cm.avondale.k12.az.uscm.avondale.k12.az.us/UserFiles/Servers/Server...Web viewcm.avondale.k12.az.us

Standards for the 21st Century LearnerStandard 1: Inquire, think critically, and gain knowledge.

1.1: SKILLS 1.1.1: Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection

for using this process in own life. 1.1.2: Use prior and background knowledge as context for new learning. 1.1.3: Develop and refine a range of questions to frame the search for new understanding. 1.1.4: Find, evaluate, and select appropriate sources to answer questions. 1.1.5: Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs,

importance, and social and cultural context. 1.1.6: Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order

to make inferences and gather meaning. 1.1.7: Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting

ideas, conflicting information, and point of view or bias. 1.1.8: Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 1.1.9: Collaborate with others to broaden and deepen understanding.

1.2: DISPOSITIONS IN ACTION 1.2.1: Display initiative and engagement by posing questions and investigating the answers beyond the collection of

superficial facts. 1.2.2: Demonstrate confidence and self-direction by making independent choices in the selection of resources and

information. 1.2.3: Demonstrate creativity by using multiple resources and formats. 1.2.4: Maintain a critical stance by questioning the validity and accuracy of all information. 1.2.5: Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to

achieve success. 1.2.6: Display emotional resilience by persisting in information searching despite challenges. 1.2.7: Display persistence by continuing to pursue information to gain a broad perspective.

1.3: RESPONSIBILITIES 1.3.1: Respect copyright/intellectual property rights of creators and producers. 1.3.2: Seek divergent perspectives during information gathering and assessment. 1.3.3: Follow ethical and legal guidelines in gathering and using information. 1.3.4: Contribute to the exchange of ideas within the learning community. 1.3.5: Use information technology responsibly.

1.4: SELF-ASSESSMENT STRATEGIES 1.4.1: Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary. 1.4.2: Use interaction with and feedback from teachers and peers to guide own inquiry process. 1.4.3: Monitor gathered information, and assess for gaps or weaknesses. 1.4.4: Seek appropriate help when it is needed.


LANGUAGE ARTS:READING Strand 1: Reading Process

Concept 1: Print ConceptsDemonstrate understanding of print concepts.

KINDERGARTENPO 1: Recognize that print represents spoken language and conveys meaning (e.g., his/her own name, Exit and Danger signs).

November 16, 2009 DRAFT T. Molina1

Reading Process consists of the five critical components of reading, which are: Phonemic Awareness, Phonics, Fluency, Vocabulary and comprehension of connected text. These elements support each other and are woven together to build a solid foundation of linguistic understanding for the reader.

PO 2: Hold a book right side up and turn pages in the correct direction.PO 4: Identify different parts of a book (e.g., front cover, back cover, title page) and the information they provide.PO 6: Recognize that spoken words are represented in written language by specific sequences of letters.GRADE 1PO 1: Alphabetize a series of words to the first letter.PO 4: Identify the title, author, and table of contents of a book.GRADE 2PO 1: Alphabetize a series of words to the second letter.GRADE 3PO 1: Alphabetize a series of words to the third letter.

Concept 2: Phonemic AwarenessIdentify and manipulate the sounds of speech.

KINDERGARTENPO 1: Distinguish spoken rhyming words from non-rhyming words (e.g., run, sun versus run, man).PO 2: Orally produce rhyming words in response to spoken words (e.g., What rhymes with hat?)PO 3: Orally produce groups of words that begin with the same initial sound (alliteration).PO 7: Identify the initial and final sounds (not the letter) of a spoken word.GRADE 1PO 1: Generate a series of rhyming words, including consonant blends.

Concept 3: PhonicsDecode words, using knowledge of phonics, syllabication, and word parts.

KINDERGARTENPO 1: Identify letters of the alphabet (upper and lower case).PO 3: Say letter sounds represented by the single-lettered consonants and vowels.

Concept 4: VocabularyAcquire and use new vocabulary in relevant contexts.

KINDERGARTENPO 1: Determine what words mean from how they are used in a sentence, heard or read.GRADE 1PO 2: Classify common words into conceptual categories (e.g., animals, foods, toys).GRADE 2PO 2: Use knowledge of simple prefixes (e.g., un-, re-) to determine the meaning of words.PO 3: Identify simple suffixes (e.g., -ful, -ly) to determine the meaning of words.GRADE 3PO 1: Use knowledge of prefixes (e.g., un-, re-, in-, dis-) to determine the meaning of words.PO 2: Use knowledge of suffixes (e.g., -ful, -ly, -less) to determine the meaning of words.PO 6: Determine the meaning of common synonyms, antonyms, and homonyms.PO 7: Determine the meanings and other features of words (e.g., pronunciation, syllabication, synonyms, parts of speech) using the dictionary, thesaurus, and CD-ROM and Internet when available.



LANGUAGE ARTS:READING Strand 1: Reading ProcessReading Process consists of the five critical components of reading, which are: Phonemic Awareness, Phonics, Fluency, Vocabulary and comprehension of connected text. These elements support each other and are woven together to build a solid foundation of linguistic understanding for the reader.


GRADE 4PO 1: Use knowledge of root words and affixes to determine the meaning of unknown words.PO 2: Use context to determine the relevant meaning of a word.PO 4: Identify figurative language, including similes, personification, and idioms.PO 5: Determine the meanings, pronunciations, syllabication, synonyms, antonyms, and parts of speech of words by using a variety of reference aids, including dictionaries, thesauri, glossaries, and CD-ROM and Internet when available.GRADE 5PO 1: Use knowledge of root words and affixes to determine the meaning of unknown words.PO 2: Use context to determine the relevant meaning of a word or the intended meanings of a word with multiple meanings (e.g., hatch, arm, boot).PO 4: Determine the meaning of figurative language, including similes, personification, and idioms.PO 5: Determine the meanings, pronunciations, syllabication, synonyms, antonyms, and parts of speech of words, by using a variety of reference aids, including dictionaries, thesauri, glossaries, and CD-ROM and Internet when available.GRADE 6 and 7PO 2: Use context to identify the meaning of unfamiliar words (e.g., definition, example, restatement, synonym, contrast).PO 3: Use context to identify the intended meaning of words with multiple meanings (e.g., definition, example, restatement, or contrast).PO 4: Determine the meaning of figurative language, including similes, metaphors, personification, and idioms n prose and poetry.PO 5: Determine the meanings, pronunciations, syllabication, synonyms, antonyms, and parts of speech of words, by using a variety of reference aids, including dictionaries, thesauri, glossaries, and CD-ROM and Internet when available.GRADE 8PO 2: Use context to identify the meaning of unfamiliar words (e.g., definition, example, restatement, synonym, contrast).PO 3: Use context to identify the intended meaning of words with multiple meanings (e.g., definition, example, restatement, or contrast).PO 4: Determine the meaning of figurative language, including similes, metaphors, personification, idioms, hyperbole, and technical language.PO 5: Determine the meanings, pronunciations, syllabication, synonyms, antonyms, and parts of speech of words, by using a variety of reference aids, including dictionaries, thesauri, glossaries, and CD-ROM and Internet when available.

Concept 6: Comprehension StrategiesEmploy strategies to comprehend text.

KINDERGARTENPO 1: Make predictions based on title, cover, illustrations, and text.PO 2: Derive meaning from books that are highly predictable, use repetitive syntax, and have linguistic redundancy.





GRADE 1PO 1: Predict what might happen next in a reading selection.PO 2: Relate information and events in a reading selection to life experiences and life experiences to the text.GRADE 2PO 1: Predict what might happen next in a reading selection.PO 2: Compare a prediction about an action or event to what actually occurred within a text.PO 4: Relate information and events in a reading selection to life experiences and life experiences to the text.GRADE 3PO 1: Predict events and actions, based upon prior knowledge and text features.PO 2: Compare a prediction about an action or event to what actually occurred within a text.PO 5: Extract information from graphic organizers (e.g., webs, Venn diagrams, flow charts) to comprehend text.PO 6: Connect information and events in text to life experiences and to related text and sources.GRADE 4 and 5PO 1: Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words).PO 2: Confirm predictions about text for accuracy.PO 4: Use graphic organizers in order to clarify the meaning of the text.PO 5: Connect information and events in text to life experiences and to related text and sources.PO 6: Use reading strategies (e.g., drawing conclusions, determining cause and effect, making inferences, sequencing) to comprehend text.GRADE 6, 7, and 8PO 1: Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words).PO 2: Confirm predictions about text for accuracy.PO 4: Use graphic organizers in order to clarify the meaning of the text.PO 5: Connect information and events in text to experience and to related text and sources.PO 6: Apply knowledge of the organizational structures (e.g., chronological order, cause and effect relationships) of text to aid comprehension.PO 7: Use reading strategies (e.g., drawing conclusions, determining cause and effect, making inferences, sequencing) to comprehend text.

LANGUAGE ARTS:READINGStrand 2: Comprehending Literary Text

Concept 1: Elements of LiteratureIdentify, analyze, and apply knowledge of the structures and elements of literature.

KINDERGARTENPO 2: Identify elements of a story, including characters, setting, and key events.PO 3: Retell or re-enact a story, placing the events in the correct sequence.PO 4: Determine whether a literary selection, that is heard, is realistic or fantasy.



LANGUAGE ARTS:READINGStrand 2: Comprehending Literary TextComprehending Literary Text identifies the comprehension strategies that are specific in the study of a variety of literature.


GRADE 1PO 1: Identify the plot of a literary selection, heard or read.PO 2: Describe characters (e.g., traits, roles, similarities) within a literary selection.PO 3: Sequence a series of events in a literary selection, hear or read.PO 4: Determine whether a literary selection, heard or read, is realistic or fantasy.GRADE 2PO 1: Describe literary elements of text including characters, plot (specific events, problem and solution), and setting.PO 2: Describe characters (e.g., traits, roles, similarities) within a literary selection.PO 3: Sequence a series of events in a literary selection.PO 4: Identify cause and effect of specific events in a literary selection.PO 5: Identify words that the author selects in a literary selection to create a graphic visual experience.PO 6: Identify words that the author selects to create a rich auditory experience (e.g., alliteration, onomatopoeia, assonance, consonance) in a literary selection.PO 7: Identify differences between fiction and nonfiction.GRADE 3PO 1: Compare (and contrast) literary elements across stories, including plots, settings, and characters.PO 2: Describe characters (e.g., traits, roles, similarities) within a literary selection.PO 3: Sequence a series of events in a literary selection.PO 4: Make relevant connections (e.g., relationships, cause/effect, comparisons) between earlier events and later events in text.PO 6: Identify rhyme, rhythm, repetition, and sensory images in poetry.PO 7: Distinguish between/among fiction, nonfiction, poetry, plays, and narratives, using knowledge of their structural elements.GRADE 4PO 1: Identify the main problem or conflict of a plot.PO 2: Identify the resolution of a problem or conflict in a plot.PO 3: Identify the moral of literary selection (e.g., fables, folktales, fairytales, legends).PO 4: Distinguish between major characters and minor characters.PO 5: Describe a character’s traits using textual evidence (e.g., dialogue, actions, narrations, illustrations).PO 7: Identify all aspects of the setting (e.g., time of day or year, historical period, place, situation).PO 8: Compare (and contrast) the characters, events, and setting in a literary selection.PO 9: Identify characteristics and structural elements (e.g., imagery, rhyme, verse, rhythm, meter) of poetry.PO 10: Identify common forms of literature (e.g., poetry, novel, short story, biography, autobiography, drama).





GRADE 5PO 1: Identify the components of a plot (e.g., main events, conflict, rising action, climax, falling action, resolution).PO 2: Identify the theme (moral, lesson, meaning, message, view or comment on life) of a literary selection.PO 3: Distinguish between major and minor characters.PO 4: Analyze how a character’s traits influence that character’s actions.PO 5: Identify the narrative point of view (e.g., first person, third person, omniscient) in a literary selection.PO 6: Determine all the aspects of the setting (e.g., time of day or year, historical period, place, situation) in a literary selection.PO 7: Identify the intended effect of the techniques (e.g., appeal of characters, believability of characters and plot, use of figurative language) that the author uses to influence readers’ feelings and attitudes.PO 8: Identify types of poetry (e.g., free verse, haiku, cinquain, limericks).PO 9: Identify various genres of fiction (e.g., mysteries, science fiction, historical fiction, adventures, fantasies, fables, myths) based upon their characteristics.GRADE 6PO 1: Describe the plot and its components (e.g., main events, conflict, rising action, climax, falling action, resolution).PO 2: Identify the theme in works of prose, poetry, and drama.PO 3: Describe the motivations of major and minor characters.PO 4: Identify the narrative point of view (e.g., first person, third person, omniscient) in a literary selection.PO 5: Analyze the influence of setting (e.g., time of day or year, historical period, place, situation) on the problem and resolution.PO 6: Draw conclusions about the style, mood, and meaning of literary text based on the author’s word choice.PO 7: Identify the characteristics and structural elements of poetry (e.g., stanza, verse, rhyme scheme, line breaks, alliteration, consonance, assonance, rhythm, repetition, figurative language).PO 8: Identify various genres of fiction (e.g., mysteries, science fiction, historical fiction, adventures, fantasies, fables, myths) based upon their characteristics.





GRADE 7PO 1: Analyze plot development (e.g., conflict, subplots, parallel episodes) to determine how conflicts are resolved.PO 2: Recognize multiple themes in works of prose, poetry, and drama.PO 3: Describe a character, based upon the thoughts, words, and actions of the character, the narrator’s description, and other characters.PO 4: Contrast point of view (e.g., first vs. third, limited vs. omniscient) in literary text.PO 5: Analyze the influence of setting (e.g., time of day or year, historical period, place, situation) on the problem and resolution.PO 6: Draw conclusions about the style, mood, and meaning of literary text based on the author’s word choice.PO 7: Identify the characteristics and structural elements of poetry (e.g., stanza, verse, rhyme scheme, line breaks, alliteration, consonance, assonance, rhythm, repetition, figurative language).PO 8: Identify various genres of fiction (e.g., mysteries, science fiction, historical fiction, adventures, fantasies, fables, myths) based upon their characteristics.GRADE 8PO 1: Analyze plot development (e.g., conflict, subplots, parallel episodes) to determine how conflicts are resolved.PO 2: Compare (and contrast) themes across works of prose, poetry, and drama.PO 3: Describe a character, based upon the thoughts, words, and actions of the character, the narrator’s description, and other characters.PO 4: Contrast point of view (e.g., first vs. third, limited vs. omniscient) in literary text.PO 5: Analyze the relevance of the setting (e.g., time, place, situation) to the mood and tone of the text.PO 6: Draw conclusions about the style, mood, and meaning of literary text based on the author’s word choice.PO 7: Analyze the characteristics and structural elements (essential attributes) of a variety of poetic forms (e.g., epic, lyric, sonnet, ballad, elegy, haiku, free verse).

Concept 2: Historical and Cultural Aspects of LiteratureRecognize and apply knowledge of the historical and cultural aspects of American, British, and world literature.

GRADE 1, 2, and 3PO 1: Compare events, characters and conflicts in literary selections from a variety of cultures to their experiences.GRADE 4 and 5PO 1: Describe the historical and cultural aspects found in cross-cultural works of literature.GRADE 6, 7, and 8PO1: Describe the historical and cultural aspects found in cross-cultural works of literature.PO 2: Identify common structures and stylistic elements in literature, folklore, and myths from a variety of cultures.



LANGUAGE ARTS:READINGStrand 3: Comprehending Informational TextComprehending Informational Text delineates specific and unique skills that are required to understand the wide array of informational text that is a part of our day to day experiences.

Concept 1: Expository TextIdentify, analyze, and apply knowledge of the purpose, structures, and elements of expository text.

KINDERGARTENPO 2: Restate facts from listening to expository text.PO 3: Respond appropriately to questions based on facts in expository text, heard or read. GRADE 1PO 1: Identify the topic of expository text, heard or read.PO 2: Answer questions (e.g., who, what, where, when, why, how) about expository text, heard or read.PO 3: Identify organizational features (e.g., title, table of contents, heading, bold print) of expository text.GRADE 2PO 1: Identify the main idea of expository text.PO 2: Locate facts in response to questions about expository text.PO 3: Locate specific information by using organizational features (e.g., title, table of contents, headings, captions, bold print, glossary, indices) in expository text.PO 4: Identify a variety of sources (e.g., trade books, encyclopedias, magazines, electronic sources, textbooks) that may be used to answer specific questions and/or gather information.PO 5: Locate specific information from graphic features (e.g., charts, maps, diagrams, illustrations, tables, timelines) of expository text.GRADE 3PO 1: Identify the main idea and supporting details in expository text.PO 2: Locate facts in response to questions about expository text.PO 3: Locate specific information by using organizational features (e.g., title, table of contents, headings, captions, bold print, glossary, indices, italics, key words) in expository text.PO 4: Use a variety of sources (e.g., trade books, encyclopedias, magazines, atlases, almanacs, electronic sources, textbooks) to answer specific questions and/or gather information.PO 5: Interpret specific information from graphic features (e.g., charts, maps, diagrams, illustrations, tables, timelines) of expository text.GRADE 4PO 1: Indentify the main idea and supporting details in expository text.PO 4: Locate specific information by using organizational features (e.g., table of contents, headings, captions, bold print, glossary, indices, italics, key words, topic sentences, concluding sentences) in expository text.PO 5: Identify appropriate print and electronic reference sources (e.g., encyclopedia, atlas, almanac, dictionary, thesaurus, periodical, textbooks, CD-ROM, website) needed for a specific purpose.PO 6: Interpret specific information from graphic features (e.g., charts, maps, diagrams, illustrations, tables, timelines) of expository text.PO 7: Distinguish cause and effect.





GRADE 5PO 1: Indentify the main idea and supporting details in expository text.PO 4: Locate specific information by using organizational features (e.g., table of contents, headings, captions, bold print, glossary, indices, italics, key words, topic sentences, concluding sentences) in expository text.PO 5: Locate appropriate print and electronic reference sources (e.g., encyclopedia, atlas, almanac, dictionary, thesaurus, periodical, textbooks, CD-ROM, website) for a specific purpose.PO 6: Interpret specific information from graphic features (e.g., charts, maps, diagrams, illustrations, tables, timelines) of expository text.PO 7: Identify cause and effect relationships (stated and implied).GRADE 6PO 1: Restate the main idea (explicit or implicit) and supporting details in expository text.PO 5: Locate specific information by using organizational features (e.g., table of contents, headings, captions, bold print, glossary, indices, italics, key words, topic sentences, concluding sentences) in expository text.PO 6: Locate appropriate print and electronic reference sources (e.g., encyclopedia, atlas, almanac, dictionary, thesaurus, periodical, textbooks, CD-ROM, website) for a specific purpose.PO 7: Interpret graphic features (e.g., charts, maps, diagrams, illustrations, tables, timelines, graphs) of expository text.GRADE 7 and 8PO 1: Restate the main idea (explicit or implicit) and supporting details in expository text.PO 5: Locate specific information by using organizational features (e.g., table of contents, headings, captions, bold print, glossary, indices, italics, key words, topic sentences, concluding sentences) in expository text.PO 6: Locate appropriate print and electronic reference sources (e.g., encyclopedia, atlas, almanac, dictionary, thesaurus, periodical, textbooks, CD-ROM, website) for a specific purpose.PO 7: Differentiate between primary and secondary source material.PO 8: Interpret graphic features (e.g., charts, maps, diagrams, illustrations, tables, timelines, graphs) of expository text.

Concept 2: Functional TextIdentify, analyze, and apply knowledge of the purpose, structures, clarity, and relevancy of functional text.

KINDERGARTENPO 2: Identify signs, symbols, labels, and captions in the environment.GRADE 1PO 3: State the meaning of specific signs (e.g., traffic, safety, warning signs).GRADE 2PO 3: State the meaning of specific signs, graphics, and symbols (e.g., computer icons, map features, simple charts and graphs).GRADE 3PO 4: Interpret information in functional documents (e.g., maps, schedules, pamphlets) for a specific purpose.




Concept 2: Functional TextIdentify, analyze, and apply knowledge of the purpose, structures, clarity, and relevancy of functional text.

GRADE 4 and 5PO 1: Locate specific information from functional text (e.g., letters, memos, directories, menus, schedules, pamphlets, search engines, signs, manuals, instructions, recipes, labels, forms).PO 2: Interpret details from functional text for a specific purpose (e.g., follow directions, to solve problems, to perform procedures, to answer questions).GRADE 6PO 1: Use information from text and text features to determine the sequence of activities needed to carry out a procedure.PO 2: Identify the text features (e.g., directions, legend, illustrations, diagram, sequence, bold face print, headings) of functional text.PO 3: Interpret details from functional text for a specific purpose (e.g., to follow directions, to solve a problem, to perform a procedure, to answer questions).GRADE 7 and 8PO 1: Use information from text and text features to determine the sequence of activities needed to carry out a procedure.PO 3: Interpret details from a variety of functional text (e.g., warranties, product information, technical manuals, instructional manuals, consumer safety publication) for a specific purpose (e.g., to follow directions, to solve problems, to perform procedures, to answer questions).

Concept 3: Persuasive TextExplain basic elements of argument in text and their relationship to the author’s purpose and use of persuasive strategies.

GRADE 3PO 1: Distinguish fact from opinion in persuasive text (e.g., advertisements, product labels, written communications).GRADE 6, 7, and 8PO 1: Determine the author’s specific purpose for writing the persuasive text.

LANGUAGE ARTS:WRITINGStrand 2: Writing ElementsThis strand focuses on the elements of effective writing. Good writing instruction incorporates multiple performance objectives into an integrated experience of learning for the student. The order of the concepts and performance objectives is not intended to indicate a progression or hierarchy for writing instruction. Instructional activities may focus on just one concept or many.

Concept 6: ConventionsConventions addresses the mechanics of writing, including capitalization, punctuation, spelling, grammar and usage, and paragraph breaks.

KINDERGARTENPO 8: Use resources (e.g., environmental print, word wall) to spell correctly.GRADE 1PO 7: Use resources (e.g., environmental print, word wall, dictionaries) to spell correctly.GRADE 2PO 9: Use resources (e.g., environmental print, word wall, dictionaries) to spell correctly.GRADE 3, 4, and 5PO 10: Use resources (e.g., dictionaries, words walls) to spell correctly.GRADE 6, 7, and 8PO 10: Use resources to spell correctly.



LANGUAGE ARTS:LISTENING AND SPEAKINGStudents effectively listen and speak in situations that serve different purposes and involve a variety of audiences.

Readiness KINDERGARTENR2: Follow simple directions.R5: Participate in group discussions.

Foundations GRADE 1, 2, and 3R5: Participate in group discussions.F2: Give and follow multiple-step directions.

LANGUAGE ARTS:VIEWING AND PRESENTINGStudents use a variety of visual media and resources to gather, evaluate and synthesize information and to communicate with others.

Foundations GRADE 1, 2, and 3F4: Interpret visual clues in cartoons, graphs, tables and charts that enhance the comprehension of text.

MATHStrand 1: Number and OperationsNumber sense is the understanding of numbers and how they relate to each other and how they are used in specific context or real-world application. It includes an awareness of the different ways in which numbers are used, such as counting, measuring, labeling, and locating. It includes an awareness of the different types of numbers such as, whole numbers, integers, fractions, and decimals and the relationships between them and when each is most useful. Number sense includes an understanding of the size of numbers.

Strand 1: Number SenseUnderstand and apply numbers, ways of representing numbers, and the relationships among numbers and different number systems.

GRADE 1PO 4: Compare and order whole numbers through 100 by applying the concept of place value.GRADE 2PO 4: Compare and order whole numbers through 1000 by applying the concept of place value.GRADE 3PO 2: Compare and order whole numbers through six digits by applying the concept of place value.PO 3: Count and represent money using coins and bills to $100.00.GRADE 4PO 1: Express whole numbers, fractions, decimals, and percents using and connecting multiple representations.PO 4: Compare and order decimals to hundredths.GRADE 5PO 4: Compare and order positive fractions, decimals, and percents.GRADE 6PO 4: Compare and order integers; and positive fractions, decimals, and percents.GRADE 7PO 3: Compare and order rational numbers using various models and representations.GRADE 8PO 1: Compare and order real numbers including very large and small integers, and decimals and fractions close to zero.



MATHStrand 1: Number and Operations

Strand 2: Numerical OperationsUnderstand and apply numerical operations and their relationship to one another.

GRADE 3PO 1: Add and subtract whole numbers to four digits.GRADE 4PO 1: Add and subtract decimals through hundredths including money to $1000.00 and fractions with like denominators.GRADE 5PO 1: Add and subtract decimals through thousandths and fractions expressing solutions in simplest form.

MATHStrand 2: Data Analysis, Probability, and Discrete Mathematics

Concept 3: Systematic Listing and CountingUnderstand and demonstrate the systematic listing and counting of possible outcomes.

KINDERGARTENPO 1: Sort, classify, count, and represent up to 20 objects and justify the sorting rule.GRADE 1PO 1: Use Venn diagrams to sort, classify, and count objects and justify the sorting rule.

MATH Strand 4: Geometry and Measurement

Concept 4: MeasurementUnderstand and apply appropriate units of measure, measurement technique, and formulas to determine measurements.

GRADE 1PO 3: Sequence the days of the week and the months of the year.GRADE 2PO 1: Tell time to the nearest minute using analog and digital clocks.GRADE 3PO 1: Determine elapsed time: across months using a calendar; by hours and half hours using a clock.GRADE 4PO 1: Compute elapsed time to the minute.

MATHStrand 5: Structure and Logic

Concept 2: Logic, Reasoning, Problem Solving, and ProofEvaluate situations, select problem-solving strategies, draw logical conclusions, develop and describe solutions, and recognize their applications.

KINDERGARTEN, GRADE 1 and 2PO 1: Identify the question(s) asked and any other questions that need to be answered in order to find a solution.PO 2: Identify the given information that can be used to find a solution.GRADE 3, 4, 5, and 6PO 1: Analyze a problem situation to determine the question(s) to be answered.PO 2: Identify relevant, missing, and extraneous information related to the solution to a problem.GRADE 7 and 8PO 1: Analyze a problem situation to determine the questions(s) to be answered.PO 3: Identify relevant, missing, and extraneous information related to the solution to a problem.

SCIENCEStrand 1: Inquiry Process

Concept 1: Observations, Questions, and HypothesesObserve, ask questions, and make predictions

GRADE 4 and 5PO 4: Locate information (e.g., book, article, website) related to an investigation.GRADE 6PO 3: Locate research information, not limited to a single source, for use in the design of a controlled investigation.GRADE 7PO 2: Select appropriate resources for background information related to a question, for use in the design of a controlled investigation.GRADE 8PO 2: Use appropriate research information, not limited to a single source, to use in the development of a testable hypothesis.




Concept 3: Analysis and ConclusionsOrganize and analyze data; compare to predictions.

GRADE 6PO 4: Interpret simple tables and graphs produced by others.

SCIENCE Strand 4: Life ScienceLife science expands students’ biological understanding of life by focusing on the characteristics of living things, the diversity of life, and how organisms and populations change over time in terms of biological adaptation and genetics.

Concept 1: Characteristics of Organisms KINDERGARTENPO 2: Name the following human body parts: head, shoulders, arms, elbows, wrists, hands, fingers, legs, hips, knees, ankles, feet, heels, toes.PO 3: Identify the five senses and their related body parts: sight – eyes; hearing – ears; smell – nose; taste – tongue; touch – skin. GRADE 1PO 3: Identify observable similarities and differences (e.g., number of legs, body coverings, size) between/among different groups of animals.

Concept 3: Organisms and EnvironmentsUnderstand the relationships among various organisms and their environment.

KINDERGARTENPO 1: Identify some plants and animals that exist in the local environment.GRADE 1PO 1: Identify some plants and animals that exist in the local environment.PO 2: Compare the habitats (e.g., desert, forest, prairie, water, underground) in which plants and animals live.

SCIENCEStrand 5: Physical SciencePhysical science affords students the opportunity to increase their understanding of the characteristics of objects and materials they encounter daily.

Concept 1: Properties of Objects and MaterialsClassify objects and materials by their observable properties.

KINDERGARTENPO 1: Identify the following observable properties of objects using the senses: shape; texture; size; color.GRADE 1PO 1: Classify objects by the following observable properties: shape; texture; size; color; weight.

Concept 2: Position and Motion of ObjectsUnderstand spatial relationships and the way objects move.

KINDERGARTENPO 1: Describe spatial relationships (i.e., above, below, next to, left, right, middle, center) of objects.

SOCIAL STUDIESStrand 1: American HistoryThe study of American history is integral for students to analyze our national experience through time, to recognize the relationships of events and people, and to interpret significant patterns, themes, ideas, beliefs, and turning point in Arizona and American history. Students will be able to apply the lessons of American history to their lives as citizens of the United States.

Concept 1: Research Skills for HistoryHistorical research is a process in which students examine topics or questions related to historical studies and/or current issues. By using primary and secondary sources effectively students obtain accurate and relevant information. An understanding of chronological order is applied to the analysis of the interrelatedness of events. These performance objectives also appear in Strand 2: World History. They are intended to be taught in conjunction with appropriate American or World History content, when applicable.

KINDERGARTENPO 4: Use primary source materials (e.g., photos, artifacts) to study people and events from the past.GRADE 1PO 3: Use primary source materials (e.g., photos, artifacts, maps) to study people and events from the past.GRADE 2PO 4: Use primary source materials (e.g., photos, artifacts, interviews, documents, maps) and secondary source materials (e.g., encyclopedias, biographies) to study people and events from the past.GRADE 3PO 1: Use timelines to identify the time sequence of historical data.PO 3: Use primary source materials (e.g., photos, artifacts, interviews, documents, maps) and secondary source materials (e.g., encyclopedias, biographies) to study people and events from the past.



SOCIAL STUDIESStrand 1: American HistoryThe study of American history is integral for students to analyze our national experience through time, to recognize the relationships of events and people, and to interpret significant patterns, themes, ideas, beliefs, and turning point in Arizona and American history. Students will be able to apply the lessons of American history to their lives as citizens of the United States.


GRADE 4PO 1: Use the following to interpret historical data: timelines – B.C.E. and B.C., C.E. and A.D.; graphs, tables, charts, and maps.PO 2: Describe the differences between primary and secondary sources.PO 3: Locate information using both primary and secondary sources.GRADE 5PO 1: Use the following to interpret historical data: timelines – B.C.E. and B.C., C.E. and A.D.; graphs, tables, charts, and maps.PO 3: Describe the differences between primary and secondary sources.PO 4: Locate information using both primary and secondary sources.GRADE 6PO 2: Interpret historical data displayed in graphs, tables, and charts.PO 5: Describe the difference between primary and secondary sources.PO 6: Determine the credibility and bias of primary and secondary sources. GRADE 7PO 2: Interpret historical data displayed in graphs, tables, and charts.PO 5: Describe the relationship between a primary source document and a secondary source document.PO 6: Determine the credibility and bias of primary and secondary sources.PO 8: Describe two points of view on the same historical event.GRADE 8PO 2: Interpret historical data displayed in graphs, tables, and charts.PO 5: Describe the difference between a primary source document and a secondary source document and the relationships between them.PO 6: Determine the credibility and bias of primary and secondary sources.PO 8: Analyze two points of view on the same historical event.

SOCIAL STUDIESStrand 2: World HistoryThe study of World History is integral for students to analyze the human experience through time, to recognize the relationships of events and people, and to interpret significant patterns, themes, ideas, beliefs, and turning points in American and world history. Students should be able to apply the lessons of World History to their lives as citizens of the United States and members of the world community.

Concept 1: Research Skills for HistoryHistorical research is a process in which students examine topics or questions related to historical studies and/or current issues. By using primary and secondary sources effectively students obtain accurate and relevant information. An understanding of chronological order is applied to the analysis of the interrelatedness of events. These performance objectives also appear in Strand 1: U.S. History. They are intended to be taught in conjunction with appropriate U.S. or World History content, when applicable.

KINDERGARTENPO 4: Use primary source materials (e.g., photos, artifacts) to study people and events from the past.GRADE 1PO 3: Use primary source materials (e.g., photos, artifacts, maps) to study people and events from the past.GRADE 2PO 4: Use primary source materials (e.g., photos, artifacts, interviews, documents, maps) and secondary source materials (e.g., encyclopedias, biographies) to study people and events from the past.GRADE 3PO 1: Use timelines to identify the time sequence of historical data.PO 3: Use primary source materials (e.g., photos, artifacts, interviews, documents, maps) and secondary source materials (e.g., encyclopedias, biographies) to study people and events from the past.



SOCIAL STUDIESStrand 2: World HistoryThe study of World History is integral for students to analyze the human experience through time, to recognize the relationships of events and people, and to interpret significant patterns, themes, ideas, beliefs, and turning points in American and world history. Students should be able to apply the lessons of World History to their lives as citizens of the United States and members of the world community.


GRADE 4PO 1: Use the following to interpret historical data: timelines – B.C.E. and B.C., C.E. and A.D.; graphs, tables, charts, and maps.PO 2: Describe the differences between primary and secondary sources.PO 3: Locate information using both primary and secondary sources.GRADE 5PO 1: Use the following to interpret historical data: timelines – B.C.E. and B.C., C.E. and A.D.; graphs, tables, charts, and maps.PO 3: Describe the differences between primary and secondary sources.PO 4: Locate information using both primary and secondary sources.GRADE 6PO 2: Interpret historical data displayed in graphs, tables, and charts.PO 5: Describe the difference between primary and secondary sources.PO 6: Determine the credibility and bias of primary and secondary sources. GRADE 7PO 2: Interpret historical data displayed in graphs, tables, and charts.PO 5: Describe the relationship between a primary source document and a secondary source document.PO 6: Determine the credibility and bias of primary and secondary sources.PO 8: Describe two points of view on the same historical event.GRADE 8PO 2: Interpret historical data displayed in graphs, tables, and charts.PO 5: Describe the difference between a primary source document and a secondary source document and the relationships between them.PO 6: Determine the credibility and bias of primary and secondary sources.PO 8: Analyze two points of view on the same historical event.

SOCIAL STUDIESStrand 3: Civics / GovernmentThe goal of the civics strand is to develop the requisite knowledge and skills for informed, responsible participation in public life; to ensure, through instruction, that students understand the essentials, source, and history of the constitutions of the United States and Arizona, American institutions and ideals.

Concept 1: Foundations of GovernmentThe United States democracy is based on principles and ideals that are embodied by symbols, people, and documents.

KINDERGARTENPO 3: Recognize the significance of national holidays: Thanksgiving; Presidents’ Day; Martin Luther King, Jr. Day; Constitution Day.GRADE 1PO 5: Discuss the significance of national holidays: Thanksgiving; Presidents’ Day; Martin Luther King, Jr. Day; Fourth of July; Constitution Day.GRADE 2PO 3: Describe the significance of national holidays: Presidents’ Day; Martin Luther King, Jr. Day; Veterans’ Day; Memorial Day; Fourth of July; Constitution Day.GRADE 3PO 4: Describe the significance of national holidays: Presidents’ Day; Martin Luther King, Jr. Day; Veterans’ Day; Memorial Day; Constitution Day; Labor Day.




Concept 4: Rights, Responsibilities, and Roles of CitizenshipThe rights, responsibilities, and practices of United States citizenship are founded in the Constitution and the nation’s history.

KINDERGARTEN and GRADE 1PO 1: Identify examples of responsible citizenship in the school setting and in stories about the past and present.PO 2: Recognize the rights and responsibilities of citizenship: elements of fair play, good sportsmanship, and the idea of treating others the way you want to be treated; importance of participation and cooperation in a classroom and community; why there are rules and the consequences for violating them; responsibility of voting (every vote counts).GRADE 2PO 1: Discuss examples of responsible citizenship in the school setting and in stories about the past and present.PO 2: Recognize the rights and responsibilities of citizenship: elements of fair play, good sportsmanship, and the idea of treating others the way you want to be treated; importance of participation and cooperation in a classroom and community; why there are rules and the consequences for violating them; responsibility of voting (every vote counts).

SOCIAL STUDIESStrand 4: GeographyThe goal of the geography strand is to provide an understanding of the human and physical characteristics of the Earth’s places and regions and how people of different cultural backgrounds interact with their environment. Geographic reasoning is a way of studying human and natural features within a spatial perspective. Through the study of geography, students will be able to understand local, national, regional, and global issues. Students will interpret the arrangement and interactions of human and physical systems on the surface of the Earth.

Concept 1: The World in Spatial TermsThe spatial perspective and associated geographic tools are used to organize and interpret information about people, places, and environments.

KINDERGARTENPO 1: Recognize the differences between maps and globes.PO 3: Determine the relative location of objects using the terms near/far, behind/in front, over/under, left/right, up/down.GRADE 1PO 1: Recognize different types of maps (e.g., political, physical) serve various purposes.PO 2: Identify characteristics of maps and globes: compass rose; symbols; key/legend.PO 4: Recognize characteristics of human and physical features: physical (i.e., ocean, continent, river, lake, mountains, islands); human (i.e., equator, North and South Poles).PO 5: Locate physical and human features using maps, illustrations, images, or globes: physical (i.e., continent, ocean, river, lake, mountains, islands); human (i.e., equator, North and South Poles, country).GRADE 2PO 1: Recognize different types of maps (e.g., political, physical, thematic) serve various purposes.PO 2: Interpret political and physical maps using the following elements: alphanumeric grids; title; compass rose – cardinal directions; key (legend); symbols.PO 5: Recognize characteristics of human and physical features: physical (i.e., ocean, continent, river, lake, mountain range, coast, sea, desert); human (i.e., equator, Northern and Southern Hemispheres, North and South Poles).PO 6: Locate physical and human features using maps, illustrations, images, or globes: physical (i.e., ocean, continent, river, lake, mountain range, coast, sea, desert); human (i.e., equator, Northern and Southern Hemispheres, North and South Poles, city, state, country).



SOCIAL STUDIESStrand 4: GeographyThe goal of the geography strand is to provide an understanding of the human and physical characteristics of the Earth’s places and regions and how people of different cultural backgrounds interact with their environment. Geographic reasoning is a way of studying human and natural features within a spatial perspective. Through the study of geography, students will be able to understand local, national, regional, and global issues. Students will interpret the arrangement and interactions of human and physical systems on the surface of the Earth. As these patterns have changed over time and are important to governments and economies, geographic reasoning will enhance students’ understanding of history, civics, and economics.


GRADE 3PO 1: Discuss that different types of maps (e.g., political, physical, thematic) serve various purposes.PO 2: Interpret political and physical maps using the following elements: alpha numeric grids; title; compass rose – cardinal and intermediate directions; symbols; legend; scale.PO 6: Recognize characteristics of human and physical features: physical (i.e., ocean, continent, river, lake, mountain range, coast, sea, desert, gulf, bay, strait, plain, valley, volcano, peninsula); human (i.e., equator, Northern and Southern Hemispheres, North and South Poles, city).PO 7: Locate physical and human features using maps, illustrations, images, or globes: physical (i.e., seven continents, four oceans, river, lake, mountain range, coast, sea, desert, gulf, bay, strait, peninsula); human (i.e., equator, Northern and Southern Hemispheres, North and South Poles, city, state, country, roads, railroads).GRADE 4PO 1: Use different types of maps to solve problems (i.e., road maps – distance, resource maps – products, historical maps – boundaries, thematic map – climates).PO 2: Interpret political and physical maps using the following elements: title; compass rose (cardinal and intermediate directions); symbols; legend; scale; road map index; grid (latitude and longitude).PO 5: Describe characteristics of human and physical features: physical (i.e., river, lake, mountain range, coast, sea, desert, gulf, bay, strait, plain, valley, volcanoes, isthmus, canyon, plateau, mesa, oasis, dunes); human (i.e., equator, four hemispheres, city, state, country, harbor, dams, territory, county).PO 6: Locate physical and human features using maps, illustrations, images, or globes: physical (i.e., river, lake, mountain range, coast, sea, desert, gulf, bay, strait); human (i.e., equator, four hemispheres, city, state, country, roads, railroads).GRADE 5PO 1: Interpret information from a variety of maps: contour; population density; natural resource; historical maps.PO 3: Identify the location of significant geographic features from content studied on a physical or political map.PO 4: Locate physical and human features (e.g., gulf, delta, isthmus, strait, bay, canyon, swamp, peninsula, province, cape, tree line) in the United States and world on an appropriate type of map.GRADE 6PO 3: Interpret maps, charts, and geographic databases using geographic information.PO 4: Locate physical and human features (e.g., significant waterways, mountain ranges, cities, counties) in the United States and in regions of the world on a map.PO 5: Interpret thematic maps, graphs, charts, and databases depicting various aspects of world regions.



SOCIAL STUDIESStrand 4: GeographyThe goal of the geography strand is to provide an understanding of the human and physical characteristics of the Earth’s places and regions and how people of different cultural backgrounds interact with their environment. Geographic reasoning is a way of studying human and natural features within a spatial perspective. Through the study of geography, students will be able to understand local, national, regional, and global issues. Students will interpret the arrangement and interactions of human and physical systems on the surface of the Earth. As these patterns have changed over time and are important to governments and economies, geographic reasoning will enhance students’ understanding of history, civics, and economics.


GRADE 7PO 3: Interpret maps, charts, and geographic databases using geographic information.PO 4: Locate physical and human features (e.g., continents, cities, countries, significant waterways, mountain ranges, climate zones, major water bodies, landforms) throughout the world.PO 5: Interpret thematic maps, graphs, charts, and databases depicting various aspects of the United States and world regions.GRADE 8PO 3: Interpret maps, charts, and geographic databases using geographic information.PO 4: Locate physical and human features (e.g., continents, cities, countries, bodies of water, landforms, mountain ranges, climate zones) throughout the world.PO 5: Interpret thematic maps, graphs, charts, and databases depicting various aspects of the United States and world regions.

Concept 2: Places and RegionsPlaces and regions have distinct physical and cultural characteristics.

GRADE 1PO 1: Discuss human features (e.g., cities, parks, railroad tracks, hospitals, shops, schools) in the world.PO 2: Discuss physical features (e.g., mountains, rivers, deserts) in the world.GRADE 2PO 2: Discuss human features (e.g., cities, parks, railroad tracks, hospitals, shops, schools) in the world.PO 3: Discuss physical features (e.g., mountains, rivers, deserts) in the world.GRADE 3PO 1: Locate major physical and human features from content studies (e.g., Greece, Canada, Spain, United States) on maps and globes.PO 2: Describe how physical and human characteristics of places change from past to present.GRADE 6PO 1: Identify regions studies in Strand 2 using a variety of criteria (e.g., climate, landforms, culture, vegetation).PO 5: Describe the physical and human characteristics of places and regions of a Middle Eastern country studied.GRADE 7PO 1: Describe the human and physical characteristics of places and regions.GRADE 8PO 1: Identify common characteristics of contemporary and historical regions on the basis of climate, landforms, ecosystems, and culture.

SOCIAL STUDIESStrand 5: Economics

Concept 1: Foundations of EconomicsThe foundations of economics are the application of basic economic concepts and decision-making skills. This includes scarcity and the different methods of allocation of goods and services.

KINDERGARTENPO 5: Recognize various forms of U.S. currencyPO 6: Recognize that people use money to purchase goods and services.GRADE 1PO 5: Recognize various forms of U.S. currency.



SOCIAL STUDIESStrand 5: Economics

Concept 2: MicroeconomicsMicroeconomics examines the costs and benefits of economic choices relating to individuals, markets and industries, and governmental policies.

GRADE 4PO 3: Describe how education, skills, and career choices affect income.GRADE 5PO 6: Discuss the function of banks in providing checking accounts, savings accounts, and loans.

TECHNOLOGYStrand 1: Creativity and InnovationThis strand requires that students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

Concept 1: Knowledge and IdeasUse technology to generate knowledge and new ideas.

GRADE 1 and 2PO 1: Evaluate information to generate ideas.GRADE 3 and 4PO 1: Evaluate information to generate ideas and processes.GRADE 5PO1: Analyze information to generate ideas and processes.GRADE 6PO 1: Analyze information to generate new ideas and products.GRADE 7 and 8PO 1: Analyze and evaluate information to generate new ideas, processes or products.

TECHNOLOGYStrand 3: Research and Information LiteracyThis strand requires that students apply digital tools to gather, evaluate, and use information.

Concept 1: PlanningPlan strategies to guide inquiry using technology.

KINDERGARTENPO 1: Generate key words for a search from a teacher-posed question or topic.PO 2: Explore a variety of information sources.GRADE 1PO 1: Generate key words and synonyms for a search.PO 2: Explore information and online sources.GRADE 2PO 1: Generate key words and synonyms from a posed question for a search.PO 2: Differentiate types of information and online sources.GRADE 3PO 1: Determine key words for use in information searches.PO 2: Differentiate types of information and online sources.GRADE 4PO 1: Determine key words for use in information searches.PO 2: Predict which information sources will provide the desired data.GRADE 5 and 6PO 1: Predict and use key words and phrases that narrow or broaden information searches.PO 2: Predict which information sources will provide the desired data.GRADE 7 and 8PO 1: Predict the most effective key words and phrases for use in information searches.PO 2: Determine which information source will provide the desired data.

Concept 2: ProcessingLocate, organize, analyze, evaluate, synthesize and ethically use information from a variety of sources and media.

KINDERGARTENPO 1: Conduct a search using multiple keywords.PO 2: Use preselected sources.PO 3: Demonstrate knowledge of real versus make-believe.PO 5: Identify and follow rules regarding the use of information resources.





GRADE 1PO 1: Conduct a search using multiple keywords.PO 2: Use preselected sources.PO 3: Differentiate between a fact, untruth, and an opinion.PO 5: Identify and follow ethical behaviors when using resources.GRADE 2PO 1: Conduct a search using keywords to narrow or broaden a search.PO 2: Use primary and secondary sources.PO 3: Differentiate between a fact, untruth, and an opinion.PO 5: Identify and follow legal and ethical behaviors during research and cite resources appropriately.GRADE 3PO 1: Conduct a search using keywords to narrow or broaden a search. PO 2: Select and use primary and/or secondary sources.PO 3: Differentiate between facts and opinions and inaccurate information.PO 5: Follow copyright laws when using text and media, obtain permission to use the work of others, and cite resources appropriately.GRADE 4PO 1: Use multiple search strategies to locate information.PO 2: Select and use primary and/or secondary sources.PO 3: Differentiate between fact and opinion, bias, and inaccurate information.PO 4: Use appropriate digital tools to synthesize research information and to develop new ideas.PO 5: Follow copyright laws when using text, images, videos and/or other sources and obtain permission to use the work of others, and cite resources appropriately.GRADE 5PO 1: Locate and synthesize information to revise search strategies.PO 2: Select and use authoritative primary and-or secondary sources.PO 3: Evaluate between fact and opinion, bias, inaccurate and misleading information by consulting more than one source.PO 4: Use appropriate digital tools to synthesize research information and to develop new ideas.PO 5: Follow copyright laws when using text, images, videos and/or other sources and obtain permission to use the work of others, and cite resources appropriately.GRADE 6PO 1: Locate and synthesize information to revise search strategies.PO 2: Use authoritative primary and-or secondary sources.PO 3: Evaluate information and media through determining facts, opinion, bias, and inaccuracies by consulting multiple sources.PO 4: Use appropriate digital tools to synthesize research information to develop new ideas and/or create new understanding.PO 5: Follow copyright laws when using text, images, videos and/or other sources and obtain permission to use the work of others, and cite resources appropriately.





GRADE 7PO 1: Locate and synthesize information utilizing advanced search strategies.PO 2: Use authoritative primary and-or secondary sources.PO 3: Evaluate between fact and opinion, bias, inaccurate and misleading information by consulting multiple sources.PO 4: Synthesize research information to create new understanding or develop new ideas.PO 5: Apply ethical use of information and media by respecting copyrights, intellectual property rights, using information and media technology responsibly, and citing resources appropriately.GRADE 8PO 1: Locate and synthesize information utilizing advanced search strategies.PO 2: Use authoritative primary and-or secondary sources.PO 3: Evaluate between fact and opinion, bias, inaccurate and misleading information by consulting multiple sources.PO 4: Synthesize research information to create new understanding or develop new ideas.PO 5: Apply ethical use of information and media by respecting copyrights, intellectual property rights, using information and media technology responsibly, and citing resources appropriately.

TECHNOLOGYStrand 4: Critical Thinking, Problem Solving, Decision MakingThis strand requires students to use critical thinking, problem solving, and decision making to manage projects using digital tools and resources.

Concept 1: InvestigationIndentify and define authentic problems and significant questions for investigation.

KINDERGARTENPO 1: Collaborate as a class to select an essential question to research using digital resources.GRADE 1PO 1: Collaborate as a class or small group to select an essential question to research using digital resources.GRADE 2, 3, and 4PO 1: Identify an authentic issue and collaborate as a class to define an essential question using digital tools and resources.GRADE 5 and 6PO 1: Write essential questions to investigate a topic or issue using digital tools and resources.GRADE 7 and 8PO 1: Write essential questions to investigate a topic or issue using digital tools and resources.

Concept 2: Exploring SolutionsPlan and manage activities to develop solutions to answer a question or complete a project.

GRADE 7 and 8PO 1: Plan, conduct and manage research using appropriate digital resources to develop solutions for a question.



TECHNOLOGYStrand 5: Digital CitizenshipThis strand requires students to understand human, cultural, and societal issues related to technology practice and ethical behavior.

Concept 1: Safety and EthicsAdvocate and practice safe, legal, and responsible use of information and technology.

KINDERGARTENPO 3: Discuss why it may be dangerous to visit certain Internet sites.PO 4: Recognize and discuss why there are rules for using technology at home and at school.GRADE 1PO 4: Discuss why it may be dangerous to visit certain Internet sites.PO 5: Recognize, discuss, and demonstrate appropriate behavior for technology use and show respect for technology equipment.GRADE 2PO 4: Identify and discuss ways to stay safe on the Internet.PO 5: Discuss and demonstrate appropriate behavior for technology use and show respect for technology equipment.GRADE 3PO 4: Identify and discuss why it is important not to provide personal information in online communication.PO 5: Explain the importance of respecting the privacy of others’ information and digital workspace.GRADE 4PO 4: Recognize and describe the potential risks and dangers associated with various forms of online communication.PO 5: Articulate how to respect the privacy of others’ information and digital workspace.GRADE 5PO 4: Recognize and describe the potential risks and dangers associated with various forms of online communication.PO 5: Exhibit legal and ethical behavior when using technology and discuss the consequences of misuse.GRADE 6PO 4: Identify and articulate strategies to protect personal information.PO 5: Exhibit legal and ethical behavior when using technology and discuss the consequences of misuse.GRADE 7 and 8PO 4: Demonstrate safe online communication practices regarding personal information.PO 6: Exhibit legal and ethical behavior when using technology.

TECHNOLOGYStrand 6: Technology Operations and Concepts

Concept 2: ApplicationSelect and use applications effectively and productively.

GRADE 5PO 6: Use interactive web content to access, read, send, and receive information.

WORKPLACE SKILLSStandard 1Students use principles of effective oral, written and listening communication skills to make decisions and solve workplace problems.

Foundations 2Respond to oral presentations by formulating relevant questions and opinions and summarizing accurately.

GRADE 1, 2, and 3PO 2: Ask questions relating to content.PO 4: Develop summary of relevant content

Foundations 3Apply critical listening skills (e.g., listening for content, long-term contexts, emotional meaning, following directions).

GRADE 1, 2, and 3PO 1: Listen effectively.PO 3: Respond appropriately.




Foundations 4Listen to an oral presentation, evaluate, and express an opinion orally.

GRADE 1, 2, and 3PO 2: Develop summary of relevant content.

Foundations 5Share ideas, opinions, and information with a group, choosing vocabulary that communicates messages clearly, precisely, and effectively.

GRAE 1, 2, and 3PO 1: Participate in groups.

Foundations 7Determine the main idea or essential message of a text.

GRADE 1, 2, and 3PO 1: Identify the main idea and relevant facts in a reading selection.PO 2: Sequence a series of events from a reading selection.PO 3: Compare characters (e.g., traits, roles, similarities, differences) in a reading selection.PO 4: Identify the author’s main purpose (e.g., to inform, to entertain, to persuade, to describe) in a reading selection.

Essentials 1Deliver a speech clearly, with expression and in an organized fashion, making eye contact with audience, and convey the message through non verbal as well as verbal communications.

GRADE 4, 5, 6, 7, and 8PO 3: Select a variety of forms of print and non-print material to convey the message.

Essentials 4Respond to oral and written presentations by formulating relevant feedback, expressing opinions, discerning the main idea and distinguishing fact from opinion.

GRADE 4 and 5PO 1: Summarize main ideas of an oral or written presentation.PO 3: Formulate related questions in a presentation.PO 4: Express opinions relating to the main idea in a presentation.GRADE 6, 7, and 8PO 1: Summarize main ideas of an oral or written presentation.PO 2: Differentiate between facts and opinions in a presentation.PO 3: Formulate related questions in a presentation.PO 4: Express opinions relating to the main idea in a presentation.

Essentials 7Identify the relevant details and facts of written materials.

GRADE 4, 5, 6, 7, and 8PO 2: Identify relevant facts contained in selected written material.

WORKPLACE SKILLSStandard 2Students apply computation skills and data analysis techniques to make decisions and solve workplace problems.

Foundations 1Collect and analyze data using the concepts of largest, smallest, almost often, least often, and middle.

GRADE 1, 2, and 3PO 1: Collect and record data from surveys (e.g., favorite color or food, height, ages) or experiments.PO 4: Formulate questions from organized data.

WORKPLACE SKILLSStandard 3Students apply critical and creative thinking skills to make decisions and solve workplace problems.

Readiness 1Share in the planning of classroom activities, specifying the goals and alternatives, and choosing the best course of action to take.

KINDERGARTENPO 1: Participate in classroom activities.



WORKPLACE SKILLSStandard 3Students apply critical and creative thinking skills to make decisions and solve workplace problems.

Foundations 5Identify the need for data, obtaining it from existing sources such as the library, online databases, or field research.

GRADE 1, 2, and 3PO 2: Apply data from existing sources, such as the library, online database, and field research.

Essentials 1Utilize information acquired from several sources and transfer information learned in one situation to another.

GRADE 4, 5, 6, 7, and 8PO 1: Research a designated topic using a wide array of information sources.PO 3: Classify the information obtained from the research.

Essentials 4Monitor progress and make adjustments to meet stated objectives.

GRADE 4, 5, 6, 7, and 8PO 1: Identify activities for given objectives.

WORKPLACE SKILLSStandard 4Students work individually and collaboratively within team settings to accomplish objectives.

Readiness 1Interact positively with other students and work cooperatively as a team member on class projects.

KINDERGARTENPO 3: Interact collaboratively to obtain team results.

Readiness 2 Demonstrate politeness and adaptability in their relations with other people.

KINDERGARTENPO 1: Practice positive manners.

Foundations 1Understand and demonstrate the importance of dependability, trustworthiness, productivity, and initiative in all areas of life and when interacting with others.

GRADE 1, 2, and 3PO 3: Interact collaboratively to obtain team results.

WORKPLACE SKILLSStandard 7Students demonstrate technological literacy for productivity in the workplace.

Foundations 1Identify the many uses of technology.

GRADE 1, 2, and 3PO 1: Give examples of the many uses of technology.

Foundations 2Use technology to access information, demonstrating basic computer skills (e.g., pull-down menus, icons, passwords, key word searches).

GRADE 1, 2, and 3PO 1: Define, discuss, or give examples of technology.PO 2: Operate developmentally appropriate technologies to access information.

Essentials 1Demonstrate basic computer operation skills in a variety of applications to organize information.

GRADE 4, 5, 6, 7, and 8PO 1: Use technology to retrieve, organize, and manipulate electronic information using media such as CD-TOM, videodisks, and telecommunication systems.

Essentials 2Use technology to organize information resources such as library and interlibrary catalog databases.

GRADE 4, 5, 6, 7, and 8PO 1: Use organizational features of electronic information (e.g., microfiche headings and numbering, headings for accessing nested information in hypertext media, electronic media, library, interlibrary catalog databases).

VISUAL ARTSStrand 1: CreateStudents will create artworks to communicate ideas, meanings, and/or purposes.

Concept 1: Creative ProcessThe student will develop, revise, and reflect on ideas for expression in his or her own artwork.

ALL GRADESPO 2: Make and explain revisions in his or her own artwork.

Concept 2: Materials, Tools, and TechniquesThe student will use materials, tools, and techniques in his or her own artwork.

BEGINNINGPO 2: Use materials, tools, and techniques appropriately in his or her own artwork.



VISUAL ARTSStrand 1: CreateStudents will create artworks to communicate ideas, meanings, and/or purposes.

Concept 2: Materials, Tools, and TechniquesThe student will use materials, tools, and techniques in his or her own artwork.

INTERMEDIATEPO 2: Demonstrate purposeful use of materials, tools, and techniques in his or her own artwork.ADVANCEDPO 2: Demonstrate purposeful use of a range of materials, tools, and techniques in his or her own artwork.

VISUAL ARTSStrand 2: RelateStudent will analyze and interpret contextual ideas, meanings, and purposes of art from diverse cultures and time periods.

Concept 1: ArtworldsThe student will describe the role that art plays in culture and how it reflects, records, and interacts with history in various times, places, and traditions.

ALL GRADESPO 1: Contribute to a discussion about who artists are, what they do, and why they create art.PO 2: Discuss how artworks are used to communicate stories, ideas, and emotions.PO 5: Make connections between art and other curricular areas (e.g., clay production relates to science, contextual information relates to social studies).

MUSICStrand 2: Relate

Concept 1Understanding the relationships among music, the arts, and other disciplines outside the arts.

ALL GRADESPO 4: Students will demonstrate proficiency by exploring and analyzing the relationship of music to language arts, visual arts, and literature.

Concept 2Understanding music in relation to history and culture.

GRADE 7 and 8PO 1: Students will demonstrate proficiency by identifying the contributions of significant composers, performers, and important pieces from major time periods and cultures, past and present.

Concept 3:Understanding music in relation to self and universal themes

KINDERGARTENPO 1: Students will demonstrate proficiency by describing what a piece of music makes them think of or about.PO 2: Students will demonstrate proficiency by describing why they like their favorite piece of music.GRADE 1 and 2PO 2: Students will demonstrate proficiency by explaining music preferences (I like it because…).


Standards for the 21st Century LearnerStandard 2: Draw conclusions, make informed decisions,

apply knowledge to new situations, and create new knowledge. 2.1: SKILLS

2.1.1: Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.

2.1.2: Organize knowledge so that it is useful. 2.1.3: Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world

situations, and further investigations. 2.1.4: Use technology and other information tools to analyze and organize information. 2.1.5: Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 2.1.6: Use the writing process, media and visual literacy, and technology skills to create products that express new

understandings. 2.2: DISPOSITIONS IN ACTION

2.2.1: Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn.

2.2.2: Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence.

2.2.3: Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.

2.2.4: Demonstrate personal productivity by completing products to express learning. 2.3: RESPONSIBILITIES

2.3.1: Connect understanding to the real world. 2.3.2: Consider diverse and global perspectives in drawing conclusions. 2.3.3: Use valid information and reasoned conclusions to make ethical decisions.

2.4: SELF-ASSESSMENT STRATEGIES 2.4.1: Determine how to act on information (accept, reject, modify). 2.4.2: Reflect on systematic process, and assess for completeness of investigation. 2.4.3: Recognize new knowledge and understanding. 2.4.4: Develop directions for future investigations.



apply knowledge to new situations, and create new knowledge.LANGUAGE ARTS:READING Strand 1: Reading ProcessReading Process consists of the five critical components of reading, which are: Phonemic Awareness, Phonics, Fluency, Vocabulary and comprehension of connected text. These elements support each other and are woven together to build a solid foundation of linguistic understanding for the reader.

Concept 1: Print ConceptsDemonstrate understanding of print concepts.

KINDERGARTENPO 4: Identify different parts of a book (e.g., front cover, back cover, title page) and the information they provide.GRADE 1PO 1: Alphabetize a series of words to the first letter.PO 4: Identify the title, author, and table of contents of a book.GRADE 2PO 1: Alphabetize a series of words to the second letter.GRADE 3PO 1: Alphabetize a series of words to the third letter.


KINDERGARTENPO 1: Determine what words mean from how they are used in a sentence, heard or read.GRADE 1PO 2: Classify common words into conceptual categories (e.g., animals, foods, toys).GRADE 2PO 2: Use knowledge of simple prefixes (e.g., un-, re-) to determine the meaning of words.GRADE 3PO 1: Use knowledge of prefixes (e.g., un-, re-, in-, dis-) to determine the meaning of words.PO 2: Use knowledge of suffixes (e.g., -ful, -ly, -less) to determine the meaning of words.

GRADE 4PO 1: Use knowledge of root words and affixes to determine the meaning of unknown words.PO 2: Use context to determine the relevant meaning of a word.

GRADE 5PO 1: Use knowledge of root words and affixes to determine the meaning of unknown words.PO 2: Use context to determine the relevant meaning of a word or the intended meanings of a word with multiple meanings (e.g., hatch, arm, boot).

GRADE 6, 7, and 8PO 2: Use context to identify the meaning of unfamiliar words (e.g., definition, example, restatement, synonym, contrast).PO 3: Use context to identify the intended meaning of words with multiple meanings (e.g., definition, example, restatement, or contrast).


GRADE 1PO 1: Predict what might happen next in a reading selectionGRADE 2PO 1: Predict what might happen next in a reading selection.



apply knowledge to new situations, and create new knowledge.LANGUAGE ARTS:READINGStrand 1: Reading Process


GRADE 3PO 1: Predict events and actions, based upon prior knowledge and text features.GRADE 4, 5, 6, 7, and 8PO 1: Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words).PO 4: Use graphic organizers in order to clarify the meaning of the text.PO 6: Use reading strategies (e.g., drawing conclusions, determining cause and effect, making inferences, sequencing) to comprehend text.



KINDERGARTENPO 3: Retell or re-enact a story, placing the events in the correct sequence.GRADE 1PO 3: Sequence a series of events in a literary selection, hear or read.GRADE 2 and 3PO 3: Sequence a series of events in a literary selection.



GRADE 2PO 3: Sequence a series of events in a literary selection.PO 4: Identify cause and effect of specific events in a literary selection.PO 5: Identify words that the author selects in a literary selection to create a graphic visual experience.GRADE 3PO 3: Sequence a series of events in a literary selection.PO 4: Make relevant connections (e.g., relationships, cause/effect, comparisons) between earlier events and later events in text.PO 5: Interpret information from graphic features (e.g., charts, maps, diagrams, illustrations, tables, timelines) of expository text.GRADE 4 and 5PO 4: Distinguish between major characters and minor characters.PO 6: Interpret information from graphic features (e.g., charts, maps, diagrams, illustrations, tables, timeline) in expository text.GRADE 6PO 5: Locate specific information by using organizational features (e.g., table of contents, headings, captions, bold print, glossary, indices, italics, key words, topic sentences, concluding sentences) in expository text.PO 7: Interpret graphic features (e.g., charts, maps, diagrams, illustrations, tables, timelines, graphs) of expository text.



apply knowledge to new situations, and create new knowledge.LANGUAGE ARTS:READINGStrand 3: Comprehending Informational Text


GRADE 7 and 8PO 5: Locate specific information by using organizational features (e.g., table of contents, headings, captions, bold print, glossary, indices, italics, key words, topic sentences, concluding sentences) in expository text.PO 8: Interpret graphic features (e.g., charts, maps, diagrams, illustrations, tables, timelines, graphs) of expository text.

LANGUAGE ARTS:WRITINGStrand 1: Writing ProcessResearch has established the major steps of the writing process. These steps are identified in the five concepts of this strand, each supported with specific performance objectives. While all steps are needed and used by effective writers as they compose text, different skills may be emphasized in individual assignments. These steps may be used recursively as a piece moves toward completion. Throughout the process, students should reflect on their own writing skills, set goals, and evaluate their own progress.

Concept 1: PrewritingPrewriting includes using strategies to generate, plan, and organize ideas for specific purposes.

KINDERGARTENPO 1: Generate ideas through class discussion.PO 2: Draw a picture about ideas generated through class discussion.GRADE 1PO 1: Generate ideas through prewriting activities (e.g., brainstorming, webbing, drawing, writer’s notebook, group discussion).PO 2: Draw a picture or storyboard about ideas generated.PO 3: Organize ideas using simple webs, maps, or lists.GRADE 2PO 1: Generate ideas through prewriting activities (e.g., brainstorming, webbing, drawing, writer’s notebook, group discussion).PO 4: Maintain a record (e.g., list, picture, journal, folder, notebook) of writing ideas.GRADE 3, 4, and 5PO 1: Generate ideas through a variety of activities (e.g., brainstorming, graphic organizer, drawing, writer’s notebook, group discussion, printed material).PO 4: Use organizational strategies (e.g., graphic organizer, KWL chart, log) to plan writing.PO 5: Maintain a record (e.g., list, pictures, journal, folder, notebook) of writing ideas.GRADE 6, 7, and 8PO 1: Generate ideas through a variety of activities (e.g., prior knowledge, discussion with others, printed material, or other sources).PO 5: use organizational strategies (e.g., outline, chart, table, graph, Venn Diagram, web, story map, plot pyramid) to plan writing.PO 6: Maintain a record (e.g., list, journal, folder, notebook) of writing ideas.

Concept 2: DraftingDrafting incorporates prewriting activities to create a first draft containing necessary elements for a specific purpose.

KINDERGARTENPO 1: Communicate by drawing, telling, or writing for a purpose.GRADE 1PO 1: Write a draft (e.g., story, caption, letter, observations, message).GRADE 2PO 1: Write a draft with supporting details.PO 2: Organize details into a logical sequence.GRADE 3, 4, 5, 6, 7, and 8PO 1: Use a prewriting plan to develop a draft with main idea(s) and supporting details.PO 2: Organize writing into a logical sequence that is clear to the audience.



apply knowledge to new situations, and create new knowledge.LANGUAGE ARTS:WRITINGStrand 2: Writing ElementsThis strand focuses on the elements of effective writing. Good writing instruction incorporates multiple performance objectives into an integrated experience of learning for the student. The order of the concepts and performance objectives is not intended to indicate a progression or hierarchy for writing instruction. Instructional activities may focus on just one concept or many.

Concept 1: Ideas and ContentWriting is clear and focused, holding the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details. Purpose is accomplished.

KINDERGARTENPO 1: Use pictures that convey meaning.PO 3: use labels, captions, or picture descriptors to expand meaning.GRADE 1PO 1: Write stand-alone text that expresses a clear message.PO 2: Incorporate details in pictures and text.GRADE 2PO 1: Write stand-alone text that expresses a clear message.PO 2: Incorporate relevant details that give the text interest.GRADE 3, 4, and 5PO 1: Express ideas that are clear and directly related to the topic.PO 3: Use relevant details to provide adequate support for the ideas.GRADE 6, 7, and 8PO 1: Use clear, focused ideas and details to support the topic.PO 4: Include ideas and details that show original perspective.

Concept 2: OrganizationOrganization addresses the structure of the writing and integrates the central meaning and patterns that hold the piece together.

GRADE 2PO 2: use beginning and concluding statements (other than simply “The End”) in text.PO 3: Use signal words (e.g., first, second, third; 1, 2, 3) to indicate the order of events or ideas.PO 4: Use transitional words and phrases (e.g., next, then, so, but, while, after that, because) to connect ideas.GRADE 3PO 2: Create a beginning that captures the reader’s interest.PO 3: Place details appropriately to support the main idea.PO 4: Use transitional words and phrases (e.g., nest, then, so, but, while, after that, because) to connect ideas.PO 5: Create an ending that provides a sense of resolution or closure.GRADE 4PO 2: Create a beginning that captures the reader’s interest.PO 3: Place details appropriately to support the main idea.PO 4: Use a variety of transitional words that creates smooth connections between ideas.PO 5: Create an ending that provides a sense of resolution or closure.GRADE 5PO 2: Create a beginning that captures the reader’s interest.PO 3: Place details appropriately to support the main idea.PO 4: Use a variety of words or phrases that creates smooth and effective transitions.PO 5: Create an ending that provides a sense of resolution or closure.



apply knowledge to new situations, and create new knowledge.LANGUAGE ARTS:WRITINGStrand 2: Writing ElementsThis strand focuses on the elements of effective writing. Good writing instruction incorporates multiple performance objectives into an integrated experience of learning for the student. The order of the concepts and performance objectives is not intended to indicate a progression or hierarchy for writing instruction. Instructional activities may focus on just one concept or many.

Concept 2: OrganizationOrganization addresses the structure of the writing and integrates the central meaning and patterns that hold the piece together.

GRADE 6, 7, and 8PO 2: Develop a strong beginning or introduction that draws in the reader.PO 3: Place details appropriately to support the main idea.PO 4: Include effective transitions among all elements (sentences, paragraphs, ideas).PO 6: Create an ending that provides a sense of resolution or closure.

Concept 3: VoiceVoice will vary according to the type of writing, but should be appropriately formal or casual, distant or personal, depending on the audience and purpose.

KINDERGARTENPO 1: Create pictures or text with distinctive personal style and originality.GRADE 1PO 1: Create pictures and text that is expressive, individualistic, engaging, and lively.GRADE 2PO 2: Write text that is expressive, individualistic, engaging, and lively.GRADE 3, 4, 5, 6, 7, and 8PO 2: Convey a sense of originality, sincerity, liveliness, or humor appropriate to topic and type of writing.

Concept 4: Word ChoiceWord choice reflects the writer’s use of specific words and phrases to convey the intended message and employs a variety of words that are functional and appropriate to the audience and purpose.

KINDERGARTENPO 1: Select labels, captions, or descriptors to enhance pictures.GRADE 1PO 1: Select words that convey a clear, general meaning.PO 2: Use a variety of words, even if not spelled correctly, to convey the intended message.PO 3: Use expressive or descriptive phrases and short sentences, beyond one- or two-word labels.GRADE 2PO 1: Select words that convey the intended meaning and create a picture in the reader’s mind.PO 2: Use a variety of words, even if not spelled correctly, to convey the intended message.PO 3: Use expressive or descriptive phrases and short sentences, beyond one- or two-word labels.GRADE 3, 4, and 5PO 1: Use a variety of specific and accurate words that effectively convey the intended message.PO 2: Use descriptive words and phrases that energize the writing.GRADE 6, 7, and 8PO 1: Use accurate, specific, powerful words that effectively convey the intended message.PO 3: Use vocabulary that is original, varied, and natural.

Concept 5: Sentence FluencyFluency addresses the rhythm and flow of language. Sentences are strong and varied in structure and length.

GRADE 3PO 3: Vary sentence beginnings, lengths, and patterns to enhance the flow of the writing.GRADE 4, 5, 6, 7, and 8PO 3: Vary sentence beginnings, lengths, and patterns to enhance the flow of the writing.PO 4: Use effective and natural dialogue when appropriate.



apply knowledge to new situations, and create new knowledge.LANGUAGE ARTS:WRITINGStrand 2: Writing Elements

Concept 6: ConventionsConventions addresses the mechanics of writing, including capitalization, punctuation, spelling, grammar and usage, and paragraph breaks.

KINDERGARTENPO 8: Use resources (e.g., environmental print, word wall) to spell correctly.GRADE 1PO 7: Use resources (e.g., environmental print, word wall, dictionaries) to spell correctly.GRADE 2PO 9: Use resources (e.g., environmental print, word wall, dictionaries) to spell correctly.GRADE 3, 4, and 5PO 10: Use resources (e.g., dictionaries, words walls) to spell correctly.GRADE 6, 7, and 8PO 10: Use resources to spell correctly.

LANGUAGE ARTS:WRITINGStrand 3: Writing ApplicationsWriting skills particular to the applications listed here may be taught across the curriculum, although some applications may lend themselves more readily to specific content areas. It is imperative that students write in all content areas in order to increase their communication skills, and ultimately to improve their understanding of content area concepts. When appropriate, other content standards are referenced to show interdisciplinary connections.

Concept 1: ExpressiveExpressive writing includes personal narratives, stories, poetry, songs, and dramatic pieces. Writing may be based on real or imagined events.

KINDERGARTENPO 1: Create narrative by drawing, dictating, and/or emergent writing.GRADE 1 and 2PO 1: Write a narrative that includes: a main idea based on real or imagined events; characters; a sequence of events.GRADE 3, 4, and 5PO 1: Write a narrative based on imagined or real events, observations, or memories that includes: characters; setting; plot; sensory details; clear language; logical sequence of events.GRADE 6, 7, and 8PO 1: Write a narrative that includes: an engaging plot based on imagined or real ideas, observations, or memories of an event or experience; effectively developed characters; a clearly described setting; dialogue, as appropriate; figurative language, or descriptive words and phrases to enhance style and tone.

Concept 2: ExpositoryExpository writing includes non-fiction writing that describes, explains, informs, or summarizes ideas and content. The writing supports a thesis based on research, observation, and/or experience.

GRADE 3, 4, and 5PO 2: Write an expository paragraph that contains: a topic sentence; supporting details; relevant information.GRADE 6, 7, and 8PO 2: Write a summary based on the information gathered that includes: a topic sentence; supporting details; relevant information.PO 3: Write a process essay that includes: a thesis statement; supporting details; introductory, body, and concluding paragraphs.

Concept 3: FunctionalFunctional writing provides specific directions or information related to real-world tasks. This includes letters, memos, schedules, directories, signs, manuals, forms, recipes, and technical pieces for specific content areas.

KINDERGARTENPO 1: Participate in writing a variety of functional text (e.g., classroom rules, letters, experiments, recipes, notes/messages, labels, directions, posters, graphs/tables)GRADE 1 and 2PO 1: Write a variety of functional text (e.g., classroom rules, letters, experiments, recipes, notes/messages, labels, directions, posters, graphs/tables).



apply knowledge to new situations, and create new knowledge.LANGUAGE ARTS:WRITINGStrand 3: Writing ApplicationsWriting skills particular to the applications listed here may be taught across the curriculum, although some applications may lend themselves more readily to specific content areas. It is imperative that students write in all content areas in order to increase their communication skills, and ultimately to improve their understanding of content area concepts. When appropriate, other content standards are referenced to show interdisciplinary connections.


GRADE 3, 4, and 5PO 1: Write a variety of functional text (e.g., directions, recipes, procedures, rubrics, labels, graphs/tables).GRADE 6, 7, and 8PO 1: Write a variety of functional text (e.g., directions, recipes, procedures, rubrics, labels, posters, graphs/tables).

Concept 4: PersuasivePersuasive writing is used for the purpose of influencing the reader. The author presents an issue and expresses an opinion in order to convince an audience to agree with the opinion or to take a particular action.

GRADE 3, 4, and 5PO 1: Write persuasive text (e.g., advertisement, paragraph) that attempts to influence the reader.GRADE 6PO 1: Write persuasive text (e.g., essay, paragraph, written communications) that: establishes and develops a controlling idea; supports arguments with detailed evidence; includes persuasive techniques; excludes irrelevant information.GRADE 7 and 8PO 1: Write persuasive text (e.g., essay, paragraph, written communications) that: establishes and develops a controlling idea; supports arguments with detailed evidence; includes persuasive techniques; excludes irrelevant information; attributes sources of information when appropriate.

Concept 5: Literary ResponseLiterary response is the writer’s reaction to a literary selection. The response includes the writer’s interpretation, analysis, opinion, and/or feelings about the piece of literature and selected elements within it.

KINDERGARTENPO 1: Participate in a group discussion, based on a literature selection, that identifies the: characters; setting; sequence of events.PO 2: Participate in a group discussion in response to a given piece of literature that connects: test to self (personal connection); text to world (social connection); text to text (compare within multiple texts).GRADE 1PO 1: Write a response to a literature selection that identifies the: characters; setting; sequence of events; main idea.PO 2: Participate in a group response to a given piece of literature that connects: test to self (personal connection); text to world (social connection); text to text (compare within multiple texts).GRADE 2PO 1: Write a response to a literature selection that identifies the: characters; setting; sequence of events; main idea; problem/solution.PO 2: Write a response to a literature selection that connects: test to self (personal connection); text to world (social connection); text to text (compare within multiple texts).GRADE 3PO2: Write a book report or review that may identify the: main idea; characters; setting; sequence of events; problem/solution.PO 3: Write a response to a literature selection that connects: test to self (personal connection); text to world (social connection); text to text (compare within multiple texts).



apply knowledge to new situations, and create new knowledge.LANGUAGE ARTS:WRITINGStrand 3: Writing ApplicationsWriting skills particular to the applications listed here may be taught across the curriculum, although some applications may lend themselves more readily to specific content areas. It is imperative that students write in all content areas in order to increase their communication skills, and ultimately to improve their understanding of content area concepts. When appropriate, other content standards are referenced to show interdisciplinary connections.


GRADE 4 and 5PO 2: Write a book report or review that may identify the: main idea; characters; setting; sequence of events; problem/resolution.PO 3: Write a response that demonstrates an understanding of a literary selection, and depending on the selection, includes: evidence from the text; personal experience; comparison to other text/media.GRADE 6 and 7PO 1: Write a response to literature that: presents several clear ideas; supports inferences and conclusions with examples from the text, personal experience, references to other works or reference to non-print media; relates own ideas to supporting details in a clear and logical manner).GRADE 8PO 1: Write a response to literature that: presents several clear ideas; supports inferences and conclusions with examples from the text, personal experience, references to other works or reference to non-print media; relates own ideas to supporting details in a clear and logical manner; provides support adequate to the literary selection (e.g., short poem vs. novel).

Concept 6: ResearchResearch writing is a process in which the writer identifies a topic or question to be answered. The writer locates and evaluates information about the topic or question, and then organizes, summarizes, and synthesizes the information into a finished product.

GRADE 1PO 1: Write a simple report with a title and three facts, using informational sources.GRADE 2PO 1: Locate and use informational sources to write a simple report that includes: a title; a main idea; supporting details.GRADE 3PO 1: Paraphrase information from at least one source (e.g., Internet, reference materials).PO 2: Organize notes in a meaningful sequence.PO 3: Write an informational report that includes main ideas and relevant details.GRADE 4 and 5PO 1: Paraphrase information from a variety of sources (e.g., Internet, reference materials).PO 2: Organize notes in a meaningful sequence.PO 3: Write an informational report that includes main ideas and relevant details.GRADE 6, 7, and 8PO 1: Write a summary of information from sources (e.g., encyclopedias, websites, experts) that includes: paraphrasing to convey ideas and details from the source; main ideas and relevant details.PO 2: Write an informational report that includes: a focused topic; appropriate facts and relevant details; a logical sequence; a concluding statement; a list of sources used.



apply knowledge to new situations, and create new knowledge.LANGUAGE ARTS:LISTENING AND SPEAKINGStudents effectively listen and speak in situations that serve different purposes and involve a variety of audiences.

Readiness KINDERGARTENF1: Use effective vocabulary and logical organization to relate or summarize ideas, events, and other information.

MATHStrand 1: Number and OperationsNumber sense is the understanding of numbers and how they relate to each other and how they are used in specific context or real-world application. It includes an awareness of the different ways in which numbers are used, such as counting, measuring, labeling, and locating. It includes an awareness of the different types of numbers such as, whole numbers, integers, fractions, and decimals and the relationships between them and when each is most useful. Number sense includes an understanding of the size of numbers.

Strand 1: Number SenseUnderstand and apply numbers, ways of representing numbers, and the relationships among numbers and different number systems.

GRADE 1PO 4: Compare and order whole numbers through 100 by applying the concept of place value.GRADE 2PO 4: Compare and order whole numbers through 1000 by applying the concept of place value.GRADE 3PO 2: Compare and order whole numbers through six digits by applying the concept of place value.PO 3: Count and represent money using coins and bills to $100.00.GRADE 4PO 1: Express whole numbers, fractions, decimals, and percents using and connecting multiple representations.PO 4: Compare and order decimals to hundredths.GRADE 5PO 4: Compare and order positive fractions, decimals, and percents.GRADE 6PO 4: Compare and order integers; and positive fractions, decimals, and percents.GRADE 7PO 3: Compare and order rational numbers using various models and representations.GRADE 8PO 1: Compare and order real numbers including very large and small integers, and decimals and fractions close to zero.


Concept 1: Data Analysis (Statistics)Understand and apply data collection, organization, and representation to analyze and sort data.

GRADE 1PO 1: Collect, record, organize, and display data using tally charts or pictographs.GRADE 2PO 1: Collect, record, organize, and display data using pictographs, frequency tables, or single bar graphs.GRADE 3PO 1: Collect, record, organize, and display data using frequency tables, single bar graphs, or single line graphs.GRADE 4PO 1: Collect, record, organize, and display data using double bar graphs, single line graphs, or circle graphs.



apply knowledge to new situations, and create new knowledge.MATHStrand 2: Data Analysis, Probability, and Discrete Mathematics


GRADE 5PO 1: Collect, record, organize, and display data using multi-bar graphs or double line graphs.

Concept 3: Systematic Listing and CountingUnderstand and demonstrate the systematic listing and counting of possible outcomes.

KINDERGARTENPO 1: Sort, classify, count, and represent up to 20 objects and justify the sorting rule.GRADE 1PO 1: Use Venn diagrams to sort, classify, and count objects and justify the sorting rule.

MATH Strand 4: Geometry and Measurement

Concept 4: MeasurementUnderstand and apply appropriate units of measure, measurement technique, and formulas to determine measurements.

GRADE 1PO 3: Sequence the days of the week and the months of the year.GRADE 2PO 1: Tell time to the nearest minute using analog and digital clocks.GRADE 3PO 1: Determine elapsed time: across months using a calendar; by hours and half hours using a clock.GRADE 4PO 1: Compute elapsed time to the minute.

MATHStrand 5: Structure and Logic

Concept 2: Logic, Reasoning, Problem Solving, and ProofEvaluate situations, select problem-solving strategies, draw logical conclusions, develop and describe solutions, and recognize their applications.

KINDERGARTEN, GRADE 1 and 2PO 3: Select from a variety of problem-solving strategies and use one or more strategies to arrive at a solution.GRADE 3, 4, and 5PO 3: Select and use one or more strategies to efficiently solve the problem and justify the selection.PO 4: Determine whether a problem to be solved is similar to previously solved problems, and identify possible strategies for solving the problem.GRADE 6, 7, and 8PO 4: Apply a previously used problem-solving strategy in a new context.


Concept 3: Analysis and ConclusionsOrganize and analyze data; compare to predictions.

KINDERGARTEN and GRADE 1PO 1: Organize (e.g., compare, classify, and sequence) objects, organisms, and events according to various characteristics.GRADE 2PO 1: Organize data using graphs (i.e., pictograph, tally chart), tables, and journals.GRADE 3PO 1: Organize data using the following methods with appropriate labels: bar graphs; pictographs; tally charts.

SCIENCE Strand 2: History and Nature of Science

Concept 2: Nature of Scientific KnowledgeUnderstand how science is a process for generating knowledge.

GRADE 6 and 7PO 3: Apply the following scientific processes to other problem solving or decision making situations: observing; questioning; communicating; comparing; measuring; classifying; predicting; organizing data; inferring; generating hypotheses; identifying variables.



apply knowledge to new situations, and create new knowledge.SCIENCE Strand 2: History and Nature of Science

Concept 2: Nature of Scientific KnowledgeUnderstand how science is a process for generating knowledge.

GRADE 8PO 1: Apply the following scientific processes to other problem solving or decision making situations: observing; questioning; communicating; comparing; measuring; classifying; predicting; organizing data; inferring; generating hypotheses; identifying variables.

SCIENCEStrand 4: Life Science

Concept 3: Organisms and EnvironmentsUnderstand the relationships among various organisms and their environment.

GRADE 1PO 2: Compare the habitats (e.g., desert, forest, prairie, water, underground) in which plants and animals live.

SCIENCEStrand 5: Physical SciencePhysical science affords students the opportunity to increase their understanding of the characteristics of objects and materials they encounter daily.


KINDERGARTENPO 1: Identify the following observable properties of objects using the senses: shape; texture; size; color.GRADE 1PO 1: Classify objects by the following observable properties: shape; texture; size; color; weight.GRADE 8PO 6: Explain the systematic organization of the periodic table.

SOCIAL STUDIESStrand 1: American HistoryThe study of American history is integral for students to analyze our national experience through time, to recognize the relationships of events and people, and to interpret significant patterns, themes, ideas, beliefs, and turning point in Arizona and American history.


GRADE 4 and 5PO 2: Describe the differences between primary and secondary sources.GRADE 6PO 5: Describe the difference between primary and secondary sources.PO 6: Determine the credibility and bias of primary and secondary sources. GRADE 7PO 5: Describe the relationship between a primary source document and a secondary source document.PO 6: Determine the credibility and bias of primary and secondary sources.PO 8: Analyze two points of view on the same historical event.GRADE 8PO 5: Describe the difference between a primary source document and a secondary source document and the relationships between them.PO 6: Determine the credibility and bias of primary and secondary sources.PO 8: Analyze two points of view on the same historical event.

SOCIAL STUDIESStrand 2: World HistoryThe study of World History is integral for students to analyze the human experience through time, to recognize the relationships of events and people, and to interpret significant patterns, themes, ideas, beliefs, and turning points in American and world history.


GRADE 4 and 5PO 2: Describe the differences between primary and secondary sources.GRADE 6PO 5: Describe the difference between primary and secondary sources.PO 6: Determine the credibility and bias of primary and secondary sources. GRADE 7PO 5: Describe the relationship between a primary source document and a secondary source document.PO 6: Determine the credibility and bias of primary and secondary sources.PO 8: Analyze two points of view on the same historical event.



apply knowledge to new situations, and create new knowledge.SOCIAL STUDIESStrand 2: World History

Concept 1: Research Skills for History GRADE 8PO 5: Describe the difference between a primary source document and a secondary source document and the relationships between them.PO 6: Determine the credibility and bias of primary and secondary sources.PO 8: Analyze two points of view on the same historical event.

SOCIAL STUDIESStrand 4: Geography


GRADE 8PO 1: Identify common characteristics of contemporary and historical regions on the basis of climate, landforms, ecosystems, and culture.



KINDERGARTENPO 4: Sort information into major topics.GRADE 1PO 3: Differentiate between a fact, untruth, and an opinion.PO 4: Sort information into major topics.GRADE 2PO 3: Differentiate between a fact, untruth, and an opinion.PO 4: Sort information into major topics and create a list of ideas.GRADE 3PO 3: Differentiate between facts and opinions and inaccurate information.PO 4: Organize information into major topics and create a list of ideas.GRADE 4PO 1: Use multiple search strategies to locate information.PO 3: Differentiate between fact and opinion, bias, and inaccurate information.PO 4: Use appropriate digital tools to synthesize research information and to develop new ideas.GRADE 5PO 1: Locate and synthesize information to revise search strategies.PO 3: Evaluate between fact and opinion, bias, inaccurate and misleading information by consulting more than one source.PO 4: Use appropriate digital tools to synthesize research information and to develop new ideas.GRADE 6PO 1: Locate and synthesize information to revise search strategies.PO 3: Evaluate information and media through determining facts, opinion, bias, and inaccuracies by consulting multiple sources.PO 4: Use appropriate digital tools to synthesize research information to develop new ideas and/or create new understanding.GRADE 7PO 1: Locate and synthesize information utilizing advanced search strategies.PO 3: Evaluate between fact and opinion, bias, inaccurate and misleading information by consulting multiple sources.PO 4: Synthesize research information to create new understanding or develop new ideas.



apply knowledge to new situations, and create new knowledge.TECHNOLOGYStrand 3: Research and Information LiteracyThis strand requires that students apply digital tools to gather, evaluate, and use information.


GRADE 8PO 1: Locate and synthesize information utilizing advanced search strategies.PO 2: Use authoritative primary and-or secondary sources.PO 3: Evaluate between fact and opinion, bias, inaccurate and misleading information by consulting multiple sources.PO 4: Synthesize research information to create new understanding or develop new ideas.PO 5: Apply ethical use of information and media by respecting copyrights, intellectual property rights, using information and media technology responsibly, and citing resources appropriately.

TECHNOLOGYStrand 4: Critical Thinking, Problem Solving, Decision MakingThis strand requires students to use critical thinking, problem solving, and decision making to manage projects using digital tools and resources.

Concept 2: Exploring SolutionsPlan and manage activities to develop solutions to answer a question or complete a project.

KINDERGARTENPO 2: Explore solutions or results as a class by discussing data collected.GRADE 1 and 2PO 2: Propose solutions by discussing data collected to answer a question.GRADE 3 and 4PO 2: Generate alternative solutions using collected resources and data.GRADE 5 and 6PO 2: Generate solutions from different perspectives using collected resources and data.



GRAE 1, 2, and 3PO 1: Participate in groups.

Essentials 3Demonstrate correct grammar and punctuation in writing.

GRADE 4, 5, 6, 7, and 8PO 5: Organize paragraphs with a variety of sentence structures (e.g., simple, compound, complex).

Essentials 8Write formal communications that have a definite audience and clear purpose; contain no gaps, omissions or assumptions which impede comprehension; and follow the proper form whether it be a personal or business letter, message, memo, manual directions, or applications.

GRADE 4, 5, 6, 7, and 8PO 2: Organize ideas in a meaningful sequence using transitional words and phrases.PO 3: Write ideas that are clear and directly related to the topic.

WORKPLACE SKILLSStandard 2Students apply computation skills and data analysis techniques to make decisions and solve workplace problems.

Readiness 1Compare and sort objects by their physical attributes.

KINDERGARTEN

Readiness 2Collect, organize, and describe simple data.

KINDERGARTEN

Foundations 1Collect and analyze data using the concepts of largest, smallest, almost often, least often, and middle.

GRADE 1, 2, and 3PO 2: Organize (e.g., sorting, sequencing, tallying) information from surveys or experiments.PO 4: Formulate questions from organized data.



apply knowledge to new situations, and create new knowledge.WORKPLACE SKILLSStandard 3Students apply critical and creative thinking skills to make decisions and solve workplace problems.

Foundations 5Identify the need for data, obtaining it from existing sources such as the library, online databases, or field research.

GRADE 1, 2, and 3PO 2: Apply data from existing sources, such as the library, online database, and field research.

Essentials 1Utilize information acquired from several sources and transfer information learned in one situation to another.

GRADE 4, 5, 6, 7, and 8PO 1: Research a designated topic using a wide array of information sources.PO 2: Analyze the information obtained from the research.PO 3: Classify the information obtained from the research.








GRADE 1, 2, and 3PO 2: Operate developmentally appropriate technologies to access information.






Concept 1Understanding the relationships among music, the arts, and other disciplines outside the arts.

ALL GRADESPO 4: Students will demonstrate proficiency by exploring and analyzing the relationship of music to language arts, visual arts, and literature.


Standards for the 21st Century LearnerStandard 3: Share knowledge and participate ethically and productively

as members of our democratic society. 3.1: SKILLS

3.1.1: Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 3.1.2: Participate and collaborate as members of a social and intellectual network of learners. 3.1.3: Use writing and speaking skills to communicate new understandings effectively. 3.1.4: Use technology and other information tools to organize and display knowledge and understanding in ways that

others can view, use, and assess. 3.1.5: Connect learning to community issues. 3.1.6: Use information and technology ethically and responsibly.

3.2: DISPOSITIONS IN ACTION 3.2.1: Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations. 3.2.2: Show social responsibility by participating actively with others in learning situations and by contributing

questions and ideas during group discussions. 3.2.3: Demonstrate teamwork by working productively with others.

3.3: RESPONSIBILITIES 3.3.1: Solicit and respect diverse perspectives while searching for information, collaborating with others, and

participating as a member of the community. 3.3.2: Respect the differing interests and experiences of others, and seek a variety of viewpoints. 3.3.3: Use knowledge and information skills and dispositions to engage in public conversation and debate around issues

of common concern. 3.3.4: Create products that apply to authentic, real-world contexts. 3.3.5: Contribute to the exchange of ideas within and beyond the learning community. 3.3.6: Use information and knowledge in the service of democratic values. 3.3.7: Respect the principles of intellectual freedom.

3.4: SELF-ASSESSMENT STRATEGIES 3.4.1: Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in

the future. 3.4.2: Assess the quality and effectiveness of the learning product. 3.4.3: Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and

demonstrations of respect for other viewpoints.



as members of our democratic society.LANGUAGE ARTS:READING Strand 1: Reading Process


GRADE 1PO 2: Relate information and events in a reading selection to life experiences and life experiences to the text.GRADE 2PO 4: Relate information and events in a reading selection to life experiences and life experiences to the text.GRADE 3PO 6: Connect information and events in text to life experiences and to related text and sources.GRADE 4, 5, 6, 7, and 8PO 5: Connect information and events in text to life experiences and to related text and sources.



GRADE 1, 2, and 3PO 1: Compare events, characters and conflicts in literary selections from a variety of cultures to their experiences.GRADE 4 and 5PO 1: Describe the historical and cultural aspects found in cross-cultural works of literature.

LANGUAGE ARTS:WRITINGStrand 1: Writing Process

Concept 5: PublishingPublishing involves formatting and presenting a final product for the intended audience.

KINDERGARTENPO 1: Share a finished piece of writing.GRADE 1 and 2PO 1: Rewrite and illustrate elected pieces o writing for sharing with intended audience.GRADE 3, 4, and 5PO 2: Share the writing with the intended audience.

LANGUAGE ARTS:WRITINGStrand 2: Writing ElementsThis strand focuses on the elements of effective writing. Good writing instruction incorporates multiple performance objectives into an integrated experience of learning for the student. The order of the concepts and performance objectives is not intended to indicate a progression or hierarchy for writing instruction. Instructional activities may focus on just one concept or many.

Concept 1: Ideas and ContentWriting is clear and focused, holding the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details. Purpose is accomplished.

KINDERGARTENPO 1: Use pictures that convey meaning.GRADE 1, 2PO 1: Write stand-alone text that expresses a clear message.GRADE 3, 4, and 5PO 1: Express ideas that are clear and directly related to the topic.PO 2: Provide content and selected details that are well suited to audience and purpose.GRADE 6, 7, and 8PO 1: Use clear, focused ideas and details to support the topic.PO 2: Provide Content and selected details that are well suited to audience and purpose.


GRADE 2, 3, 4, and 5PO 1: Show awareness of the audience through word choice and style.GRADE 6PO 1: Show awareness of the audience through word choice and style.PO 4: Choose appropriate voice (e.g., formal, informal) for the audience and purpose.



as members of our democratic society.LANGUAGE ARTS:WRITINGStrand 2: Writing ElementsThis strand focuses on the elements of effective writing. Good writing instruction incorporates multiple performance objectives into an integrated experience of learning for the student. The order of the concepts and performance objectives is not intended to indicate a progression or hierarchy for writing instruction. Instructional activities may focus on just one concept or many.


GRADE 7 and 8PO 1: Show awareness of the audience through word choice and style.PO 4: Choose appropriate voice (e.g., formal, informal, academic discourse) for the audience and purpose.

Concept 4: Word ChoiceWord choice reflects the writer’s use of specific words and phrases to convey the intended message and employs a variety of words that are functional and appropriate to the audience and purpose.

GRADE 1PO 1: Select words that convey a clear, general meaning.PO 2: Use a variety of words, even if not spelled correctly, to convey the intended message.GRADE 2PO 1: Select words that convey the intended meaning and create a picture in the reader’s mind.PO 2: Use a variety of words, even if not spelled correctly, to convey the intended message.GRADE 3, 4, and 5PO 1: Use a variety of specific and accurate words that effectively convey the intended message.GRADE 6, 7, and 8PO 1: Use accurate, specific, powerful words that effectively convey the intended message.


Concept 1: ExpressiveExpressive writing includes personal narratives, stories, poetry, songs, and dramatic pieces. Writing may be based on real or imagined events.

KINDERGARTENPO 1: Create narrative by drawing, dictating, and/or emergent writing.GRADE 1 and 2PO 1: Write a narrative that includes: a main idea based on real or imagined events; characters; a sequence of events.GRADE 3, 4, and 5PO 1: Write a narrative based on imagined or real events, observations, or memories that includes: characters; setting; plot; sensory details; clear language; logical sequence of events.GRADE 6, 7, and 8PO 1: Write a narrative that includes: an engaging plot based on imagined or real ideas, observations, or memories of an event or experience; effectively developed characters; a clearly described setting; dialogue, as appropriate; figurative language, or descriptive words and phrases to enhance style and tone.

Concept 2: ExpositoryExpository writing includes non-fiction writing that describes, explains, informs, or summarizes ideas and content. The writing supports a thesis based on research, observation, and/or experience.

GRADE 3, 4, and 5PO 2: Write an expository paragraph that contains: a topic sentence; supporting details; relevant information.GRADE 6, 7, and 8PO 2: Write a summary based on the information gathered that includes: a topic sentence; supporting details; relevant information.PO 3: Write a process essay that includes: a thesis statement; supporting details; introductory, body, and concluding paragraphs.



as members of our democratic society.LANGUAGE ARTS:WRITINGStrand 3: Writing ApplicationsWriting skills particular to the applications listed here may be taught across the curriculum, although some applications may lend themselves more readily to specific content areas. It is imperative that students write in all content areas in order to increase their communication skills, and ultimately to improve their understanding of content area concepts. When appropriate, other content standards are referenced to show interdisciplinary connections.


KINDERGARTENPO 1: Participate in writing a variety of functional text (e.g., classroom rules, letters, experiments, recipes, notes/messages, labels, directions, posters, graphs/tables)GRADE 1 and 2PO 1: Write a variety of functional text (e.g., classroom rules, letters, experiments, recipes, notes/messages, labels, directions, posters, graphs/tables).GRADE 3, 4, and 5PO 1: Write a variety of functional text (e.g., directions, recipes, procedures, rubrics, labels, graphs/tables).GRADE 6, 7, and 8PO 1: Write a variety of functional text (e.g., directions, recipes, procedures, rubrics, labels, posters, graphs/tables).

Concept 4: PersuasivePersuasive writing is used for the purpose of influencing the reader. The author presents an issue and expresses an opinion in order to convince an audience to agree with the opinion or to take a particular action.

GRADE 3, 4, and 5PO 1: Write persuasive text (e.g., advertisement, paragraph) that attempts to influence the reader.GRADE 6PO 1: Write persuasive text (e.g., essay, paragraph, written communications) that: establishes and develops a controlling idea; supports arguments with detailed evidence; includes persuasive techniques; excludes irrelevant information.GRADE 7 and 8PO 1: Write persuasive text (e.g., essay, paragraph, written communications) that: establishes and develops a controlling idea; supports arguments with detailed evidence; includes persuasive techniques; excludes irrelevant information; attributes sources of information when appropriate.


GRADE 2PO 2: Write a response to a literature selection that connects: test to self (personal connection); text to world (social connection); text to text (compare within multiple texts).GRADE 3PO2: Write a book report or review that may identify the: main idea; characters; setting; sequence of events; problem/solution.PO 3: Write a response to a literature selection that connects: test to self (personal connection); text to world (social connection); text to text (compare within multiple texts).GRADE 4 and 5PO 2: Write a book report or review that may identify the: main idea; characters; setting; sequence of events; problem/resolution.PO 3: Write a response that demonstrates an understanding of a literary selection, and depending on the selection, includes: evidence from the text; personal experience; comparison to other text/media.



as members of our democratic society.LANGUAGE ARTS:WRITINGStrand 3: Writing ApplicationsWriting skills particular to the applications listed here may be taught across the curriculum, although some applications may lend themselves more readily to specific content areas. It is imperative that students write in all content areas in order to increase their communication skills, and ultimately to improve their understanding of content area concepts. When appropriate, other content standards are referenced to show interdisciplinary connections.


GRADE 6 and 7PO 1: Write a response to literature that: presents several clear ideas; supports inferences and conclusions with examples from the text, personal experience, references to other works or reference to non-print media; relates own ideas to supporting details in a clear and logical manner).GRADE 8PO 1: Write a response to literature that: presents several clear ideas; supports inferences and conclusions with examples from the text, personal experience, references to other works or reference to non-print media; relates own ideas to supporting details in a clear and logical manner; provides support adequate to the literary selection (e.g., short poem vs. novel).

Concept 6: ResearchResearch writing is a process in which the writer identifies a topic or question to be answered. The writer locates and evaluates information about the topic or question, and then organizes, summarizes, and synthesizes the information into a finished product.

GRADE 1PO 1: Write a simple report with a title and three facts, using informational sources.GRADE 2PO 1: Locate and use informational sources to write a simple report that includes: a title; a main idea; supporting details.GRADE 3, 4, and 5PO 3: Write an informational report that includes main ideas and relevant details.GRADE 6, 7, and 8PO 1: Write a summary of information from sources (e.g., encyclopedias, websites, experts) that includes: paraphrasing to convey ideas and details from the source; main ideas and relevant details.PO 2: Write an informational report that includes: a focused topic; appropriate facts and relevant details; a logical sequence; a concluding statement; a list of sources used.


Readiness KINDERGARTENR3: Share ideas, information, opinions and questions.



GRADE 1PO 1: Collect, record, organize, and display data using tally charts or pictographs.GRADE 2PO 1: Collect, record, organize, and display data using pictographs, frequency tables, or single bar graphs.GRADE 3PO 1: Collect, record, organize, and display data using frequency tables, single bar graphs, or single line graphs.GRADE 4PO 1: Collect, record, organize, and display data using double bar graphs, single line graphs, or circle graphs.



as members of our democratic society.MATHStrand 2: Data Analysis, Probability, and Discrete Mathematics


GRADE 5PO 1: Collect, record, organize, and display data using multi-bar graphs or double line graphs.

SCIENCEStrand 5: Physical Science


GRADE 8PO 6: Explain the systematic organization of the periodic table.

SOCIAL STUDIESStrand 1: American History

Concept 1: Research Skills for History GRADE 4, 5, and 6PO 2: Describe the differences between primary and secondary sources.GRADE 7PO 5: Describe the relationship between a primary source document and a secondary source document.GRADE 8PO 5: Describe the difference between a primary source document and a secondary source document and the relationships between them.

SOCIAL STUDIESStrand 2: World History

Concept 1: Research Skills for History GRADE 4, 5, and 6PO 2: Describe the differences between primary and secondary sources.GRADE 7PO 5: Describe the relationship between a primary source document and a secondary source document.GRADE 8PO 5: Describe the difference between a primary source document and a secondary source document and the relationships between them.


Concept 1: Foundations of GovernmentThe United States democracy is based on principles and ideals that are embodied by symbols, people, and documents.

KINDERGARTENPO 3: Recognize the significance of national holidays: Thanksgiving; Presidents’ Day; Martin Luther King, Jr. Day; Constitution Day.PO 5: Recognize that classmates have varied backgrounds but may share principles, goals, customs, and traditions.GRADE 1PO 3: Practice examples of democracy in action (e.g., voting, making classroom rules).PO 5: Discuss the significance of national holidays: Thanksgiving; Presidents’ Day; Martin Luther King, Jr. Day; Fourth of July; Constitution Day.GRADE 2PO 3: Describe the significance of national holidays: Presidents’ Day; Martin Luther King, Jr. Day; Veterans’ Day; Memorial Day; Fourth of July; Constitution Day.PO 4: Know that people in the United States have varied backgrounds but may share principles, goals, customs, and traditions.PO 5: Recognize how students work together to achieve common goals.GRADE 3PO 4: Describe the significance of national holidays: Presidents’ Day; Martin Luther King, Jr. Day; Veterans’ Day; Memorial Day; Constitution Day; Labor Day.

Standards for the 21st Century LearnerNovember 16, 2009 DRAFT T. Molina46

Standard 3: Share knowledge and participate ethically and productivelyas members of our democratic society.


Concept 4: Rights, Responsibilities, and Roles of CitizenshipThe rights, responsibilities, and practices of United States citizenship are founded in the Constitution and the nation’s history.

KINDERGARTEN and GRADE 1PO 1: Identify examples of responsible citizenship in the school setting and in stories about the past and present.PO 2: Recognize the rights and responsibilities of citizenship: elements of fair play, good sportsmanship, and the idea of treating others the way you want to be treated; importance of participation and cooperation in a classroom and community; why there are rules and the consequences for violating them; responsibility of voting (every vote counts).GRADE 2PO 1: Discuss examples of responsible citizenship in the school setting and in stories about the past and present.PO 2: Recognize the rights and responsibilities of citizenship: elements of fair play, good sportsmanship, and the idea of treating others the way you want to be treated; importance of participation and cooperation in a classroom and community; why there are rules and the consequences for violating them; responsibility of voting (every vote counts).GRADE 3PO 1: Describe the rights and responsibilities of citizenship: good sportsmanship; participation and cooperation; rules and consequences; voting.GRADE 5 and 6PO 1: Describe ways an individual can contribute to a school or community.

SOCIAL STUDIES Strand 4: Geography


GRADE 3PO 2: Describe how physical and human characteristics of places change from past to present.GRADE 6PO 5: Describe the physical and human characteristics of places and regions of a Middle Eastern country studied.GRADE 7PO 1: Describe the human and physical characteristics of places and regions.

TECHNOLOGYStrand 5: Digital CitizenshipThis strand requires students to understand human, cultural, and societal issues related to technology practice and ethical behavior.


GRADE 1PO 5: Recognize, discuss, and demonstrate appropriate behavior for technology use and show respect for technology equipment.GRADE 2PO 5: Discuss and demonstrate appropriate behavior for technology use and show respect for technology equipment.GRADE 4PO 5: Articulate how to respect the privacy of others’ information and digital workspace.GRADE 5PO 5: Exhibit legal and ethical behavior when using technology and discuss the consequences of misuse.GRADE 6PO 5: Exhibit legal and ethical behavior when using technology and discuss the consequences of misuse.



as members of our democratic society.TECHNOLOGYStrand 5: Digital Citizenship


GRADE 7 and 8PO 4: Demonstrate safe online communication practices regarding personal information.PO 6: Exhibit legal and ethical behavior when using technology.

TECHNOLOGYStrand 6: Technology Operations and Concepts

Concept 2: ApplicationSelect and use applications effectively and productively.

KINDERGARTEN and GRADE 1PO 5: Demonstrate appropriate use of log-in procedures.GRADE 2 and 3PO 7: Demonstrate appropriate use of log-in procedures and network printing.GRADE 4PO 6: Download, store, and accurately cite web resources.



GRADE 1, 2, and 3PO 1: Participate in groups.













HEALTH Standard 5Students demonstrate the ability to use interpersonal skills to enhance health.

Readiness 5Identify characteristics of attentive listening skills that build and maintain healthy relationships.

KINDERGARTENPO 2: Illustrate behavior that demonstrates active listening.

Standards for the 21st Century LearnerNovember 16, 2009 DRAFT T. Molina48

Standard 3: Share knowledge and participate ethically and productivelyas members of our democratic society.

HEALTH Standard 5Students demonstrate the ability to use interpersonal skills to enhance health.

Foundations 2Describe characteristics needed to be a responsible friend and family member.

GRADE 1, 2, and 3PO 1: Explain what it means to care to be a friend.

Foundations 5Demonstrate attentive listening skills to build and maintain healthy relationships.

GRADE 1, 2, and 3PO 2: Illustrate effective listening skills.





Standards for the 21st Century LearnerStandard 4: Pursue personal and aesthetic growth.

4.1: SKILLS 4.1.1: Read, view, and listen for pleasure and personal growth. 4.1.2: Read widely and fluently to make connections with self, the world, and previous reading. 4.1.3: Respond to literature and creative expressions of ideas in various formats and genres. 4.1.4: Seek information for personal learning in a variety of formats and genres. 4.1.5: Connect ideas to own interests and previous knowledge and experience. 4.1.6: Organize personal knowledge in a way that can be called upon easily. 4.1.7: Use social networks and information tools to gather and share information. 4.1.8: Use creative and artistic formats to express personal learning.

4.2: DISPOSITIONS IN ACTION 4.2.1: Display curiosity by pursuing interests through multiple resources. 4.2.2: Demonstrate motivation by seeking information to answer personal questions and interests, trying a variety of

formats and genres, and displaying a willingness to go beyond academic requirements. 4.2.3: Maintain openness to new ideas by considering divergent opinions, changing opinions or conclusions when

evidence supports the change, and seeking information about new ideas encountered through academic or personal experiences.

4.2.4: Show an appreciation for literature by electing to read for pleasure and expressing an interest in various literary genres.

4.3: RESPONSIBILITIES 4.3.1: Participate in the social exchange of ideas, both electronically and in person. 4.3.2: Recognize that resources are created for a variety of purposes. 4.3.3: Seek opportunities for pursuing personal and aesthetic growth. 4.3.4: Practice safe and ethical behaviors in personal electronic communication and interaction.

4.4: SELF-ASSESSMENT STRATEGIES 4.4.1: Identify own areas of interest. 4.4.2: Recognize the limits of own personal knowledge. 4.4.3: Recognize how to focus efforts in personal learning. 4.4.4: Interpret new information based on cultural and social context. 4.4.5: Develop personal criteria for gauging how effectively own ideas are expressed. 4.4.6: Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs.





GRADE 1PO 2: Relate information and events in a reading selection to life experiences and life experiences to the text.GRADE 2PO 4: Relate information and events in a reading selection to life experiences and life experiences to the text.GRADE 3PO 6: Connect information and events in text to life experiences and to related text and sources.GRADE 4, 5, 6, 7, and 8PO 5: Connect information and events in text to life experiences and to related text and sources.



KINDERGARTENPO 1: Participate (e.g., react, speculate, join in, read along) when predictably patterned selections of fiction and poetry are read aloud.PO 3: Retell or re-enact a story, placing the events in the correct sequence.GRADE 1PO 5: Participate (e.g., clapping, chanting, choral reading) in the reading of poetry by responding to the rhyme and rhythm.GRADE 2PO 7: Identify differences between fiction and nonfiction.GRADE 3PO 7: Distinguish between/among fiction, nonfiction, poetry, plays, and narratives, using knowledge of their structural elements.GRADE 4PO 10: Identify common forms of literature (e.g., poetry, novel, short story, biography, autobiography, drama).GRADE 5PO 8: Identify types of poetry (e.g., free verse, haiku, cinquain, limericks).PO 9: Identify various genres of fiction (e.g., mysteries, science fiction, historical fiction, adventures, fantasies, fables, myths) based upon their characteristics.GRADE 6 and 7PO 7: Identify the characteristics and structural elements of poetry (e.g., stanza, verse, rhyme scheme, line breaks, alliteration, consonance, assonance, rhythm, repetition, figurative language).PO 8: Identify various genres of fiction (e.g., mysteries, science fiction, historical fiction, adventures, fantasies, fables, myths) based upon their characteristics.GRADE 8PO 7: Analyze the characteristics and structural elements (essential attributes) of a variety of poetic forms (e.g., epic, lyric, sonnet, ballad, elegy, haiku, free verse).





GRADE 1, 2, and 3PO 1: Compare events, characters and conflicts in literary selections from a variety of cultures to their experiences.GRADE 6, 7, and 8PO 2: Identify common structures and stylistic elements in literature, folklore, and myths from a variety of cultures.

LANGUAGE ARTS:WRITINGStrand 1: Writing Process

Concept 1: PrewritingPrewriting includes using strategies to generate, plan, and organize ideas for specific purposes.

KINDERGARTENPO 1: Generate ideas through class discussion.GRADE 1, 2PO 1: Generate ideas through prewriting activities (e.g., brainstorming, webbing, drawing, writer’s notebook, group discussion).GRADE 3, 4, and 5PO 1: Generate ideas through a variety of activities (e.g., brainstorming, graphic organizer, drawing, writer’s notebook, group discussion, printed material).GRADE 6, 7, and 8PO 1: Generate ideas through a variety of activities (e.g., prior knowledge, discussion with others, printed material, or other sources).



KINDERGARTENPO 1: Participate in a group discussion, based on a literature selection, that identifies the: characters; setting; sequence of events.PO 2: Participate in a group discussion in response to a given piece of literature that connects: test to self (personal connection); text to world (social connection); text to text (compare within multiple texts).GRADE 1PO 1: Write a response to a literature selection that identifies the: characters; setting; sequence of events; main idea.PO 2: Participate in a group response to a given piece of literature that connects: test to self (personal connection); text to world (social connection); text to text (compare within multiple texts).GRADE 2PO 1: Write a response to a literature selection that identifies the: characters; setting; sequence of events; main idea; problem/solution.PO 2: Write a response to a literature selection that connects: test to self (personal connection); text to world (social connection); text to text (compare within multiple texts).GRADE 3PO 1: Write a reflection to a literature selection (e.g., journal entry, book review).PO2: Write a book report or review that may identify the: main idea; characters; setting; sequence of events; problem/solution.PO 3: Write a response to a literature selection that connects: test to self (personal connection); text to world (social connection); text to text (compare within multiple texts).





GRADE 4 and 5PO 1: Write a reflection to a literature selection (e.g., journal entry, book review).PO 2: Write a book report or review that may identify the: main idea; characters; setting; sequence of events; problem/resolution.PO 3: Write a response that demonstrates an understanding of a literary selection, and depending on the selection, includes: evidence from the text; personal experience; comparison to other text/media.GRADE 6 and 7PO 1: Write a response to literature that: presents several clear ideas; supports inferences and conclusions with examples from the text, personal experience, references to other works or reference to non-print media; relates own ideas to supporting details in a clear and logical manner).GRADE 8PO 1: Write a response to literature that: presents several clear ideas; supports inferences and conclusions with examples from the text, personal experience, references to other works or reference to non-print media; relates own ideas to supporting details in a clear and logical manner; provides support adequate to the literary selection (e.g., short poem vs. novel).


Readiness KINDERGARTENR4: Listen and respond to stories, poems and nonfiction.

LANGUAGE ARTS:VIEWING AND PRESENTINGStudents use a variety of visual media and resources to gather, evaluate and synthesize information and to communicate with others.

Readiness KINDERGARTENR1: Recognize and respond to visual messages such as logos, symbols and trademarks.







cm.avondale.k12.az.uscm.avondale.k12.az.us/UserFiles/Servers/Server...Web viewcm.avondale.k12.az.us

Documents

Transcript of cm.avondale.k12.az.uscm.avondale.k12.az.us/UserFiles/Servers/Server...Web viewcm.avondale.k12.az.us