(12) Reading/inquiry/research. The student generates questions and conducts research
about topics introduced through selections read aloud and from a variety of other sources.
The student is expected to:
(A) identify relevant questions for inquiry such as "Why did knights wear
armor?" (K-3);
(B) use pictures, print, and people to gather information and answer questions
(K-1);
(C) draw conclusions from information gathered (K-3); an
(10) Reading/comprehension. The student comprehends selections using a variety of
strategies. The student is expected to:
draw inferences such as conclusions or generalizations and support them with
text evidence and experience (4-8);
(I) find similarities and differences across texts such as in treatment, scope, or
organization (4-8);
(J) distinguish fact and opinion in various texts (4-8);
(K) answer different types and levels of questions such as open-ended, literal,
and interpretative as well as test-like questions such as multiple choice, true-false,
and short answer (4-8); and
(L) represent text information in different ways such as in outline, timeline, or
graphic organizer (4-8).
(23) Viewing/representing/interpretation. The student understands and interprets visual
images, messages, and meanings. The student is expected to:
(A) describe how illustrators' choice of style, elements, and media help to
represent or extend the text's meanings (4-8);
(B) interpret important events and ideas gathered from maps, charts, graphics,
video segments, or technology presentations (4-8); and
(C) use media to compare ideas and points of view (4-8).
(24) Viewing/representing/analysis. The student analyzes and critiques the significance
of visual images, messages, and meanings. The student is expected to:
(A) interpret and evaluate the various ways visual image makers such as graphic
artists, illustrators, and news photographers represent meanings (4-5); and
(B) compare and contrast print, visual, and electronic media such as film with
written story (4-8).
(25) Viewing/representing/production. The student produces visual images, messages,
and meanings that communicate with others. The student is expected to:
(A) select, organize, or produce visuals to complement and extend meanings (48); and
(B) produce communications using technology or appropriate media such as
developing a class newspaper, multimedia reports, or video reports (4-8).
6th Grade
(2) Reading/Vocabulary Development. Students understand new vocabulary and use it
when reading and writing. Students are expected to:
(A) determine the meaning of grade-level academic English words derived from
Latin, Greek, or other linguistic roots and affixes;
(B) use context (e.g., cause and effect or compare and contrast organizational text
structures) to determine or clarify the meaning of unfamiliar or multiple meaning
words;
(C) complete analogies that describe part to whole or whole to part (e.g., ink:pen
as page: ____ or pen:ink as book: _____);
(D) explain the meaning of foreign words and phrases commonly used in written
English (e.g., RSVP, que sera sera); and
(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine
the meanings, syllabication, pronunciations, alternate word choices, and parts of
speech of words.
(3) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make
inferences and draw conclusions about theme and genre in different cultural, historical,
and contemporary contexts and provide evidence from the text to support their
understanding. Students are expected to:
(A) infer the implicit theme of a work of fiction, distinguishing theme from the
topic;
(B) analyze the function of stylistic elements (e.g., magic helper, rule of three) in
traditional and classical literature from various cultures; and
(C) compare and contrast the historical and cultural settings of two literary
works.
7) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand,
make inferences and draw conclusions about the varied structural patterns and features of
literary nonfiction and provide evidence from text to support their understanding.
Students are expected to identify the literary language and devices used in memoirs and
personal narratives and compare their characteristics with those of an autobiography.
(8) Reading/Comprehension of Literary Text/Sensory Language. Students understand,
make inferences and draw conclusions about how an author's sensory language creates
imagery in literary text and provide evidence from text to support their understanding.
Students are expected to explain how authors create meaning through stylistic elements
and figurative language emphasizing the use of personification, hyperbole, and refrains.
(9) Reading/Comprehension of Informational Text/Culture and History. Students
analyze, make inferences and draw conclusions about the author's purpose in cultural,
historical, and contemporary contexts and provide evidence from the text to support their
understanding. Students are expected to compare and contrast the stated or implied
purposes of different authors writing on the same topic.
(10) Reading/Comprehension of Informational Text/Expository Text. Students analyze,
make inferences and draw conclusions about expository text and provide evidence from
text to support their understanding. Students are expected to:
(A) summarize the main ideas and supporting details in text, demonstrating an
understanding that a summary does not include opinions;
(B) explain whether facts included in an argument are used for or against an
issue;
(C) explain how different organizational patterns (e.g., proposition-and-support,
problem-and-solution) develop the main idea and the author's viewpoint; and
(D) synthesize and make logical connections between ideas within a text and
across two or three texts representing similar or different genres.
Math
Underlying processes and mathematical tools. The student applies Kindergarten mathematics to solve
problems connected to everyday experiences and activities in and outside of school. The student is
expected to:
(A) identify mathematics in everyday situations;
(B) solve problems with guidance that incorporates the processes of understanding the problem, making a plan,
carrying out the plan, and evaluating the solution for reasonableness;
Throughout mathematics in Grades 3-5, students build a foundation of basic understandings in number,
operation, and quantitative reasoning; patterns, relationships, and algebraic thinking; geometry and
spatial reasoning; measurement; and probability and statistics. Students use algorithms for
addition, subtraction, multiplication, and division as generalizations connected to concrete
experiences; and they concretely develop basic concepts of fractions and decimals. Students use
appropriate language and organizational structures such as tables and charts to represent and
communicate relationships, make predictions, and solve problems. Students select and use formal
language to describe their reasoning as they identify, compare, and classify two- or threedimensional geometric figures; and they use numbers, standard units, and measurement tools to
describe and compare objects, make estimates, and solve application problems. Students organize
data, choose an appropriate method to display the data, and interpret the data to make decisions
and predictions and solve problems.
Throughout mathematics in Grades 6-8, students build a foundation of basic understandings in number,
operation, and quantitative reasoning; patterns, relationships, and algebraic thinking; geometry and
spatial reasoning; measurement; and probability and statistics. Students use concepts, algorithms,
and properties of rational numbers to explore mathematical relationships and to describe
increasingly complex situations. Students use algebraic thinking to describe how a change in one
quantity in a relationship results in a change in the other; and they connect verbal, numeric,
graphic, and symbolic representations of relationships. Students use geometric properties and
relationships, as well as spatial reasoning, to model and analyze situations and solve problems.
Students communicate information about geometric figures or situations by quantifying attributes,
generalize procedures from measurement experiences, and use the procedures to solve problems.
Students use appropriate statistics, representations of data, reasoning, and concepts of probability
to draw conclusions, evaluate arguments, and make recommendations.
(3) Problem solving in meaningful contexts, language and communication, connections within and outside
mathematics, and formal and informal reasoning underlie all content areas in mathematics.
Throughout mathematics in Grades 6-8, students use these processes together with graphing
technology and other mathematical tools such as manipulative materials to develop conceptual
understanding and solve problems as they do mathematics.