficiency Scale

247

5. Informational Text

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

11.5.1.1

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Proficiency Scale

248

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

11.5.2.2

Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

249

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

11.5.4.4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

Proficiency Scale

250

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

11.5.5.5

Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

251

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

11.5.7.7

Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

Proficiency Scale

252

7. Writing

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

11.7.1.1

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims,and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the argument presented.

Proficiency Scale

253

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

11.7.2.2

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

254

3. Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

11.7.3.3

Write narratives and other creative texts develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
b. Use literary and narrative techniques, such as dialogue, pacing, rhythm, repetition, rhyme, description, reflection, and multiple plot lines,to develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
d. Use precise words and phrases, telling details, figurative and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
e. Provide a conclusion (when appropriate to the genre) that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative or creative text.

Proficiency Scale

255

12

WRITING

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

11.7.4.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

256

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

11.7.7.7

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.

257

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

11.7.8.8

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Proficiency Scale

258

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

11.7.9.9

Draw evidence from literary or informational texts to support analysis, reflection, and research: (a) Apply grades 9-10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”). (b) Apply grades 9-10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

Proficiency Scale

259

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

11.7.10.10

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
a. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.

Proficiency Scale

260

9. Speaking, Viewing, Listening and Media Literacy

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

11.9.1.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, including those by and about Minnesota American Indians, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts andother research on the topic or issue tostimulate a thoughtful, well-reasoned exchange of ideas.
a. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
b. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; andclarify, verify, or challenge ideas and conclusions.
c. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement,and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

Proficiency Scale

261

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

11.9.2.2

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

Proficiency Scale

262

12

SPEAKING, VIEWING, LISTENING AND MEDIA LITERACY

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

11.9.6.6

Adapt speech to a variety of contexts, audiences, tasks, and feedback from self and others, demonstrating command of formal English when indicated or appropriate.(Seegrades 9–10 Language standards 1 and 3 on pages 75for specific expectations.)
a. Apply assessment criteria to evaluate oral presentations by self and others.

263

7. Critically analyze information found in electronic, print, and mass media and use a variety of these sources.

11.9.7.7

Understand, analyze, evaluate, and use different types ofprint, digital, and multimodal media.
a. Evaluate the content and effect of persuasive techniques used in different mass media.
b. Synthesize information and recognize categories, trends, and themes across multiple sources.
c. Demonstrate an understanding of ethics in mass communication and describe the characteristics of ethical and unethical behavior.
d. Recognize ethical standards and safe practices in social and personal media communications, and understand the consequences of personal choices.

Proficiency Scale

264

12

LANGUAGE BENCHMARKS

11. Language Benchmarks

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

11.11.4.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
b. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Proficiency Scale

265

6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression

11.11.6.6

Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Proficiency Scale


1	ROYALTON PUBLIC SCHOOLS HEALTH EDUCATION Grades 6-12		The Minnesota Department of Education recommends that districts use the National Health Education Standards (NHES). The NHES are written expectations for what students should know and be able to do by grades 2, 5, 8, and 12 to promote personal, family, and community health.			Highlighted cells are a Royalton Middle/High School Priority Standard
2	ROYALTON PUBLIC SCHOOLS HEALTH EDUCATION Grades 6-12
3
4	Grade	Standard	Code	Benchmark	Curriculum Course/Unit/Lesson	Assessment (Evidence of Mastery)

5	6	1. Students will comprehend concepts related to health promotion and disease prevention.	6.1.1	1. The student will describe how the family and peers influence the health of individuals.
6		2. Students will analyze the influence of culture, media, technology, and other factors on health behaviors.	6.2.1	1. The student will analyze how information from peers influences health.
7		3. Students will demonstrate the ability to access valid health information and products and services.	6.3.1	1. The student will predict how media influences the selection of health information, products, and services.
8			6.3.2	2. The student will demonstrate the ability to utilize resources from home, school, and community that provide valid health information.
9		4. Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.	6.4.1	1. The student will demonstrate effective verbal and nonverbal communication skills to enhance health.
10			6.4.2	2. The student will describe the possible causes of conflict among youth in schools.		Proficiency Scale
11			6.4.3	3. The student will demonstrate strategies to manage conflict in healthy ways.		Proficiency Scale
12		5. Students will demonstrate the ability to decision-making skills to enhance health.	6.5.1	1. The student will demonstrate the ability to apply a decision-making process to health issues and problems on the individual.
13		6. Students will demonstrate the ability to use goal-setting skills to enhance health.	6.6.1	1. The student will apply strategies and skills needed to attain personal health goals.
14		7. Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.	6.7.1	1. The student will distinguish between healthy and unhealthy relationships.
15			6.7.2	2. The student will demonstrate strategies to manage stress.
16		8. Students will demonstrate the ability to advocate for personal, family, and community health.	6.8.1	1. The student will demonstrate the ability to influence and support others in making positive health choices.
17
18	7	1. Students will comprehend concepts related to health promotion and disease prevention.	7.1.1	1. The student will describe how lifestyle, pathogens, family history, and other risk factors are related to the cause or prevention of disease and other health problems.		Proficiency Scale
19			7.1.2	2. The student will explain the relationship between positive health behaviors and the prevention of injury, illness, disease, and other health problems.
20			7.1.3	3. The student will identify ways to reduce risks related to early adolescent health problems.		Proficiency Scale
21		2. Students will analyze the influence of culture, media, technology, and other factors on health behaviors.	7.2.1	1. The student will describe the influence of cultural beliefs on health behaviors.
22			7.2.2	2. The student will analyze the influence of medical advances on personal and family health.
23		3. Students will demonstrate the ability to access valid health information and products and services.	7.3.1	1. The student will compare the costs and validity of health products.
24			7.3.2	2. The student will describe situations requiring professional health services.		Proficiency Scale
25		4. Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.	7.4.1	1. The student will describe how the behavior of family and peers affects interpersonal communication.
26			7.4.2	2. The student will demonstrate refusal skills to enhance health.		Proficiency Scale
27		5. Students will demonstrate the ability to decision-making skills to enhance health.	7.5.1	1. The student will predict how decisions regarding health behaviors have consequences for self and others.		Proficiency Scale
28		6. Students will demonstrate the ability to use goal-setting skills to enhance health.	7.6.2	2. The student will describe how personal health goals are influenced by changing information, abilities, priorities, and responsibilities.
29		7. Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.	7.7.1	1. The student will explain the importance of assuming responsibility for personal health behaviors.		Proficiency Scale
30			7.7.2	2. The student will demonstrate strategies to improve or maintain personal and family health.
31			7.7.3	3. The student will develop injury prevention and management strategies for personal and family health.
32		8. Students will demonstrate the ability to advocate for personal, family, and community health.	7.8.1	1. The student will analyze information and opinions about health issues.
33			7.8.2	2. The student will identify barriers to effective communication of information, ideas, feelings, and opinions about health issues.
34			7.8.3	3. The student will demonstrate the ability to work cooperatively when advocating for healthy individuals, families, and communities.
35
36	8	1. Students will comprehend concepts related to health promotion and disease prevention.	8.1.1	1.The student will analyze how heredity, environment, and personal health are related.
37			8.1.2	2. The student will explain the relationship between positive health behaviors and the prevention of injury, illness, disease, and premature death.
38		2. Students will analyze the influence of culture, media, technology, and other factors on health behaviors.	8.2.1	1. The student will describe the influence of cultural beliefs on health behaviors and the use of health services.
39			8.2.2	2. The student will analyze the influence of technology on personal and family health.		Proficiency Scale
40		3. Students will demonstrate the ability to access valid health information and products and services.	8.3.1	1. The student will analyze the validity of health information, products and services.		Proficiency Scale
41			8.3.2	2. The student will analyze how media influences the selection of health information and products.
42		4. Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.	8.4.1	1. The student will analyze effective verbal and nonverbal communication skills to enhance health
43			8.4.2	2. The student will demonstrate ways to communicate care, consideration, and respect of self and others.
44			8.4.3	3. The student will demonstrate refusal and negotiation skills to enhance health.
45			8.4.4	4. The student will analyze the possible causes of conflict among youth in schools and communities.
46		5. Students will demonstrate the ability to decision-making skills to enhance health.	8.5.1	1. The student will demonstrate the ability to apply a decision-making process to health issues and problems individually and collaboratively.
47			8.5.2	2. The student will analyze how health-related decisions are influenced by individual, family and community values.
48		6. Students will demonstrate the ability to use goal-setting skills to enhance health.	8.6.1	1. The student will develop a plan that addresses personal strengths, needs and health risks.
49		7. Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.	8.7.1	1. The student will distinguish between safe and risky or harmful behaviors in relationships.		Proficiency Scale
50		8. Students will demonstrate the ability to advocate for personal, family, and community health.	8.8.1	1. The student will analyze various communication methods to accurately express health information and ideas.
51
52	9-12	1. Students will comprehend concepts related to health promotion and disease prevention.	9.1.1	1. The student will analyze how behavior can impact health maintenance and disease prevention.
53			9.1.2	2. The student will describe the inter-relationships of mental, emotional, social and physical health through young adulthood.
54			9.1.3	3. The student will explain the impact of personal health behaviors on the functioning of body systems.
55			9.1.4	4. The student will analyze how the family, peers, community and environment influence individual and public health.
56		2. Students will analyze the influence of culture, media, technology, and other factors on health behaviors.	9.2.1	1. The student will analyze how cultural diversity enriches and challenges health behaviors.
57			9.2.2	2. The student will evaluate the effect of media and other factors on personal, family and community health.
58			9.2.3	3. The student will analyze how information from the community influences health.
59		3. Students will demonstrate the ability to access valid health information and products and services.	9.3.1	1. The student will demonstrate the ability to evaluate resources from home, school, and community that provide valid health information.
60			9.3.2	2. The student will evaluate factors that influence personal selection of health products and services.
61			9.3.3	3. The student will demonstrate the ability to access school and community health services for self and others.
62		4. Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.	9.4.1	1. The student will demonstrate skills for communicating effectively with family, peers and others.
63			9.4.2	2. The student will analyze how interpersonal communication affects relationships.
64			9.4.3	3. The student will demonstrate healthy ways to express needs, wants and feelings.
65			9.4.4	4. The student will evaluate ways to communicate care, consideration and respect of self and others.
66			9.4.5	5. The student will compare and contrast strategies for solving interpersonal conflict without harming self or others.
67			9.4.6	6. The student will demonstrate refusal, negotiation, and collaboration skills to avoid potentially harmful situations.
68			9.4.7	7. The student will demonstrate attentive listening skills.
69			9.4.8	8. The student will analyze the possible causes of conflict in schools, families and communities.
70			9.4.9	9. The student will evaluate strategies used to prevent conflict.
71		5. Students will demonstrate the ability to decision-making skills to enhance health.	9.5.1	1. The student will demonstrate the ability to utilize various strategies when making decisions related to health needs and risks of young adults.
72			9.5.2	2. The student will analyze health concerns that require individuals to work together.
73			9.4.3	3. The student will predict immediate and long-term impact of health decisions on the individual family and community.
74			9.5.4	4. The student will analyze how personal health goals are influenced by changes in information, abilities, priorities and responsibilities.
75		6. Students will demonstrate the ability to use goal-setting skills to enhance health.	9.6.1	1. The student will demonstrate the ability to utilize various strategies when setting goals related to health needs and risks of young adults.
76		7. Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.	9.7.1	1. The student will analyze the role of individual responsibility for enhancing health.
77			9.7.2	2. The student will evaluate personal health habits to determine strategies for health enhancement and risk reduction.
78			9.7.3	3. The student will analyze the short-term and long- term consequences of safe and risky or harmful behaviors.
79			9.7.4	4. The student will develop injury prevention and management strategies for personal, family and community health.
80		8. Students will demonstrate the ability to advocate for personal, family, and community health.	9.8.1	1. The student will express information and opinions about health issues.
81			9.8.2	2. The student will utilize strategies to overcome barriers when communicating information, ideas, feelings, and opinions about health issues.
82			9.8.3	3. The student will influence and support others in making positive health choices.
83			9.8.4	4. The student will demonstrate the ability to work cooperatively when advocating for healthy communities.
84	9-12	1. Students will comprehend concepts related to health promotion and disease prevention.	10.1.1	1. The student will analyze the interrelationships of mental, emotional, social, and physical health throughout life.
85			10.1.2	2. The student will analyze the impact of personal health behaviors on the functioning of body systems.
86			10.1.3	3. The student will describe how to delay onset and reduce risks of potential health problems.
87			10.1.4	4. The student will analyze the role of public health policies and laws in the prevention and control of disease and other health problems.
88			10.1.5	5. The student will analyze how the prevention and control of health problems are influenced by research and medical advances
89		2. Students will analyze the influence of culture, media, technology, and other factors on health behaviors.	10.2.1	1. The student will select and assess a school or community health issue resulting from the influence of culture, media, technology and other factors and implement a solution for that issue.
90		3. Students will demonstrate the ability to access valid health information and products and services.	10.3.1	1. The student will analyze the cost and accessibility of health-care services.
91			10.3.2	2. The student will analyze situations requiring professional health services.
92		4. Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.	10.4.1	1. The student will evaluate the effectiveness of communication methods for accurately expressing health information and ideas.
93		5. Students will demonstrate the ability to decision-making skills to enhance health.	10.5.1	1. The student will evaluate different strategies to use when making decisions related to the health needs and risks of young adults.
94		6. Students will demonstrate the ability to use goal-setting skills to enhance health.	10.6.1	1. The student will design, evaluate, and implement a plan for attaining a personal health goal.
95			10.6.2	2. The student will formulate an effective plan for optimal, lifelong health.
96		7. Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.	10.7.1	1. The student will research and evaluate strategies to manage stress in individuals and groups in school, work and/or social situations.
97			10.7.2	2. The student will develop strategies to reduce a health-threatening situation in the community.
98			10.7.3	3. The student will develop strategies to improve or maintain personal, family and community health.
99		8. Students will demonstrate the ability to advocate for personal, family, and community health.	10.8.1	1. The student will evaluate the effectiveness of communication methods for accurately expressing health information and ideas.
100			10.8.2	2. The student will adapt health messages and techniques to the characteristics of a particular audience.
101			10.8.3	3. The student will evaluate community health services and systems currently in place and make recommendations for improving those systems and services.


1	ROYALTON PUBLIC SCHOOLS MATHEMATICS Grades 6-12			The Minnesota Academic Standards in Mathematics are organized by grade level into four content strands: 1) Number and Operation 2) Algebra 3) Geometry and Measurement 4) Data Analysis and Probability. Each strand has one or more standards, and the benchmarks for each standard are designated by a code.				Highlighted cells are a Royalton Middle/High School Priority Standard
2	ROYALTON PUBLIC SCHOOLS MATHEMATICS Grades 6-12
3
4	Grade	Strand	Substrand	Standard	Code	Benchmark	Curriculum Course/Unit/Lesson	Assessment (Evidence of Mastery)

5	6	NUMBER & OPERATIONS	Fractions & Decimals: Representations and Relationships 3-8	Read, write, represent and compare positive rational numbers expressed as fractions, decimals, percents and ratios; write positive integers as products of factors; use these representations in real-world and mathematical situations.	6.1.1.1	Locate positive rational numbers on a number line and plot pairs of positive rational numbers on a coordinate grid.
6					6.1.1.2	Compare positive rational numbers represented in various forms. Use the symbols < , = and >.
7					6.1.1.3	Understand that percent represents parts out of 100 and ratios to 100.		Proficiency Scale
8					6.1.1.4	Determine equivalences among fractions, decimals and percents; select among these representations to solve problems.		Proficiency Scale
9					6.1.1.4			Proficiency Scale
10					6.1.1.5	Factor whole numbers; express a whole number as a product of prime factors with exponents.
11					6.1.1.6	Determine greatest common factors and least common multiples. Use common factors and common multiples to calculate with fractions and find equivalent fractions.
12					6.1.1.7	Convert between equivalent representations of positive rational numbers.
13			Fractions & Decimals: Operations 5-7	Multiply and divide decimals, fractions and mixed numbers; solve real-world and mathematical problems using arithmetic with positive rational numbers.	6.1.3.1	Multiply and divide decimals and fractions, using efficient and generalizable procedures, including standard algorithms.		Proficiency Scale
14					6.1.3.1			Proficiency Scale
15					6.1.3.2	Use the meanings of fractions, multiplication, division and the inverse relationship between multiplication and division to make sense of procedures for multiplying and dividing fractions.
16					6.1.3.3	Calculate the percent of a number and determine what percent one number is of another number to solve problems in various contexts.		Proficiency Scale
17					6.1.3.4	Solve real-world and mathematical problems requiring arithmetic with decimals, fractions and mixed numbers.
18					6.1.3.5	Estimate solutions to problems with whole numbers, fractions and decimals and use the estimates to assess the reasonableness of results in the context of the problem.
19	6	ALGEBRA	Algebra Concepts: Ratios to Proportions to Functions 6-HS	Understand the concept of ratio and its relationship to fractions and to the multiplication and division of whole numbers. Use ratios to solve real-world and mathematical problems.	6.1.2.1	Identify and use ratios to compare quantities; understand that comparing quantities using ratios is not the same as comparing quantities using subtraction.
20					6.1.2.2	Apply the relationship between ratios, equivalent fractions and percents to solve problems in various contexts, including those involving mixtures and concentrations.		Proficiency Scale
21					6.1.2.3	Determine the rate for ratios of quantities with different units.
22					6.1.2.4	Use reasoning about multiplication and division to solve ratio and rate problems.		Proficiency Scale
23			Algebra: Relationships & Functions K-HS	Recognize and represent relationships between varying quantities; translate from one representation to another; use patterns, tables, graphs and rules to solve real-world and mathematical problems.	6.2.1.1	Understand that a variable can be used to represent a quantity that can change, often in relationship to another changing quantity. Use variables in various contexts.		Proficiency Scale
24			Algebra: Relationships & Functions K-HS		6.2.1.2	Represent the relationship between two varying quantities with function rules, graphs and tables; translate between any two of these representations.
25			Algebra: Expressions 5-HS	Use properties of arithmetic to generate equivalent numerical expressions and evaluate expressions involving positive rational numbers.	6.2.2.1	Apply the associative, commutative and distributive properties and order of operations to generate equivalent expressions and to solve problems involving positive rational numbers.		Proficiency Scale
26			Algebra: Equations and Inequalities 1-HS	Understand and interpret equations and inequalities involving variables and positive rational numbers. Use equations and inequalities to represent real-world and mathematical problems; use the idea of maintaining equality to solve equations. Interpret solutions in the original context.	6.2.3.1	Represent real-world or mathematical situations using equations and inequalities involving variables and positive rational numbers.		Proficiency Scale
27			Algebra: Equations and Inequalities 1-HS		6.2.3.2	Solve equations involving positive rational numbers using number sense, properties of arithmetic and the idea of maintaining equality on both sides of the equation. Interpret a solution in the original context and assess the reasonableness of results.		Proficiency Scale
28	6	GEOMETRY & MEASUREMENT	Geometry: Measurement K-HS	Calculate perimeter, area, surface area and volume of two- and three-dimensional figures to solve real-world and mathematical problems.	6.3.1.1	Calculate the surface area and volume of prisms and use appropriate units, such as cm2 and cm3. Justify the formulas used. Justification may involve decomposition, nets or other models.
29					6.3.1.2	Calculate the area of quadrilaterals. Quadrilaterals include squares, rectangles, rhombuses, parallelograms, trapezoids and kites. When formulas are used, be able to explain why they are valid.		Proficiency Scale
30					6.3.1.2			Proficiency Scale
31					6.3.1.3	Estimate the perimeter and area of irregular figures on a grid when they cannot be decomposed into common figures and use correct units, such as cm and cm2.
32			Euclidean Geometry and Reasoning 4, 6-HS	Understand and use relationships between angles in geometric figures.	6.3.2.1	Solve problems using the relationships between the angles formed by intersecting lines.
33					6.3.2.2	Determine missing angle measures in a triangle using the fact that the sum of the interior angles of a triangle is 180˚. Use models of triangles to illustrate this fact.
34					6.3.2.3	Develop and use formulas for the sums of the interior angles of polygons by decomposing them into triangles.
35			Algebra in Geometry 6-HS	Choose appropriate units of measurement and use ratios to convert within measurement systems to solve real-world and mathematical problems.	6.3.3.1	Solve problems in various contexts involving conversion of weights, capacities, geometric measurements and times within measurement systems using appropriate units.
36			Algebra in Geometry 6-HS		6.3.3.2	Estimate weights, capacities and geometric measurements using benchmarks in measurement systems with appropriate units.
37	6	DATA ANALYSIS & PROBABILITY	Probability 6, 7, HS	Use probabilities to solve real-world and mathematical problems; represent probabilities using fractions, decimals and percents.	6.4.1.1	Determine the sample space (set of possible outcomes) for a given experiment and determine which members of the sample space are related to certain events. Sample space may be determined by the use of tree diagrams, tables or pictorial representations.
38					6.4.1.2	Determine the probability of an event using the ratio between the size of the event and the size of the sample space; represent probabilities as percents, fractions and decimals between 0 and 1 inclusive. Understand that probabilities measure likelihood.		Proficiency Scale
39					6.4.1.3	Perform experiments for situations in which the probabilities are known, compare the resulting relative frequencies with the known probabilities; know that there may be differences.
40					6.4.1.4	Calculate experimental probabilities from experiments; represent them as percents, fractions and decimals between 0 and 1 inclusive. Use experimental probabilities to make predictions when actual probabilities are unknown.
41
42	7	NUMBER & OPERATIONS	Fractions & Decimals: Representations and Relationships 3-8	Read, write, represent and compare positive and negative rational numbers, expressed as integers, fractions and decimals.	7.1.1.1	Know that every rational number can be written as the ratio of two integers or as a terminating or repeating decimal. Recognize that π is not rational, but that it can be approximated by rational numbers such as 22/7 and 3.14.
43					7.1.1.2	Understand that division of two integers will always result in a rational number. Use this information to interpret the decimal result of a division problem when using a calculator.
44					7.1.1.3	Locate positive and negative rational numbers on a number line, understand the concept of opposites, and plot pairs of positive and negative rational numbers on a coordinate grid.
45					7.1.1.4	Compare positive and negative rational numbers expressed in various forms using the symbols < , >, = , ≤ , ≥ .
46					7.1.1.5	Recognize and generate equivalent representations of positive and negative rational numbers, including equivalent fractions.
47			Fractions & Decimals: Operations 5-7	Calculate with positive and negative rational numbers, and rational numbers with whole number exponents, to solve real-world and mathematical problems.	7.1.2.1	Add, subtract, multiply and divide positive and negative rational numbers that are integers, fractions and terminating decimals; use efficient and generalizable procedures, including standard algorithms; raise positive rational numbers to whole-number exponents.
48					7.1.2.2	Use real-world contexts and the inverse relationship between addition and subtraction to explain why the procedures of arithmetic with negative rational numbers make sense.
49					7.1.2.3	Understand that calculators and other computing technologies often truncate or round numbers.
50					7.1.2.4	Solve problems in various contexts involving calculations with positive and negative rational numbers and positive integer exponents, including computing simple and compound interest.
51					7.1.2.5	Use proportional reasoning to solve problems involving ratios in various contexts.
52					7.1.2.6	Demonstrate an understanding of the relationship between the absolute value of a rational number and distance on a number line. Use the symbol for absolute value.
53	7	ALGEBRA	Algebra Concepts: Ratios to Proportions to Functions 6-HS	Understand the concept of proportionality in real-world and mathematical situations, and distinguish between proportional and other relationships.	7.2.1.1	Understand that a relationship between two variables, x and y, is proportional if it can be expressed in the form y/x = k or y = kx. Distinguish proportional relationships from other relationships, including inversely proportional relationships (xy = k or y = k/x).
54			Algebra Concepts: Ratios to Proportions to Functions 6-HS		7.2.1.2	Understand that the graph of a proportional relationship is a line through the origin whose slope is the unit rate (constant of proportionality). Know how to use graphing technology to examine what happens to a line when the unit rate is changed.
55			Algebra: Relationships & Functions K-HS	Recognize proportional relationships in real-world and mathematical situations; represent these and other relationships with tables, verbal descriptions, symbols and graphs; solve problems involving proportional relationships and explain results in the original context.	7.2.2.1	Represent proportional relationships with tables, verbal descriptions, symbols, equations and graphs; translate from one representation to another. Determine the unit rate (constant of proportionality or slope) given any of these representations.
56					7.2.2.2	Solve multi-step problems involving proportional relationships in numerous contexts.
57					7.2.2.3	Use knowledge of proportions to assess the reasonableness of solutions.
58					7.2.2.4	Represent real-world or mathematical situations using equations and inequalities involving variables and positive and negative rational numbers.
59			Algebra: Expressions 5-HS	Apply understanding of order of operations and algebraic properties to generate equivalent numerical and algebraic expressions containing positive and negative rational numbers and grouping symbols; evaluate such expressions.	7.2.3.1	Use properties of algebra to generate equivalent numerical and algebraic expressions containing rational numbers, grouping symbols and whole number exponents. Properties of algebra include associative, commutative and distributive laws.
60					7.2.3.2	Evaluate algebraic expressions containing rational numbers and whole number exponents at specified values of their variables.
61					7.2.3.3	Apply understanding of order of operations and grouping symbols when using calculators and other technologies.
62			Algebra: Equations and Inequalities 1-HS	Represent real-world and mathematical situations using equations with variables. Solve equations symbolically, using the properties of equality. Also solve equations graphically and numerically. Interpret solutions in the original context.	7.2.4.1	Represent relationships in various contexts with equations involving variables and positive and negative rational numbers. Use the properties of equality to solve for the value of a variable. Interpret the solution in the original context.
63			Algebra: Equations and Inequalities 1-HS		7.2.4.2	Solve equations resulting from proportional relationships in various contexts.
64	7	GEOMETRY & MEASUREMENT	Geometry: Measurement K-HS	Use reasoning with proportions and ratios to determine measurements, justify formulas and solve real-world and mathematical problems involving circles and related geometric figures.	7.3.1.1	Demonstrate an understanding of the proportional relationship between the diameter and circumference of a circle and that the unit rate (constant of proportionality) is π. Calculate the circumference and area of circles and sectors of circles to solve problems in various contexts.
65			Geometry: Measurement K-HS		7.3.1.2	Calculate the volume and surface area of cylinders and justify the formulas used.
66			Algebra in Geometry 6-HS	Analyze the effect of change of scale, translations and reflections on the attributes of two-dimensional figures.	7.3.2.1	Describe the properties of similarity, compare geometric figures for similarity, and determine scale factors.
67					7.3.2.2	Apply scale factors, length ratios and area ratios to determine side lengths and areas of similar geometric figures.
68					7.3.2.3	Use proportions and ratios to solve problems involving scale drawings and conversions of measurement units.
69			Euclidean Geometry and Reasoning 4, 6-HS	Analyze the effect of change of scale, translations and reflections on the attributes of two-dimensional figures.	7.3.2.4	Graph and describe translations and reflections of figures on a coordinate grid and determine the coordinates of the vertices of the figure after the transformation.
70	7	DATA ANALYSIS & PROBABILITY	Data Analysis 3-5, 7-HS	Use mean, median and range to draw conclusions about data and make predictions.	7.4.1.1	Design simple experiments and collect data. Determine mean, median and range for quantitative data and from data represented in a display. Use these quantities to draw conclusions about the data, compare different data sets, and make predictions.
71					7.4.1.2	Describe the impact that inserting or deleting a data point has on the mean and the median of a data set. Know how to create data displays using a spreadsheet to examine this impact.
72				Display and interpret data in a variety of ways, including circle graphs and histograms.	7.4.2.1	Use reasoning with proportions to display and interpret data in circle graphs (pie charts) and histograms. Choose the appropriate data display and know how to create the display using a spreadsheet or other graphing technology.
73			Probability 6, 7, HS	Calculate probabilities and reason about probabilities using proportions to solve real-world and mathematical problems.	7.4.3.1	Use random numbers generated by a calculator or a spreadsheet or taken from a table to simulate situations involving randomness; make a histogram to display the results, and compare the results to known probabilities.
74					7.4.3.2	Calculate probability as a fraction of sample space or as a fraction of area. Express probabilities as percents, decimals and fractions.
75					7.4.3.3	Use proportional reasoning to draw conclusions about and predict relative frequencies of outcomes based on probabilities.
76
77	8	NUMBER & OPERATIONS	Fractions & Decimals: Representations and Relationships 3-8	Classify real numbers as rational or irrational. Know that when a square root of a positive integer is not an integer, then it is irrational. Know that the sum of a rational number and an irrational number is irrational, and the product of a non-zero rational number and an irrational number is irrational.	8.1.1.1	Classify real numbers as rational or irrational. Know that when a square root of a positive integer is not an integer, then it is irrational. Know that the sum of a rational number and an irrational number is irrational, and the product of a non-zero rational number and an irrational number is irrational.
78				Read, write, compare, classify and represent real numbers, and use them to solve problems in various contexts.	8.1.1.2	Compare real numbers; locate real numbers on a number line. Identify the square root of a positive integer as an integer, or if it is not an integer, locate it as a real number between two consecutive positive integers.
79					8.1.1.3	Determine rational approximations for solutions to problems involving real numbers.
80					8.1.1.4	Know and apply the properties of positive and negative integer exponents to generate equivalent numerical expressions.		Proficiency Scale
81					8.1.1.5	Express approximations of very large and very small numbers using scientific notation; understand how calculators display numbers in scientific notation. Multiply and divide numbers expressed in scientific notation, express the answer in scientific notation, using the correct number of significant digits when physical measurements are involved.
82	8	ALGEBRA	Algebra Concepts: Ratios to Proportions to Functions 6-HS	Understand the concept of function in real-world and mathematical situations, and distinguish between linear and nonlinear functions.	8.2.1.1	Understand that a function is a relationship between an independent variable and a dependent variable in which the value of the independent variable determines the value of the dependent variable. Use functional notation, such as f(x), to represent such relationships.		Proficiency Scale
83					8.2.1.2	Use linear functions to represent relationships in which changing the input variable by some amount leads to a change in the output variable that is a constant times that amount.
84					8.2.1.3	Understand that a function is linear if it can be expressed in the form f(x) = mx + b or if its graph is a straight line.
85					8.2.1.4	Understand that an arithmetic sequence is a linear function that can be expressed in the form, f(x) = mx + b, where x = 0, 1, 2, 3,…
86					8.2.1.5	Understand that a geometric sequence is a non-linear function that can be expressed in the form f(x) = ab^x, where x = 0, 1, 2, 3,….
87			Algebra: Relationships & Functions K-HS	Recognize linear functions in real-world and mathematical situations; represent linear functions and other functions with tables, verbal descriptions, symbols and graphs; solve problems involving these functions and explain results in the original context.	8.2.2.1	Represent linear functions with tables, verbal descriptions, symbols, equations and graphs; translate from one representation to another.		Proficiency Scale
88					8.2.2.2	Identify graphical properties of linear functions including slopes and intercepts. Know that the slope equals the rate of change, and that the y-intercept is zero when the function represents a proportional relationship.		Proficiency Scale
89					8.2.2.3	Identify how coefficient changes in the equation f(x) = mx + b affect the graphs of linear functions. Know how to use graphing technology to examine these effects.
90					8.2.2.4	Represent arithmetic sequences using equations, tables, graphs and verbal descriptions, and use them to solve problems.
91					8.2.2.5	Represent geometric sequences using equations, tables, graphs and verbal descriptions, and use them to solve problems.
92			Algebra: Expressions 5-HS	Generate equivalent numerical and algebraic expressions and use algebraic properties to evaluate expressions.	8.2.3.1	Evaluate algebraic expressions, including expressions containing radicals and absolute values, at specified values of their variables.		Proficiency Scale
93			Algebra: Expressions 5-HS		8.2.3.2	Justify steps in generating equivalent expressions by identifying the properties used, including the properties of algebra. Properties include the associative, commutative and distributive laws, and the order of operations, including grouping symbols.
94			Algebra: Equations and Inequalities 1-HS	Represent real-world and mathematical situations using equations and inequalities involving linear expressions. Solve equations and inequalities symbolically and graphically. Interpret solutions in the original context.	8.2.4.1	Use linear equations to represent situations involving a constant rate of change, including proportional and non-proportional relationships.
95					8.2.4.2	Solve multi-step equations in one variable. Solve for one variable in a multi-variable equation in terms of the other variables. Justify the steps by identifying the properties of equalities used.		Proficiency Scale
96					8.2.4.3	Express linear equations in slope-intercept, point-slope and standard forms, and convert between these forms. Given sufficient information, find an equation of a line.
97					8.2.4.4	Use linear inequalities to represent relationships in various contexts.
98					8.2.4.5	Solve linear inequalities using properties of inequalities. Graph the solutions on a number line.		Proficiency Scale
99					8.2.4.6	Represent relationships in various contexts with equations and inequalities involving the absolute value of a linear expression. Solve such equations and inequalities and graph the solutions on a number line.
100					8.2.4.7	Represent relationships in various contexts using systems of linear equations. Solve systems of linear equations in two variables symbolically, graphically and numerically.		Proficiency Scale
101					8.2.4.8	Understand that a system of linear equations may have no solution, one solution, or an infinite number of solutions. Relate the number of solutions to pairs of lines that are intersecting, parallel or identical. Check whether a pair of numbers satisfies a system of two linear equations in two unknowns by substituting the numbers into both equations.
102					8.2.4.9	Use the relationship between square roots and squares of a number to solve problems.		Proficiency Scale
103	8	GEOMETRY & MEASUREMENT	Geometry: Measurement K-HS	Solve problems involving right triangles using the Pythagorean Theorem and its converse.	8.3.1.1	Use the Pythagorean Theorem to solve problems involving right triangles.		Proficiency Scale
104			Geometry: Measurement K-HS		8.3.1.2	Determine the distance between two points on a horizontal or vertical line in a coordinate system. Use the Pythagorean Theorem to find the distance between any two points in a coordinate system.
105			Euclidean Geometry and Reasoning 4, 6-HS	Solve problems involving right triangles using the Pythagorean Theorem and its converse.	8.3.1.3	Informally justify the Pythagorean Theorem by using measurements, diagrams and computer software.
106			Algebra in Geometry 6-HS	Solve problems involving parallel and perpendicular lines on a coordinate system.	8.3.2.1	Understand and apply the relationships between the slopes of parallel lines and between the slopes of perpendicular lines. Dynamic graphing software may be used to examine these relationships.
107					8.3.2.2	Analyze polygons on a coordinate system by determining the slopes of their sides.
108					8.3.2.3	Given a line on a coordinate system and the coordinates of a point not on the line, find lines through that point that are parallel and perpendicular to the given line, symbolically and graphically.
109	8	DATA ANALYSIS & PROBABILITY	Data Analysis 3-5, 7-HS	Interpret data using scatterplots and approximate lines of best fit. Use lines of best fit to draw conclusions about data.	8.4.1.1	Collect, display and interpret data using scatterplots. Use the shape of the scatterplot to informally estimate a line of best fit and determine an equation for the line. Use appropriate titles, labels and units. Know how to use graphing technology to display scatterplots and corresponding lines of best fit.		Proficiency Scale
110					8.4.1.2	Use a line of best fit to make statements about approximate rate of change and to make predictions about values not in the original data set.
111					8.4.1.3	Assess the reasonableness of predictions using scatterplots by interpreting them in the original context.
112
113	9-12	ALGEBRA	Algebra Concepts: Ratios to Proportions to Functions 6-HS	Understand the concept of function, and identify important features of functions and other relations using symbolic and graphical methods where appropriate.	9.2.1.1	Understand the definition of a function. Use functional notation and evaluate a function at a given point in its domain.		Proficiency Scale
114					9.2.1.2	Distinguish between functions and other relations defined symbolically, graphically or in tabular form.		Proficiency Scale
115					9.2.1.3	Find the domain of a function defined symbolically, graphically or in a real-world context.
116					9.2.1.4	Obtain information and draw conclusions from graphs of functions and other relations.
117					9.2.1.5	Identify the vertex, line of symmetry and intercepts of the parabola corresponding to a quadratic function, using symbolic and graphical methods, when the function is expressed in the form f(x) = ax2 + bx + c, in the form f(x) = a(x – h)2 + k , or in factored form.		Proficiency Scale
118					9.2.1.6	Identify intercepts, zeros, maxima, minima and intervals of increase and decrease from the graph of a function.		Proficiency Scale
119					9.2.1.7	Understand the concept of an asymptote and identify asymptotes for exponential functions and reciprocals of linear functions, using symbolic and graphical methods.
120					9.2.1.8	Make qualitative statements about the rate of change of a function, based on its graph or table of values.
121					9.2.1.9	Determine how translations affect the symbolic and graphical forms of a function. Know how to use graphing technology to examine translations.
122			Algebra: Relationships & Functions K-HS	Recognize linear, quadratic, exponential and other common functions in real-world and mathematical situations; represent these functions with tables, verbal descriptions, symbols and graphs; solve problems involving these functions, and explain results in the original context.	9.2.2.1	Represent and solve problems in various contexts using linear and quadratic functions.
123					9.2.2.2	Represent and solve problems in various contexts using exponential functions, such as investment growth, depreciation and population growth.
124					9.2.2.3	Sketch graphs of linear, quadratic and exponential functions, and translate between graphs, tables and symbolic representations. Know how to use graphing technology to graph these functions.
125					9.2.2.4	Express the terms in a geometric sequence recursively and by giving an explicit (closed form) formula, and express the partial sums of a geometric series recursively.
126					9.2.2.5	Recognize and solve problems that can be modeled using finite geometric sequences and series, such as home mortgage and other compound interest examples. Know how to use spreadsheets and calculators to explore geometric sequences and series in various contexts.		Proficiency Scale
127					9.2.2.6	Sketch the graphs of common non-linear functions such as f(x) = sqrt(x), f(x) = abs(x), f(x) = 1/x, f (x) = x^3, and translations of these functions, such as f(x) = sqrt(x - 2) + 4. Know how to use graphing technology to graph these functions.		Proficiency Scale
128			Algebra: Expressions 5-HS	Generate equivalent algebraic expressions involving polynomials and radicals; use algebraic properties to evaluate expressions.	9.2.3.1	Evaluate polynomial and rational expressions and expressions containing radicals and absolute values at specified points in their domains.
129					9.2.3.2	Add, subtract and multiply polynomials; divide a polynomial by a polynomial of equal or lower degree.
130					9.2.3.3	Factor common monomial factors from polynomials, factor quadratic polynomials, and factor the difference of two squares.		Proficiency Scale
131					9.2.3.4	Add, subtract, multiply, divide and simplify algebraic fractions.		Proficiency Scale
132					9.2.3.5	Check whether a given complex number is a solution of a quadratic equation by substituting it for the variable and evaluating the expression, using arithmetic with complex numbers.		Proficiency Scale
133					9.2.3.6	Apply the properties of positive and negative rational exponents to generate equivalent algebraic expressions, including those involving nth roots.		Proficiency Scale
134					9.2.3.7	Justify steps in generating equivalent expressions by identifying the properties used. Use substitution to check the equality of expressions for some particular values of the variables; recognize that checking with substitution does not guarantee equality of expressions for all values of the variables.
135			Algebra: Equations and Inequalities 1-HS	Represent real-world and mathematical situations using equations and inequalities involving linear, quadratic, exponential and nth root functions. Solve equations and inequalities symbolically and graphically. Interpret solutions in the original context.	9.2.4.1	Represent relationships in various contexts using quadratic equations and inequalities. Solve quadratic equations and inequalities by appropriate methods including factoring, completing the square, graphing and the quadratic formula. Find non-real complex roots when they exist. Recognize that a particular solution may not be applicable in the original context. Know how to use calculators, graphing utilities or other technology to solve quadratic equations and inequalities.		Proficiency Scale
136					9.2.4.2	Represent relationships in various contexts using equations involving exponential functions; solve these equations graphically or numerically. Know how to use calculators, graphing utilities or other technology to solve these equations.
137					9.2.4.3	Recognize that to solve certain equations, number systems need to be extended from whole numbers to integers, from integers to rational numbers, from rational numbers to real numbers, and from real numbers to complex numbers. In particular, non-real complex numbers are needed to solve some quadratic equations with real coefficients.
138					9.2.4.4	Represent relationships in various contexts using systems of linear inequalities; solve them graphically. Indicate which parts of the boundary are included in and excluded from the solution set using solid and dotted lines.
139					9.2.4.5	Solve linear programming problems in two variables using graphical methods.
140					9.2.4.6	Represent relationships in various contexts using absolute value inequalities in two variables; solve them graphically.
141					9.2.4.7	Solve equations that contain radical expressions. Recognize that extraneous solutions may arise when using symbolic methods.
142					9.2.4.8	Assess the reasonableness of a solution in its given context and compare the solution to appropriate graphical or numerical estimates; interpret a solution in the original context.
143	9-12	GEOMETRY & MEASUREMENT	Geometry: Measurement K-HS	Calculate measurements of plane and solid geometric figures; know that physical measurements depend on the choice of a unit and that they are approximations.	9.3.1.1	Determine the surface area and volume of pyramids, cones and spheres. Use measuring devices or formulas as appropriate.
144					9.3.1.2	Compose and decompose two- and three-dimensional figures; use decomposition to determine the perimeter, area, surface area and volume of various figures.
145					9.3.1.3	Understand that quantities associated with physical measurements must be assigned units; apply such units correctly in expressions, equations and problem solutions that involve measurements; and convert between measurement systems.
146					9.3.1.4	Understand and apply the fact that the effect of a scale factor k on length, area and volume is to multiply each by k, k2 and k3, respectively.
147					9.3.1.5	Make reasonable estimates and judgments about the accuracy of values resulting from calculations involving measurements.
148			Euclidean Geometry and Reasoning 4, 6-HS	Construct logical arguments, based on axioms, definitions and theorems, to prove theorems and other results in geometry.	9.3.2.1	Understand the roles of axioms, definitions, undefined terms and theorems in logical arguments.
149					9.3.2.2	Accurately interpret and use words and phrases such as "if…then," "if and only if," "all," and "not." Recognize the logical relationships between an "if…then" statement and its inverse, converse and contrapositive.
150					9.3.2.3	Assess the validity of a logical argument and give counterexamples to disprove a statement.
151					9.3.2.4	Construct logical arguments and write proofs of theorems and other results in geometry, including proofs by contradiction. Express proofs in a form that clearly justifies the reasoning, such as two-column proofs, paragraph proofs, flow charts or illustrations.
152					9.3.2.5	Use technology tools to examine theorems, make and test conjectures, perform constructions and develop mathematical reasoning skills in multi-step problems. The tools may include compass and straight edge, dynamic geometry software, design software or Internet applets.
153				Know and apply properties of geometric figures to solve real-world and mathematical problems and to logically justify results in geometry.	9.3.3.1	Know and apply properties of parallel and perpendicular lines, including properties of angles formed by a transversal, to solve problems and logically justify results.
154					9.3.3.2	Know and apply properties of angles, including corresponding, exterior, interior, vertical, complementary and supplementary angles, to solve problems and logically justify results.
155					9.3.3.3	Know and apply properties of equilateral, isosceles and scalene triangles to solve problems and logically justify results.
156					9.3.3.4	Apply the Pythagorean Theorem and its converse to solve problems and logically justify results.
157					9.3.3.5	Know and apply properties of right triangles, including properties of 45-45-90 and 30-60-90 triangles, to solve problems and logically justify results.
158					9.3.3.6	Know and apply properties of congruent and similar figures to solve problems and logically justify results.
159					9.3.3.7	Use properties of polygons—including quadrilaterals and regular polygons—to define them, classify them, solve problems and logically justify results.
160					9.3.3.8	Know and apply properties of a circle to solve problems and logically justify results.
161			Algebra in Geometry 6-HS	Solve real-world and mathematical geometric problems using algebraic methods.	9.3.4.1	Understand how the properties of similar right triangles allow the trigonometric ratios to be defined, and determine the sine, cosine and tangent of an acute angle in a right triangle.
162					9.3.4.2	Apply the trigonometric ratios sine, cosine and tangent to solve problems, such as determining lengths and areas in right triangles and in figures that can be decomposed into right triangles. Know how to use calculators, tables or other technology to evaluate trigonometric ratios.
163					9.3.4.3	Use calculators, tables or other technologies in connection with the trigonometric ratios to find angle measures in right triangles in various contexts.
164					9.3.4.4	Use coordinate geometry to represent and analyze line segments and polygons, including determining lengths, midpoints and slopes of line segments.
165					9.3.4.5	Know the equation for the graph of a circle with radius r and center (h, k), (x – h)2 + (y – k)2 = r2, and justify this equation using the Pythagorean Theorem and properties of translations.
166					9.3.4.6	Use numeric, graphic and symbolic representations of transformations in two dimensions, such as reflections, translations, scale changes and rotations about the origin by multiples of 90˚, to solve problems involving figures on a coordinate grid.
167					9.3.4.7	Use algebra to solve geometric problems unrelated to coordinate geometry, such as solving for an unknown length in a figure involving similar triangles, or using the Pythagorean Theorem to obtain a quadratic equation for a length in a geometric figure.
168	9-12	DATA ANALYSIS & PROBABILITY	Data Analysis 3-5, 7-HS	Display and analyze data; use various measures associated with data to draw conclusions, identify trends and describe relationships.	9.4.1.1	Describe a data set using data displays, including box-and-whisker plots; describe and compare data sets using summary statistics, including measures of center, location and spread. Measures of center and location include mean, median, quartile and percentile. Measures of spread include standard deviation, range and inter-quartile range. Know how to use calculators, spreadsheets or other technology to display data and calculate summary statistics.		Proficiency Scale
169					9.4.1.2	Analyze the effects on summary statistics of changes in data sets.
170					9.4.1.3	Use scatterplots to analyze patterns and describe relationships between two variables. Using technology, determine regression lines (line of best fit) and correlation coefficients; use regression lines to make predictions and correlation coefficients to assess the reliability of those predictions.		Proficiency Scale
171					9.4.1.4	Use the mean and standard deviation of a data set to fit it to a normal distribution (bell-shaped curve) and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets and tables to estimate areas under the normal curve.
172				Explain the uses of data and statistical thinking to draw inferences, make predictions and justify conclusions.	9.4.2.1	Evaluate reports based on data published in the media by identifying the source of the data, the design of the study, and the way the data are analyzed and displayed. Show how graphs and data can be distorted to support different points of view. Know how to use spreadsheet tables and graphs or graphing technology to recognize and analyze distortions in data displays.
173					9.4.2.2	Identify and explain misleading uses of data; recognize when arguments based on data confuse correlation and causation.
174					9.4.2.3	Design simple experiments and explain the impact of sampling methods, bias and the phrasing of questions asked during data collection.
175			Probability 6, 7, HS	Calculate probabilities and apply probability concepts to solve real-world and mathematical problems.	9.4.3.1	Select and apply counting procedures, such as the multiplication and addition principles and tree diagrams, to determine the size of a sample space (the number of possible outcomes) and to calculate probabilities.		Proficiency Scale
176					9.4.3.2	Calculate experimental probabilities by performing simulations or experiments involving a probability model and using relative frequencies of outcomes.
177					9.4.3.3	Understand that the Law of Large Numbers expresses a relationship between the probabilities in a probability model and the experimental probabilities found by performing simulations or experiments involving the model.
178					9.4.3.4	Use random numbers generated by a calculator or a spreadsheet, or taken from a table, to perform probability simulations and to introduce fairness into decision making.
179					9.4.3.5	Apply probability concepts such as intersections, unions and complements of events, and conditional probability and independence, to calculate probabilities and solve problems.
180					9.4.3.6	Describe the concepts of intersections, unions and complements using Venn diagrams. Understand the relationships between these concepts and the words AND, OR, NOT, as used in computerized searches and spreadsheets.		Proficiency Scale
181					9.4.3.7	Understand and use simple probability formulas involving intersections, unions and complements of events.
182					9.4.3.8	Apply probability concepts to real-world situations to make informed decisions.		Proficiency Scale
183					9.4.3.9	Use the relationship between conditional probabilities and relative frequencies in contingency tables.		Proficiency Scale


1	ROYALTON PUBLIC SCHOOLS ARTS: MUSIC Grades 6-12			The Minnesota K-12 Academic Standards in the Arts include five arts areas: dance, media arts, music, theater, and visual arts. Standards are organized by grade level into five content strands: 1) Foundations 2) Create 3) Perform/Present 4) Respond 5) Connect			Highlighted cells are a Royalton Middle/High School Priority Standard
2	ROYALTON PUBLIC SCHOOLS ARTS: MUSIC Grades 6-12
3
4	Grade	Strand	Standard	Code	Benchmark	Curriculum Course/Unit/Lesson	Assessment (Evidence of Mastery)

5	6	2. Create	2. Generate and develop original artistic ideas.	3.6.2.2.1	1. Create or improvise musical ideas that can be combined into a melody.
6			3. Create original artistic work.	3.6.2.3.1	1. Develop a composition consisting of a melody using a system of notation or recording technology.**
7			4. Revise and complete original artistic work.	3.6.2.4.1	1. Revise a musical composition using self-reflection.
8		3. Perform	5. Develop and refine artistic techniques and work for performance.	3.6.3.5.1	1. Collaborate as an ensemble to refine and prepare music for presentation or performance.		Proficiency Scale
9		3. Perform	6. Make artistic choices in order to convey meaning through performance.	3.6.3.6.1	1. Perform music for an audience by responding to notation and applying musical elements and technical skills. For example: Audience being a classmate, friend, online platform, or a large group.
10		4. Respond	7. Analyze and construct interpretations of artistic work.	3.6.4.7.1	1. Describe how musical elements contribute to meaning in a musical selection.
11		4. Respond	8. Evaluate artistic work by applying criteria.	3.6.4.8.1	1. Apply collaboratively developed criteria to evaluate musical selections or performances, citing specific elements and characteristics.
12		5. Connect	9. Integrate knowledge and personal experiences while responding to, creating, and presenting artistic work.	3.6.5.9.1	1. Share how specific musical selections relate to personal, social and emotional experiences.
13		5. Connect	10. Understand that artistic works influence and are influenced by personal, societal, cultural, and historical contexts, including the contributions of Minnesota American Indian tribes and communities.	3.6.5.10.1	1. Explain ways that music is used to represent cultural identity, including Minnesota American Indian tribes and communities.
14
15	7	2. Create	2. Generate and develop original artistic ideas.	3.7.2.2.1	1. Create or improvise musical ideas that can be combined into a melody with expressive elements. For example: Dynamics, articulation, tempo.
16			3. Create original artistic work.	3.7.2.3.1	1. Develop a composition consisting of a melody with expressive elements using a system of notation or recording technology.**
17			4. Revise and complete original artistic work.	3.7.2.4.1	1. Revise a composition to include expressive elements.
18		3. Perform	5. Develop and refine artistic techniques and work for performance.	3.7.3.5.1	1. Demonstrate an understanding of various genres and styles of music by applying musical elements to prepare for a performance.		Proficiency Scale
19		3. Perform	6. Make artistic choices in order to convey meaning through performance.	3.7.3.6.1	1. Perform music for an audience by responding to notation, using expressive skills. For example: Audience being a classmate, friend, online platform, or a large group.
20		4. Respond	7. Analyze and construct interpretations of artistic work.	3.7.4.7.1	1. Identify the musical or technical skills needed in musical selections to convey meaning or possible intent including cultural or historical contexts.
21		4. Respond	8. Evaluate artistic work by applying criteria.	3.7.4.8.1	1. Identify and use a variety of techniques to evaluate the qualities of a musical performance. For example: Student generated criteria; rubric; rating scale.
22		5. Connect	9. Integrate knowledge and personal experiences while responding to, creating, and presenting artistic work.	3.7.5.9.1	1. Describe why various musical choices are made when creating or performing music.
23		5. Connect	10. Understand that artistic works influence and are influenced by personal, societal, cultural, and historical contexts, including the contributions of Minnesota American Indian tribes and communities.	3.7.5.10.1	1. Identify cultural or historical influences on musical compositions.
24
25	8	2. Create	2. Generate and develop original artistic ideas.	3.8.2.2.1	1. Generate rhythmic, melodic, or harmonic musical ideas that include expressive elements. For example: Dynamics, articulation, timbre.
26			3. Create original artistic work.	3.8.2.3.1	1. Develop a composition in a specific form that includes expressive elements using notation or recording technology.**
27			4. Revise and complete original artistic work.	3.8.2.4.1	1. Revise a composition draft into a completed work.
28		3. Perform	5. Develop and refine artistic techniques and work for performance.	3.8.3.5.1	1. Demonstrate persistence and cooperation in refining musical selections for performance.		Proficiency Scale
29		3. Perform	6. Make artistic choices in order to convey meaning through performance.	3.8.3.6.1	1. Perform music for an audience with technical accuracy and stylistic expression to convey the composer's possible intent. For example: Audience being a classmate, friend, online platform, or a large group.
30		4. Respond	7. Analyze and construct interpretations of artistic work.	3.8.4.7.1	1. Analyze and discuss the use of elements in musical selections to convey meaning or possible intent including cultural or historical contexts.
31		4. Respond	8. Evaluate artistic work by applying criteria.	3.8.4.8.1	1. Identify and describe the musical and technical skills evident in a performance.
32		5. Connect	9. Integrate knowledge and personal experiences while responding to, creating, and presenting artistic work.	3.8.5.9.1	1. Describe how interests, knowledge, and skills relate to personal choices in the creation or performance of music.		Proficiency Scale
33		5. Connect	10. Understand that artistic works influence and are influenced by personal, societal, cultural, and historical contexts, including the contributions of Minnesota American Indian tribes and communities.	3.8.5.10.1	1. Describe how music connects individuals and societies to history, culture, heritage, and community.
34
35	HS	2. Create	2. Generate and develop original artistic ideas.	3.9.2.2.1	1. Improvise, arrange, or modify phrases that demonstrate understanding of musical elements.
36			3. Create original artistic work.	3.9.2.3.1	1. Select multiple musical ideas, original or existing, to create drafts of music using notation or technology, where appropriate.**
37			4. Revise and complete original artistic work.	3.9.2.4.1	1. Revise or arrange a composition to become a completed musical work using current technology (as available) to preserve the composition.**
38		3. Perform	5. Develop and refine artistic techniques and work for performance.	3.9.3.5.1	1. Utilize multiple rehearsal strategies to refine performance, using technology where appropriate.		Proficiency Scale
39		3. Perform	6. Make artistic choices in order to convey meaning through performance.	3.9.3.6.1	1. Perform contrasting musical selections for an audience, conveying meaning through interpretation of the musical elements and expressive qualities. For example: audience being a classmate, friend, online platform, or a large group		Proficiency Scale
40		4. Respond	7. Analyze and construct interpretations of artistic work.	3.9.4.7.1	1. Interpret musical elements and cultural or historical contexts embedded within a musical selection to express possible meanings of the composer or performer.
41		4. Respond	8. Evaluate artistic work by applying criteria.	3.9.4.8.1	1. Evaluate music performances using commonly accepted standards, to demonstrate an understanding of musical elements. For example: MSHSL adjudication forms; student generated criteria; rubric; rating scale.
42		5. Connect	9. Integrate knowledge and personal experiences while responding to, creating, and presenting artistic work.	3.9.5.9.1	1. Synthesize knowledge and personal experiences when responding to, creating, or performing musical work.		Proficiency Scale
43		5. Connect	10. Understand that artistic works influence and are influenced by personal, societal, cultural, and historical contexts, including the contributions of Minnesota American Indian tribes and communities.	3.9.5.10.1	1. Demonstrate an understanding of how musical selections are influenced by or impact personal, societal, cultural, or historical contexts.


1	ROYALTON PUBLIC SCHOOLS SCIENCE Grades 6-12			The Minnesota Academic Standards in Science are organized by grade level into five content areas: 1) Earth and Space Science 2) Life Science 3) Physical Science 4) Chemistry 5) Physics Each strand features learning progressions that are anchored in college and career readiness standards.				Highlighted cells are a Royalton Middle/High School Priority Standard
2	ROYALTON PUBLIC SCHOOLS SCIENCE Grades 6-12
3
4	Grade	Content Area	Strand	Substrand	Standard	Code	Benchmark	Curriculum Course/Unit/Lesson	Assessment (Evidence of Mastery)

5	6	EARTH AND SPACE SCIENCE	1 Exploring phenomena or engineering problems	1.1 Asking questions and defining problems	1.1.1 Students will be able to ask questions about aspects of the phenomena they observe, the conclusions they draw from their models or scientific investigations, each other’s ideas, and the information they read.	6E.1.1.1.1	Ask questions that arise from observations of patterns in the movement of night sky objects to test the limitations of a solar system model. (P: 1, CC: 1, CI: ESS1) Emphasis is on students questioning the limitations of their own models and questioning the kinds of revisions needed to account for new data. Examples of observations may include the student’s own observations or observations made by others. Examples of night sky objects include the Moon, constellations, and planets.
6						6E.1.1.1.2	Ask questions to examine an interpretation about the relative ages of different rock layers within a sequence of several rock layers. (P: 1, CC: 1, CI: ESS1) Emphasis is on the interpretation of rock layers using geologic principles like superposition and cross-cutting relationships.
7						6E.1.1.1.3	Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. (P: 1, CC: 7, CI: ESS3) Emphasis is on the major role that human activities play in causing the rise in global temperatures. Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities.
8				1.2 Planning and carrying out investigations	1.2.1 Students will be able to design and conduct investigations in the classroom, laboratory, and/or field to test students’ ideas and questions, and will organize and collect data to provide evidence to support claims the students make about phenomena.	6E.1.2.1.1	Collect data and use digital data analysis tools to identify patterns to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions.** (P: 3, CC: 2, CI: ESS2) Emphasis is on how weather at a fixed location changes in response to moving air masses and to interactions at frontal boundaries between air masses. Examples of weather data may include temperature, air pressure, precipitation, and wind. Examples of data analysis may include weather maps, diagrams, and visualizations or may be obtained through laboratory experiments (such as with condensation).
9			2 Looking at data and empirical evidence to understand phenomena or solve problems	2.1 Analyzing and interpreting data	2.1.1 Students will be able to represent observations and data in order to recognize patterns in the data, the meaning of those patterns, and possible relationships between variables.	6E.2.1.1.1	Analyze and interpret data to determine similarities and differences among features and processes occurring on solar system objects. (P: 4, CC: 3, CI: ESS1) Examples of objects may include moons, planets, comets or asteroids. Example features may include characteristics of an object's atmosphere, surface or interior. Examples of processes may include erosion, deposition, cratering, or volcanism.
10						6E.2.1.1.2	Analyze and interpret data on the distribution of fossils, rocks, continental shapes, and seafloor structures to provide evidence of past plate motions. (P: 4, CC: 1, CI: ESS2) Examples of data may include similarities of rock and fossil types on different continents, the shapes of the continents (including the continental shelves), and the locations of ocean floor features such as ridges and trenches.
11						6E.2.1.1.3	Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.* (P: 4, CC: 1, CI: ESS3, ETS1) Examples of natural hazards may be taken from interior processes (such as earthquakes and volcanic eruptions), surface processes (such as mass wasting and tsunamis), or severe weather events. Examples of data may include the locations, magnitudes, and frequencies of the natural hazards. Examples of technologies may include building tornado shelters or barriers to protect from flooding.
12			3 Developing possible explanations of phenomena or designing solutions to engineering problems	3.1 Developing and using models	3.1.1 Students will be able to develop, revise, and use models to represent the students’ understanding of phenomena or systems as they develop questions, predictions and/or explanations, and communicate ideas to others.	6E.3.1.1.1	Develop and use scale models of solar system objects to describe the sizes of objects, the location of objects, and the motion of the objects; and include the role that gravity and inertia play in controlling that motion. (P: 2, CC: 3, CI: ESS1) Emphasis is on the regularity of the motion and accounting for Earth-based visual observations of the motion of these objects in our sky. Emphasis is also on recognizing the limitations of any of the models. Examples may include physical models (such as the analogy of distance along a football field or computer visualizations of orbits) or conceptual models (such as mathematical proportions relative to the size of familiar objects such as students' school or state). Not included are Kepler’s Laws and retrograde motion of planets.
13						6E.3.1.1.2	Develop a model, based on observational evidence, to describe the cycling and movement of Earth's rock material and the energy that drives these processes. (P: 2, CC: 5, CI: ESS2) Emphasis of the practice is on using observations of processes like weathering and erosion of soil and rock, deposition of sediment, and crystallization of lava to inform model development. Emphasis of the core idea is on how these processes operate over geologic time to form rocks and minerals through the cycling of Earth’s materials. Examples of models may be conceptual or physical.
14						6E.3.1.1.3	Develop a model, based on observational and experimental evidence, to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. (P: 2, CC: 5, CI: ESS2) Emphasis of the practice is on developing a way to represent the mechanisms of water changing state, the global movements of water and energy, and on how the observational and experimental evidence supports the model. Examples of models may be conceptual or physical.
15				3.2 Constructing explanations and designing solutions	3.2.1 Students will be able to apply scientific principles and empirical evidence (primary or secondary) to explain the causes of phenomena or identify weaknesses in explanations developed by the students or others.	6E.3.2.1.1	Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history. (P: 6, CC: 3, CI: ESS1) Emphasis is on how analyses of rock formations and the fossils they contain are used to establish relative ages of major events in Earth's history. Examples of major events may include the evolution or extinction of particular organisms, the formation of mountain chains and the formation of ocean basins. Not included is using radioactive decay to age date rocks.
16						6E.3.2.1.2	Construct a scientific explanation based on evidence for how the uneven distribution of Earth's mineral, energy, or groundwater resources is the result of past geological processes. (P: 6, CC: 2, CI: ESS3) Emphasis is on how these resources are limited and typically non-renewable on a human timeframe. Examples of uneven distribution of resources may include petroleum (like in the North Dakota Bakken Shale), metal ores (like iron in the rocks of Minnesota's Iron Range), or groundwater in the different regions of Minnesota.
17						6E.3.2.1.3	Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* (P: 6, CC: 2, CI: ESS3, ETS1) Emphasis of the practice is on applying scientific principles about Earth’s natural processes (like how water moves through the ground and air) to designing solutions to problems caused by human activity. Emphasis of the core idea is on how human activity impacts Earth’s environments. Examples of parts of the design process may include assessing the kinds of solutions that are feasible, and designing and evaluating solutions that may reduce those impacts. Examples of human activities that impact the environment may include withdrawing too much water from aquifers, altering stream flow by building dams or levees, increasing runoff caused by impermeable surfaces like parking lots, or adding undesirable materials to the air, water or land.
18			4 Communicating reasons, arguments and ideas to others	4.1 Engaging in Argument from Evidence	4.1.1 Students will be able to engage in argument from evidence for the explanations the students construct, defend and revise their interpretations when presented with new evidence, critically evaluate the scientific arguments of others, and present counter arguments.	6E.4.1.1.1	Construct an argument, supported by evidence, for how geoscience processes have changed Earth's surface at varying time and spatial scales. (P: 7, CC: 3, CI: ESS2) Emphasis is on how processes like erosion, deposition, mountain building, and volcanism affect the surface of Earth. Some processes, like mountain building take a long time. Other processes, like landslides, happen quickly. Examples may include how weathering, erosion and glacial activity have shaped the surface of Minnesota.
19			4 Communicating reasons, arguments and ideas to others	4.2 Obtaining, evaluating and communicating information	4.2.2 Students will be able to gather information about and communicate the methods that are used by various cultures, especially those of Minnesota American Indian Tribes and communities, to develop explanations of phenomena and design solutions to problems.	6E.4.2.2.1	Communicate how a series of models, including those used by Minnesota American Indian Tribes and communities and other cultures, are used to explain how motion in the Earth-Sun-Moon system causes the cyclic patterns of lunar phases, eclipses and seasons. (P: 8, CC: 1, CI: ESS1) Examples of cultures may include those within the local context of the learning community and within the context of Minnesota. Emphasis is on students questioning the limitations of their models and revising them to account for new observations. Models may be physical, graphical or conceptual.
20
21	7	LIFE SCIENCE	1 Exploring phenomena or engineering problems	1.1 Asking questions and defining problems	1.1.1 Students will be able to ask questions about aspects of the phenomena they observe, the conclusions they draw from their models or scientific investigations, each other’s ideas, and the information they read.	7L.1.1.1.1	Ask questions about the processes and outcomes of various methods of communication between cells of multicellular organisms. (P: 1, CC: 6, CI: LS1) Examples of questions about processes and outcomes may include questions about disruptions to normal communication processes in the human body, such as in cancer, diabetes, paralysis, or other disorders.
22				1.1 Asking questions and defining problems	1.1.1 Students will be able to ask questions about aspects of the phenomena they observe, the conclusions they draw from their models or scientific investigations, each other’s ideas, and the information they read.	7L.1.1.1.2	Ask questions that arise from careful observations of phenomena or models to clarify and or seek additional information about how changes in genes can affect organisms. (P: 1, CC: 6, CI: LS3)Examples of changes may include neutral, harmful, or beneficial effects to the structure and function of the organism.
23				1.2 Planning and carrying out investigations	1.2.1 Students will be able to design and conduct investigations in the classroom, laboratory, and/or field to test students’ ideas and questions, and will organize and collect data to provide evidence to support claims the students make about phenomena.	7L.1.2.1.1	Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. (P: 3, CC: 3, CI: LS1) Emphasis is on developing evidence that living things are made of cells, distinguishing between living and non-living things, and understanding that living things may be made of one cell or of many and varied cells.
24			2 Looking at data and empirical evidence to understand phenomena or solve problems	2.1 Analyzing and interpreting data	2.1.1 Students will be able to represent observations and data in order to recognize patterns in the data, the meaning of those patterns, and possible relationships between variables.	7L.2.1.1.1	Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.** (P: 4, CC: 2, CI: LS2)Emphasis is on cause and effect relationships between resources and growth of individual organisms and the number or organisms in ecosystems during periods of abundant and scarce resources. Examples may include populations of MN deer, moose, wolf, scavengers or aquatic populations in Lake Superior or algal blooms in lakes and ponds. Examples of evidence may include the use of flow charts to organize and sequence the algorithm, and to show relationships.
25					2.1.1 Students will be able to represent observations and data in order to recognize patterns in the data, the meaning of those patterns, and possible relationships between variables.	7L.2.1.1.2	Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth. (P: 4, CC: 1, CI: LS4)Emphasis is on finding patterns of changes in the level of complexity of anatomical structures in organisms and the chronological order of fossil appearance in the rock layers.
26					2.1.1 Students will be able to represent observations and data in order to recognize patterns in the data, the meaning of those patterns, and possible relationships between variables.	7L.2.1.1.3	Analyze visual data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.** (P: 4, CC: 1, CI: LS4)Emphasis is on inferring general patterns of relatedness among embryos of different organisms by comparing their macroscopic appearances on diagrams or pictures.
27				2.2 Using mathematics and computational thinking	2.2.1 Students will be able to use mathematics to represent physical variables and their relationships; compare mathematical expressions to the real world; and engage in computational thinking as they use or develop algorithms to describe the natural or designed worlds.	7L.2.2.1.1	Use an algorithm to explain how natural selection may lead to increases and decreases of specific traits in populations.** (P: 5, CC: 2, CI: LS4) Emphasis is on using proportional reasoning to develop mathematical models, probability statements, or simulations to support explanations of trends in changes to populations over time.
28			3 Developing possible explanations of phenomena or designing solutions to engineering problems	3.1 Developing and using models	3.1.1 Students will be able to develop, revise, and use models to represent their understanding of phenomena or systems as they develop questions, predictions and/or explanations and communicate ideas to others.	7L.3.1.1.1	Develop and use a model to describe the function of a cell as a whole and describe the way cell parts contribute to the cell’s function. (P: 2, CC: 6, CI: LS1)Emphasis is on the cell functioning as a whole system and the primary role of identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall.
29					3.1.1 Students will be able to develop, revise, and use models to represent their understanding of phenomena or systems as they develop questions, predictions and/or explanations and communicate ideas to others.	7L.3.1.1.2	Develop and use a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. (P: 2, CC: 5, CI: LS1) Emphasis is on describing that molecules are broken apart and put back together and that in this process, energy is released. Examples may include models of sugar breakdown into molecules of glucose that power our bodies, or protein breakdown into amino acids that are later reassembled to create body structures.
30					3.1.1 Students will be able to develop, revise, and use models to represent their understanding of phenomena or systems as they develop questions, predictions and/or explanations and communicate ideas to others.	7L.3.1.1.3	Develop and use a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. (P: 2, CC: 5, CI: LS2) Emphasis is on describing the conservation of matter and flow of energy into and out of various ecosystems.
31					3.1.1 Students will be able to develop, revise, and use models to represent their understanding of phenomena or systems as they develop questions, predictions and/or explanations and communicate ideas to others.	7L.3.1.1.4	Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. (P: 2, CC: 2, CI: LS3) Emphasis is on using models, such as Punnett squares, diagrams, and simulations to describe the cause and effect relationship of gene transmission from parent(s) to offspring and resulting genetic variations.
32				3.2 Constructing explanations and designing solutions	3.2.1 Students will be able to apply scientific principles and empirical evidence (primary or secondary) to construct causal explanations of phenomena or identify weaknesses in explanations developed by themselves or others.	7L.3.2.1.1	Construct an explanation based on evidence for how environmental and genetic factors influence the growth of organisms and/or populations. (P: 6, CC: 2, CI: LS1, ETS2) Examples of environmental factors may include local environmental conditions such as availability of food, light, space, and water. Examples of genetic factors may include large breed cattle and species of grass affecting growth of organisms. Examples of evidence may include drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions, and fish growing larger in large ponds than they do in small ponds. Examples of human activity may include agricultural practices, phosphorus and nitrogen loading in lakes, hybridization and breeding practices.
33					3.2.1 Students will be able to apply scientific principles and empirical evidence (primary or secondary) to construct causal explanations of phenomena or identify weaknesses in explanations developed by themselves or others.	7L.3.2.1.2	Construct an explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. (P: 6, CC: 2, CI: LS1) Emphasis of the core idea is on plants and algae using energy from light to make sugars (food for themselves and as an energy source for other organisms) from carbon dioxide (from air) and water; and in the process release oxygen.
34					3.2.1 Students will be able to apply scientific principles and empirical evidence (primary or secondary) to construct causal explanations of phenomena or identify weaknesses in explanations developed by themselves or others.	7L.3.2.1.3	Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. (P: 6, CC: 1, CI: LS4) Emphasis is on explanations of the evolutionary relationships among organisms in terms of similarity of differences of the gross appearance of anatomical structures.
35					3.2.1 Students will be able to apply scientific principles and empirical evidence (primary or secondary) to construct causal explanations of phenomena or identify weaknesses in explanations developed by themselves or others.	7L.3.2.1.4	Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. (P: 6, CC: 2, CI: LS4) Emphasis is on using simple probability statements and proportional reasoning to construct explanations.
36			4 Communicating reasons, arguments and ideas to others	4.1 Arguing from evidence	4.1.1 Students will be able to engage in argument from evidence for the explanations the students construct, defend and revise their interpretations when presented with new evidence, critically evaluate the scientific arguments of others, and present counter arguments.	7L.4.1.1.1	Support or refute an explanation by arguing from evidence for how the body is a system of interacting subsystems composed of groups of cells. (P: 7, CC: 4, CI: LS1) Emphasis is on the conceptual understanding that cells form tissues and tissues form organs specialized for particular body functions. Examples may include arguments that deal with the interaction of subsystems within a system and the normal functioning of those systems.
37					4.1.1 Students will be able to engage in argument from evidence for the explanations they construct, defend and revise their interpretations when presented with new evidence, critically evaluate the scientific arguments of others, and present counter arguments.	7L.4.1.1.2	Support or refute an explanation by arguing from evidence and scientific reasoning for how animal behavior and plant structures affect the probability of successful reproduction. (P: 7, CC: 2, CI: LS1) Examples of behaviors that affect the probability of animal reproduction may include nest building to protect young, herding of animals to protect young from predators, and vocalization and/or colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction may include transferring pollen or seeds, and creating conditions for seed germination and growth. Examples of plant structures may include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.
38					4.1.2 Students will be able to argue from evidence to justify the best solution to a problem or to compare and evaluate competing designs, ideas, or methods.*	7L.4.1.2.1	Construct an argument supported by empirical evidence that changes in physical or biological components of an ecosystem affect populations.* (P: 7, CC: 7, CI: LS2) Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes and/or impacts to ecosystems. Examples of physical components may include human-built structures like urban developments, or dams.
39					4.1.2 Students will be able to argue from evidence to justify the best solution to a problem or to compare and evaluate competing designs, ideas, or methods.*	7L.4.1.2.2	Evaluate competing design solutions for maintaining biodiversity or ecosystem services.* (P: 7, CC: 2, CI: LS2, ETS2) Emphasis is on evaluating a solution that reduces environmental harm while still benefiting humans. Examples of ecosystem services (natural processes within ecosystems that humans also benefit from) may include water purification as it cycles through Earth’s systems, nutrient recycling, climate stabilization, decomposition of wastes, and pollination. Examples of design solution constraints may include scientific, economic, and social considerations.
40				4.2 Obtaining, evaluating and communicating information	4.2.2 Students will be able to gather information about and communicate the methods that are used by various cultures, especially those of Minnesota American Indian Tribes and communities, to develop explanations of phenomena and design solutions to problems.	7L.4.2.2.1	Gather multiple sources of information and communicate how Minnesota American Indian Tribes and communities and other cultures use knowledge to predict or interpret patterns of interactions among organisms across multiple ecosystems. (P: 8, CC: 1, CI: LS2, ETS2)Examples of cultures may include those within the local context of the learning community and within the context of Minnesota. Emphasis is on predicting consistent patterns of interactions in different ecosystems in terms of the relationships among and between organisms and abiotic components of ecosystems. Examples of types of interactions may include competition, predation and mutualisms.
41
42	8	PHYSICAL SCIENCE	1 Exploring phenomena or engineering problems	1.1 Asking questions and defining problems	1.1.1 Students will be able to ask questions about aspects of the phenomena they observe, the conclusions they draw from their models or scientific investigations, each other’s ideas, and the information they read.	8P.1.1.1.1	Ask questions about locations of common elements on the periodic table to note patterns in the properties of similarly grouped elements. (P: 1, CC: 1, CI: PS1) Emphasis is on the similar properties within columns of the periodic table. Examples of questions that students may think to ask may include how are the properties of elements in a column similar and different.
43				1.1 Asking questions and defining problems		8P.1.1.1.2	Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. (P: 1, CC: 2, CI: PS2) Examples of data may include the number of turns of wire in a coil, the strength of magnets, and the current through the wire and their effect on the speed of rotation in a simple motor.
44				1.2 Planning and carrying out investigations	1.2.1 Students will be able to design and conduct investigations in the classroom, laboratory, and/or field to test students’ ideas and questions, and will organize and collect data to provide evidence to support claims the students make about phenomena.	8P.1.2.1.1	Plan and conduct an investigation of changes in pure substances when thermal energy is added or removed and relate those changes to particle motion. (P: 3, CC: 2, CI: PS1) Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a change of state occurs.
45						8P.1.2.1.2	Plan and conduct an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. (P: 3, CC: 7, CI: PS2) Emphasis is on balanced (Newton’s First Law) and unbalanced forces in a system, qualitative comparisons of forces, mass and changes in motion (Newton’s Second Law), frame of reference, and specification of units.
46						8P.1.2.1.3	Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. (P: 3, CC: 2, CI: PS2) Examples of this phenomenon may include the interactions of magnets, electrically-charged strips of tape, and electrically-charged pith balls. Examples of investigations may include first-hand experiences or simulations.
47						8P.1.2.1.4	Plan and conduct an investigation to determine how the temperature of a substance is affected by the transfer of energy, the amount of mass, and the type of matter. (P: 3, CC: 2, CI: PS 3) Emphasis is on conceptualizing temperature as the average kinetic energy of a substance’s particles. Examples of investigations may include comparing final water temperatures after different masses of ice melt in equal volumes of water with the same initial temperature, and temperature changes of different materials with the same mass as they heat or cool in the environment.
48			2 Looking at data and empirical evidence to understand phenomena or solve problems	2.1 Analyzing and interpreting data	2.1.1 Students will be able to represent observations and data in order to recognize patterns in the data, the meaning of those patterns, and possible relationships between variables.	8P.2.1.1.1	Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. (P: 4, CC: 1, CI: PS1) Examples of reactions may include burning sugar or steel wool, fat reacting with sodium hydroxide, and mixing zinc with hydrogen chloride. Examples of properties may include density, melting point, boiling point, solubility, flammability, and odor.
49				2.1 Analyzing and interpreting data		8P.2.1.1.2	Construct and interpret graphical displays of data to describe the relationship of kinetic energy to the mass and speed of an object. (P: 4, CC: 3, CI: PS3) Emphasis is on descriptive relationships between kinetic energy and mass separately from kinetic energy and speed. Examples may include riding a bicycle at different speeds, rolling different sizes of rocks downhill, and getting hit by a Wiffle ball versus a tennis ball.
50				2.2 Using mathematics and computational thinking	2.2.1 Students will be able to use mathematics to represent physical variables and their relationships; compare mathematical expressions to the real world; and engage in computational thinking as they use or develop algorithms to describe the natural or designed worlds.	8P.2.2.1.1	Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. (P: 5, CC: 1, CI: PS4) Emphasis is on describing waves (standard repeating waves) with both qualitative and quantitative thinking. Not included is electromagnetic waves.
51				2.2 Using mathematics and computational thinking		8P.2.2.1.2	Create a computer program to illustrate the transfer of energy within a system where energy changes form.** (P: 5, CC: 7, CI: PS3) Emphasis of the programming skills is the use of sequences, events and conditionals. Examples of a system may include a roller coaster, a pendulum, an electric water heater, and a solar electric collector.
52			3 Developing possible explanations of phenomena or designing solutions to engineering problems	3.1 Developing and using models	3.1.1 Students will be able to develop, revise, and use models to represent their understanding of phenomena or systems as they develop questions, predictions and/or explanations and communicate ideas to others.	8P.3.1.1.1	Develop models to describe the atomic composition of simple molecules and crystals. (P: 2, CC: 3, CI: PS1) Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules may include ammonia and methane. Examples of crystal structures may include sodium chloride or quartz, pyrite or diamonds. Does not include valence electrons and bonding energy, discussing the ionic nature of subunits of complex structures, or a complete description of all individual atoms in a complex molecule or crystal structure.
53						8P.3.1.1.2	Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. (P: 2, CC: 5, CI: PS1) Emphasis is on the law of conservation of matter. Examples of models may include physical models, digital formats, or drawings, which represent atoms. Not included are atomic masses, balancing symbolic equations, or intermolecular forces.
54						8P.3.1.1.3	Develop and revise a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. (P: 2, CC: 5, CI: PS3) Emphasis is on relative amounts potential energy and not on calculations of potential energy. Examples of objects within systems interacting at varying distances may include: the Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on shelves, changing the direction/orientation of a magnet, and a balloon with static electrical charge being brought closer to a classmate’s hair. Examples of models may include representations, diagrams, pictures, and written descriptions of systems.
55						8P.3.1.1.4	Develop and use a model to qualitatively describe that waves are reflected, absorbed, or transmitted through various materials. (P: 2, CC: 4, CI: PS4) Emphasis is on both light and mechanical waves. Examples of models may include drawings, simulations, a storyboard/diagram and written descriptions.
56				3.2 Constructing explanations and designing solutions	3.2.1 Students will be able to apply scientific principles and empirical evidence (primary or secondary) to explain the causes of phenomena or identify weaknesses in explanations developed by the students or others.	8P.3.2.1.1	Construct an explanation based on evidence and scientific principles of a common phenomenon that can be explained by the motions of molecules. (P: 6, CC: 3, CI: PS1) Emphasis of the core idea is that the movement of small particles (atoms or molecules) can explain the behavior of macroscopic phenomena. Examples of phenomena may include expansion of balloons, diffusion of odors, and pressure changes in gases due to heating and cooling.
57					3.2.2 Students will be able to use their understanding of scientific principles and the engineering design process to design solutions that meet established criteria and constraints.*	8P.3.2.2.1	Construct, test and modify a device that either releases or absorbs thermal energy by chemical processes.* (P: 6, CC: 5, CI: PS1, ETS1) Emphasis is on the design, controlling the transfer of energy to the environment, and modification of a device using factors such as type and concentration of a substance. Examples of chemical reactions include dissolving ammonium chloride or calcium chloride in water.
58						8P.3.2.2.2	Design a solution to a problem involving the motion of two colliding objects using Newton’s 3rd Law.* (P: 6, CC: 4, CI: PS2, ETS1) Examples of practical problems may include the impact of one dimensional collisions between two cars, between a car and stationary objects, and between a meteor and a space vehicle.
59						8P.3.2.2.3	Design, construct, and test a device that either minimizes or maximizes thermal energy transfer.* (P: 6, CC: 5, CI: PS3, ETS1) Emphasis is on using scientific principles to design the device. Examples of devices may include an insulated box, a solar cooker, and a foam cup.
60			4 Communicating reasons, arguments and ideas to others	4.1 Arguing from evidence	4.1.1 Students will be able to engage in argument from evidence for the explanations the students construct, defend and revise their interpretations when presented with new evidence, critically evaluate the scientific arguments of others, and present counter arguments.	8P.4.1.1.1	Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. (P: 7, CC: 3, CI: PS2) Examples of evidence for arguments may include data generated from simulations or digital tools; and charts displaying mass, strength of interaction, distance from the Sun, and orbital periods of objects within the solar system. Not included are Newton’s Law of Gravitation or Kepler’s Laws.
61				4.1 Arguing from evidence		8P.4.1.1.2	Compare and evaluate evidence to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. (P: 7, CC: 5, CI: PS3) Examples of empirical evidence used in the students' arguments may include the temperature or motion of an object before and after an energy transfer.
62				4.2 Obtaining, evaluating and communicating information	4.2.1 Students will be able to read and interpret multiple sources to obtain information, evaluate the merit and validity of claims and design solutions, and communicate information, ideas, and evidence in a variety of formats.	8P.4.2.1.1	Gather and evaluate information from multiple sources to describe that synthetic materials come from natural resources and impact society. (P: 8, CC: 6, CI: PS1) Emphasis of the practice is to synthesize information from multiple appropriate sources and assess the credibility, accuracy and possible bias of each publication. Emphasis is on natural resources that undergo a chemical process to form the synthetic material. Examples of new materials may include plastic, medicines, foods, and alternative fuels.
63				4.2 Obtaining, evaluating and communicating information		8P.4.2.1.2	Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.** (P: 8, CC: 6, CI: PS4) Emphasis of the practice is on using information to support and clarify claims. Emphasis of the core idea is on understanding that waves (encoded both analog and digitally) can be used for communication purposes. Examples of encoding and transmitting information may include using fiber optic cable to transmit light pulses, radio wave pulses in wifi devices, and conversion of stored binary patterns to make sound or text on a computer screen.
64
65	9-12	EARTH AND SPACE SCIENCE	1 Exploring phenomena or engineering problems	1.1 Asking questions and defining problems	1.1.1 Students will be able to ask questions about aspects of the phenomena they observe, the conclusions they draw from their models or scientific investigations, each other’s ideas, and the information they read.	9E.1.1.1.1	Ask questions to clarify how seismic energy traveling through Earth's interior can provide evidence for Earth’s internal structure. (P: 1, CC: 6,CI: ESS2) Emphasis is on how wave propagation depends on the density of the medium through which the wave travels and how seismic data is used to support the idea of a layered earth.
66				1.2 Planning and carrying out investigations	1.2.1 Students will be able to design and conduct investigations in the classroom, laboratory, and/or field to test students’ ideas and questions, and will organize and collect data to provide evidence to support claims the students make about phenomena.	9E.1.2.1.1	Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes. (P: 3, CC: 6, CI: ESS2) Emphasis is on physical and chemical investigations with water and a variety of solid materials to provide the evidence for how processes in the water cycle and rock cycle interact. Examples of physical investigations may include transportation and deposition of various sediment types and sizes, erosion of surfaces with varying amounts of soil moisture content and/or ground cover, or frost wedging by the expansion of water as it freezes. Examples of chemical investigations may include chemical weathering and recrystallization (by testing the solubility of different materials) or melt generation (by examining how water lowers the melting temperature of most solids). Examples specific to Minnesota may include chemical weathering of limestone to create karst topography.
67				1.2 Planning and carrying out investigations		9E.1.2.1.2	Plan and conduct an investigation of the properties of soils to model the effects of human activity on soil resources. (P: 3, CC: 2, CI: ESS3, ETS2) Emphasis is on identifying variables to test, developing a workable experimental design, and identifying limitations of the data. Examples of variables may include soil type and composition (particularly those found in Minnesota), erosion rate, water infiltration rates, nutrient profiles, soil conservation practices, or specific crop requirements.
68			2 Looking at data and empirical evidence to understand phenomena or solve problems	2.1 Analyzing and interpreting data	2.1.1 Students will be able to represent observations and data in order to recognize patterns in the data, the meaning of those patterns, and possible relationships between variables.	9E.2.1.1.1	Analyze Data to make a valid scientific claim about the way stars, over their life cycle, produce elements. (P: 4, CC: 5, CI: ESS1) Emphasis is on the way nucleosynthesis, and therefore the different elements created, varies as a function of the mass of a star and the stage of its lifetime.
69						9E.2.1.1.2	Analyze geoscience data to make a claim that one change to the Earth's surface can create feedbacks that cause changes to other Earth systems. (P: 4, CC: 7, CI: ESS2, ETS2) Emphasis is on using data analysis tools and techniques in order to make valid scientific claims. Examples may include climate feedback mechanisms, such as how an increase in greenhouse gases causes a rise in global temperatures that melt glaciers and sea ice, which reduces the amount of sunlight reflected from the Earth's surface (albedo), increasing surface temperatures and further reducing the amount of ice. Examples may also be taken from other system interactions, such as how the loss of ground vegetation causes an increase in water runoff and soil erosion; how dammed rivers increase groundwater recharge, decrease sediment transport, and increase coastal erosion; or how the loss of wetlands causes a decrease in local humidity that further reduces the wetland extent and longevity.
70						9E.2.1.1.3	Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth's systems and human infrastructure.* (P: 4, CC: 7, ESS3, ETS1) Examples of evidence (for both data and climate model outputs) may include precipitation and temperature and their associated impacts on sea level, glacial ice volumes, and atmosphere and ocean composition. Engineering examples may include using climate change data (rising sea levels) to evaluate the impact on the ability of sewer system to handle runoff or of existing wells to produce potable water.
71				2.2 Using mathematics and computational thinking	2.2.1 Students will be able to use mathematics to represent physical variables and their relationships; compare mathematical expressions to the real world; and engage in computational thinking as they use or develop algorithms to describe the natural or designed worlds.	9E.2.2.1.1	Use mathematical and computational representations to predict the motion of natural and human-made objects that are in orbit in the solar system.** (P: 5, CC: 3, CI: ESS1, ETS2) Emphasis is on Kepler’s laws of planetary motion and Newtonian gravitational laws governing orbital motions, which apply to human-made satellites as well as planets and moons.
72						9E.2.2.1.2	Develop a computational model, based on observational data, experimental evidence, and chemical theory, to describe the cycling of carbon among Earth’s systems.** (P: 2, CC: 5, CI: ESS2)Emphasis is on quantitative modeling of carbon as it cycles through the ocean, air, rock (particularly limestone), soil, and organisms. Emphasis is also on using empirical evidence and scientific reasoning to inform the algorithmic thinking about the conservation and cycling of matter.
73						9E.2.2.1.3	Develop or use an algorithmic representation, based on investigations of causes and effects in complex Earth systems, to illustrate the relationships within some part of the Earth system and how human activity might affect those relationships. (P: 5, CC: 4, CI: ESS3, ETS2) Emphasis is on students identifying the interacting components of a system, mathematically modeling how those factors interact and accounting for the effects of human activity on the system. Examples may include local systems in which natural and human-influenced variables impact the amount of runoff.
74			3 Developing possible explanations of phenomena or designing solutions to engineering problems	3.1 Developing and using models	3.1.1 Students will be able to develop, revise, and use models to represent their understanding of phenomena or systems as they develop questions, predictions and/or explanations and communicate ideas to others.	9E.3.1.1.1	Develop and use a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy that eventually reaches Earth in the form of radiation. (P: 2, CC: 3, CI: ESS1) Emphasis is on showing the relationships among the fuel, products and the energy transfer mechanisms that allow energy from nuclear fusion in the sun's core to reach the Earth. Examples of evidence that students might use include the masses and life times of other stars, as well as the ways that the sun's radiation varies due to sudden solar flares, sunspot cycles, and non-cyclic variations over the centuries.
75						9E.3.1.1.2	Develop and use a model based on evidence to explain how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features. (P: 2, CC: 7, CI: ESS2) Emphasis is on how the appearance of land features (such as mountains, and valleys), and seafloor features (such as trenches and ridges) are a result of both constructive mechanisms (such as volcanism, and tectonic motion) and destructive mechanisms (such as weathering, and coastal erosion). Examples specific to Minnesota may include features formed relatively recently during continental glaciation and volcanic features that have long since been eroded away.
76						9E.3.1.1.3	Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. (P: 2, CC: 4, CI: ESS2) Emphasis is on how patterns vary by latitude, altitude, and geographic land distribution. Emphasis of atmospheric circulation is on the sunlight-driven latitudinal banding, the Coriolis effect, and resulting prevailing winds; emphasis of ocean circulation is on the transfer of heat by the global ocean currents, which is constrained by the Coriolis effect and the outlines of continents. Examples of models may be diagrams, maps and globes, or digital representations.
77						9E.3.1.1.4	Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate. (P: 2, CC: 2, CI: ESS2). Emphasis is on using a model to describe the mechanism for how energy flow affects changes in climate.Examples of the causes of climate change differ by timescale and may include: 1 - 10 years: large volcanic eruptions, ocean circulation; 10-100s of years: changes in human activity, ocean circulation, solar output; 10 - 100s of thousands of years: changes to Earth's orbit and the orientation of its axis; and 10 - 100s of millions of years: long term changes in atmospheric composition.
78				3.2 Constructing explanations and designing solutions	3.2.1 Students will be able to apply scientific principles and empirical evidence (primary or secondary) to explain the causes of phenomena or identify weaknesses in explanations developed by the students or others.	9E.3.2.1.1	Construct an explanation that links astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe to the Big Bang. (P: 6, CC: 5, CI: ESS1, ETS2) Emphasis is on how the redshift of light from galaxies is an indication of cosmic expansion, on how the cosmic microwave background radiation is a remnant of the Big Bang, and on how the observed composition of ordinary matter, primarily found in stars and interstellar gases, matches that predicted by the Big Bang.
79						9E.3.2.1.2	Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history. (P: 6, CC: 7, CI: ESS1)Emphasis of the practice is on linking the evidence to the claims about Earth’s formation. Emphasis of the core idea is on using available evidence within the solar system to reconstruct the early history of Earth. Examples of evidence include the absolute ages of ancient materials, the sizes and compositions of solar system objects, and the impact cratering record of planetary surfaces.
80					3.2.2 Students will be able to use their understanding of scientific principles and the engineering design process to design solutions that meet established criteria and constraints.*	9E.3.2.2.1	Evaluate or refine a technological solution to reduce the human impacts on a natural system and base the evaluations or refinements on evidence and analysis of pertinent data.*(P: 6, CC: 7, CI: ESS3, ETS1, ETS2) Emphasis is on prioritizing identified criteria and constraints related to social and environmental considerations. Examples of data for the impacts of human activities may include the quantities and types of pollutants released into air or groundwater, changes to biomass and species diversity, or areal changes in land surface use (for surface mining, urban development, or agriculture). Examples for limiting impacts may range from local efforts (such as reducing, reusing, and recycling resources) to large-scale geoengineering design solutions (such as altering global temperatures by making large changes to the atmosphere or ocean).
81			4 Communicating reasons, arguments and ideas to others	4.1 Arguing from evidence	4.1.1 Students will be able to engage in argument from evidence for the explanations the students construct, defend and revise their interpretations when presented with new evidence, critically evaluate the scientific arguments of others, and present counter arguments.	9E.4.1.1.1	Evaluate the evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. (P: 7, CC: 1, CI: ESS1) Emphasis is on evaluating the strengths, weaknesses and reliability of the given evidence along with its ability to support logical and reasonable arguments about the motion and age of crustal plates. Examples of evidence may include the ages of oceanic crust which increase with distance from mid-ocean ridges (a result of seafloor spreading), the ages of North American continental crust decreasing with distance away from a central ancient core (a result of past plate interactions).
82						9E.4.1.1.2	Evaluate the evidence and reasoning for the explanatory model that Earth's interior is layered and that thermal convection drives the cycling of matter. (P: 7, CC: 5, CI: ESS2) Emphasis is on how plate tectonics is controlled by mantle convection (due to the outward flow of energy from the decay of radioactive isotopes and the gravitational movement of denser materials toward the interior).
83						9E.4.1.1.3	Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.* (P: 7, CC: 5, CI: ESS3, ETS1)Emphasis is on the conservation, recycling, and reuse of resources (such as minerals, metals or soils) where possible, and on minimizing impacts where it is not. Examples include developing best practices for agricultural soil use, mining (for fracking sand, iron ore, and rare metals), and pumping (for oil and natural gas).
84				4.2 Obtaining, evaluating and communicating information	4.2.1 Students will be able to read and interpret multiple sources to obtain information, evaluate the merit and validity of claims and design solutions, and communicate information, ideas, and evidence in a variety of formats.	9E.4.2.1.1	Compare, integrate and evaluate sources of information in order to determine how specific factors, including human activity, impact the groundwater system of a region. (P: 8, CC: 2, CI: ESS2, ETS2) Emphasis is on the making sense of technical information presented in a variety of formats (graphs, diagrams and words). Example of sources of information may include student experimental data. Examples of factors may include porosity, permeability, sediment or rock type, recharge or discharge factors, and potential energy. Examples of human factors may include usage rates, run-off, agricultural practices, and loss of wetlands.
85				4.2 Obtaining, evaluating and communicating information	4.2.2 Students will be able to gather information about and communicate the methods that are used by various cultures, especially those of Minnesota American Indian Tribes and communities, to develop explanations of phenomena and design solutions to problems.	9E.4.2.2.1	Apply place-based evidence, including those from Minnesota American Indian Tribes and communities and other cultures, to construct an explanation of how a warming climate impacts the hydrosphere, geosphere, biosphere, or atmosphere. (P: 8, CC: 4, CI: ESS3) Examples of cultures may include those within the local context of the learning community and within the context of Minnesota.Emphasis is on understanding and using American Indian knowledge systems to describe regional impacts of climate change to Minnesota. Examples may include the water cycle and how precipitation change over time impacts cultural practices related to nibi (“water” in the Ojibwe language); or the decline/species loss of wiigwaas (“paper birch” in the Ojibwe language and an important tree in Anishinaabe culture) due to climate stressors like drought or changes in snow cover.
86	9-12	LIFE SCIENCE	1 Exploring phenomena or engineering problems	1.1 Asking questions and defining problems	1.1.1 Students will be able to ask questions about aspects of the phenomena they observe, the conclusions they draw from their models or scientific investigations, each other’s ideas, and the information they read.	9L.1.1.1.1	Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. (P: 1, CC: 2, CI: LS3) Examples of relationships may include relationships between mutated DNA sequences or chromosomal deletions and their effect on traits.
87			1 Exploring phenomena or engineering problems	1.2 Planning and carrying out investigations	1.2.1 Students will be able to design and conduct investigations in the classroom, laboratory, and/or field to test students’ ideas and questions, and will organize and collect data to provide evidence to support claims the students make about phenomena.	9L.1.2.1.1	Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. (P: 3, CC: 7, CI: LS1) Examples of investigations may include heart rate response to exercise, stomata response to moisture and temperature, and root development in response to water levels.		Proficiency Scale
88			2 Looking at data and empirical evidence to understand phenomena or solve problems	2.1 Analyzing and interpreting data	2.1.1 Students will be able to represent observations and data in order to recognize patterns in the data, the meaning of those patterns, and possible relationships between variables.	9L.2.1.1.1	Apply concepts of probability to explain and predict the variation and distribution of expressed traits in a population. (P: 4, CC: 3, CI: LS3) Examples of traits in human groups may include lactose intolerance, or high-altitude adaptation.		Proficiency Scale
89				2.1 Analyzing and interpreting data	2.1.1 Students will be able to represent observations and data in order to recognize patterns in the data, the meaning of those patterns, and possible relationships between variables.	9L.2.1.1.2	Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. (P: 4, CC: 1, CI: LS4) Emphasis is on analyzing shifts in the numerical distribution of traits and using these shifts as evidence to support explanations. Examples of advantageous traits may antibiotic resistance in bacteria, or the coloration and camouflage of animals in response to changing environmental conditions.
90				2.2 Using mathematics and computational thinking	2.2.1 Students will be able to use mathematics to represent physical variables and their relationships, compare mathematical expressions to the real world, and engage in computational thinking as they use or develop algorithms to describe the natural or designed worlds.	9L.2.2.1.1	Use a computational model to support or revise an evidence-based explanation for factors that have ecological and economic impacts on different sized ecosystems, including factors caused by the practices of various human groups.** (P: 5, CC: 3, CI: LS2) Examples of ecological impacts might include changes in the carrying capacity, species numbers and/or types of organisms present in an environment. Examples of human practices that can have positive or negative impacts, such as stream restoration versus deforestation as an ecological example. Examples of computational models may include online simulations of population dynamics, population ecology, or population growth.		Proficiency Scale
91				2.2 Using mathematics and computational thinking		9L.2.2.1.2	Use a computational model to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.** (P: 5, CC: 5, CI: LS2) Examples of claims about matter cycles may include how carbon, nitrogen, or water cycles through the environment, and/or how disruptions to those systems affect matter cycling. Examples of energy flow may include the transfer of the sun’s energy into and among organisms, and/or connections between fossil fuel burning and the carbon cycle. Examples of computational models may include online simulations and animated representations.		Proficiency Scale
92			3 Developing possible explanations of phenomena or designing solutions to engineering problems	3.1 Developing and using models	3.1.1 Students will be able to develop, revise, and use models to represent their understanding of phenomena or systems as they develop questions, predictions and/or explanations and communicate ideas to others.	9L.3.1.1.1	Develop and use a model to illustrate the levels of organization of interacting systems and how that translates into specific functions in multicellular organisms. (P: 2, CC: 6, CI: LS1) Emphasis is on specific functions at the organ system level such as nutrient uptake, water delivery, and organism movement in response to neural stimuli. Examples of models may include real (e.g. fish, birds, insects, etc.) or imaginary organisms with attention to the various structures and systems that assist the organism in performing necessary life functions.		Proficiency Scale
93						9L.3.1.1.2	Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. (P: 2, CC: 2, CI: LS1) Examples of models may include diagrams and conceptual models.		Proficiency Scale
94						9L.3.1.1.3	Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. (P: 2, CC: 4, CI: LS1) Emphasis is on illustrating inputs and outputs of matter and the transfer and transformation of energy in photosynthesis by plants and other photosynthesizing organisms. Examples of models may include diagrams, chemical equations, and conceptual models.		Proficiency Scale
95						9L.3.1.1.4	Use a model to illustrate that cellular respiration is a chemical process in which energy from food is used to create new compounds. (P: 2, CC: 5, CI: LS1) Emphasis is on the conceptual understanding of the inputs and outputs of the process of cellular respiration.		Proficiency Scale
96				3.2 Constructing explanations and designing solutions	3.2.1 Students will be able to apply scientific principles and empirical evidence (primary or secondary) to explain the causes of phenomena or identify weaknesses in explanations developed by the students or others.	9L.3.2.1.1	Construct an explanation based on evidence for how the structure of DNA determines the structure of the proteins that carry out the essential functions of life. (P: 6, CC: 6, CI: LS1).		Proficiency Scale
97						9L.3.2.1.2	Construct and revise an explanation based on evidence for how various elements combine with carbon to form molecules that form the basis for life on Earth. (P: 6, CC: 5, CI: LS1) Emphasis is on using evidence from models and simulations to support explanations. Examples of molecules may include proteins, lipids, carbohydrates and nucleic acids.		Proficiency Scale
98						9L.3.2.1.3	Construct and revise an explanation based on evidence about the role of photosynthesis and cellular respiration (including anaerobic processes) in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. (P: 6, CC: 7, CI: LS2) Emphasis is on the importance of biological processes in the global scale cycling of carbon and on a conceptual understanding of the role of aerobic and anaerobic respiration in different environments.
99						9L.3.2.1.4	Construct an explanation based on evidence that the process of evolution primarily results from four factors: reproduction within a species, heritable genetic variation of individuals in that species, competition for limited resources, and increased survival and reproduction of the individuals best suited for the environment. (P: 6, CC: 2, CI: LS4) Emphasis is on using evidence to explain the influence each of the four factors has on the number, behavior, morphology, or physiology of organisms, in terms of their ability to compete for limited resources and subsequent survival of individuals and adaptation of their species. Examples of evidence may include mathematical models such as simple distribution graphs and proportional reasoning.		Proficiency Scale
100						9L.3.2.1.5	Construct an explanation based on evidence for how natural selection leads to the adaptation of populations.(P: 6, CC: 2, CI: LS4) Emphasis is on using data to provide evidence for how specific biotic and abiotic differences in ecosystems contribute to a change in gene frequency over time, leading to adaptation of populations. Examples of selective forces may include long-term climate change, or variations in seasonal temperatures, pH, light cycles, geographic barriers, or in response to the evolution of other organisms.
101			4 Communicating reasons, arguments and ideas to others	4.1 Arguing from evidence	4.1.1 Students will be able to engage in argument from evidence for the explanations the students construct, defend and revise their interpretations when presented with new evidence, critically evaluate the scientific arguments of others, and present counter arguments.	9L.4.1.1.1	Evaluate evidence for the role of group behavior on an individual’s and species’ chances to survive and reproduce. (P: 7, CC: 2, CI: LS2) Emphasis of the practice is on identifying evidence supporting the outcomes of group behavior, and developing logical and reasonable arguments based on evidence. Emphasis of the core idea is on distinguishing between group and individual behavior. Examples of group behavior may include herding, migratory behaviors, or various symbioses.
102						9L.4.1.1.2	Make and defend a claim based on evidence that heritable genetic variations may result from (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. (P: 7, CC: 2, CI: LS3) Emphasis is on using data to support arguments for the ways variation occurs.		Proficiency Scale
103						9L.4.1.1.3	Evaluate the evidence supporting claims that changes in environmental conditions may result in (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species (P: 7, CC: 2, CI: LS4) Emphasis is on determining cause and effect relationships for (1) how changes to the environment such as deforestation, fishing, application of fertilizers, drought, flood, and (2) the rate of change of the environment affect distribution or disappearance of traits in species.
104					4.2.1 Students will be able to read and interpret multiple sources to obtain information, evaluate the merit and validity of claims and design solutions, and communicate information, ideas, and evidence in a variety of formats.	9L.4.2.1.1	Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. (P: 8, CC: 1, CI: LS4) Emphasis is on conceptual understanding of the role each line of evidence has relating to common ancestry and biological evolution. Examples of evidence may include similarities in DNA sequences, the fossil record, artificial selection, anatomical structures, and the order of appearance of structures in embryological development.
105				4.2 Obtaining, evaluating and communicating information	4.2.2 Students will be able to gather information about and communicate the methods that are used by various cultures, especially those of Minnesota American Indian Tribes and communities, to develop explanations of phenomena and design solutions to problems.	9L.4.2.2.1	Obtain and communicate information about how Minnesota American Indian Tribes and communities and other cultures construct solutions to mitigate threats to biodiversity.* (P: 8, CC: 7, CI: LS2, ETS1) Examples of cultures may include those within the local context of the learning community and within the context of Minnesota.Examples of threats to biodiversity may include climate change, deforestation, urbanization, dam construction or removal, invasive species, human population growth, threatening/endangering species, agricultural practices,extraction, and the use of fossil fuels.
106	9-12	CHEMISTRY	1 Exploring phenomena or engineering problems	1.1 Asking questions and defining problems	1.1.1 Students will be able to ask questions about aspects of the phenomena they observe, the conclusions they draw from their models or scientific investigations, each other’s ideas, and the information they read.	9C.1.1.1.1	Ask questions about the impact of greenhouse gases on the Earth’s climate, by analyzing their molecular structure and responses during energy absorption (P: 1, CC: 5, CI: PS1) Emphasis should include natural and human-made sources. Structures should include molecular shape.		Proficiency Scale
107				1.2 Planning and carrying out investigations	1.2.1 Students will be able to design and conduct investigations in the classroom, laboratory, and/or field to test students’ ideas and questions, and will organize and collect data to provide evidence to support claims the students make about phenomena.	9C.1.2.1.1	Plan and conduct an investigation to gather evidence to compare the structure of substances and infer the strength of electrical forces between particles. (P: 3, CC: 1, CI: PS1) Emphasis is on understanding the strengths of forces between particles, not on naming specific intermolecular forces (such as dipole-dipole). Examples of particles may include ions, atoms, molecules, and networked materials (such as graphite). Examples of collected evidence may include the melting point and boiling point, vapor pressure, and surface tension.		Proficiency Scale
108				1.2 Planning and carrying out investigations		9C.1.2.1.2	Plan and conduct an investigation of acid-base reactions to test ideas about the concentrations of the hydronium ion in an aqueous solution (pH). (P:3, CC: 3, CI: PS1) Emphasis is on developing an understanding of pH scales and various ways to measure pH. Also included is understanding the relative strength of acidity based on periodic properties of elements, the electronegativity model of electron distribution, empirical dipole moments, and molecular geometry.Examples of investigations may include household chemicals and ocean acidification analogs.		Proficiency Scale
109			2 Looking at data and empirical evidence to understand phenomena or solve problems	2.1 Analyzing and interpreting data	2.1.1 Students will be able to represent observations and data in order to recognize patterns in the data, the meaning of those patterns, and possible relationships between variables.	9C.2.1.1.1	Analyze patterns in air or water quality data to make claims about the causes and severity of a problem and the necessity to remediate or to recommend a treatment process. (P: 4, CC :2, CI: PS3) Emphasis is on the scale of the problem and appropriate use of concentration units. Examples of pollutant data may include ozone, lead, particulates, nitrates, or microorganisms. Examples of remediation may include physical, chemical or biological processes.		Proficiency Scale
110				2.2 Using mathematics and computational thinking	2.2.1 Students will be able to use mathematics to represent physical variables and their relationships; compare mathematical expressions to the real world; and engage in computational thinking as they use or develop algorithms to describe the natural or designed worlds.	9C.2.2.1.1	Develop a data simulation, based on observations and experimental data of how the pressure, volume, temperature, and mass of a gas are related to each other, to predict the effect on a system of changing one of those variables.** (P: 5, CC: 2, CI: PS1) Emphasis is on applying the kinetic molecular theory of gases to develop gas laws. Example systems may include balloons, tires, or syringes.		Proficiency Scale
111				2.2 Using mathematics and computational thinking		9C.2.2.1.2	Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. (P: 5, CC: 5, CI: PS1) Emphasis of the practice is on using mathematical ideas to communicate the proportional relationships between the masses of atoms in the reactants and products. Emphasis of the core idea is on the translation of these relationships to the macroscopic scale using the mole as the conversion from the atomic to the macroscopic scale.		Proficiency Scale
112			3 Developing possible explanations of phenomena or designing solutions to engineering problems	3.1 Developing and using models	3.1.1 Students will be able to develop, revise, and use models to represent the students’ understanding of phenomena or systems as they develop questions, predictions and/or explanations, and communicate ideas to others.	9C.3.1.1.1	Use the periodic table as a model to predict the relative properties of elements based on the patterns of valence electrons. (P: 2, CC: 1, CI: PS1) Emphasis is on properties that could be predicted from patterns may include reactivity of metals, types of bonds formed (ionic versus covalent), and numbers of bonds formed.		Proficiency Scale
113						9C.3.1.1.2	Develop a model based on evidence to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy. (P: 2, CC: 5, CI: PS1) Emphasis of the practice is on illustrating the relationships between components of the system. Emphasis of the core idea is on how a chemical reaction is a system that affects the energy change. Examples of models may include molecular level drawings, diagrams, graphs showing the relative energies of reactants and products, and representations showing energy is conserved. Not included is the calculation of the total bond energy change during a chemical reaction from the bond energies of reactants and products.		Proficiency Scale
114						9C.3.1.1.3	Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay. (P: 2, CC: 5, CI: PS1) Emphasis is on simple qualitative models and on the scale of energy released in nuclear processes relative to other kinds of transformations.Not included is quantitative calculations of the energy released.		Proficiency Scale
115				3.2 Constructing explanations and designing solutions	3.2.1 Students will be able to apply scientific principles and empirical evidence (primary or secondary) to explain the causes of phenomena or identify weaknesses in explanations developed by the students or others.	9C.3.2.1.1	Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties. (P: 6, CC: 1, CI: PS1) Examples of chemical reactions may include synthesis, decomposition, or combustion.		Proficiency Scale
116						9C.3.2.1.2	Apply scientific principles and evidence to provide an explanation about the effects of changing the surface area, agitation, temperature, and concentration of the reacting particles on the rate at which the reaction occurs. (P: 6, CC: 1, CI: PS1) Emphasis is on student reasoning that focuses on the number and energy of collisions between molecules and on simple reactions in which there are only two reactants. Examples of evidence may include temperature, concentration, and rate data; and qualitative relationships between rate and temperature.		Proficiency Scale
117						9C.3.2.1.3	Construct an explanation for the phenomenon of solution creation and identify from patterns how the properties of the resulting solution depend on the interactions between solute and solvent or on concentrations of solutes. (P: 6, CC: 1, CI: PS1) Emphasis is on polarity, solubility, boiling point elevation, freezing point depression, and osmosis. Examples may include salts dissolving to make water hard, road salt, antifreeze, oil spills, reverse osmosis water systems.		Proficiency Scale
118					3.2.2 Students will be able to use their understanding of scientific principles and the engineering design process to design solutions that meet established criteria and constraints.*	9C.3.2.2.1	Evaluate the design and function of products and processes involving organic compounds to meet desired needs in relationship to the molecular structures and in particular, the functional groups involved.* (P: 6, CC: 6,CI: PS1, ETS1)Examples of desired needs are having flexible but durable materials made up of long-chained molecules (polymers and plastics), and having pharmaceuticals designed to interact with specific receptors.		Proficiency Scale
119			4 Communicating reasons, arguments and ideas to others	4.2 Obtaining, evaluating and communicating information	4.2.1 Students will be able to read and interpret multiple sources to obtain information, evaluate the merit and validity of claims and design solutions, and communicate information, ideas, and evidence in a variety of formats.	9C.4.2.1.1	Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.* (P: 8, CC: 6, CI: PS1) Emphasis is on the attractive and repulsive forces that determine the functioning of the material. Examples may include why electrically conductive materials are often made of metal.
120						9C.4.2.1.2	Review text and online sources to develop a series of questions regarding the chemistry, utility, and safety of nuclear fission. (P: 8, CC: 7,CI: PS1) Emphasis is on evaluating the argument and specific claims in the text including the validity of reasoning as well as the relevance and sufficiency of the evidence. Examples may include fission (nuclear power generation, nuclear weapons) and the use of fission by-products (nuclear medicine, food irradiation).		Proficiency Scale
121					4.2.2 Students will be able to gather information about and communicate the methods that are used by various cultures, especially those of Minnesota American Indian Tribes and communities, to develop explanations of phenomena and design solutions to problems.	9C.4.2.2.1	Communicate and evaluate claims by various stakeholders, including Minnesota American Indian Tribes and communities and other cultures, about the environmental impacts of various chemical processes on natural resources. (P: 8, CC: 2, CI: PS1) Examples of cultures may include those within the local context of the learning community and within the context of Minnesota. Examples of natural resources may include wild rice harvesting, mining of minerals, and access to clean air and water. Examples of chemical processes may include sulfate in water/soil, acid mine drainage, and air and water pollution.
122	9-12	PHYSICS	1 Exploring phenomena or engineering problems	1.1 Asking questions and defining problems	1.1.1 Students will be able to ask questions about aspects of the phenomena they observe, the conclusions they draw from their models or scientific investigations, each other’s ideas, and the information they read.	9P.1.1.1.1	Evaluate questions about the advantages and disadvantages of using digital transmission and storage of information.* ** (P: 1, CC: 7, CI: PS4, ETS1) Emphasis is on the tradeoffs involved in the transmission and storage of data elements. Examples of advantages may include that digital information is stable because it can be stored reliably in computer memory, transferred easily, and copied and shared rapidly. Examples of disadvantages may include issues of easy deletion, security, and theft.
123				1.2 Planning and carrying out investigations	1.2.1 Students will be able to design and conduct investigations in the classroom, laboratory, and/or field to test students’ ideas and questions, and will organize and collect data to provide evidence to support claims the students make about phenomena.	9P.1.2.1.1	Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current. (P: 3, CC: 2, CI: PS2) Examples of contexts for investigations may include coils, motors, generators, and transformers.
124				1.2 Planning and carrying out investigations		9P.1.2.1.2	Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperatures are combined within a closed system results in a more uniform energy distribution among the components in the system. (P: 3, CC: 3, CI: PS3) Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both quantitatively and conceptually may include mixing liquids at different initial temperatures or adding objects at different temperatures to water.
125			2 Looking at data and empirical evidence to understand phenomena or solve problems	2.1 Analyzing and interpreting data	2.1.1 Students will be able to represent observations and data in order to recognize patterns in the data, the meaning of those patterns, and possible relationships between variables.	9P.2.1.1.1	Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. (P: 4, CC: 2, PS: 2)Examples of data (including data from student investigations) may include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced force, such as a falling object, an object sliding down a ramp, or a moving object being pulled by a constant force.
126				2.2 Mathematics and Computational Thinking	2.2.1 Students will be able to use mathematics to represent physical variables and their relationships; compare mathematical expressions to the real world; and engage in computational thinking as they use or develop algorithms to describe the natural or designed worlds.	9P.2.2.1.1	Apply mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. (P: 5, CC: 4, CI: PS2) Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle. Examples may include investigating changes in momentum before and after collisions in closed systems.
127						9P.2.2.1.2	Apply mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects. (P: 5, CC: 1, CI: PS2) Emphasis is on both quantitative and conceptual descriptions of gravitational and electric fields and the forces on objects in the fields.
128						9P.2.2.1.3	Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in or out of the system are known.** (P: 5, CC: 4, CI: PS3) Emphasis is on explaining the meaning of mathematical expressions used in the model for systems of two or three components. Forms of energy may include thermal energy, kinetic energy, and elastic potential energy. Computational models may include the creation or use of a simulation or the analysis of a data set.
129			3 Developing possible explanations of phenomena or designing solutions to engineering problems	3.1 Developing and using models	3.1.1 Students will be able to develop, revise, and use models to represent the students’ understanding of phenomena or systems as they develop questions, predictions and/or explanations, and communicate ideas to others.	9P.3.1.1.1	Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects). (P: 2, CC: 5, CI: PS3) Examples of phenomena at the macroscopic scale may include the conversion of kinetic energy to thermal energy, the energy stored due to position of an object above Earth, and the energy stored between two electrically-charged plates. Examples of models may include diagrams, drawings, descriptions, and computer simulations.
130				3.1 Developing and using models		9P.3.1.1.2	Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between two objects and the changes in energy of the two objects due to the interaction and describe how these forces are present in phenomena. (P: 2, CC: 2, CI: PS3)Examples of models may include drawings, diagrams, and texts, such as drawings of what happens when two charges of opposite polarity are near each other. Examples of phenomena may include motors, electromagnetic induction, speakers, generators, wireless charging, and induction cooktops.
131				3.2 Constructing explanations and designing solutions	3.2.2 Students will be able to use their understanding of scientific principles and the engineering design process to design solutions that meet established criteria and constraints.*	9P.3.2.2.1	Develop a computer simulation to demonstrate the impact of a proposed solution that minimizes the force on a macroscopic object during a collision.** (P: 6, CC: 2, CI: PS2, ETS1)Emphasis is on applying science and engineering principles and analyzing the energy conversions. Examples of a device may include a helmet, a parachute, an airbag, and packaging for safe shipping.
132				3.2 Constructing explanations and designing solutions		9P.3.2.2.2	Evaluate a solution to a complex energy-related problem based on prioritized criteria and tradeoffs that account for a range of constraints, including cost, safety, reliability, aesthetics, and maintenance, as well as social, cultural, and environmental impacts.* (P: 6, CC: 2, CI: PS3, ETS1)Examples of energy-related problems may be drawn from alternative energy, manufacturing , and transportation systems.
133			4 Communicating reasons, arguments and ideas to others	4.1 Arguing from evidence	4.1.1 Students will be able to engage in argument from evidence for the explanations the students construct, defend and revise their interpretations when presented with new evidence, critically evaluate the scientific arguments of others, and present counter arguments.	9P.4.1.1.1	Evaluate the claims, evidence, and reasoning behind the argument that electromagnetic radiation can be described using either by a wave model or a particle model, and that for some phenomena one model is more useful than the other. (P: 7, CC: 4, CI: PS4) Emphasis is on how the experimental evidence supports the claim and how a theory is generally modified in light of new evidence. Examples of phenomena may include resonance, interference, diffraction, and photoelectric effect.
134				4.2 Obtaining, evaluating and communicating information	4.2.1 Students will be able to read and interpret multiple sources to obtain information, evaluate the merit and validity of claims and design solutions, and communicate information, ideas, and evidence in a variety of formats.	9P.4.2.1.1	Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter. (P: 8, CC: 2, CI: PS4) Emphasis is on the idea that photons associated with different frequencies of light have different energies, and the damage to living tissue from electromagnetic radiation depends on the energy of the radiation. Examples may include medical imaging technology and communication devices.
135				4.2 Obtaining, evaluating and communicating information		9P.4.2.1.2	Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.* (P: 8, CC: 2, CI: PS4) Examples of devices may include medical imaging technologies, cell phones, GPS, Doppler radar or solar cells that capture light and convert it to electricity.


1	ROYALTON PUBLIC SCHOOLS TECHNOLOGY EDUCATION Grades 6-12						Highlighted cells are a Royalton Middle/High School Priority Standard
2	ROYALTON PUBLIC SCHOOLS TECHNOLOGY EDUCATION Grades 6-12
3
4	Grade	Class	Standard	Code	Benchmark	Curriculum Course/Unit/Lesson	Assessment (Evidence of Mastery)

5	7	Gateways 7	Students will develop an understanding of the scope of characteristics and scope of Technology.	1.9-12.L	Students will understand the definition and characteristics of Technology and its impact.
6			Students will develop an understanding of the core concepts of technology.	2.6-8.M	Students will demonstrate an understanding of the systems model.
7			Students will develop an understanding of the relationships among technologies and connections between technology and science.	3.6-8.F	Students will be able to identify categories of technology and their relationships to each other.
8			Students will develop an understanding of the role of society in the development and use of technology.	6.6-8	Students will understand how the use of inventions and innovations has led to changes in society.
9			Use ratio and rate reasoning to solve real world and mathematical problems.	6.RP.3	Students will use ratios to create and evaluate projects.
10			Draw geometric shapes with given conditions.	7.G.2	Students will be able to identify and create geometric shapes accurately
11
12	8	Gateways 8	Students will develop an understanding of the core concepts of technology.	2.9-12	Students will able to identify criteria and constraints within a defined project.
13			Geometry Describe two dimensional figures that result from slicing three dimensional figures, as in plane sections	7.6.3	Students will differentiate between two and 3 dimensional forms.
14			Geometry Draw polygons in the coordinate plane given coordinates for the vertices: use coordinates to find the length of a side joining points with the same second coordinate. Apply these techniques in the context of solving real world problems.	6.G.3	Students will use CAD system to create and extrude 2 d shapes for projects.
15			Recognize opposite numbers as indicating locations on opposite sides of 0 on the number line ; recognize that the opposite of the number is the number itself, e.g., -(3) =3, and 0 is its own opposite.	6.NS.6.a	Students will use the coordinate system to create geometry by understanding positive and negative numbers on a drawing plane.
16			Solve Real -World and mathematical problems involving the four operations with rational numbers.	7.NS.3	Students will design and create a model using real world math skills.
17
18	HS	Woods 1	Geometry Describe two dimensional figures that result from slicing three dimensional figures, as in plane sections.	7.6.3	Students will differentiate between two and 3 dimensional forms.
19			Identify and use hand and power tools for construction and related practices.	PST.01.03	PST.01.03.Students will demonstrate safe practices in the working environment.
20			Design and system model relation.	AC-CST (1 – 9)	Students design and complete a solid model.
21			Performance Indicator: Identify and use hand and power tools and equipment for service, construction and fabrication.	PST.01.03.	Select, maintain and use hand and power tools in service, construction and fabrication.		Proficiency Scale
22
23	HS	Woods II	Identify and use hand and power tools for construction and related practices.	7.6.3	Students will demonstrate safe practices in the working environment.
24	HS	Woods II	Performance Indicator: Develop a plan to maintain and improve health,	CS.06.02.


1	ROYALTON PUBLIC SCHOOLS ARTS: VISUAL ARTS Grades 6-12			The Minnesota K-12 Academic Standards in the Arts include five arts areas: dance, media arts, music, theater, and visual arts. Standards are organized by grade level into five content strands: 1) Foundations 2) Create 3) Perform/Present 4) Respond 5) Connect			Highlighted cells are a Royalton Middle/High School Priority Standard
2	ROYALTON PUBLIC SCHOOLS ARTS: VISUAL ARTS Grades 6-12
3
4	Grade	Strand	Standard	Code	Benchmark	Curriculum Course/Unit/Lesson	Assessment (Evidence of Mastery)

5	6	2. Create	2. Generate and develop original artistic ideas.	5.6.2.2.1	1. Elaborate upon an initial concept for art making.
6			2. Generate and develop original artistic ideas.	5.6.2.2.2	2. Plan art with a specific theme, concept, or idea, considering a contemporary or traditional artistic practice.
7			3. Create original artistic work.	5.6.2.3.1	1. Employ abstraction, symbolism, or naturalism when making a work of art.
8			3. Create original artistic work.	5.6.2.3.2	2. Demonstrate awareness of environmental implications of art materials, tools, studio space, and equipment.
9			4. Revise and complete original artistic work.	5.6.2.4.1	1. Revise artwork based on collaborative reflection on an artwork's intended meaning.
10		3. Present	5. Develop and refine artistic techniques and work for presentation.	5.6.3.5.1	1. Consider and respond to the needs of the viewer when displaying artwork.
11			6. Make artistic choices in order to convey meaning through presentation.	5.6.3.6.1	1. Select artwork for a collection or portfolio based on given criteria.
12				5.6.3.6.2	2. Compare and contrast viewing and experiencing collections or exhibitions in different venues or formats.
13		4. Respond	7. Analyze and construct interpretations of artistic work.	5.6.4.7.1	1. Compare different interpretations of a work of art.
14			8. Evaluate artistic work by applying criteria.	5.6.4.8.1	1. Analyze multiple ways that images influence specific audiences.
15			8. Evaluate artistic work by applying criteria.	5.6.4.8.2	2. Develop and apply personal criteria to evaluate a work of art using artistic foundations.
16		5. Connect	9. Integrate knowledge and personal experiences while responding to, creating, and presenting artistic work.	5.6.5.9.1	1. Make art collaboratively to reflect on and reinforce positive aspects of group identity.
17		5. Connect	10. Understand that artistic works influence and are influenced by personal, societal, cultural, and historical contexts, including the contributions of Minnesota American Indian tribes and communities.	5.6.5.10.1	1. Identify how art reflects changing times, traditions, resources, and cultural uses, including those of Minnesota American Indian tribes and communities.
18
19	7	2. Create	2. Generate and develop original artistic ideas.	5.7.2.2.1	1. Document early stages of the creative process visually or verbally.		Proficiency Scale
20			2. Generate and develop original artistic ideas.	5.7.2.2.2	2. Apply a variety of approaches to explore artistic methods and generate ideas. For example: Sketchbooks; mindmaps; webbing.
21			3. Create original artistic work.	5.7.2.3.1	1. Using artistic foundations create artwork that combines images and words to communicate a specific idea.		Proficiency Scale
22			3. Create original artistic work.	5.7.2.3.2	2. Describe ethical responsibility when sharing original artwork through the internet and communication formats.**