6-12 Common Core English Literature Standards: (Standards may vary depending on game focus)
Key Ideas and Details
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Grade 6 – Literature
Grade 7 - Literature
Grade 8 - Literature
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.
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.
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.
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
2. Determine a theme or central idea of a
text 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
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.
Grade 6 – Informational Texts
Grade 7 – Informational Texts
Grade 8 – Informational Texts
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..
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.
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).
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).
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.
3. Analyze how a text makes connections
among and distinctions between individuals,
ideas, or events (e.g., through comparisons,
analogies, or categories).
3. Analyze how particular elements of a story
or drama interact (e.g., how setting shapes
the characters or plot).
Grades 9-10 – Literature
Grades 11-12 - Literature
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.
2. Determine two or more themes or central ideas of a text and
analyze their development over the course of the text, including how
they interact and build on one another to produce a complex account;
provide an objective summary of the text.
Grades 9-10 – Informational Texts
Grades 11-12 – Informational Texts
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.
2. Determine two or more central ideas of a text and analyze their
development over the course of the text, including how they interact
and build on one another to provide a complex analysis; provide an
objective summary of the text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
Grade 6 – Informational Texts
Grade 7 – Informational Texts
Grade 8 – Informational Texts
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.
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).
Evaluate the advantages and disadvantages
of using different mediums (e.g., print or
digital text, video, multimedia) to present a
particular topic or idea.
Grades 9-10 – Informational Texts
Grades 11-12 – Informational Texts
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.
7. Integrate and evaluate multiple sources of information presented
in different media or formats (e.g., visually, quantitatively) as well as
in words in order to address a question or solve a problem.
6-12 Common Core English Writing Standards (Standards may vary depending on game focus):
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
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.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured
event sequences.
Grade 6 – Writing
Grade 7 - Writing
Grade 8 - Writing
1. Write arguments to support claims with
clear reasons and relevant evidence.
c. Use words, phrases, and clauses to clarify
the relationships among claim(s) and
reasons.
1. Write arguments to support claims with
clear reasons and relevant evidence
c. Use words, phrases, and clauses to create
cohesion and clarify the relationships among
claim(s), reasons, and evidence.
2. Write informative/explanatory texts to
examine a topic and convey ideas, concepts,
and information through the selection,
organization, and analysis of relevant
content.
2. Write informative/explanatory texts to
examine a topic and convey ideas, concepts,
and information through the selection,
organization, and analysis of relevant
content.
1. Write arguments to support claims with
clear reasons and relevant evidence
c. Use words, phrases, and clauses to create
cohesion and clarify the relationships among
claim(s), counterclaims, reasons, and
evidence.
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
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.
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
to aiding comprehension.
b. Develop the topic with relevant facts,
definitions, concrete details, quotations, or
other information and examples.
3. Write narratives to develop real or
imagined experiences or events using
effective technique, relevant descriptive
details, and well-structured event sequences.
b. Develop the topic with relevant facts,
definitions, concrete details, quotations, or
other information and examples.
3. Write narratives 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
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.
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 narrative techniques, such as dialogue,
pacing, and description, to develop
experiences, events, and/or characters.
b. Use narrative techniques, such as dialogue,
pacing, and description, to develop
experiences, events, and/or characters.
b. Use narrative techniques, such as dialogue,
pacing, description, and reflection, to
develop experiences, events, and/or
characters.
3. Write narratives to develop real or
imagined experiences or events using
effective technique, relevant descriptive
details, and well-structured event sequences.
Grades 9-10 – Writing
Grades 11-12 - Writing
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.
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.
a. Introduce a topic; organize complex ideas, concepts, and
information so that each new element builds on that which precedes
it to create a unified whole; include formatting (e.g., headings),
graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension.
d. Use precise language and domain-specific vocabulary to manage
the complexity of the topic.
b. Use narrative techniques, such as dialogue, pacing, description,
reflection, and multiple plot lines, to develop experiences, events,
and/or characters.
d. Use precise language, domain-specific vocabulary, and techniques
such as metaphor, simile, and analogy to manage the complexity of
the topic.
3. Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured
event sequences.
b. Use narrative techniques, such as dialogue, pacing, description,
reflection, and multiple plot lines, to develop experiences, events,
and/or characters.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others
Grade 6 – Writing
Grade 7 - Writing
Grade 8 - Writing
4. Produce clear and coherent writing in
which the development, organization, and
style are appropriate to task, purpose, and
audience.
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.
4. Produce clear and coherent writing in
which the development, organization, and
style are appropriate to task, purpose, and
audience.
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.
4. Produce clear and coherent writing in
which the development, organization, and
style are appropriate to task, purpose, and
audience.
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.
Grades 9-10 – Writing
Grades 11-12 - Writing
4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience.
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.
4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience.
6. Use technology, including the Internet, to produce, publish, and
update individual or shared writing products in response to ongoing
feedback, including new arguments or information.
6-12 Common Core Math Standards (Standards may vary depending on game focus):
Grade 6 – Math
Grade 7 - Math
Grade 8 - Math
Expressions and Equations
Apply and extend previous understandings of
arithmetic to algebraic expressions.
• Reason about and solve one-variable
equations and inequalities.
• Represent and analyze quantitative
relationships between dependent and
independent variables.
Geometry
• Solve real-world and mathematical
problems involving area, surface area, and
volume.
Expressions and Equations
• Use properties of operations to generate
equivalent expressions.
• Solve real-life and mathematical problems
using numerical and algebraic expressions
and equations.
Expressions and Equations
• Understand the connections between
proportional relationships, lines, and linear
equations.
• Analyze and solve linear equations and
pairs of simultaneous linear equations.
Geometry
• Draw, construct and describe geometrical
figures and describe the relationships
between them.
• Solve real-life and mathematical problems
involving angle measure, area, surface area,
and volume.
Geometry
• Understand congruence and similarity using
physical models, transparencies, or geometry
software.
• Solve real-world and mathematical
problems involving volume of cylinders,
cones and spheres.
Functions
• Define, evaluate, and compare functions.
• Use functions to model relationships
between quantities.
Reasoning with Equations and Inequalities
• Understand solving equations as a process
of reasoning and explain the reasoning
• Solve equations and inequalities in one
variable • Solve systems of equations
• Represent and solve equations and
inequalities graphically
Modeling with Geometry
• Apply geometric concepts in modeling
situations
Interpreting Functions
• Understand the concept of a function and
use function notation
• Interpret functions that arise in applications
in terms of the context
• Analyze functions using different
Representations
High School Math
Vector and Matrix Quantities
• Represent and model with vector
quantities.
• Perform operations on vectors.
• Perform operations on matrices and use
matrices in applications.
Geometric Measurement and Dimension
• Explain volume formulas and use them to
solve problems
• Visualize relationships between two
dimensional and three-dimensional objects
5-8 Visual Art Standards (Standards may vary depending on game focus):
1. Understanding and applying media,
2. Using knowledge of *structures and
Choosing and evaluating a range of subject
techniques, and processes
functions
matter, symbols, and ideas
a. select media, techniques, and processes;
a. generalize about the effects of visual
a. integrate visual, spatial, and temporal
analyze what makes them effective or not
structures and functions and reflect upon
concepts with content to communicate
effective in communicating ideas; and reflect
these effects in their own work
intended meaning in their artworks
upon the effectiveness of their choices
b. employ organizational structures and
b. use subjects, themes, and symbols that
b. intentionally take advantage of the
analyze what makes them effective or not
demonstrate knowledge of contexts, values,
qualities and characteristics of *art media,
effective in the communication of ideas
and aesthetics that communicate intended
techniques, and processes to enhance
c. select and use the qualities of structures
meaning in artworks
communication of their experiences and
and functions of art to improve
ideas
communication of their ideas
Making connections between visual arts and other disciplines
Students
a. compare the characteristics of works in two or more art forms that share similar subject matter, historical periods, or cultural context
b. describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts
9-12 Visual Art Standards (Standards may vary depending on game focus)
1. Understanding and applying media,
2. Using knowledge of *structures and
Choosing and evaluating a range of subject
techniques, and processes
functions
matter, symbols, and ideas
a. apply media, techniques, and processes
a. demonstrate the ability to form and
a. reflect on how artworks differ visually,
with sufficient skill, confidence, and
defend judgments about the characteristics
spatially, temporally, and functionally, and
sensitivity that their intentions are carried
and structures to accomplish commercial,
describe how these are related to history and
out in their artworks
personal, communal, or other purposes of art culture
b. conceive and *create works of visual art
b. evaluate the effectiveness of artworks in
b. apply subjects, symbols, and ideas in their
that demonstrate an understanding of how
terms of organizational structures and
artworks and use the skills gained to solve
the communication of their ideas relates to
functions
problems in daily life
the media, techniques, and processes they
c. create artworks that use *organizational
c. describe the origins of specific images and
use.
principles and functions to solve specific
ideas and explain why they are of value in
c. communicate ideas regularly at a high level visual arts problems
their artwork and in the work of others
of effectiveness in at least one visual arts
e. create multiple solutions to specific visual
d. evaluate and defend the validity of sources
medium
arts problems that demonstrate competence
for content and the manner in which subject
d. initiate, define, and solve challenging
in producing effective relationships between
matter, symbols, and images are used in the
*visual arts problems independently using
structural choices and artistic functions
students’ works and in significant works by
intellectual skills such as analysis, synthesis,
others
and evaluation
6. Making connections between visual arts and other disciplines
a. compare the materials, *technologies, media, and processes of the visual arts with those of other arts disciplines as they are used in creation
and types of analysis
b. compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences
c. synthesize the creative and analytical principles and techniques of the visual arts and selected
other arts disciplines, the humanities, or the sciences
Grades 6-8 National Music Education Standards (Standards may vary depending on game focus):
4. Composing and arranging music within specified guidelines
a. Students compose short pieces within specified guidelines (e.g., a
particular style, form, instrumentation, compositional technique),
demonstrating how the elements of music are used to achieve unity
and variety, tension and release, and balance
b. Students arrange simple pieces for voices or instruments other
than those for which the pieces were written
c. Students use a variety of traditional and nontraditional sound
sources and electronic media when composing and arranging
8. Understanding relationships between music, the other arts, and
disciplines outside the arts
a. Students compare in two or more arts how the characteristic
materials of each art can be used to transform similar events, scenes,
emotions, or ideas into works of art
b. Students describe ways in which the principles and subject matter
of other disciplines taught in the school are interrelated with those of
music
Grades 9-12 National Music Education Standards (Standards may vary depending on game focus):
4. Composing and arranging music within specified guidelines
a. Students compose music in several distinct styles, demonstrating
creativity in using the elements of music for expressive effect
b. Students arrange pieces for voices or instruments other than those
for which the pieces were written in ways that preserve or enhance
the expressive effect of the music
c. Students compose and arrange music for voices and various
8. Understanding relationships between music, the other arts, and
disciplines outside the arts
b. Students compare characteristics of two or more arts within a
particular historical period or style and cite examples from various
cultures
c. Students explain ways in which the principles and subject matter of
various disciplines outside the arts are interrelated with those of
acoustic and electronic instruments, demonstrating knowledge of the
ranges and traditional usages of the sound sources
d. Students compose music, demonstrating imagination and technical
skill in applying the principles of composition
music
d. Students compare the uses of characteristic elements, artistic
processes, and organizational principles among the arts in different
historical periods and different cultures
e. Students explain how the roles of creators, performers, and others
involved in the production and presentation of the arts are similar to
and different from one another in the various arts (