Every indexed grade, band and course is listed, including those with no new lessons. Coverage is not complete. High-school courses are not assumed to correspond to one fixed grade. The 2018 and 2026 social studies frameworks are indexed separately.
ela / ela-2017 / 1 — 41 of 46 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| ela-2017:RL.1.1 | authored_target_pending_coverage_review | Ask and answer questions about key details in a text. |
| ela-2017:RL.1.2 | authored_target_pending_coverage_review | Analyze literary text development. |
| ela-2017:RL.1.3 | authored_target_pending_coverage_review | Describe characters, settings, and major events in a story, using key details. |
| ela-2017:RL.1.4 | authored_target_pending_coverage_review | Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. |
| ela-2017:RL.1.5 | authored_target_pending_coverage_review | Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. |
| ela-2017:RL.1.6 | authored_target_pending_coverage_review | Identify who is telling the story at various points in a text. |
| ela-2017:RL.1.7 | authored_target_pending_coverage_review | Use illustrations and details in a story to describe its characters, setting, or events. |
| ela-2017:RL.1.8 | not_applicable_at_this_grade | (Not applicable to literature) |
| ela-2017:RL.1.9 | authored_target_pending_coverage_review | Compare and contrast the adventures and experiences of characters in stories. |
| ela-2017:RL.1.10 | authored_target_pending_coverage_review | With prompting and support, read prose and poetry of appropriate complexity for grade 1. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons. |
| ela-2017:RI.1.1 | authored_target_pending_coverage_review | Ask and answer questions about key details in a text. |
| ela-2017:RI.1.2 | authored_target_pending_coverage_review | Analyze informational text development. |
| ela-2017:RI.1.3 | authored_target_pending_coverage_review | Describe the connection between two individuals, events, ideas, or pieces of information in a text. |
| ela-2017:RI.1.4 | authored_target_pending_coverage_review | Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. |
| ela-2017:RI.1.5 | authored_target_pending_coverage_review | Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. |
| ela-2017:RI.1.6 | authored_target_pending_coverage_review | Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. |
| ela-2017:RI.1.7 | authored_target_pending_coverage_review | Use the illustrations and details in a text to describe its key ideas. |
| ela-2017:RI.1.8 | authored_target_pending_coverage_review | Identify the reasons an author gives to support points in a text. |
| ela-2017:RI.1.9 | authored_target_pending_coverage_review | Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). |
| ela-2017:RI.1.10 | authored_target_pending_coverage_review | With prompting and support, read informational texts appropriately complex for grade 1. |
| ela-2017:RF.1.1 | authored_target_pending_coverage_review | Demonstrate understanding of the organization and basic features of print by recognizing the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). |
| ela-2017:RF.1.2 | authored_target_pending_coverage_review | Demonstrate understanding of spoken words, syllables, and phonemes (sounds). |
| ela-2017:RF.1.3 | authored_target_pending_coverage_review | Know and apply grade-level phonics and word analysis skills in decoding words. |
| ela-2017:RF.1.4 | authored_target_pending_coverage_review | Read with sufficient accuracy and fluency to support comprehension. |
| ela-2017:W.1.1 | authored_target_pending_coverage_review | Write opinion pieces that introduce the topic or name the book being written about, express an opinion, supply a reason for the opinion, and provide some sense of closure. |
| ela-2017:W.1.2 | authored_target_pending_coverage_review | Write informative/explanatory texts that name a topic, supply some facts about the topic, and provide some sense of closure. |
| ela-2017:W.1.3 | authored_target_pending_coverage_review | Write narratives to recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. |
| ela-2017:W.1.4 | not_applicable_at_this_grade | (Begins in grade 3) |
| ela-2017:W.1.5 | authored_target_pending_coverage_review | With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. |
| ela-2017:W.1.6 | authored_target_pending_coverage_review | With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. |
| ela-2017:W.1.7 | authored_target_pending_coverage_review | Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions). |
| ela-2017:W.1.8 | authored_target_pending_coverage_review | With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. |
| ela-2017:W.1.9 | not_applicable_at_this_grade | (Begins in grade 4) |
| ela-2017:W.1.10 | not_applicable_at_this_grade | (Begins in grade 3) |
| ela-2017:SL.1.1 | authored_target_pending_coverage_review | Participate in collaborative conversations about grade 1 topics and texts with diverse partners in small and larger groups. |
| ela-2017:SL.1.2 | authored_target_pending_coverage_review | Ask and answer questions about key details in a text read aloud or information presented in various media and other formats (e.g., orally). |
| ela-2017:SL.1.3 | authored_target_pending_coverage_review | Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. |
| ela-2017:SL.1.4 | authored_target_pending_coverage_review | Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. |
| ela-2017:SL.1.5 | authored_target_pending_coverage_review | Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. |
| ela-2017:SL.1.6 | authored_target_pending_coverage_review | Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 for specific expectations.) |
| ela-2017:L.1.1 | authored_target_pending_coverage_review | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| ela-2017:L.1.2 | authored_target_pending_coverage_review | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| ela-2017:L.1.3 | not_applicable_at_this_grade | (Begins in grade 2) |
| ela-2017:L.1.4 | authored_target_pending_coverage_review | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. |
| ela-2017:L.1.5 | authored_target_pending_coverage_review | With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. |
| ela-2017:L.1.6 | authored_target_pending_coverage_review | Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). |
ela / ela-2017 / 11-12 — 70 of 72 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| ela-2017:RL.11-12.1 | authored_target_pending_coverage_review | Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. |
| ela-2017:RL.11-12.2 | authored_target_pending_coverage_review | Analyze literary text development. |
| ela-2017:RL.11-12.3 | authored_target_pending_coverage_review | Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). |
| ela-2017:RL.11-12.4 | authored_target_pending_coverage_review | Determine the connotative, denotative, and figurative meaning of words and phrases as they are used in the text; analyze the impact of author's diction, including multiple-meaning words or language that is particularly evocative to the tone and mood of the text. |
| ela-2017:RL.11-12.5 | authored_target_pending_coverage_review | Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. |
| ela-2017:RL.11-12.6 | authored_target_pending_coverage_review | Analyze a case in which grasping point of view or perspective requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement) and evaluate the impact of these literary devices on the content and style of the text. |
| ela-2017:RL.11-12.7 | authored_target_pending_coverage_review | Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) |
| ela-2017:RL.11-12.8 | not_applicable_at_this_grade | (Not applicable to literature) |
| ela-2017:RL.11-12.9 | authored_target_pending_coverage_review | Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more diverse texts from the same period treat similar themes and/or topics. |
| ela-2017:RL.11-12.10 | authored_target_pending_coverage_review | By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range, building background knowledge and activating prior knowledge in order to make personal, societal, and ethical connections that deepen understanding of complex text. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently, building background knowledge and activating prior knowledge in order to make personal, societal, and ethical connections that deepen understanding of complex text. |
| ela-2017:RI.11-12.1 | authored_target_pending_coverage_review | Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. |
| ela-2017:RI.11-12.2 | authored_target_pending_coverage_review | Analyze informational text development. |
| ela-2017:RI.11-12.3 | authored_target_pending_coverage_review | Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. |
| ela-2017:RI.11-12.4 | authored_target_pending_coverage_review | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). |
| ela-2017:RI.11-12.5 | authored_target_pending_coverage_review | Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. |
| ela-2017:RI.11-12.6 | authored_target_pending_coverage_review | Determine an author's perspective or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. |
| ela-2017:RI.11-12.7 | authored_target_pending_coverage_review | Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. |
| ela-2017:RI.11-12.8 | authored_target_pending_coverage_review | Delineate and evaluate the reasoning in seminal U.S. texts and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). |
| ela-2017:RI.11-12.9 | authored_target_pending_coverage_review | Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features. |
| ela-2017:RI.11-12.10 | authored_target_pending_coverage_review | By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently. |
| ela-2017:W.11-12.1 | authored_target_pending_coverage_review | Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
| ela-2017:W.11-12.2 | authored_target_pending_coverage_review | Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. |
| ela-2017:W.11-12.3 | authored_target_pending_coverage_review | Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. |
| ela-2017:W.11-12.4 | authored_target_pending_coverage_review | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) |
| ela-2017:W.11-12.5 | authored_target_pending_coverage_review | Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12.) |
| ela-2017:W.11-12.6 | authored_target_pending_coverage_review | Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. |
| ela-2017:W.11-12.7 | authored_target_pending_coverage_review | Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. |
| ela-2017:W.11-12.8 | authored_target_pending_coverage_review | Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. |
| ela-2017:W.11-12.9 | authored_target_pending_coverage_review | Draw evidence from literary or informational texts to support analysis, reflection, and research. |
| ela-2017:W.11-12.10 | authored_target_pending_coverage_review | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. |
| ela-2017:SL.11-12.1 | authored_target_pending_coverage_review | Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. |
| ela-2017:SL.11-12.2 | authored_target_pending_coverage_review | Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. |
| ela-2017:SL.11-12.3 | authored_target_pending_coverage_review | Evaluate a speaker's perspective, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. |
| ela-2017:SL.11-12.4 | authored_target_pending_coverage_review | Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. |
| ela-2017:SL.11-12.5 | authored_target_pending_coverage_review | Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. |
| ela-2017:SL.11-12.6 | authored_target_pending_coverage_review | Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11-12 Language standards 1 and 3 for specific expectations.) |
| ela-2017:L.11-12.1 | authored_target_pending_coverage_review | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| ela-2017:L.11-12.2 | authored_target_pending_coverage_review | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| ela-2017:L.11-12.3 | authored_target_pending_coverage_review | Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. |
| ela-2017:L.11-12.4 | authored_target_pending_coverage_review | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies. |
| ela-2017:L.11-12.5 | authored_target_pending_coverage_review | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| ela-2017:L.11-12.6 | authored_target_pending_coverage_review | Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. |
| ela-2017:RH.11-12.1 | authored_target_pending_coverage_review | Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. |
| ela-2017:RH.11-12.2 | authored_target_pending_coverage_review | Analyze content-area-specific text development. |
| ela-2017:RH.11-12.3 | authored_target_pending_coverage_review | Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. |
| ela-2017:RH.11-12.4 | authored_target_pending_coverage_review | Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). |
| ela-2017:RH.11-12.5 | authored_target_pending_coverage_review | Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. |
| ela-2017:RH.11-12.6 | authored_target_pending_coverage_review | Evaluate authors' differing perspectives on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. |
| ela-2017:RH.11-12.7 | authored_target_pending_coverage_review | Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. |
| ela-2017:RH.11-12.8 | authored_target_pending_coverage_review | Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. |
| ela-2017:RH.11-12.9 | authored_target_pending_coverage_review | Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. |
| ela-2017:RH.11-12.10 | authored_target_pending_coverage_review | By the end of grade 12, read, comprehend, and respond to history/social studies texts in the grades 11-CCR text complexity band independently and proficiently. |
| ela-2017:RST.11-12.1 | authored_target_pending_coverage_review | Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. |
| ela-2017:RST.11-12.2 | authored_target_pending_coverage_review | Analyze content-area-specific text development. |
| ela-2017:RST.11-12.3 | authored_target_pending_coverage_review | Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. |
| ela-2017:RST.11-12.4 | authored_target_pending_coverage_review | Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics. |
| ela-2017:RST.11-12.5 | authored_target_pending_coverage_review | Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas. |
| ela-2017:RST.11-12.6 | authored_target_pending_coverage_review | Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. |
| ela-2017:RST.11-12.7 | authored_target_pending_coverage_review | Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. |
| ela-2017:RST.11-12.8 | authored_target_pending_coverage_review | Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. |
| ela-2017:RST.11-12.9 | authored_target_pending_coverage_review | Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. |
| ela-2017:RST.11-12.10 | authored_target_pending_coverage_review | By the end of grade 12, read, comprehend, and respond to science/technical texts in the grades 11-CCR text complexity band independently and proficiently. |
| ela-2017:WHST.11-12.1 | authored_target_pending_coverage_review | Write arguments focused on discipline-specific content. |
| ela-2017:WHST.11-12.2 | authored_target_pending_coverage_review | Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. |
| ela-2017:WHST.11-12.3 | not_applicable_at_this_grade | (See note; not applicable as a separate requirement) |
| ela-2017:WHST.11-12.4 | authored_target_pending_coverage_review | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |
| ela-2017:WHST.11-12.5 | authored_target_pending_coverage_review | Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. |
| ela-2017:WHST.11-12.6 | authored_target_pending_coverage_review | Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. |
| ela-2017:WHST.11-12.7 | authored_target_pending_coverage_review | Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. |
| ela-2017:WHST.11-12.8 | authored_target_pending_coverage_review | Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. |
| ela-2017:WHST.11-12.9 | authored_target_pending_coverage_review | Draw evidence from informational texts to support analysis reflection, and research. |
| ela-2017:WHST.11-12.10 | authored_target_pending_coverage_review | Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. |
ela / ela-2017 / 2 — 40 of 44 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| ela-2017:RL.2.1 | authored_target_pending_coverage_review | Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. |
| ela-2017:RL.2.2 | authored_target_pending_coverage_review | Analyze literary text development. |
| ela-2017:RL.2.3 | authored_target_pending_coverage_review | Describe how characters in a story respond to major events and challenges. |
| ela-2017:RL.2.4 | authored_target_pending_coverage_review | Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. |
| ela-2017:RL.2.5 | authored_target_pending_coverage_review | Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. |
| ela-2017:RL.2.6 | authored_target_pending_coverage_review | Distinguish between points of view when referring to narrators and characters, recognizing when the narrator is a character in the story. |
| ela-2017:RL.2.7 | authored_target_pending_coverage_review | Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. |
| ela-2017:RL.2.8 | not_applicable_at_this_grade | (Not applicable to literature) |
| ela-2017:RL.2.9 | authored_target_pending_coverage_review | Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. |
| ela-2017:RL.2.10 | authored_target_pending_coverage_review | By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons. |
| ela-2017:RI.2.1 | authored_target_pending_coverage_review | Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. |
| ela-2017:RI.2.2 | authored_target_pending_coverage_review | Analyze informational text development. |
| ela-2017:RI.2.3 | authored_target_pending_coverage_review | Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. |
| ela-2017:RI.2.4 | authored_target_pending_coverage_review | Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. |
| ela-2017:RI.2.5 | authored_target_pending_coverage_review | Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. |
| ela-2017:RI.2.6 | authored_target_pending_coverage_review | Identify the main purpose of a text, including what the author wants to answer, explain, or describe. |
| ela-2017:RI.2.7 | authored_target_pending_coverage_review | Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. |
| ela-2017:RI.2.8 | authored_target_pending_coverage_review | Identify the main points an author uses in a text and, with support, explain how reasons connect to the main points. |
| ela-2017:RI.2.9 | authored_target_pending_coverage_review | Compare and contrast the most important points presented by two texts on the same topic. |
| ela-2017:RI.2.10 | authored_target_pending_coverage_review | By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. |
| ela-2017:RF.2.3 | authored_target_pending_coverage_review | Know and apply grade-level phonics and word analysis skills in decoding words. |
| ela-2017:RF.2.4 | authored_target_pending_coverage_review | Read with sufficient accuracy and fluency to support comprehension. |
| ela-2017:W.2.1 | authored_target_pending_coverage_review | Write opinion pieces that introduce the topic or book being written about, express an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. |
| ela-2017:W.2.2 | authored_target_pending_coverage_review | Write informative/explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. |
| ela-2017:W.2.3 | authored_target_pending_coverage_review | Write narratives to recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. |
| ela-2017:W.2.4 | not_applicable_at_this_grade | (Begins in grade 3) |
| ela-2017:W.2.5 | authored_target_pending_coverage_review | With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. |
| ela-2017:W.2.6 | authored_target_pending_coverage_review | With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. |
| ela-2017:W.2.7 | authored_target_pending_coverage_review | Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). |
| ela-2017:W.2.8 | authored_target_pending_coverage_review | Recall information from experiences or gather information from provided sources to answer a question. |
| ela-2017:W.2.9 | not_applicable_at_this_grade | (Begins in grade 4) |
| ela-2017:W.2.10 | not_applicable_at_this_grade | (Begins in grade 3) |
| ela-2017:SL.2.1 | authored_target_pending_coverage_review | Participate in collaborative conversations about grade 2 topics and texts with diverse partners in small and larger groups. |
| ela-2017:SL.2.2 | authored_target_pending_coverage_review | Retell or describe key ideas or details from a text read aloud or information presented in various media and other formats (e.g., orally). |
| ela-2017:SL.2.3 | authored_target_pending_coverage_review | Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. |
| ela-2017:SL.2.4 | authored_target_pending_coverage_review | Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. |
| ela-2017:SL.2.5 | authored_target_pending_coverage_review | Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. |
| ela-2017:SL.2.6 | authored_target_pending_coverage_review | Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 for specific expectations.) |
| ela-2017:L.2.1 | authored_target_pending_coverage_review | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| ela-2017:L.2.2 | authored_target_pending_coverage_review | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| ela-2017:L.2.3 | authored_target_pending_coverage_review | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| ela-2017:L.2.4 | authored_target_pending_coverage_review | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. |
| ela-2017:L.2.5 | authored_target_pending_coverage_review | Demonstrate understanding of word relationships and nuances in word meanings. |
| ela-2017:L.2.6 | authored_target_pending_coverage_review | Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). |
ela / ela-2017 / 3 — 42 of 44 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| ela-2017:RL.3.1 | authored_target_pending_coverage_review | Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. |
| ela-2017:RL.3.2 | authored_target_pending_coverage_review | Analyze literary text development. |
| ela-2017:RL.3.3 | authored_target_pending_coverage_review | Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. |
| ela-2017:RL.3.4 | authored_target_pending_coverage_review | Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. |
| ela-2017:RL.3.5 | authored_target_pending_coverage_review | Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. |
| ela-2017:RL.3.6 | authored_target_pending_coverage_review | Describe the difference between points of view in texts, particularly first- and third-person narration. |
| ela-2017:RL.3.7 | authored_target_pending_coverage_review | Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., emphasize aspects of a character or setting). |
| ela-2017:RL.3.8 | not_applicable_at_this_grade | (Not applicable to literature) |
| ela-2017:RL.3.9 | authored_target_pending_coverage_review | Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). |
| ela-2017:RL.3.10 | authored_target_pending_coverage_review | By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons. |
| ela-2017:RI.3.1 | authored_target_pending_coverage_review | Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. |
| ela-2017:RI.3.2 | authored_target_pending_coverage_review | Analyze informational text development. |
| ela-2017:RI.3.3 | authored_target_pending_coverage_review | Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. |
| ela-2017:RI.3.4 | authored_target_pending_coverage_review | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. |
| ela-2017:RI.3.5 | authored_target_pending_coverage_review | Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. |
| ela-2017:RI.3.6 | authored_target_pending_coverage_review | Distinguish their own perspective from that of the author of a text. |
| ela-2017:RI.3.7 | authored_target_pending_coverage_review | Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). |
| ela-2017:RI.3.8 | authored_target_pending_coverage_review | Describe the relationships between the evidence and points an author uses throughout a text. |
| ela-2017:RI.3.9 | authored_target_pending_coverage_review | Compare and contrast the most important points and key details presented in two texts on the same topic. |
| ela-2017:RI.3.10 | authored_target_pending_coverage_review | By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently. |
| ela-2017:RF.3.3 | authored_target_pending_coverage_review | Know and apply grade-level phonics and word analysis skills in decoding words. |
| ela-2017:RF.3.4 | authored_target_pending_coverage_review | Read with sufficient accuracy and fluency to support comprehension. |
| ela-2017:W.3.1 | authored_target_pending_coverage_review | Write opinion pieces on topics or texts, supporting a point of view with reasons. |
| ela-2017:W.3.2 | authored_target_pending_coverage_review | Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |
| ela-2017:W.3.3 | authored_target_pending_coverage_review | Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. |
| ela-2017:W.3.4 | authored_target_pending_coverage_review | With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.) |
| ela-2017:W.3.5 | authored_target_pending_coverage_review | With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3.) |
| ela-2017:W.3.6 | authored_target_pending_coverage_review | With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills), as well as to interact and collaborate with others. |
| ela-2017:W.3.7 | authored_target_pending_coverage_review | Conduct short research projects that build knowledge about a topic. |
| ela-2017:W.3.8 | authored_target_pending_coverage_review | Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. |
| ela-2017:W.3.9 | not_applicable_at_this_grade | (Begins in grade 4) |
| ela-2017:W.3.10 | authored_target_pending_coverage_review | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. |
| ela-2017:SL.3.1 | authored_target_pending_coverage_review | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. |
| ela-2017:SL.3.2 | authored_target_pending_coverage_review | Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. |
| ela-2017:SL.3.3 | authored_target_pending_coverage_review | Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. |
| ela-2017:SL.3.4 | authored_target_pending_coverage_review | Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. |
| ela-2017:SL.3.5 | authored_target_pending_coverage_review | Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. |
| ela-2017:SL.3.6 | authored_target_pending_coverage_review | Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 for specific expectations.) |
| ela-2017:L.3.1 | authored_target_pending_coverage_review | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| ela-2017:L.3.2 | authored_target_pending_coverage_review | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| ela-2017:L.3.3 | authored_target_pending_coverage_review | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| ela-2017:L.3.4 | authored_target_pending_coverage_review | Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. |
| ela-2017:L.3.5 | authored_target_pending_coverage_review | Demonstrate understanding of word relationships and nuances in word meanings. |
| ela-2017:L.3.6 | authored_target_pending_coverage_review | Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night, we went looking for them). |
ela / ela-2017 / 4 — 43 of 44 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| ela-2017:RL.4.1 | authored_target_pending_coverage_review | Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. |
| ela-2017:RL.4.2 | authored_target_pending_coverage_review | Analyze literary text development. |
| ela-2017:RL.4.3 | authored_target_pending_coverage_review | Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions). |
| ela-2017:RL.4.4 | authored_target_pending_coverage_review | Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). |
| ela-2017:RL.4.5 | authored_target_pending_coverage_review | Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. |
| ela-2017:RL.4.6 | authored_target_pending_coverage_review | Explain the differences in the point(s) of view in a text and different perspectives of the characters. |
| ela-2017:RL.4.7 | authored_target_pending_coverage_review | Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. |
| ela-2017:RL.4.8 | not_applicable_at_this_grade | (Not applicable to literature) |
| ela-2017:RL.4.9 | authored_target_pending_coverage_review | Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. |
| ela-2017:RL.4.10 | authored_target_pending_coverage_review | By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons. |
| ela-2017:RI.4.1 | authored_target_pending_coverage_review | Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. |
| ela-2017:RI.4.2 | authored_target_pending_coverage_review | Analyze informational text development. |
| ela-2017:RI.4.3 | authored_target_pending_coverage_review | Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. |
| ela-2017:RI.4.4 | authored_target_pending_coverage_review | Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. |
| ela-2017:RI.4.5 | authored_target_pending_coverage_review | Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. |
| ela-2017:RI.4.6 | authored_target_pending_coverage_review | Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in perspective and the information provided. |
| ela-2017:RI.4.7 | authored_target_pending_coverage_review | Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. |
| ela-2017:RI.4.8 | authored_target_pending_coverage_review | Explain how an author uses evidence to support particular points in a text. |
| ela-2017:RI.4.9 | authored_target_pending_coverage_review | Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. |
| ela-2017:RI.4.10 | authored_target_pending_coverage_review | By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. |
| ela-2017:RF.4.3 | authored_target_pending_coverage_review | Know and apply grade-level phonics and word analysis skills in decoding words by using combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. |
| ela-2017:RF.4.4 | authored_target_pending_coverage_review | Read with sufficient accuracy and fluency to support comprehension. |
| ela-2017:W.4.1 | authored_target_pending_coverage_review | Write opinion pieces on topics or texts, supporting a point of view with reasons and information. |
| ela-2017:W.4.2 | authored_target_pending_coverage_review | Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |
| ela-2017:W.4.3 | authored_target_pending_coverage_review | Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. |
| ela-2017:W.4.4 | authored_target_pending_coverage_review | Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) |
| ela-2017:W.4.5 | authored_target_pending_coverage_review | With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 4.) |
| ela-2017:W.4.6 | authored_target_pending_coverage_review | With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others, while demonstrating sufficient command of keyboarding skills. |
| ela-2017:W.4.7 | authored_target_pending_coverage_review | Conduct short research projects that build knowledge through investigation of different aspects of a topic. |
| ela-2017:W.4.8 | authored_target_pending_coverage_review | Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information and provide a list of sources. |
| ela-2017:W.4.9 | authored_target_pending_coverage_review | Draw evidence from literary or informational texts to support analysis, reflection, and research. |
| ela-2017:W.4.10 | authored_target_pending_coverage_review | Write routinely over extended time frames time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. |
| ela-2017:SL.4.1 | authored_target_pending_coverage_review | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly. |
| ela-2017:SL.4.2 | authored_target_pending_coverage_review | Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. |
| ela-2017:SL.4.3 | authored_target_pending_coverage_review | Identify the reasons and evidence a speaker provides to support particular points. |
| ela-2017:SL.4.4 | authored_target_pending_coverage_review | Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. |
| ela-2017:SL.4.5 | authored_target_pending_coverage_review | Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. |
| ela-2017:SL.4.6 | authored_target_pending_coverage_review | Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 for specific expectations.) |
| ela-2017:L.4.1 | authored_target_pending_coverage_review | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| ela-2017:L.4.2 | authored_target_pending_coverage_review | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| ela-2017:L.4.3 | authored_target_pending_coverage_review | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| ela-2017:L.4.4 | authored_target_pending_coverage_review | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. |
| ela-2017:L.4.5 | authored_target_pending_coverage_review | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| ela-2017:L.4.6 | authored_target_pending_coverage_review | Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). |
ela / ela-2017 / 5 — 43 of 44 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| ela-2017:RL.5.1 | authored_target_pending_coverage_review | Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. |
| ela-2017:RL.5.2 | authored_target_pending_coverage_review | Analyze literary text development. |
| ela-2017:RL.5.3 | authored_target_pending_coverage_review | Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). |
| ela-2017:RL.5.4 | authored_target_pending_coverage_review | Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors, similes, and idioms. |
| ela-2017:RL.5.5 | authored_target_pending_coverage_review | Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. |
| ela-2017:RL.5.6 | authored_target_pending_coverage_review | Describe how a narrator's or speaker's point of view and perspective influence how events are described. |
| ela-2017:RL.5.7 | authored_target_pending_coverage_review | Analyze how visual and multimedia elements contribute to the meaning, tone, mood, or appeal of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). |
| ela-2017:RL.5.8 | not_applicable_at_this_grade | (Not applicable to literature) |
| ela-2017:RL.5.9 | authored_target_pending_coverage_review | Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. |
| ela-2017:RL.5.10 | authored_target_pending_coverage_review | By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons. |
| ela-2017:RI.5.1 | authored_target_pending_coverage_review | Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. |
| ela-2017:RI.5.2 | authored_target_pending_coverage_review | Analyze informational text development. |
| ela-2017:RI.5.3 | authored_target_pending_coverage_review | Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. |
| ela-2017:RI.5.4 | authored_target_pending_coverage_review | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. |
| ela-2017:RI.5.5 | authored_target_pending_coverage_review | Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. |
| ela-2017:RI.5.6 | authored_target_pending_coverage_review | Analyze multiple accounts of the same event or topic, noting important similarities and differences in the perspectives they represent. |
| ela-2017:RI.5.7 | authored_target_pending_coverage_review | Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. |
| ela-2017:RI.5.8 | authored_target_pending_coverage_review | Explain how an author uses evidence to support particular points in a text, identifying which evidence supports corresponding point(s). |
| ela-2017:RI.5.9 | authored_target_pending_coverage_review | Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. |
| ela-2017:RI.5.10 | authored_target_pending_coverage_review | By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently. |
| ela-2017:RF.5.3 | authored_target_pending_coverage_review | Know and apply grade-level phonics and word analysis skills in decoding words by using combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. |
| ela-2017:RF.5.4 | authored_target_pending_coverage_review | Read with sufficient accuracy and fluency to support comprehension. |
| ela-2017:W.5.1 | authored_target_pending_coverage_review | Write opinion pieces on topics or texts, supporting a point of view with reasons and information. |
| ela-2017:W.5.2 | authored_target_pending_coverage_review | Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |
| ela-2017:W.5.3 | authored_target_pending_coverage_review | Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. |
| ela-2017:W.5.4 | authored_target_pending_coverage_review | Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) |
| ela-2017:W.5.5 | authored_target_pending_coverage_review | With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5.) |
| ela-2017:W.5.6 | authored_target_pending_coverage_review | With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others, while demonstrating sufficient command of keyboarding skills. |
| ela-2017:W.5.7 | authored_target_pending_coverage_review | Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. |
| ela-2017:W.5.8 | authored_target_pending_coverage_review | Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work and provide a list of sources. |
| ela-2017:W.5.9 | authored_target_pending_coverage_review | Draw evidence from literary or informational texts to support analysis, reflection, and research. |
| ela-2017:W.5.10 | authored_target_pending_coverage_review | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. |
| ela-2017:SL.5.1 | authored_target_pending_coverage_review | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. |
| ela-2017:SL.5.2 | authored_target_pending_coverage_review | Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. |
| ela-2017:SL.5.3 | authored_target_pending_coverage_review | Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. |
| ela-2017:SL.5.4 | authored_target_pending_coverage_review | Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. |
| ela-2017:SL.5.5 | authored_target_pending_coverage_review | Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. |
| ela-2017:SL.5.6 | authored_target_pending_coverage_review | Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 for specific expectations.) |
| ela-2017:L.5.1 | authored_target_pending_coverage_review | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| ela-2017:L.5.2 | authored_target_pending_coverage_review | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| ela-2017:L.5.3 | authored_target_pending_coverage_review | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| ela-2017:L.5.4 | authored_target_pending_coverage_review | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. |
| ela-2017:L.5.5 | authored_target_pending_coverage_review | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| ela-2017:L.5.6 | authored_target_pending_coverage_review | Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). |
ela / ela-2017 / 6 — 41 of 42 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| ela-2017:RL.6.1 | authored_target_pending_coverage_review | Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. |
| ela-2017:RL.6.2 | authored_target_pending_coverage_review | Analyze literary text development. |
| ela-2017:RL.6.3 | authored_target_pending_coverage_review | Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. |
| ela-2017:RL.6.4 | authored_target_pending_coverage_review | Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices, including sensory language, on meaning and tone. |
| ela-2017:RL.6.5 | authored_target_pending_coverage_review | Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. |
| ela-2017:RL.6.6 | authored_target_pending_coverage_review | Explain how an author uses the point of view to develop the perspective of the narrator or speaker in a text. |
| ela-2017:RL.6.7 | authored_target_pending_coverage_review | Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch. |
| ela-2017:RL.6.8 | not_applicable_at_this_grade | (Not applicable to literature) |
| ela-2017:RL.6.9 | authored_target_pending_coverage_review | Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. |
| ela-2017:RL.6.10 | authored_target_pending_coverage_review | By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Build background knowledge and activate prior knowledge in order to make text-to-self, text-to-text, and text-to-world connections that deepen understanding of the text. |
| ela-2017:RI.6.1 | authored_target_pending_coverage_review | Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. |
| ela-2017:RI.6.2 | authored_target_pending_coverage_review | Analyze informational text development. |
| ela-2017:RI.6.3 | authored_target_pending_coverage_review | Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). |
| ela-2017:RI.6.4 | authored_target_pending_coverage_review | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. |
| ela-2017:RI.6.5 | authored_target_pending_coverage_review | Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. |
| ela-2017:RI.6.6 | authored_target_pending_coverage_review | Determine an author's perspective or purpose in a text and explain how it is conveyed in the text. |
| ela-2017:RI.6.7 | authored_target_pending_coverage_review | Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. |
| ela-2017:RI.6.8 | authored_target_pending_coverage_review | Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by evidence from claims that are not. |
| ela-2017:RI.6.9 | authored_target_pending_coverage_review | Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person). |
| ela-2017:RI.6.10 | authored_target_pending_coverage_review | By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. |
| ela-2017:W.6.1 | authored_target_pending_coverage_review | Write arguments to support claims with clear reasons and relevant evidence. |
| ela-2017:W.6.2 | authored_target_pending_coverage_review | Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. |
| ela-2017:W.6.3 | authored_target_pending_coverage_review | Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. |
| ela-2017:W.6.4 | authored_target_pending_coverage_review | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) |
| ela-2017:W.6.5 | authored_target_pending_coverage_review | With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6.) |
| ela-2017:W.6.6 | authored_target_pending_coverage_review | Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others, while demonstrating sufficient command of keyboarding skills. |
| ela-2017:W.6.7 | authored_target_pending_coverage_review | Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. |
| ela-2017:W.6.8 | authored_target_pending_coverage_review | Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others, while avoiding plagiarism and providing basic bibliographic information for sources. |
| ela-2017:W.6.9 | authored_target_pending_coverage_review | Draw evidence from literary or informational texts to support analysis, reflection, and research. |
| ela-2017:W.6.10 | authored_target_pending_coverage_review | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. |
| ela-2017:SL.6.1 | authored_target_pending_coverage_review | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. |
| ela-2017:SL.6.2 | authored_target_pending_coverage_review | Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study |
| ela-2017:SL.6.3 | authored_target_pending_coverage_review | Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. |
| ela-2017:SL.6.4 | authored_target_pending_coverage_review | Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. |
| ela-2017:SL.6.5 | authored_target_pending_coverage_review | Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. |
| ela-2017:SL.6.6 | authored_target_pending_coverage_review | Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 for specific expectations.) |
| ela-2017:L.6.1 | authored_target_pending_coverage_review | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| ela-2017:L.6.2 | authored_target_pending_coverage_review | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| ela-2017:L.6.3 | authored_target_pending_coverage_review | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| ela-2017:L.6.4 | authored_target_pending_coverage_review | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. |
| ela-2017:L.6.5 | authored_target_pending_coverage_review | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| ela-2017:L.6.6 | authored_target_pending_coverage_review | Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. |
ela / ela-2017 / 6-8 — 29 of 30 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| ela-2017:RH.6-8.1 | authored_target_pending_coverage_review | Cite specific textual evidence to support analysis of primary and secondary sources. |
| ela-2017:RH.6-8.2 | authored_target_pending_coverage_review | Analyze content-area-specific text development. |
| ela-2017:RH.6-8.3 | authored_target_pending_coverage_review | Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). |
| ela-2017:RH.6-8.4 | authored_target_pending_coverage_review | Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. |
| ela-2017:RH.6-8.5 | authored_target_pending_coverage_review | Describe how a text presents information (e.g., sequentially, comparatively, causally). |
| ela-2017:RH.6-8.6 | authored_target_pending_coverage_review | Identify aspects of a text that reveal an author's perspective or purpose (e.g., loaded language, inclusion or avoidance of particular facts). |
| ela-2017:RH.6-8.7 | authored_target_pending_coverage_review | Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. |
| ela-2017:RH.6-8.8 | authored_target_pending_coverage_review | Distinguish among fact, opinion, and reasoned judgment in a text. |
| ela-2017:RH.6-8.9 | authored_target_pending_coverage_review | Analyze the relationship between a primary and secondary source on the same topic. |
| ela-2017:RH.6-8.10 | authored_target_pending_coverage_review | By the end of grade 8, read, comprehend, and respond to history/social studies texts in the grades 6-8 text complexity band independently and proficiently. |
| ela-2017:RST.6-8.1 | authored_target_pending_coverage_review | Cite specific textual evidence to support analysis of science and technical texts. |
| ela-2017:RST.6-8.2 | authored_target_pending_coverage_review | Analyze content-area-specific text development. |
| ela-2017:RST.6-8.3 | authored_target_pending_coverage_review | Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. |
| ela-2017:RST.6-8.4 | authored_target_pending_coverage_review | Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. |
| ela-2017:RST.6-8.5 | authored_target_pending_coverage_review | Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic. |
| ela-2017:RST.6-8.6 | authored_target_pending_coverage_review | Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. |
| ela-2017:RST.6-8.7 | authored_target_pending_coverage_review | Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). |
| ela-2017:RST.6-8.8 | authored_target_pending_coverage_review | Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. |
| ela-2017:RST.6-8.9 | authored_target_pending_coverage_review | Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. |
| ela-2017:RST.6-8.10 | authored_target_pending_coverage_review | By the end of grade 8, read, comprehend, and respond to science/technical texts in the grades 6-8 text complexity band independently and proficiently. |
| ela-2017:WHST.6-8.1 | authored_target_pending_coverage_review | Write arguments focused on discipline-specific content. |
| ela-2017:WHST.6-8.2 | authored_target_pending_coverage_review | Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. |
| ela-2017:WHST.6-8.3 | not_applicable_at_this_grade | (See note; not applicable as a separate requirement) |
| ela-2017:WHST.6-8.4 | authored_target_pending_coverage_review | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |
| ela-2017:WHST.6-8.5 | authored_target_pending_coverage_review | With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. |
| ela-2017:WHST.6-8.6 | authored_target_pending_coverage_review | Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. |
| ela-2017:WHST.6-8.7 | authored_target_pending_coverage_review | Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. |
| ela-2017:WHST.6-8.8 | authored_target_pending_coverage_review | Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others, while avoiding plagiarism and following a standard format for citation. |
| ela-2017:WHST.6-8.9 | authored_target_pending_coverage_review | Draw evidence from informational texts to support analysis reflection, and research. |
| ela-2017:WHST.6-8.10 | authored_target_pending_coverage_review | Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. |
ela / ela-2017 / 7 — 41 of 42 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| ela-2017:RL.7.1 | authored_target_pending_coverage_review | Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. |
| ela-2017:RL.7.2 | authored_target_pending_coverage_review | Analyze literary text development. |
| ela-2017:RL.7.3 | authored_target_pending_coverage_review | Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). |
| ela-2017:RL.7.4 | authored_target_pending_coverage_review | Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific language choices, such as sensory words or phrases, on meaning and tone, including rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. |
| ela-2017:RL.7.5 | authored_target_pending_coverage_review | Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. |
| ela-2017:RL.7.6 | authored_target_pending_coverage_review | Analyze how an author uses the point of view to develop and contrast the perspectives of different characters or narrators in a text. |
| ela-2017:RL.7.7 | authored_target_pending_coverage_review | Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). |
| ela-2017:RL.7.8 | not_applicable_at_this_grade | (Not applicable to literature) |
| ela-2017:RL.7.9 | authored_target_pending_coverage_review | Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. |
| ela-2017:RL.7.10 | authored_target_pending_coverage_review | By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Build background knowledge and activate prior knowledge in order to make text-to-self, text-to-text, and text-to-world connections that deepen understanding of the text. |
| ela-2017:RI.7.1 | authored_target_pending_coverage_review | Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. |
| ela-2017:RI.7.2 | authored_target_pending_coverage_review | Analyze informational text development. |
| ela-2017:RI.7.3 | authored_target_pending_coverage_review | Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). |
| ela-2017:RI.7.4 | authored_target_pending_coverage_review | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. |
| ela-2017:RI.7.5 | authored_target_pending_coverage_review | Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. |
| ela-2017:RI.7.6 | authored_target_pending_coverage_review | Determine an author's perspective or purpose in a text and analyze how the author distinguishes his or her position from that of others. |
| ela-2017:RI.7.7 | authored_target_pending_coverage_review | Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). |
| ela-2017:RI.7.8 | authored_target_pending_coverage_review | Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. |
| ela-2017:RI.7.9 | authored_target_pending_coverage_review | Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. |
| ela-2017:RI.7.10 | authored_target_pending_coverage_review | By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. |
| ela-2017:W.7.1 | authored_target_pending_coverage_review | Write arguments to support claims with clear reasons and relevant evidence. |
| ela-2017:W.7.2 | authored_target_pending_coverage_review | Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. |
| ela-2017:W.7.3 | authored_target_pending_coverage_review | Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. |
| ela-2017:W.7.4 | authored_target_pending_coverage_review | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) |
| ela-2017:W.7.5 | authored_target_pending_coverage_review | With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7.) |
| ela-2017:W.7.6 | authored_target_pending_coverage_review | Use technology, including the Internet, to produce and publish writing and link to and cite sources, as well as to interact and collaborate with others, including linking to and citing sources. |
| ela-2017:W.7.7 | authored_target_pending_coverage_review | Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. |
| ela-2017:W.7.8 | authored_target_pending_coverage_review | Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. |
| ela-2017:W.7.9 | authored_target_pending_coverage_review | Draw evidence from literary or informational texts to support analysis, reflection, and research. |
| ela-2017:W.7.10 | authored_target_pending_coverage_review | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. |
| ela-2017:SL.7.1 | authored_target_pending_coverage_review | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly. |
| ela-2017:SL.7.2 | authored_target_pending_coverage_review | Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. |
| ela-2017:SL.7.3 | authored_target_pending_coverage_review | Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. |
| ela-2017:SL.7.4 | authored_target_pending_coverage_review | Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. |
| ela-2017:SL.7.5 | authored_target_pending_coverage_review | Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. |
| ela-2017:SL.7.6 | authored_target_pending_coverage_review | Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 for specific expectations.) |
| ela-2017:L.7.1 | authored_target_pending_coverage_review | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| ela-2017:L.7.2 | authored_target_pending_coverage_review | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| ela-2017:L.7.3 | authored_target_pending_coverage_review | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| ela-2017:L.7.4 | authored_target_pending_coverage_review | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. |
| ela-2017:L.7.5 | authored_target_pending_coverage_review | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| ela-2017:L.7.6 | authored_target_pending_coverage_review | Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. |
ela / ela-2017 / 8 — 41 of 42 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| ela-2017:RL.8.1 | authored_target_pending_coverage_review | Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. |
| ela-2017:RL.8.2 | authored_target_pending_coverage_review | Analyze literary text development. |
| ela-2017:RL.8.3 | authored_target_pending_coverage_review | Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. |
| ela-2017:RL.8.4 | authored_target_pending_coverage_review | Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning, mood, and tone, including analogies or allusions to other texts. |
| ela-2017:RL.8.5 | authored_target_pending_coverage_review | Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. |
| ela-2017:RL.8.6 | authored_target_pending_coverage_review | Analyze how differences in the points of view and perspectives of the characters and the audience or reader (e.g., created through the use of dramatic irony) create effects such as suspense or humor. |
| ela-2017:RL.8.7 | authored_target_pending_coverage_review | Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. |
| ela-2017:RL.8.8 | not_applicable_at_this_grade | (Not applicable to literature) |
| ela-2017:RL.8.9 | authored_target_pending_coverage_review | Analyze how a modern work of fiction alludes to themes, patterns of events, or character types from myths, traditional stories, and religious literary texts, such as (but not limited to) the Bible and The Epic of Gilgamesh, including describing how the material is rendered new. |
| ela-2017:RL.8.10 | authored_target_pending_coverage_review | By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently. Build background knowledge and activate prior knowledge in order to make text-to-self, text-to-text, and text-to-world connections that deepen understanding of the text. |
| ela-2017:RI.8.1 | authored_target_pending_coverage_review | Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. |
| ela-2017:RI.8.2 | authored_target_pending_coverage_review | Analyze informational text development. |
| ela-2017:RI.8.3 | authored_target_pending_coverage_review | Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). |
| ela-2017:RI.8.4 | authored_target_pending_coverage_review | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. |
| ela-2017:RI.8.5 | authored_target_pending_coverage_review | Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. |
| ela-2017:RI.8.6 | authored_target_pending_coverage_review | Determine an author's perspective or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. |
| ela-2017:RI.8.7 | authored_target_pending_coverage_review | Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. |
| ela-2017:RI.8.8 | authored_target_pending_coverage_review | Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. |
| ela-2017:RI.8.9 | authored_target_pending_coverage_review | Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. |
| ela-2017:RI.8.10 | authored_target_pending_coverage_review | By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently. |
| ela-2017:W.8.1 | authored_target_pending_coverage_review | Write arguments to support claims with clear reasons and relevant evidence. |
| ela-2017:W.8.2 | authored_target_pending_coverage_review | Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. |
| ela-2017:W.8.3 | authored_target_pending_coverage_review | Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. |
| ela-2017:W.8.4 | authored_target_pending_coverage_review | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) |
| ela-2017:W.8.5 | authored_target_pending_coverage_review | With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 8.) |
| ela-2017:W.8.6 | authored_target_pending_coverage_review | Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently, as well as to interact and collaborate with others. |
| ela-2017:W.8.7 | authored_target_pending_coverage_review | Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. |
| ela-2017:W.8.8 | authored_target_pending_coverage_review | Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others, while avoiding plagiarism and following a standard format for citation. |
| ela-2017:W.8.9 | authored_target_pending_coverage_review | Draw evidence from literary or informational texts to support analysis, reflection, and research. |
| ela-2017:W.8.10 | authored_target_pending_coverage_review | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. |
| ela-2017:SL.8.1 | authored_target_pending_coverage_review | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. |
| ela-2017:SL.8.2 | authored_target_pending_coverage_review | Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. |
| ela-2017:SL.8.3 | authored_target_pending_coverage_review | Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. |
| ela-2017:SL.8.4 | authored_target_pending_coverage_review | Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. |
| ela-2017:SL.8.5 | authored_target_pending_coverage_review | Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. |
| ela-2017:SL.8.6 | authored_target_pending_coverage_review | Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 for specific expectations.) |
| ela-2017:L.8.1 | authored_target_pending_coverage_review | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| ela-2017:L.8.2 | authored_target_pending_coverage_review | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| ela-2017:L.8.3 | authored_target_pending_coverage_review | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| ela-2017:L.8.4 | authored_target_pending_coverage_review | Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. |
| ela-2017:L.8.5 | authored_target_pending_coverage_review | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| ela-2017:L.8.6 | authored_target_pending_coverage_review | Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. |
ela / ela-2017 / 9-10 — 70 of 72 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| ela-2017:RL.9-10.1 | authored_target_pending_coverage_review | Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. |
| ela-2017:RL.9-10.2 | authored_target_pending_coverage_review | Analyze literary text development. |
| ela-2017:RL.9-10.3 | authored_target_pending_coverage_review | Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. |
| ela-2017:RL.9-10.4 | authored_target_pending_coverage_review | Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning, mood, and tone (e.g., how the language evokes a sense of time and place or an emotion; how it sets a formal or informal tone). |
| ela-2017:RL.9-10.5 | authored_target_pending_coverage_review | Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. |
| ela-2017:RL.9-10.6 | authored_target_pending_coverage_review | Analyze how a point of view, perspective, or cultural experience is reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. |
| ela-2017:RL.9-10.7 | authored_target_pending_coverage_review | Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus). |
| ela-2017:RL.9-10.8 | not_applicable_at_this_grade | (Not applicable to literature) |
| ela-2017:RL.9-10.9 | authored_target_pending_coverage_review | Analyze how an author alludes to and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). |
| ela-2017:RL.9-10.10 | authored_target_pending_coverage_review | By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range, building background knowledge and activating prior knowledge in order to make personal, historical, and cultural connections that deepen understanding of complex text. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently, building background knowledge and activating prior knowledge in order to make personal, historical, and cultural connections that deepen understanding of complex text. |
| ela-2017:RI.9-10.1 | authored_target_pending_coverage_review | Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. |
| ela-2017:RI.9-10.2 | authored_target_pending_coverage_review | Analyze informational text development. |
| ela-2017:RI.9-10.3 | authored_target_pending_coverage_review | Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. |
| ela-2017:RI.9-10.4 | authored_target_pending_coverage_review | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). |
| ela-2017:RI.9-10.5 | authored_target_pending_coverage_review | Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). |
| ela-2017:RI.9-10.6 | authored_target_pending_coverage_review | Determine an author's perspective or purpose in a text and analyze how an author uses rhetoric to advance that perspective or purpose. |
| ela-2017:RI.9-10.7 | authored_target_pending_coverage_review | Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account. |
| ela-2017:RI.9-10.8 | authored_target_pending_coverage_review | Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. |
| ela-2017:RI.9-10.9 | authored_target_pending_coverage_review | Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related themes and concepts. |
| ela-2017:RI.9-10.10 | authored_target_pending_coverage_review | By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently. |
| ela-2017:W.9-10.1 | authored_target_pending_coverage_review | Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
| ela-2017:W.9-10.2 | authored_target_pending_coverage_review | Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. |
| ela-2017:W.9-10.3 | authored_target_pending_coverage_review | Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. |
| ela-2017:W.9-10.4 | authored_target_pending_coverage_review | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) |
| ela-2017:W.9-10.5 | authored_target_pending_coverage_review | Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10.) |
| ela-2017:W.9-10.6 | authored_target_pending_coverage_review | Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. |
| ela-2017:W.9-10.7 | authored_target_pending_coverage_review | Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. |
| ela-2017:W.9-10.8 | authored_target_pending_coverage_review | Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. |
| ela-2017:W.9-10.9 | authored_target_pending_coverage_review | Draw evidence from literary or informational texts to support analysis, reflection, and research. |
| ela-2017:W.9-10.10 | authored_target_pending_coverage_review | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. |
| ela-2017:SL.9-10.1 | authored_target_pending_coverage_review | Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. |
| ela-2017:SL.9-10.2 | authored_target_pending_coverage_review | Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. |
| ela-2017:SL.9-10.3 | authored_target_pending_coverage_review | Evaluate a speaker's perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. |
| ela-2017:SL.9-10.4 | authored_target_pending_coverage_review | Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. |
| ela-2017:SL.9-10.5 | authored_target_pending_coverage_review | Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. |
| ela-2017:SL.9-10.6 | authored_target_pending_coverage_review | Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 for specific expectations.) |
| ela-2017:L.9-10.1 | authored_target_pending_coverage_review | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| ela-2017:L.9-10.2 | authored_target_pending_coverage_review | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| ela-2017:L.9-10.3 | authored_target_pending_coverage_review | Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. |
| ela-2017:L.9-10.4 | authored_target_pending_coverage_review | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies. |
| ela-2017:L.9-10.5 | authored_target_pending_coverage_review | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| ela-2017:L.9-10.6 | authored_target_pending_coverage_review | Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. |
| ela-2017:RH.9-10.1 | authored_target_pending_coverage_review | Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. |
| ela-2017:RH.9-10.2 | authored_target_pending_coverage_review | Analyze content-area-specific text development. |
| ela-2017:RH.9-10.3 | authored_target_pending_coverage_review | Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. |
| ela-2017:RH.9-10.4 | authored_target_pending_coverage_review | Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies. |
| ela-2017:RH.9-10.5 | authored_target_pending_coverage_review | Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. |
| ela-2017:RH.9-10.6 | authored_target_pending_coverage_review | Compare the perspectives of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. |
| ela-2017:RH.9-10.7 | authored_target_pending_coverage_review | Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. |
| ela-2017:RH.9-10.8 | authored_target_pending_coverage_review | Assess the extent to which the reasoning and evidence in a text support the author's claims. |
| ela-2017:RH.9-10.9 | authored_target_pending_coverage_review | Compare and contrast treatments of the same topic in several primary and secondary sources. |
| ela-2017:RH.9-10.10 | authored_target_pending_coverage_review | By the end of grade 10, read, comprehend, and respond to history/social studies texts in the grades 9-10 text complexity band independently and proficiently. |
| ela-2017:RST.9-10.1 | authored_target_pending_coverage_review | Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. |
| ela-2017:RST.9-10.2 | authored_target_pending_coverage_review | Analyze content-area-specific text development. |
| ela-2017:RST.9-10.3 | authored_target_pending_coverage_review | Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. |
| ela-2017:RST.9-10.4 | authored_target_pending_coverage_review | Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics. |
| ela-2017:RST.9-10.5 | authored_target_pending_coverage_review | Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). |
| ela-2017:RST.9-10.6 | authored_target_pending_coverage_review | Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. |
| ela-2017:RST.9-10.7 | authored_target_pending_coverage_review | Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. |
| ela-2017:RST.9-10.8 | authored_target_pending_coverage_review | Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem. |
| ela-2017:RST.9-10.9 | authored_target_pending_coverage_review | Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. |
| ela-2017:RST.9-10.10 | authored_target_pending_coverage_review | By the end of grade 10, read, comprehend, and respond to science/technical texts in the grades 9-10 text complexity band independently and proficiently. |
| ela-2017:WHST.9-10.1 | authored_target_pending_coverage_review | Write arguments focused on discipline-specific content. |
| ela-2017:WHST.9-10.2 | authored_target_pending_coverage_review | Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. |
| ela-2017:WHST.9-10.3 | not_applicable_at_this_grade | (See note; not applicable as a separate requirement) |
| ela-2017:WHST.9-10.4 | authored_target_pending_coverage_review | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |
| ela-2017:WHST.9-10.5 | authored_target_pending_coverage_review | Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. |
| ela-2017:WHST.9-10.6 | authored_target_pending_coverage_review | Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. |
| ela-2017:WHST.9-10.7 | authored_target_pending_coverage_review | Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. |
| ela-2017:WHST.9-10.8 | authored_target_pending_coverage_review | Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. |
| ela-2017:WHST.9-10.9 | authored_target_pending_coverage_review | Draw evidence from informational texts to support analysis reflection, and research. |
| ela-2017:WHST.9-10.10 | authored_target_pending_coverage_review | Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. |
ela / ela-2017 / K — 41 of 46 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| ela-2017:RL.K.1 | authored_target_pending_coverage_review | With prompting and support, ask and answer questions about key details in a text. |
| ela-2017:RL.K.2 | authored_target_pending_coverage_review | With prompting and support, retell familiar stories, including key details. |
| ela-2017:RL.K.3 | authored_target_pending_coverage_review | With prompting and support, identify characters, settings, and major events in a story. |
| ela-2017:RL.K.4 | authored_target_pending_coverage_review | Ask and answer questions about unknown words in a text. |
| ela-2017:RL.K.5 | authored_target_pending_coverage_review | Recognize common types of texts (e.g., storybooks, poems). |
| ela-2017:RL.K.6 | authored_target_pending_coverage_review | With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. |
| ela-2017:RL.K.7 | authored_target_pending_coverage_review | With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). |
| ela-2017:RL.K.8 | not_applicable_at_this_grade | (Not applicable to literature) |
| ela-2017:RL.K.9 | authored_target_pending_coverage_review | With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. |
| ela-2017:RL.K.10 | authored_target_pending_coverage_review | Actively engage in group reading activities with purpose and understanding. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons. |
| ela-2017:RI.K.1 | authored_target_pending_coverage_review | With prompting and support, ask and answer questions about key details in a text. |
| ela-2017:RI.K.2 | authored_target_pending_coverage_review | With prompting and support, identify the main topic and retell key details of a text. |
| ela-2017:RI.K.3 | authored_target_pending_coverage_review | With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. |
| ela-2017:RI.K.4 | authored_target_pending_coverage_review | With prompting and support, ask and answer questions about unknown words in a text. |
| ela-2017:RI.K.5 | authored_target_pending_coverage_review | Identify the front cover, back cover, and title page of a book. |
| ela-2017:RI.K.6 | authored_target_pending_coverage_review | Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. |
| ela-2017:RI.K.7 | authored_target_pending_coverage_review | With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). |
| ela-2017:RI.K.8 | authored_target_pending_coverage_review | With prompting and support, identify the reasons an author gives to support points in a text. |
| ela-2017:RI.K.9 | authored_target_pending_coverage_review | With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). |
| ela-2017:RI.K.10 | authored_target_pending_coverage_review | Actively engage in group reading activities with purpose and understanding. |
| ela-2017:RF.K.1 | authored_target_pending_coverage_review | Demonstrate understanding of the organization and basic features of print. |
| ela-2017:RF.K.2 | authored_target_pending_coverage_review | Demonstrate understanding of spoken words, syllables, and phonemes (sounds). |
| ela-2017:RF.K.3 | authored_target_pending_coverage_review | Know and apply grade-level phonics and word analysis skills in decoding words. |
| ela-2017:RF.K.4 | authored_target_pending_coverage_review | Read emergent-reader texts with purpose and understanding. |
| ela-2017:W.K.1 | authored_target_pending_coverage_review | Use a combination of drawing, dictating, and writing to compose opinion pieces that tell a reader the topic or the name of the book being written about and express an opinion or preference about the topic or book (e.g., My favorite book is ... ). |
| ela-2017:W.K.2 | authored_target_pending_coverage_review | Use a combination of drawing, dictating, and writing to compose informative/explanatory texts that name what is being written about and supply some information about the topic. |
| ela-2017:W.K.3 | authored_target_pending_coverage_review | Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. |
| ela-2017:W.K.4 | not_applicable_at_this_grade | (Begins in grade 3) |
| ela-2017:W.K.5 | authored_target_pending_coverage_review | With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. |
| ela-2017:W.K.6 | authored_target_pending_coverage_review | With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. |
| ela-2017:W.K.7 | authored_target_pending_coverage_review | Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). |
| ela-2017:W.K.8 | authored_target_pending_coverage_review | With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. |
| ela-2017:W.K.9 | not_applicable_at_this_grade | (Begins in grade 4) |
| ela-2017:W.K.10 | not_applicable_at_this_grade | (Begins in grade 3) |
| ela-2017:SL.K.1 | authored_target_pending_coverage_review | Participate in collaborative conversations about kindergarten topics and texts with diverse partners in small and larger groups. |
| ela-2017:SL.K.2 | authored_target_pending_coverage_review | Confirm understanding of a text read aloud or information presented in various media and other formats (e.g., orally) by asking and answering questions about key details and requesting clarification if something is not understood. |
| ela-2017:SL.K.3 | authored_target_pending_coverage_review | Ask and answer questions in order to seek help, get information, or clarify something that is not understood. |
| ela-2017:SL.K.4 | authored_target_pending_coverage_review | Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. |
| ela-2017:SL.K.5 | authored_target_pending_coverage_review | Add drawings or other visual displays to descriptions as desired to provide additional detail. |
| ela-2017:SL.K.6 | authored_target_pending_coverage_review | Speak audibly and express thoughts, feelings, and ideas clearly. |
| ela-2017:L.K.1 | authored_target_pending_coverage_review | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| ela-2017:L.K.2 | authored_target_pending_coverage_review | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| ela-2017:L.K.3 | not_applicable_at_this_grade | (Begins in grade 2) |
| ela-2017:L.K.4 | authored_target_pending_coverage_review | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. |
| ela-2017:L.K.5 | authored_target_pending_coverage_review | With guidance and support from adults, explore word relationships and nuances in word meanings. |
| ela-2017:L.K.6 | authored_target_pending_coverage_review | Use words and phrases acquired through conversations, reading and being read to, and responding to texts. |
ela / ela-2026 / 1 — 44 of 49 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| ela-2026:RL.1.1 | authored_target_pending_coverage_review | Ask and answer questions about key details in a literary text (e.g., story, drama, poem). |
| ela-2026:RL.1.2 | authored_target_pending_coverage_review | Demonstrate understanding of literary texts by retelling stories with key details and explaining the central message or lesson. |
| ela-2026:RL.1.3 | authored_target_pending_coverage_review | Describe characters, settings, and major events using key details, and tell how these elements contribute to the story. |
| ela-2026:RL.1.4 | authored_target_pending_coverage_review | Identify and explain words and phrases in literary texts that describe feelings or sensory experiences and discuss how they help the reader understand the story. |
| ela-2026:RL.1.5 | authored_target_pending_coverage_review | Explain the differences between literary and informational texts by identifying their purpose, structure, and key features. |
| ela-2026:RL.1.6 | authored_target_pending_coverage_review | Identify who is telling the story at various points in a literary text and explain how the narrator or speaker affects the story. |
| ela-2026:RL.1.7 | authored_target_pending_coverage_review | Use illustrations and key details to describe characters, settings, and major events and tell how the visuals support understanding of the story. |
| ela-2026:RL.1.8 | not_applicable_at_this_grade | (Not applicable to literature) |
| ela-2026:RL.1.9 | authored_target_pending_coverage_review | Compare and contrast the adventures and experiences of characters in literary texts. |
| ela-2026:RL.1.10 | authored_target_pending_coverage_review | With adult support, utilize background knowledge and draw on previous experiences to describe or compare details across grade-appropriate literary texts. |
| ela-2026:RI.1.1 | authored_target_pending_coverage_review | Ask and answer questions about key details in an informational text (e.g., historical, scientific, or technical text). |
| ela-2026:RI.1.2 | authored_target_pending_coverage_review | Retell facts and ideas from an informational text, including the main topic and key details. |
| ela-2026:RI.1.3 | authored_target_pending_coverage_review | Describe the connection between two individuals, events, ideas, or pieces of information in an informational text. |
| ela-2026:RI.1.4 | authored_target_pending_coverage_review | Ask and answer questions to determine the meaning of unknown or essential vocabulary words in an informational text. |
| ela-2026:RI.1.5 | authored_target_pending_coverage_review | Use text features (such as headings, table of contents, glossaries, and icons) to locate and understand key facts or information in an informational text. |
| ela-2026:RI.1.6 | authored_target_pending_coverage_review | Distinguish between information provided by illustrations and information provided by words and explain how each contributes to understanding the topic. |
| ela-2026:RI.1.7 | authored_target_pending_coverage_review | Use the illustrations and details in an informational text to describe and understand its key ideas. |
| ela-2026:RI.1.8 | authored_target_pending_coverage_review | Identify the evidence an author gives in an informational text and tell how they support key ideas. |
| ela-2026:RI.1.9 | authored_target_pending_coverage_review | Identify and describe basic similarities and differences in the information, illustrations, or procedures between two informational texts on the same topic. |
| ela-2026:RI.1.10 | authored_target_pending_coverage_review | With scaffolding provided, use background knowledge and previous experiences to describe or compare details in grade-appropriate informational texts. |
| ela-2026:RF.1.1 | authored_target_pending_coverage_review | Demonstrate understanding of the organization and basic features of a sentence: |
| ela-2026:RF.1.2 | authored_target_pending_coverage_review | Identify, produce, and manipulate the sound structures of spoken words, including syllables and phonemes (sounds), with automaticity: |
| ela-2026:RF.1.3 | authored_target_pending_coverage_review | |
| ela-2026:RF.1.4 | authored_target_pending_coverage_review | Read connected texts aloud with sufficient fluency to support comprehension: |
| ela-2026:WF.1.1 | authored_target_pending_coverage_review | Print all lowercase and uppercase graphemes (letter/letters) independently, accurately, and with automaticity. Demonstrate this through: |
| ela-2026:WF.1.2 | authored_target_pending_coverage_review | Encode words aligned with phonics patterns in scope and sequence of adopted HQIM, such as: • Short vowel • Long vowel in one-syllable words • Consonant digraphs • Consonant blends • Vowel-consonant-e (VCe) (e.g., same), pine) • FLOSS rule (f, l, s, z doubling) (e.g., stuff), jazz) • Common inflectional suffixes (e.g., helps, helped, helping) |
| ela-2026:WF.1.3 | authored_target_pending_coverage_review | Print a simple sentence independently and accurately using grade-appropriate orthographic patterns, rules and high-frequency words with: |
| ela-2026:W.1.1 | authored_target_pending_coverage_review | Write opinion pieces with a clear topic, stated opinion, reasons, and closure. |
| ela-2026:W.1.2 | authored_target_pending_coverage_review | Write informative/explanatory pieces with a clear topic, facts, and closure. |
| ela-2026:W.1.3 | authored_target_pending_coverage_review | Write a personal or fictional narrative with a clear topic, at least two events in order, details about what happened, temporal words to show sequence, and some sense of closure. |
| ela-2026:W.1.4 | not_applicable_at_this_grade | (Begins in Grade 3) |
| ela-2026:W.1.5 | authored_target_pending_coverage_review | With adult support, respond to questions and suggestions and add details to strengthen ideas in writing by revising and editing. |
| ela-2026:W.1.6 | authored_target_pending_coverage_review | With adult support, explore a variety of tools to produce and publish writing, working both individually and in collaboration with peers. |
| ela-2026:W.1.7 | authored_target_pending_coverage_review | With adult support, recall information from experiences or gather information from sources to provide a written response to a question. |
| ela-2026:W.1.8 | authored_target_pending_coverage_review | With adult support, engage in collaborative research or writing projects that build language, vocabulary, and foundational writing skills around a topic or theme by: |
| ela-2026:W.1.9 | not_applicable_at_this_grade | (Begins in Grade 4) |
| ela-2026:W.1.10 | not_applicable_at_this_grade | (Begins in Grade 3) |
| ela-2026:SL.1.1 | authored_target_pending_coverage_review | Participate in discussions about first grade topics and texts in pairs, small groups, or whole-class settings: |
| ela-2026:SL.1.2 | authored_target_pending_coverage_review | Answer questions about the main topic and key details of a text read aloud or information presented in various media and other formats, requesting clarification if something is not understood. |
| ela-2026:SL.1.3 | authored_target_pending_coverage_review | Ask questions about what a speaker says to obtain more information or clarify points that are unclear. |
| ela-2026:SL.1.4 | authored_target_pending_coverage_review | Clearly describe people, places, things and events with relevant details. |
| ela-2026:SL.1.5 | authored_target_pending_coverage_review | Create or use visual displays to clarify ideas, thoughts, and feelings. |
| ela-2026:SL.1.6 | authored_target_pending_coverage_review | Produce complete sentences appropriate to a task or situation. |
| ela-2026:L.1.1 | authored_target_pending_coverage_review | Know and apply formal American English grammar, usage, and mechanics when writing or speaking. |
| ela-2026:L.1.2 | authored_target_pending_coverage_review | Recognize and/or apply the conventions of formal American English capitalization, punctuation, and spelling. |
| ela-2026:L.1.3 | not_applicable_at_this_grade | (Begins in Grade 2) |
| ela-2026:L.1.4 | authored_target_pending_coverage_review | Ask and answer questions about unknown words and phrases in discussions or texts. |
| ela-2026:L.1.5 | authored_target_pending_coverage_review | With adult support, demonstrate understanding of word relationships and nuances in word meanings. |
| ela-2026:L.1.6 | authored_target_pending_coverage_review | Apply previously taught vocabulary in a given context by: |
ela / ela-2026 / 2 — 43 of 47 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| ela-2026:RL.2.1 | authored_target_pending_coverage_review | Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details and clarify the meaning of a literary text (e.g., story, drama, poem). |
| ela-2026:RL.2.2 | authored_target_pending_coverage_review | Retell stories, including fables and folktales from diverse cultures, and explain the central message, lesson, or moral using key details. |
| ela-2026:RL.2.3 | authored_target_pending_coverage_review | Describe how characters in a literary text respond to major events or challenges, using key details. |
| ela-2026:RL.2.4 | authored_target_pending_coverage_review | Describe how specific words and phrases contribute to rhythm, mood, or meaning in a literary text. |
| ela-2026:RL.2.5 | authored_target_pending_coverage_review | Describe the structure of a literary text, including how the beginning introduces the story, how events unfold, and how the ending concludes the action. |
| ela-2026:RL.2.6 | authored_target_pending_coverage_review | Distinguish between the narrator's point of view and the characters' perspectives in a literary text, recognizing when the narrator is also a character in the story. |
| ela-2026:RL.2.7 | authored_target_pending_coverage_review | Use illustrations and textual details in print or digital literary texts to describe characters, settings, and plot elements. |
| ela-2026:RL.2.8 | not_applicable_at_this_grade | (Not applicable to literature) |
| ela-2026:RL.2.9 | authored_target_pending_coverage_review | Compare and/or contrast two or more versions of the same story by different authors from different cultures, focusing on characters, settings, and central messages. |
| ela-2026:RL.2.10 | authored_target_pending_coverage_review | Read and comprehend grade-level literary text, with scaffolding as needed. Utilize prior knowledge and draw on previous experiences to support understanding and make meaningful comparisons across texts. |
| ela-2026:RI.2.1 | authored_target_pending_coverage_review | Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details and clarify meaning in an informational text (e.g., historical, scientific, or technical texts). |
| ela-2026:RI.2.2 | authored_target_pending_coverage_review | Identify the main topic of an informational text and explain how specific details support that topic. |
| ela-2026:RI.2.3 | authored_target_pending_coverage_review | Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures within an informational text. |
| ela-2026:RI.2.4 | authored_target_pending_coverage_review | Determine the meaning of words and phrases in an informational text using strategies such as context clues, word parts, and text features. |
| ela-2026:RI.2.5 | authored_target_pending_coverage_review | Know and use various text features (such as captions, bold print, subheadings, glossaries, indexes, electronic menus, and icons) to efficiently locate key facts and details in an informational text. |
| ela-2026:RI.2.6 | authored_target_pending_coverage_review | Identify the author's purpose in an informational text and explain how the text supports that purpose. |
| ela-2026:RI.2.7 | authored_target_pending_coverage_review | Explain how illustrations, diagrams, or other visuals contribute to understanding key ideas in an informational text. |
| ela-2026:RI.2.8 | authored_target_pending_coverage_review | Describe how the author uses evidence to support key ideas in an informational text. |
| ela-2026:RI.2.9 | authored_target_pending_coverage_review | Compare and/or contrast key ideas and supporting details in two informational texts on the same topic. |
| ela-2026:RI.2.10 | authored_target_pending_coverage_review | With scaffolding provided as needed, read and comprehend grade level informational text. |
| ela-2026:RF.2.3 | authored_target_pending_coverage_review | |
| ela-2026:RF.2.4 | authored_target_pending_coverage_review | Read connected texts with sufficient fluency to support comprehension: |
| ela-2026:WF.2.1 | authored_target_pending_coverage_review | Write legibly in manuscript and/or cursive: |
| ela-2026:WF.2.2 | authored_target_pending_coverage_review | |
| ela-2026:WF.2.3 | authored_target_pending_coverage_review | Write complete sentences demonstrating knowledge of punctuation conventions. |
| ela-2026:W.2.1 | authored_target_pending_coverage_review | Write opinion pieces that include a clear topic, a stated opinion, reasons supported by evidence or examples, and a conclusion, using linking words and grade-level phonics-based spelling. |
| ela-2026:W.2.2 | authored_target_pending_coverage_review | Write informative pieces that introduce a topic, use facts and definitions to explain ideas, and include a conclusion, using linking words and grade-level phonics-based spelling. |
| ela-2026:W.2.3 | authored_target_pending_coverage_review | Write narratives that recount sequenced events with descriptive details, temporal words, and a clear conclusion, using linking words and grade-level phonics-based spelling. |
| ela-2026:W.2.4 | not_applicable_at_this_grade | (Begins in Grade 3) |
| ela-2026:W.2.5 | authored_target_pending_coverage_review | With adult support, revise and edit writing to improve clarity, organization, and conventions (e.g., capitalization, punctuation, spelling), using feedback from adults or peers. |
| ela-2026:W.2.6 | authored_target_pending_coverage_review | With adult support, use a variety of digital tools to produce and publish writing, including in collaboration with peers. |
| ela-2026:W.2.7 | authored_target_pending_coverage_review | With adult support, recall information from personal experiences or gather information from provided sources to answer a specific question in writing. |
| ela-2026:W.2.8 | authored_target_pending_coverage_review | With adult support, engage in shared and independent research projects by reading multiple texts on a topic, recording observations, and composing short reports using grade-level vocabulary and sentence structure. |
| ela-2026:W.2.9 | not_applicable_at_this_grade | (Begins in Grade 4) |
| ela-2026:W.2.10 | not_applicable_at_this_grade | (Begins in Grade 3) |
| ela-2026:SL.2.1 | authored_target_pending_coverage_review | Participate in discussions about second grade topics and texts in pairs, small groups, or whole-class settings: |
| ela-2026:SL.2.2 | authored_target_pending_coverage_review | Retell or describe key ideas or details from a text read aloud or information presented in various media and other formats (e.g., orally). |
| ela-2026:SL.2.3 | authored_target_pending_coverage_review | Ask questions about what a speaker says to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. |
| ela-2026:SL.2.4 | authored_target_pending_coverage_review | Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. |
| ela-2026:SL.2.5 | authored_target_pending_coverage_review | Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. |
| ela-2026:SL.2.6 | authored_target_pending_coverage_review | Use complete sentences, when appropriate to the task or situation, to provide requested details or clarification. |
| ela-2026:L.2.1 | authored_target_pending_coverage_review | Know and apply formal American English grammar, usage, and mechanics when writing or speaking. |
| ela-2026:L.2.2 | authored_target_pending_coverage_review | Recognize and apply the conventions of formal American English capitalization, punctuation, and spelling. |
| ela-2026:L.2.3 | authored_target_pending_coverage_review | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| ela-2026:L.2.4 | authored_target_pending_coverage_review | Use word analysis skills to break down and build grade-appropriate words to understand their meaning. |
| ela-2026:L.2.5 | authored_target_pending_coverage_review | Demonstrate understanding of word relationships and nuances in word meanings. |
| ela-2026:L.2.6 | authored_target_pending_coverage_review | Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). |
ela / ela-2026 / 3 — 45 of 47 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| ela-2026:RL.3.1 | authored_target_pending_coverage_review | Demonstrate understanding of a literary text (story, drama, or poem). |
| ela-2026:RL.3.2 | authored_target_pending_coverage_review | Describe the development of a literary text. |
| ela-2026:RL.3.3 | authored_target_pending_coverage_review | Describe the characters in a literary text. |
| ela-2026:RL.3.4 | authored_target_pending_coverage_review | Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. |
| ela-2026:RL.3.5 | authored_target_pending_coverage_review | Describe the major differences in the structural elements of stories, dramas, and poems, using terms such as chapters, scenes, and stanzas. |
| ela-2026:RL.3.6 | authored_target_pending_coverage_review | Distinguish between first- and third-person point of view using text evidence. |
| ela-2026:RL.3.7 | authored_target_pending_coverage_review | Explain how specific aspects of a text's illustrations support or expand a literary text (e.g., emphasize aspects of a character or setting). |
| ela-2026:RL.3.8 | not_applicable_at_this_grade | (Not applicable to literature) |
| ela-2026:RL.3.9 | authored_target_pending_coverage_review | Compare and/or contrast the themes, settings, and plots of literary texts by the same author or written about similar characters. |
| ela-2026:RL.3.10 | authored_target_pending_coverage_review | Read and comprehend grade-level literary text, with scaffolding as needed. Use prior knowledge and previous experiences to make text-to-self or text-to-text connections and comparisons. |
| ela-2026:RI.3.1 | authored_target_pending_coverage_review | Demonstrate understanding of an informational text (e.g., historical, scientific, or technical texts). |
| ela-2026:RI.3.2 | authored_target_pending_coverage_review | Describe the development of an informational text. |
| ela-2026:RI.3.3 | authored_target_pending_coverage_review | Explain how the text structure contributes to the meaning of the text. |
| ela-2026:RI.3.4 | authored_target_pending_coverage_review | Determine the meaning of general academic or domain-specific words and phrases in an informational text. |
| ela-2026:RI.3.5 | authored_target_pending_coverage_review | Use text features (such as headings, labels, charts, graphs, legends, key words, sidebars, and hyperlinks) to locate information. |
| ela-2026:RI.3.6 | authored_target_pending_coverage_review | Identify perspectives in the text. |
| ela-2026:RI.3.7 | authored_target_pending_coverage_review | Use information gained from nonfiction text features (e.g., table of contents, maps, illustrations, index, and glossary) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). |
| ela-2026:RI.3.8 | authored_target_pending_coverage_review | Describe the connection between the points the author makes, and the evidence provided to support those points. |
| ela-2026:RI.3.9 | authored_target_pending_coverage_review | Compare and/or contrast the most important points and key details presented in two texts on the same topic. |
| ela-2026:RI.3.10 | authored_target_pending_coverage_review | Read and comprehend grade-level informational texts, with scaffolding and support as needed. Use prior knowledge and previous experiences to make text-to-self or text-to-text connections and comparisons. |
| ela-2026:RF.3.3 | authored_target_pending_coverage_review | |
| ela-2026:RF.3.4 | authored_target_pending_coverage_review | Read texts with sufficient fluency to support comprehension. |
| ela-2026:WF.3.1 | authored_target_pending_coverage_review | Write legibly in manuscript and/or cursive. |
| ela-2026:WF.3.2 | authored_target_pending_coverage_review | |
| ela-2026:WF.3.3 | authored_target_pending_coverage_review | Write complete sentences that demonstrate knowledge of conventions. |
| ela-2026:W.3.1 | authored_target_pending_coverage_review | Write opinion pieces that include: |
| ela-2026:W.3.2 | authored_target_pending_coverage_review | Write informative/explanatory pieces that include: |
| ela-2026:W.3.3 | authored_target_pending_coverage_review | Write narratives that develop real or imagined sequenced events including: |
| ela-2026:W.3.4 | authored_target_pending_coverage_review | With gradually fading adult support, produce writing, collaboratively and independently, in which the development and organization are appropriate to task, purpose, and audience. |
| ela-2026:W.3.5 | authored_target_pending_coverage_review | With gradually fading adult support, plan, revise, and edit writing to improve clarity, organization, and conventions (e.g., capitalization, punctuation, spelling), using feedback from adults or peers. |
| ela-2026:W.3.6 | authored_target_pending_coverage_review | With gradually fading adult support, use a variety of digital skills (e.g., keyboarding) and tools (e.g., multimedia platforms) to produce and publish writing. |
| ela-2026:W.3.7 | authored_target_pending_coverage_review | Engage in brief research projects, collaboratively and independently, by: |
| ela-2026:W.3.8 | authored_target_pending_coverage_review | Recall information from personal experiences or gather information from sources to: |
| ela-2026:W.3.9 | not_applicable_at_this_grade | (Begins in Grade 4) |
| ela-2026:W.3.10 | authored_target_pending_coverage_review | Write routinely in a single session and/or over multiple sessions; engage in planning, drafting, editing, and revising for a range of discipline-specific tasks, purposes, and audiences. |
| ela-2026:SL.3.1 | authored_target_pending_coverage_review | Participate in discussions about third grade topics and texts in pairs, small groups, or whole-class settings. |
| ela-2026:SL.3.2 | authored_target_pending_coverage_review | After a presentation (i.e., read-aloud, multimedia, oral), use speaking or writing to identify the main ideas and key details, including information shown in text features such as charts, diagrams, graphs, tables, or images. |
| ela-2026:SL.3.3 | authored_target_pending_coverage_review | Ask and/or answer questions about what a speaker says to request and provide elaboration and detail. |
| ela-2026:SL.3.4 | authored_target_pending_coverage_review | Tell a story, give a report, or recount an experience with appropriate facts and relevant, descriptive details, while speaking clearly at an understandable pace. |
| ela-2026:SL.3.5 | authored_target_pending_coverage_review | Create multimedia presentations of stories or poems; add visual displays when appropriate to emphasize the development of main ideas or themes. |
| ela-2026:SL.3.6 | authored_target_pending_coverage_review | Identify formal language versus informal language used in various speaking or listening situations or contexts. |
| ela-2026:L.3.1 | authored_target_pending_coverage_review | Know and apply formal American English grammar, usage, and mechanics when writing or speaking. |
| ela-2026:L.3.2 | authored_target_pending_coverage_review | Know and apply the conventions of formal American English capitalization, punctuation, and spelling when writing. |
| ela-2026:L.3.3 | authored_target_pending_coverage_review | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| ela-2026:L.3.4 | authored_target_pending_coverage_review | Use word analysis skills to break down and build grade-appropriate words to understand their meaning. |
| ela-2026:L.3.5 | authored_target_pending_coverage_review | Demonstrate understanding of word relationships and nuances in word meanings. |
| ela-2026:L.3.6 | authored_target_pending_coverage_review | Use grade-appropriate conversational, general academic, and domain-specific words and phrases acquired through conversations, reading, and read-alouds, including those that signal feelings and actions (e.g., He felt proud when he finished his difficult homework assignment). |
ela / ela-2026 / 4 — 46 of 47 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| ela-2026:RL.4.1 | authored_target_pending_coverage_review | Use text evidence to demonstrate understanding of a literary text (story, drama, or poem). |
| ela-2026:RL.4.2 | authored_target_pending_coverage_review | Analyze literary text development. |
| ela-2026:RL.4.3 | authored_target_pending_coverage_review | Describe the character(s), setting(s), or event(s) in a literary text, using explicit text evidence. |
| ela-2026:RL.4.4 | authored_target_pending_coverage_review | Determine the meaning of words and phrases as they are used in a literary text, including figurative language. |
| ela-2026:RL.4.5 | authored_target_pending_coverage_review | Explain how the structural elements of stories, dramas, and poems (such as chapters, scenes, and stanzas) contribute to the overall organization of a text. |
| ela-2026:RL.4.6 | authored_target_pending_coverage_review | Distinguish between point of view and perspective. |
| ela-2026:RL.4.7 | authored_target_pending_coverage_review | Compare a written story or drama with a visual element (e.g., picture, video), multimedia performance, and/or oral reading, identifying details from the text that are shown, spoken, or acted out. |
| ela-2026:RL.4.8 | not_applicable_at_this_grade | (Not applicable to literature) |
| ela-2026:RL.4.9 | authored_target_pending_coverage_review | Compare and contrast similar themes in stories and traditional literature (e.g., fables, myths, folktales, fairy tales) from different cultures. |
| ela-2026:RL.4.10 | authored_target_pending_coverage_review | Read and comprehend grade-level literary text, with scaffolding as needed. Use prior knowledge and previous experiences to make text-to-self or text-to-text connections and comparisons. |
| ela-2026:RI.4.1 | authored_target_pending_coverage_review | Use text evidence to demonstrate understanding of an informational text (e.g., historical, scientific, or technical texts). |
| ela-2026:RI.4.2 | authored_target_pending_coverage_review | Analyze development of ideas in an informational text. |
| ela-2026:RI.4.3 | authored_target_pending_coverage_review | Analyze events, procedures, ideas or concepts in an informational text. |
| ela-2026:RI.4.4 | authored_target_pending_coverage_review | Determine the meaning of both general academic or domain-specific words and phrases in an informational text. |
| ela-2026:RI.4.5 | authored_target_pending_coverage_review | Analyze the text structure (e.g., description, chronology/sequence, compare/contrast, cause/effect, problem/solution). |
| ela-2026:RI.4.6 | authored_target_pending_coverage_review | Compare and contrast the different perspectives in two texts on the same event or topic using the information provided. |
| ela-2026:RI.4.7 | authored_target_pending_coverage_review | Analyze text features. |
| ela-2026:RI.4.8 | authored_target_pending_coverage_review | Explain how an author uses reasons and evidence to support particular points in an informational text. |
| ela-2026:RI.4.9 | authored_target_pending_coverage_review | Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. |
| ela-2026:RI.4.10 | authored_target_pending_coverage_review | Read and comprehend grade-level informational texts, with scaffolding and support as needed. Use prior knowledge and previous experiences to make text-to-self or text-to-text connections and comparisons. |
| ela-2026:RF.4.3 | authored_target_pending_coverage_review | Decode multisyllabic words, aligned with scope and sequence of adopted HQIM, using: |
| ela-2026:RF.4.4 | authored_target_pending_coverage_review | Read texts with sufficient fluency to support comprehension. |
| ela-2026:WF.4.1 | authored_target_pending_coverage_review | Write legibly in manuscript and/or cursive. |
| ela-2026:WF.4.2 | authored_target_pending_coverage_review | Encode words, aligned with scope and sequence of adopted HQIM, such as: |
| ela-2026:WF.4.3 | authored_target_pending_coverage_review | Write complete sentences that demonstrate knowledge of conventions. |
| ela-2026:W.4.1 | authored_target_pending_coverage_review | Write opinion pieces that include: |
| ela-2026:W.4.2 | authored_target_pending_coverage_review | Write informative/explanatory pieces that include: |
| ela-2026:W.4.3 | authored_target_pending_coverage_review | Write narratives that develop real or imagined sequenced events including: |
| ela-2026:W.4.4 | authored_target_pending_coverage_review | Produce clear and coherent writing, collaboratively and independently, in which the development and organization are appropriate to task, purpose, and audience. |
| ela-2026:W.4.5 | authored_target_pending_coverage_review | With gradually fading adult support, plan, revise, and edit writing to improve clarity, organization, and conventions (e.g., capitalization, punctuation, spelling), using feedback from adults or peers. |
| ela-2026:W.4.6 | authored_target_pending_coverage_review | With gradually fading adult support, use a variety of digital skills (e.g., keyboarding) and tools (e.g., multimedia platforms) to produce and publish writing. |
| ela-2026:W.4.7 | authored_target_pending_coverage_review | Engage in brief research projects, collaboratively and independently, that investigate different aspects of a topic by: |
| ela-2026:W.4.8 | authored_target_pending_coverage_review | Recall relevant information from personal experiences or gather relevant information from sources to: |
| ela-2026:W.4.9 | authored_target_pending_coverage_review | Use evidence from grade-level literary or informational texts to support analysis, reflection, and research. |
| ela-2026:W.4.10 | authored_target_pending_coverage_review | Write routinely in a single session and/or over multiple sessions; engage in planning, drafting, editing, and revising for a range of discipline-specific tasks, purposes, and audiences. |
| ela-2026:SL.4.1 | authored_target_pending_coverage_review | Participate in discussions about fourth grade topics and texts in pairs, small groups, or whole-class settings, following agreed upon rules. |
| ela-2026:SL.4.2 | authored_target_pending_coverage_review | After a presentation (i.e., read-aloud, multimedia, oral), use speaking or writing to paraphrase ideas, including information shown in text features, such as charts, diagrams, graphs, tables, or images. |
| ela-2026:SL.4.3 | authored_target_pending_coverage_review | Identify the reasons and evidence a speaker provides to support particular points. |
| ela-2026:SL.4.4 | authored_target_pending_coverage_review | Tell a story or recount an experience in an organized manner, using relevant facts and details to support main ideas or themes, while speaking clearly at an understandable pace. |
| ela-2026:SL.4.5 | authored_target_pending_coverage_review | Create multimedia presentations of informational text; add visual displays when appropriate to enhance the development of main ideas or themes. |
| ela-2026:SL.4.6 | authored_target_pending_coverage_review | Differentiate between contexts that call for formal language (e.g., presenting ideas) and situations where informal language is appropriate (e.g., small-group discussion); use formal language when appropriate to the task or situation. |
| ela-2026:L.4.1 | authored_target_pending_coverage_review | Know and apply formal American English grammar, usage, and mechanics when writing or speaking. |
| ela-2026:L.4.2 | authored_target_pending_coverage_review | Know and apply the conventions of formal American English capitalization, punctuation, and spelling when writing. |
| ela-2026:L.4.3 | authored_target_pending_coverage_review | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| ela-2026:L.4.4 | authored_target_pending_coverage_review | Use word analysis skills to break down and build grade-appropriate words to understand their meaning. |
| ela-2026:L.4.5 | authored_target_pending_coverage_review | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| ela-2026:L.4.6 | authored_target_pending_coverage_review | Use grade-appropriate conversational, general academic, and domain-specific words and phrases acquired through conversations, reading, and read-alouds. |
ela / ela-2026 / 5 — 46 of 47 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| ela-2026:RL.5.1 | authored_target_pending_coverage_review | Use text evidence and direct quotes to demonstrate understanding of a literary text (story, drama, or poem). |
| ela-2026:RL.5.2 | authored_target_pending_coverage_review | Analyze literary text development. |
| ela-2026:RL.5.3 | authored_target_pending_coverage_review | Compare and contrast two or more characters, settings, perspectives, or events in a literary text, using specific details (e.g., how characters interact). |
| ela-2026:RL.5.4 | authored_target_pending_coverage_review | Identify the meaning of figurative language such as similes, metaphors, and idioms and determine how they are used in the text. |
| ela-2026:RL.5.5 | authored_target_pending_coverage_review | Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. |
| ela-2026:RL.5.6 | authored_target_pending_coverage_review | Identify the point of view in a literary text and explain how the narrative would be different if told from another character's perspective. |
| ela-2026:RL.5.7 | authored_target_pending_coverage_review | Analyze how a visual element, multimedia performance, and/or oral reading contribute to the meaning, tone, mood, or appeal of a literary text. |
| ela-2026:RL.5.8 | not_applicable_at_this_grade | (Not applicable to literature) |
| ela-2026:RL.5.9 | authored_target_pending_coverage_review | Compare and contrast stories within the same genre on their development of similar themes and topics. |
| ela-2026:RL.5.10 | authored_target_pending_coverage_review | Read and comprehend grade-level literary text, with scaffolding as needed. Use prior knowledge and previous experiences to make text-to-self or text-to-text connections and comparisons. |
| ela-2026:RI.5.1 | authored_target_pending_coverage_review | Use text evidence and direct quotes to demonstrate understanding of an informational text (e.g., historical, scientific, and technical texts). |
| ela-2026:RI.5.2 | authored_target_pending_coverage_review | Analyze development of ideas in an informational text. |
| ela-2026:RI.5.3 | authored_target_pending_coverage_review | Explain the relationships or interactions between two or more individuals, events, ideas, or concepts, based on specific information in the text. |
| ela-2026:RI.5.4 | authored_target_pending_coverage_review | Determine the meaning of both general academic and domain-specific words and phrases in an informational text. |
| ela-2026:RI.5.5 | authored_target_pending_coverage_review | Compare and contrast the overall structure (e.g., description, chronology/sequence, compare/contrast, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. |
| ela-2026:RI.5.6 | authored_target_pending_coverage_review | Analyze multiple accounts of the same event or topic, noting important similarities and differences in the perspectives they represent. |
| ela-2026:RI.5.7 | authored_target_pending_coverage_review | Use information from multiple print or digital sources. |
| ela-2026:RI.5.8 | authored_target_pending_coverage_review | Explain how an author uses reasons and evidence to support particular points in an informational text and make inferences based on those points. |
| ela-2026:RI.5.9 | authored_target_pending_coverage_review | Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. |
| ela-2026:RI.5.10 | authored_target_pending_coverage_review | Read and comprehend grade-level informational texts, with scaffolding and support as needed. Use prior knowledge and previous experiences to make text-to-self or text-to-text connections and comparisons. |
| ela-2026:RF.5.3 | authored_target_pending_coverage_review | Decode multisyllabic words, aligned with scope and sequence of adopted HQIM, using: |
| ela-2026:RF.5.4 | authored_target_pending_coverage_review | Read texts with sufficient fluency to support comprehension. |
| ela-2026:WF.5.1 | authored_target_pending_coverage_review | Write fluently and legibly in manuscript and/or cursive. |
| ela-2026:WF.5.2 | authored_target_pending_coverage_review | Encode words, aligned with scope and sequence of adopted HQIM, such as: |
| ela-2026:WF.5.3 | authored_target_pending_coverage_review | Write in complete sentences to demonstrate knowledge of conventions. |
| ela-2026:W.5.1 | authored_target_pending_coverage_review | Write opinion pieces that include: |
| ela-2026:W.5.2 | authored_target_pending_coverage_review | Write informative/explanatory pieces that include: |
| ela-2026:W.5.3 | authored_target_pending_coverage_review | Write narratives that develop real or imagined sequenced events including: |
| ela-2026:W.5.4 | authored_target_pending_coverage_review | Produce clear and coherent writing, collaboratively and independently, in which the development and organization are appropriate to task, purpose, and audience. |
| ela-2026:W.5.5 | authored_target_pending_coverage_review | With gradually fading adult support, plan, revise, and edit writing to improve clarity, organization, and conventions (e.g., capitalization, punctuation, spelling), using feedback from adults or peers. |
| ela-2026:W.5.6 | authored_target_pending_coverage_review | With gradually fading adult support, use a variety of digital skills (e.g., keyboarding) and tools (e.g., multimedia platforms) to produce and publish writing. |
| ela-2026:W.5.7 | authored_target_pending_coverage_review | Engage in independent research projects that investigate different aspects of a topic by: |
| ela-2026:W.5.8 | authored_target_pending_coverage_review | Use relevant information from personal experiences or sources to: |
| ela-2026:W.5.9 | authored_target_pending_coverage_review | Use evidence from grade-level literary or informational texts to support analysis, reflection, and research. |
| ela-2026:W.5.10 | authored_target_pending_coverage_review | Write routinely in a single session and/or over multiple sessions; engage in planning, drafting, editing, and revising for a range of discipline-specific tasks, purposes, and audiences. |
| ela-2026:SL.5.1 | authored_target_pending_coverage_review | Participate in discussions about fifth grade topics and texts in pairs, small groups, or whole-class settings, following agreed upon rules. |
| ela-2026:SL.5.2 | authored_target_pending_coverage_review | Summarize a presentation (i.e., read-aloud, multimedia, oral), including information shown in text features, such as charts, diagrams, graphs, tables, or images. |
| ela-2026:SL.5.3 | authored_target_pending_coverage_review | Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. |
| ela-2026:SL.5.4 | authored_target_pending_coverage_review | Report on an informational topic or present an opinion using: |
| ela-2026:SL.5.5 | authored_target_pending_coverage_review | Create multimedia presentations of literary and informational text; add visual displays when appropriate to enhance the development of main ideas or themes. |
| ela-2026:SL.5.6 | authored_target_pending_coverage_review | Adapt speech to a variety of contexts and tasks, using formal language when appropriate to task and situation. |
| ela-2026:L.5.1 | authored_target_pending_coverage_review | Know and apply formal American English grammar, usage, and mechanics when writing or speaking. |
| ela-2026:L.5.2 | authored_target_pending_coverage_review | Know and apply the conventions of formal American English capitalization, punctuation, and spelling when writing. |
| ela-2026:L.5.3 | authored_target_pending_coverage_review | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| ela-2026:L.5.4 | authored_target_pending_coverage_review | Determine or clarify the meaning of unknown words or multiple-meaning words and phrases. |
| ela-2026:L.5.5 | authored_target_pending_coverage_review | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| ela-2026:L.5.6 | authored_target_pending_coverage_review | Use grade-appropriate conversational, general academic, and domain-specific words and phrases acquired through conversations, reading, and read-alouds, including those that signal logical relationships (e.g., however, similarly, moreover). |
ela / ela-2026 / 6 — 45 of 46 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| ela-2026:RL.6.1 | authored_target_pending_coverage_review | Cite text evidence to support analysis of what a text states explicitly as well as inferences drawn from the text, quoting or paraphrasing as appropriate. |
| ela-2026:RL.6.2 | authored_target_pending_coverage_review | Analyze literary text development. |
| ela-2026:RL.6.3 | authored_target_pending_coverage_review | Describe how the plot of a story or drama develops through chapters, acts, and/or scenes and how the characters respond or change as the plot moves toward a resolution. |
| ela-2026:RL.6.4 | authored_target_pending_coverage_review | Explain how words and phrases shape meaning and tone in a literary text. |
| ela-2026:RL.6.5 | authored_target_pending_coverage_review | Analyze how a particular line, sentence, paragraph, chapter, scene, or stanza contributes to the development of the setting, plot, or theme. |
| ela-2026:RL.6.6 | authored_target_pending_coverage_review | Explain how an author uses point of view to develop the perspective of the narrator, speaker, or character in a literary text. |
| ela-2026:RL.6.7 | authored_target_pending_coverage_review | Compare and contrast reading a literary text to listening to an audio or viewing a video or live version of the text, including how different versions affect tone, mood, or appeal. |
| ela-2026:RL.6.8 | not_applicable_at_this_grade | (Not applicable to literature) |
| ela-2026:RL.6.9 | authored_target_pending_coverage_review | Compare and contrast literary texts in different forms or genres (e.g., stories and poems, historical novels, and fantasy stories). |
| ela-2026:RL.6.10 | authored_target_pending_coverage_review | Read and comprehend grade-level literary text, with scaffolding as needed. Use prior knowledge and previous experiences in order to make text-to-self, text-to-text, and text-to-world connections and comparisons. |
| ela-2026:RI.6.1 | authored_target_pending_coverage_review | Analyze text evidence to demonstrate understanding of an informational text (e.g., historical, scientific, and technical text). |
| ela-2026:RI.6.2 | authored_target_pending_coverage_review | Analyze informational text development. |
| ela-2026:RI.6.3 | authored_target_pending_coverage_review | Analyze how a key individual, event, or idea is introduced, developed, and elaborated in a text (e.g., through examples, facts, and/or anecdotes). |
| ela-2026:RI.6.4 | authored_target_pending_coverage_review | Determine the meaning of domain-specific words and phrases as they are used in an informational text, including figurative, connotative, and technical meanings. |
| ela-2026:RI.6.5 | authored_target_pending_coverage_review | Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of an informational text and contributes to the development of the ideas. |
| ela-2026:RI.6.6 | authored_target_pending_coverage_review | Determine an author's perspective and/or purpose in a text and explain how it is conveyed in an informational text. |
| ela-2026:RI.6.7 | authored_target_pending_coverage_review | Integrate information presented in multiple print or digital sources to develop a coherent understanding of a topic or issue. |
| ela-2026:RI.6.8 | authored_target_pending_coverage_review | Trace and evaluate the argument in an informational text. |
| ela-2026:RI.6.9 | authored_target_pending_coverage_review | Compare and contrast one author's presentation of events with that of another (e.g., a memoir and a biography written about the same person). |
| ela-2026:RI.6.10 | authored_target_pending_coverage_review | Read and comprehend grade-level informational texts, with scaffolding as needed. Use prior knowledge and previous experiences in order to make text-to-self, text-to-text, and text-to-world connections and comparisons. |
| ela-2026:RF.6.3 | authored_target_pending_coverage_review | |
| ela-2026:RF.6.4 | authored_target_pending_coverage_review | Read grade-level texts with sufficient fluency to support comprehension. |
| ela-2026:WF.6.1 | authored_target_pending_coverage_review | Write fluently and legibly in manuscript and/or cursive, at a pace that supports sustained composition and notetaking. |
| ela-2026:WF.6.2 | authored_target_pending_coverage_review | Apply knowledge of grade-appropriate morphological awareness, multisyllabic word construction, syllable division principles, and spelling rules (or generalizations) to encode words accurately. |
| ela-2026:W.6.1 | authored_target_pending_coverage_review | Write argumentative pieces that include: |
| ela-2026:W.6.2 | authored_target_pending_coverage_review | Write informative/explanatory pieces that include: |
| ela-2026:W.6.3 | authored_target_pending_coverage_review | Write narratives that develop real or imagined sequenced events that include: |
| ela-2026:W.6.4 | authored_target_pending_coverage_review | Produce clear and coherent writing, in which the development and organization are appropriate to task, purpose, and audience. |
| ela-2026:W.6.5 | authored_target_pending_coverage_review | With gradually fading adult support, plan, revise, and edit writing to improve clarity, organization, and conventions (e.g., capitalization, punctuation, spelling), using feedback from adults or peers. |
| ela-2026:W.6.6 | authored_target_pending_coverage_review | Use a variety of digital skills (e.g. keyboarding) and tools (e.g. multimedia platforms) to produce and publish writing. |
| ela-2026:W.6.7 | authored_target_pending_coverage_review | Conduct independent research projects to answer a question by: |
| ela-2026:W.6.8 | authored_target_pending_coverage_review | Gather and use relevant information from multiple print and digital resources. |
| ela-2026:W.6.9 | authored_target_pending_coverage_review | Use evidence from grade-appropriate literary or informational texts to support analysis, elaboration, reflection, and research. |
| ela-2026:W.6.10 | authored_target_pending_coverage_review | Write routinely in a single session and/or over multiple sessions; engage in planning, drafting, editing, and revising for a range of discipline-specific tasks, purposes, and audiences. |
| ela-2026:SL.6.1 | authored_target_pending_coverage_review | Participate in discussions about sixth grade topics and texts in small groups or whole-class settings, following agreed upon rules. |
| ela-2026:SL.6.2 | authored_target_pending_coverage_review | Interpret information presented in diverse media (e.g. video, audio, primary source document) and other formats (e.g. charts, tables, infographics) and explain how it contributes to a text, topic, or issue under study. |
| ela-2026:SL.6.3 | authored_target_pending_coverage_review | Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. |
| ela-2026:SL.6.4 | authored_target_pending_coverage_review | Present claims and findings using: |
| ela-2026:SL.6.5 | authored_target_pending_coverage_review | Include multimedia components and visual displays in presentations when appropriate to clarify information. |
| ela-2026:SL.6.6 | authored_target_pending_coverage_review | Adapt speech to a variety of contexts and tasks, demonstrating command of formal language when appropriate to task or situation. |
| ela-2026:L.6.1 | authored_target_pending_coverage_review | Know and apply formal American English grammar, usage, and mechanics when writing or speaking. |
| ela-2026:L.6.2 | authored_target_pending_coverage_review | Know and apply formal American English capitalization, punctuation, and spelling when writing. |
| ela-2026:L.6.3 | authored_target_pending_coverage_review | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| ela-2026:L.6.4 | authored_target_pending_coverage_review | Determine or clarify the meaning of unknown words or multiple-meaning words and phrases. |
| ela-2026:L.6.5 | authored_target_pending_coverage_review | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| ela-2026:L.6.6 | authored_target_pending_coverage_review | Use grade-appropriate conversational, general academic, and domain-specific words and phrases acquired through reading, writing, listening, and speaking. |
ela / ela-2026 / 7 — 45 of 46 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| ela-2026:RL.7.1 | authored_target_pending_coverage_review | Cite several pieces of text evidence to support analysis of what a text states explicitly as well as inferences drawn from the text, quoting or paraphrasing as appropriate. |
| ela-2026:RL.7.2 | authored_target_pending_coverage_review | Analyze literary text development. |
| ela-2026:RL.7.3 | authored_target_pending_coverage_review | Analyze how key elements of a story or drama impact plot and character development. |
| ela-2026:RL.7.4 | authored_target_pending_coverage_review | Explain how words and phrases shape meaning and tone in a literary text. |
| ela-2026:RL.7.5 | authored_target_pending_coverage_review | Analyze how the form or structure (e.g. soliloquy, sonnet) of a drama or poem contributes to its meaning. |
| ela-2026:RL.7.6 | authored_target_pending_coverage_review | Analyze how an author uses point of view to develop and contrast the perspectives of different narrators, speakers, or characters in a literary text. |
| ela-2026:RL.7.7 | authored_target_pending_coverage_review | Compare and contrast a literary text to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). |
| ela-2026:RL.7.8 | not_applicable_at_this_grade | (Not applicable to literature) |
| ela-2026:RL.7.9 | authored_target_pending_coverage_review | Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period to help understand how authors of fiction use or alter history. |
| ela-2026:RL.7.10 | authored_target_pending_coverage_review | Read and comprehend grade-level literary text, with scaffolding as needed. Use prior knowledge and previous experiences in order to make text-to-self, text-to-text, and text-to-world connections and comparisons. |
| ela-2026:RI.7.1 | authored_target_pending_coverage_review | Cite several pieces of text evidence to support analysis of what an informational text states explicitly as well as inferences drawn from the text, quoting or paraphrasing as appropriate. |
| ela-2026:RI.7.2 | authored_target_pending_coverage_review | Analyze informational text development. |
| ela-2026:RI.7.3 | authored_target_pending_coverage_review | Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). |
| ela-2026:RI.7.4 | authored_target_pending_coverage_review | Explain how words and phrases shape meaning and tone in an informational text. |
| ela-2026:RI.7.5 | authored_target_pending_coverage_review | Analyze the structure an author uses to organize a text, including how the major sections and text features contribute to the whole and to the development of the ideas. |
| ela-2026:RI.7.6 | authored_target_pending_coverage_review | Determine an author's perspective and/or purpose in an informational text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. |
| ela-2026:RI.7.7 | authored_target_pending_coverage_review | Compare and contrast an informational text to an audio, video, or multimedia version, analyzing each medium's portrayal of the topic (e.g., how the delivery of a speech affects the impact of the words). |
| ela-2026:RI.7.8 | authored_target_pending_coverage_review | Trace and evaluate the argument in an informational text. |
| ela-2026:RI.7.9 | authored_target_pending_coverage_review | Analyze how two or more authors writing about the same topic present information differently by choosing different evidence or offering different interpretations of facts. |
| ela-2026:RI.7.10 | authored_target_pending_coverage_review | Read and comprehend grade-level informational texts, with scaffolding as needed. Use prior knowledge and previous experiences in order to make text-to-self, text-to-text, and text-to-world connections and comparisons. |
| ela-2026:RF.7.3 | authored_target_pending_coverage_review | |
| ela-2026:RF.7.4 | authored_target_pending_coverage_review | Read grade-level texts with sufficient fluency to support comprehension. |
| ela-2026:WF.7.1 | authored_target_pending_coverage_review | Write fluently and legibly in manuscript and/or cursive, at a pace that supports sustained composition and notetaking. |
| ela-2026:WF.7.2 | authored_target_pending_coverage_review | Apply knowledge of grade-appropriate morphological awareness, multisyllabic word construction, syllable division principles, and spelling rules (or generalizations) to encode words accurately. |
| ela-2026:W.7.1 | authored_target_pending_coverage_review | Write argumentative pieces that include: |
| ela-2026:W.7.2 | authored_target_pending_coverage_review | Write informative/explanatory pieces that include: |
| ela-2026:W.7.3 | authored_target_pending_coverage_review | Write narratives that develop real or imagined sequenced events that include: |
| ela-2026:W.7.4 | authored_target_pending_coverage_review | Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. |
| ela-2026:W.7.5 | authored_target_pending_coverage_review | With gradually fading adult support, plan, revise, and edit writing to improve clarity, organization, and conventions (e.g., capitalization, punctuation, spelling), using feedback from adults or peers. |
| ela-2026:W.7.6 | authored_target_pending_coverage_review | Use a variety of digital skills (e.g. keyboarding) and tools (e.g. multimedia platforms) to produce and publish writing, link and/or cite sources, and collaborate with others. |
| ela-2026:W.7.7 | authored_target_pending_coverage_review | Conduct independent research projects to answer a question by: |
| ela-2026:W.7.8 | authored_target_pending_coverage_review | Gather and use relevant information from multiple print and digital resources. |
| ela-2026:W.7.9 | authored_target_pending_coverage_review | Use evidence from grade-appropriate literary or informational texts to support analysis, elaboration, reflection, and research. |
| ela-2026:W.7.10 | authored_target_pending_coverage_review | Write routinely in a single session and/or over multiple sessions; engage in planning, drafting, editing, and revising for a range of discipline-specific tasks, purposes, and audiences. |
| ela-2026:SL.7.1 | authored_target_pending_coverage_review | Participate in discussions about seventh grade topics and texts in small groups or whole-class settings, following agreed upon rules. |
| ela-2026:SL.7.2 | authored_target_pending_coverage_review | Analyze the main ideas and supporting details presented in diverse media (e.g. video, audio, primary source document) and other formats (e.g. charts, tables, infographics) and explain how the ideas clarify a text, topic, or issue under study. |
| ela-2026:SL.7.3 | authored_target_pending_coverage_review | Delineate a speaker's argument and specific claims, evaluating soundness of reasoning and the relevance, accuracy, and sufficiency of the evidence. |
| ela-2026:SL.7.4 | authored_target_pending_coverage_review | Present claims and findings using: |
| ela-2026:SL.7.5 | authored_target_pending_coverage_review | Include multimedia components and visual displays in presentations when appropriate to clarify claims and findings and emphasize the most notable points. |
| ela-2026:SL.7.6 | authored_target_pending_coverage_review | Adapt speech to a variety of contexts and tasks, demonstrating command of formal language when indicated or appropriate. |
| ela-2026:L.7.1 | authored_target_pending_coverage_review | Know and apply formal American English grammar, usage, and mechanics when writing or speaking. |
| ela-2026:L.7.2 | authored_target_pending_coverage_review | Know and apply formal American English capitalization, punctuation, and spelling when writing. |
| ela-2026:L.7.3 | authored_target_pending_coverage_review | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| ela-2026:L.7.4 | authored_target_pending_coverage_review | Determine or clarify the meaning of unknown words or multiple-meaning words or phrases. |
| ela-2026:L.7.5 | authored_target_pending_coverage_review | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| ela-2026:L.7.6 | authored_target_pending_coverage_review | Use grade-appropriate conversational, general academic, and domain-specific words and phrases acquired through reading, writing, listening, and speaking. |
ela / ela-2026 / 8 — 45 of 46 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| ela-2026:RL.8.1 | authored_target_pending_coverage_review | Cite text evidence that strongly supports analysis of what a text states explicitly as well as inferences drawn from the text, quoting or paraphrasing as appropriate. |
| ela-2026:RL.8.2 | authored_target_pending_coverage_review | Analyze literary text development. |
| ela-2026:RL.8.3 | authored_target_pending_coverage_review | Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. |
| ela-2026:RL.8.4 | authored_target_pending_coverage_review | Explain how words and phrases shape meaning and tone in a literary text. |
| ela-2026:RL.8.5 | authored_target_pending_coverage_review | Compare and contrast the structure of two or more literary texts and analyze how the differing structure of each text contributes to its meaning and style. |
| ela-2026:RL.8.6 | authored_target_pending_coverage_review | Analyze how differences in point of view and perspective between characters and the reader (e.g., developed through the use of dramatic irony) create effects such as suspense or humor. |
| ela-2026:RL.8.7 | authored_target_pending_coverage_review | Analyze the extent to which a filmed or live production of a story or drama is aligned to or departs from the text or script, evaluating the choices made by the director or actors. |
| ela-2026:RL.8.8 | not_applicable_at_this_grade | (Not applicable to literature) |
| ela-2026:RL.8.9 | authored_target_pending_coverage_review | Analyze how a modern work of fiction alludes to themes, patterns of events, or character types from myths, traditional stories, or religious works (e.g., the Bible and The Epic of Gilgamesh), including describing how the material is rendered new. |
| ela-2026:RL.8.10 | authored_target_pending_coverage_review | Read and comprehend grade-level literary text, with scaffolding as needed. Use prior knowledge and previous experiences in order to make text-to-self, text-to-text, or text-to-world connections and comparisons. |
| ela-2026:RI.8.1 | authored_target_pending_coverage_review | Cite text evidence that strongly supports analysis of what an informational text states explicitly as well as inferences drawn from the text, quoting or paraphrasing as appropriate. |
| ela-2026:RI.8.2 | authored_target_pending_coverage_review | Analyze informational text development. |
| ela-2026:RI.8.3 | authored_target_pending_coverage_review | Analyze how an informational text makes connections and distinctions among individuals, ideas, or events (e.g., through comparisons, analogies, or categories). |
| ela-2026:RI.8.4 | authored_target_pending_coverage_review | Explain how words and phrases shape meaning and tone in an informational text. |
| ela-2026:RI.8.5 | authored_target_pending_coverage_review | Analyze the structure of a specific paragraph in an informational text, including the role of particular sentences and text features in developing and refining a key concept. |
| ela-2026:RI.8.6 | authored_target_pending_coverage_review | Determine an author's perspective and/or purpose in an informational text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. |
| ela-2026:RI.8.7 | authored_target_pending_coverage_review | Evaluate the advantages and disadvantages of using different media (e.g., print or digital text, audio, video, multimedia) to present a particular topic or idea. |
| ela-2026:RI.8.8 | authored_target_pending_coverage_review | Trace and evaluate the argument in an informational text. |
| ela-2026:RI.8.9 | authored_target_pending_coverage_review | Analyze how two or more informational texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact and/or interpretation. |
| ela-2026:RI.8.10 | authored_target_pending_coverage_review | Read and comprehend grade-level informational texts, with scaffolding as needed. Use prior knowledge and previous experiences in order to make text-to-self, text-to-text, and text-to-world connections and comparisons. |
| ela-2026:RF.8.3 | authored_target_pending_coverage_review | |
| ela-2026:RF.8.4 | authored_target_pending_coverage_review | Read connected texts with sufficient fluency to support comprehension. |
| ela-2026:WF.8.1 | authored_target_pending_coverage_review | Write fluently and legibly in manuscript and/or cursive, at a pace that supports sustained composition and notetaking. |
| ela-2026:WF.8.2 | authored_target_pending_coverage_review | Apply knowledge of grade-appropriate morphological awareness, multisyllabic word construction, syllable division principles, and spelling rules (or generalizations) to encode words accurately. |
| ela-2026:W.8.1 | authored_target_pending_coverage_review | Write argumentative pieces that include: |
| ela-2026:W.8.2 | authored_target_pending_coverage_review | Write informative/explanatory pieces that include: |
| ela-2026:W.8.3 | authored_target_pending_coverage_review | Write narratives that develop real or imagined sequenced events that include: |
| ela-2026:W.8.4 | authored_target_pending_coverage_review | Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. |
| ela-2026:W.8.5 | authored_target_pending_coverage_review | With gradually fading adult support, plan, revise, and edit writing to improve clarity, organization, and conventions (e.g., capitalization, punctuation, spelling), using feedback from adults or peers. |
| ela-2026:W.8.6 | authored_target_pending_coverage_review | Use a variety of digital skills (e.g. keyboarding) and tools (e.g. multimedia platforms) to produce and publish writing, present the relationships between information and ideas efficiently, and collaborate with others. |
| ela-2026:W.8.7 | authored_target_pending_coverage_review | Conduct independent research projects to answer a question (including a self-generated question) by: |
| ela-2026:W.8.8 | authored_target_pending_coverage_review | Gather and use relevant information from multiple print and digital resources. |
| ela-2026:W.8.9 | authored_target_pending_coverage_review | Use evidence from grade-appropriate literary or informational texts to support analysis, elaboration, reflection, and research. |
| ela-2026:W.8.10 | authored_target_pending_coverage_review | Write routinely in a single session and/or over multiple sessions; engage in planning, drafting, editing, and revising for a range of discipline-specific tasks, purposes, and audiences. |
| ela-2026:SL.8.1 | authored_target_pending_coverage_review | Participate in discussions about eighth grade topics and texts in small groups or whole-class settings, following agreed upon rules. |
| ela-2026:SL.8.2 | authored_target_pending_coverage_review | Analyze the purpose of information presented in diverse media (e.g. video, audio, primary source document) and other formats (e.g. charts, tables, infographics) and evaluate the motives (e.g., social, commercial, political) behind its presentation. |
| ela-2026:SL.8.3 | authored_target_pending_coverage_review | Delineate a speaker's argument and specific claims, evaluating soundness of reasoning and the relevance, accuracy, and sufficiency of the evidence, and identify when irrelevant evidence is presented. |
| ela-2026:SL.8.4 | authored_target_pending_coverage_review | Present claims and findings using: |
| ela-2026:SL.8.5 | authored_target_pending_coverage_review | Integrate multimedia components and visual displays into presentations when appropriate to clarify information, strengthen claims and evidence, and add interest. |
| ela-2026:SL.8.6 | authored_target_pending_coverage_review | Adapt speech to a variety of contexts and tasks, demonstrating command of formal language when indicated or appropriate. |
| ela-2026:L.8.1 | authored_target_pending_coverage_review | Know and apply formal American English grammar, usage, and mechanics when writing or speaking. |
| ela-2026:L.8.2 | authored_target_pending_coverage_review | Know and apply formal American English capitalization, punctuation, and spelling when writing. |
| ela-2026:L.8.3 | authored_target_pending_coverage_review | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| ela-2026:L.8.4 | authored_target_pending_coverage_review | Determine or clarify the meaning of unknown words or multiple-meaning words or phrases. |
| ela-2026:L.8.5 | authored_target_pending_coverage_review | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| ela-2026:L.8.6 | authored_target_pending_coverage_review | Use grade-appropriate conversational, general academic, and domain-specific words and phrases acquired through reading, writing, listening, and speaking. |
ela / ela-2026 / K — 43 of 49 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| ela-2026:RL.K.1 | authored_target_pending_coverage_review | When presented with a read-aloud, ask and answer questions about key details in a literary text (e.g., story, drama, poem). |
| ela-2026:RL.K.2 | authored_target_pending_coverage_review | When presented with a read-aloud, retell stories from literary texts, including key details. |
| ela-2026:RL.K.3 | authored_target_pending_coverage_review | When presented with a read-aloud: |
| ela-2026:RL.K.4 | authored_target_pending_coverage_review | When presented with a read-aloud, ask and answer questions to determine the meaning of unknown or essential vocabulary words in a literary text. |
| ela-2026:RL.K.5 | authored_target_pending_coverage_review | When presented with a read-aloud: |
| ela-2026:RL.K.6 | authored_target_pending_coverage_review | When presented with a read-aloud, locate the author and illustrator and describe how each contributes to telling the story in a literary text. |
| ela-2026:RL.K.7 | authored_target_pending_coverage_review | When presented with a read-aloud, describe the information that illustrations show or help explain in a literary text (e.g., what moment in a story is depicted by an illustration). |
| ela-2026:RL.K.8 | not_applicable_at_this_grade | (Not applicable to literature) |
| ela-2026:RL.K.9 | authored_target_pending_coverage_review | When presented with a read-aloud, compare and/or contrast the adventures and experiences of characters in literary texts. |
| ela-2026:RL.K.10 | authored_target_pending_coverage_review | When presented with a read-aloud, utilize background knowledge and draw on previous experiences to understand a literary text. |
| ela-2026:RI.K.1 | authored_target_pending_coverage_review | When presented with a read-aloud, ask and answer questions about key details in an informational text (e.g., historical, scientific, or technical text). |
| ela-2026:RI.K.2 | authored_target_pending_coverage_review | When presented with a read-aloud, retell facts and ideas from an informational text, including the main topic and key details. |
| ela-2026:RI.K.3 | authored_target_pending_coverage_review | When presented with a read-aloud, identify the connection between two individuals, events, or ideas in an informational text. |
| ela-2026:RI.K.4 | authored_target_pending_coverage_review | When presented with a read-aloud, ask and answer questions to determine the meaning of unknown or essential vocabulary words in an informational text. |
| ela-2026:RI.K.5 | authored_target_pending_coverage_review | When presented with a read-aloud, show understanding of print concepts by naming the front and back covers and pointing to the title page. |
| ela-2026:RI.K.6 | authored_target_pending_coverage_review | When presented with a read-aloud, locate the author and illustrator and describe how each contributes to presenting facts and ideas in an informational text. |
| ela-2026:RI.K.7 | authored_target_pending_coverage_review | When presented with a read-aloud, describe the information that titles, headings, and illustrations provide in informational text. |
| ela-2026:RI.K.8 | not_applicable_at_this_grade | (Begins in grade 1) |
| ela-2026:RI.K.9 | authored_target_pending_coverage_review | With adult support, identify similarities and differences in information, illustrations, or features of two informational texts on the same topic. |
| ela-2026:RI.K.10 | authored_target_pending_coverage_review | With scaffolding provided, use background knowledge and draw on previous experiences to understand an informational text read aloud. |
| ela-2026:RF.K.1 | authored_target_pending_coverage_review | Demonstrate understanding of the organization and basic features of print: |
| ela-2026:RF.K.2 | authored_target_pending_coverage_review | Recognize and produce the sound structures of spoken words, including syllables and phonemes (sounds), with automaticity: |
| ela-2026:RF.K.3 | authored_target_pending_coverage_review | Know and apply grade-level phonics and word analysis skills in decoding words: |
| ela-2026:RF.K.4 | authored_target_pending_coverage_review | Read aloud decodable, controlled texts containing previously taught patterns with accuracy, automaticity, and appropriate expression to gain meaning from text. |
| ela-2026:WF.K.1 | authored_target_pending_coverage_review | Print all lowercase and most uppercase graphemes (letter/letters) independently, accurately, and with automaticity. Demonstrate this through: |
| ela-2026:WF.K.2 | authored_target_pending_coverage_review | When given a word of up to three phonemes, encode and print words independently and accurately. |
| ela-2026:WF.K.3 | authored_target_pending_coverage_review | Print a simple sentence independently and accurately using grade-appropriate orthographic patterns, rules and high-frequency words with: |
| ela-2026:W.K.1 | authored_target_pending_coverage_review | Use drawing, dictation, and/or writing to express an opinion about a given topic or book. |
| ela-2026:W.K.2 | authored_target_pending_coverage_review | Use drawing, dictation, and/or writing to compose informative or explanatory pieces about a given topic. |
| ela-2026:W.K.3 | authored_target_pending_coverage_review | Use drawing, dictation, and/or writing to narrate a single event or a sequence of events. |
| ela-2026:W.K.4 | not_applicable_at_this_grade | (Begins in Grade 3) |
| ela-2026:W.K.5 | authored_target_pending_coverage_review | With adult support, respond to questions and suggestions, adding details to strengthen ideas in writing. |
| ela-2026:W.K.6 | authored_target_pending_coverage_review | With adult support, explore a variety of tools to produce and publish writing, including in collaboration with peers. |
| ela-2026:W.K.7 | authored_target_pending_coverage_review | With adult support, recall information from experiences or gather information from provided sources to answer a question. |
| ela-2026:W.K.8 | authored_target_pending_coverage_review | With adult support, engage in collaborative research or writing projects that build language, vocabulary, and foundational writing skills around a given topic or theme. |
| ela-2026:W.K.9 | not_applicable_at_this_grade | (Begins in Grade 4) |
| ela-2026:W.K.10 | not_applicable_at_this_grade | (Begins in Grade 3) |
| ela-2026:SL.K.1 | authored_target_pending_coverage_review | Participate in discussions about kindergarten topics in pairs, small groups, or whole-class settings, following agreed-upon rules: |
| ela-2026:SL.K.2 | authored_target_pending_coverage_review | Answer questions about key details of a text, conversation, or other media to demonstrate understanding. |
| ela-2026:SL.K.3 | authored_target_pending_coverage_review | Ask questions to seek help, information, or clarification of a given topic or task. |
| ela-2026:SL.K.4 | authored_target_pending_coverage_review | With adult support, expand oral descriptions of familiar people, places, things, and events by adding relevant details. |
| ela-2026:SL.K.5 | authored_target_pending_coverage_review | Use pictures, objects, or visual tools to enhance ideas, thoughts, and feelings so others can understand them. |
| ela-2026:SL.K.6 | authored_target_pending_coverage_review | Produce basic thoughts, ideas, and feelings using kernel sentences with a subject and a verb. |
| ela-2026:L.K.1 | authored_target_pending_coverage_review | Know and apply the conventions of formal American English grammar and usage when communicating. |
| ela-2026:L.K.2 | authored_target_pending_coverage_review | Recognize the conventions of formal American English capitalization and punctuation when communicating thoughts and ideas. |
| ela-2026:L.K.3 | not_applicable_at_this_grade | (Begins in Grade 2) |
| ela-2026:L.K.4 | authored_target_pending_coverage_review | When presented with a read-aloud or engaging in discussion, determine the meaning of new and multiple-meaning words. |
| ela-2026:L.K.5 | authored_target_pending_coverage_review | Explore word relationships and nuances in word meanings. |
| ela-2026:L.K.6 | authored_target_pending_coverage_review | Apply previously taught vocabulary in a given context by demonstrating connections between words and their use (e.g., note places at school that are colorful). |
math / math-2017 / 1 — 21 of 21 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| math-2017:1.OA.1 | authored_target_pending_coverage_review | Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. See Table 1, page 94. |
| math-2017:1.OA.2 | authored_target_pending_coverage_review | Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.) |
| math-2017:1.OA.3 | authored_target_pending_coverage_review | Apply properties of operations as strategies to add and subtract. For example, if 8 + 3 = 11 is known, then 3 + 8 = 11 is also known (Commutative Property of Addition); to add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12 (Associative Property of Addition). Students need not use formal terms for these properties. |
| math-2017:1.OA.4 | authored_target_pending_coverage_review | Understand subtraction as an unknown-addend problem. For example, subtract 10 − 8 by finding the number that makes 10 when added to 8. |
| math-2017:1.OA.5 | authored_target_pending_coverage_review | Relate counting to addition and subtraction, e.g., by counting on 2 to add 2. |
| math-2017:1.OA.6 | authored_target_pending_coverage_review | Add and subtract within 20, demonstrating fluency with various strategies for addition and subtraction within 10. Strategies may include counting on; making ten, e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14; decomposing a number leading to a ten, e.g., 13 − 4 = 13 − 3 − 1 = 10 − 1 = 9; using the relationship between addition and subtraction, e.g., knowing that 8 + 4 = 12, one knows 12 − 8 = 4; and creating equivalent but easier or known sums, e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13. |
| math-2017:1.OA.7 | authored_target_pending_coverage_review | Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6; 7 = 8 - 1; 5 + 2 = 2 + 5; 4 + 1 = 5 + 2. |
| math-2017:1.OA.8 | authored_target_pending_coverage_review | Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations: 8 + □ = 11; 5 = □ − 3; 6 + 6 = □. |
| math-2017:1.NBT.1 | authored_target_pending_coverage_review | Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. |
| math-2017:1.NBT.2 | authored_target_pending_coverage_review | Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a "ten;" the numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones; and the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). |
| math-2017:1.NBT.3 | authored_target_pending_coverage_review | Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. |
| math-2017:1.NBT.4 | authored_target_pending_coverage_review | Add within 100, including adding a two-digit number and a one-digit number and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; record the strategy with a written numerical method (drawings and, when appropriate, equations) and explain the reasoning used. Understand that when adding two-digit numbers, tens are added to tens; ones are added to ones; and sometimes it is necessary to compose a ten. |
| math-2017:1.NBT.5 | authored_target_pending_coverage_review | Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. |
| math-2017:1.NBT.6 | authored_target_pending_coverage_review | Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. |
| math-2017:1.MD.1 | authored_target_pending_coverage_review | Order three objects by length; compare the lengths of two objects indirectly by using a third object. |
| math-2017:1.MD.2 | authored_target_pending_coverage_review | Express the length of an object as a whole number of length units by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. |
| math-2017:1.MD.3 | authored_target_pending_coverage_review | Work with time and money. |
| math-2017:1.MD.4 | authored_target_pending_coverage_review | Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. |
| math-2017:1.G.1 | authored_target_pending_coverage_review | Distinguish between defining attributes, e.g., triangles are closed and three-sided, versus non-defining attributes, e.g., color, orientation, overall size; build and draw shapes that possess defining attributes. |
| math-2017:1.G.2 | authored_target_pending_coverage_review | Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Students do not need to learn formal names such as "right rectangular prism." |
| math-2017:1.G.3 | authored_target_pending_coverage_review | Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of or four of the shares in real-world contexts. Understand for these examples that decomposing into more equal shares creates smaller shares. |
math / math-2017 / 2 — 26 of 26 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| math-2017:2.OA.1 | authored_target_pending_coverage_review | Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. See Table 1, page 94. |
| math-2017:2.OA.2 | authored_target_pending_coverage_review | Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. See standard 1.OA.6 for a list of mental strategies. |
| math-2017:2.OA.3 | authored_target_pending_coverage_review | Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. |
| math-2017:2.OA.4 | authored_target_pending_coverage_review | Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. |
| math-2017:2.NBT.1 | authored_target_pending_coverage_review | Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: |
| math-2017:2.NBT.2 | authored_target_pending_coverage_review | Count forward and backward within 1,000 by ones, tens, and hundreds starting at any number; skip-count by 5s starting at any multiple of 5. |
| math-2017:2.NBT.3 | authored_target_pending_coverage_review | Read and write numbers to 1,000 using base-ten numerals, number names, expanded form, and equivalent representations, e.g., 716 is 700 + 10 + 6, or 6 + 700 + 10, or 6 ones and 71 tens, etc. |
| math-2017:2.NBT.4 | authored_target_pending_coverage_review | Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. |
| math-2017:2.NBT.5 | authored_target_pending_coverage_review | Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. |
| math-2017:2.NBT.6 | authored_target_pending_coverage_review | Add up to four two-digit numbers using strategies based on place value and properties of operations. |
| math-2017:2.NBT.7 | authored_target_pending_coverage_review | Add and subtract within 1,000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; record the strategy with a written numerical method (drawings and, when appropriate, equations) and explain the reasoning used. Understand that in adding or subtracting three-digit numbers, hundreds are added or subtracted from hundreds, tens are added or subtracted from tens, ones are added or subtracted from ones; and sometimes it is necessary to compose or decompose tens or hundreds. |
| math-2017:2.NBT.8 | authored_target_pending_coverage_review | Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. |
| math-2017:2.NBT.9 | authored_target_pending_coverage_review | Explain why addition and subtraction strategies work, using place value and the properties of operations. Explanations may be supported by drawings or objects. |
| math-2017:2.MD.1 | authored_target_pending_coverage_review | Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. |
| math-2017:2.MD.2 | authored_target_pending_coverage_review | Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. |
| math-2017:2.MD.3 | authored_target_pending_coverage_review | Estimate lengths using units of inches, feet, centimeters, and meters. |
| math-2017:2.MD.4 | authored_target_pending_coverage_review | Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. |
| math-2017:2.MD.5 | authored_target_pending_coverage_review | Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same whole number units, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.) |
| math-2017:2.MD.6 | authored_target_pending_coverage_review | Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2,..., and represent whole number sums and differences within 100 on a number line diagram. |
| math-2017:2.MD.7 | authored_target_pending_coverage_review | Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. |
| math-2017:2.MD.8 | authored_target_pending_coverage_review | Solve problems with money. |
| math-2017:2.MD.9 | authored_target_pending_coverage_review | Generate measurement data by measuring lengths of several objects to the nearest whole unit or by making repeated measurements of the same object. Show the measurements by creating a line plot, where the horizontal scale is marked off in whole number units. |
| math-2017:2.MD.10 | authored_target_pending_coverage_review | Organize, represent, and interpret data with up to four categories; complete picture graphs when single-unit scales are provided; complete bar graphs when single-unit scales are provided; solve simple put-together, take-apart, and compare problems in a graph. See Table 1, page 94. |
| math-2017:2.G.1 | authored_target_pending_coverage_review | Recognize and identify triangles, quadrilaterals, pentagons, and hexagons based on the number of sides or vertices. Recognize and identify cubes, rectangular prisms, cones, and cylinders. |
| math-2017:2.G.2 | authored_target_pending_coverage_review | Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. |
| math-2017:2.G.3 | authored_target_pending_coverage_review | Partition circles and rectangles into two, three, or four equal shares; describe the shares using the words halves, thirds, or fourths and quarters, and use the phrases half of, third of, or fourth of and quarter of. Describe the whole as two halves, three thirds, or four fourths in real-world contexts. Recognize that equal shares of identical wholes need not have the same shape. |
math / math-2017 / 3 — 25 of 25 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| math-2017:3.OA.1 | authored_target_pending_coverage_review | Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each. (Note: These standards are written with the convention that a x b means a groups of b objects each; however, because of the commutative property, students may also interpret 5 x 7 as the total number of objects in 7 groups of 5 objects each). |
| math-2017:3.OA.2 | authored_target_pending_coverage_review | Interpret whole number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. |
| math-2017:3.OA.3 | authored_target_pending_coverage_review | Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. See Table 2, page 95. Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.) |
| math-2017:3.OA.4 | authored_target_pending_coverage_review | Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × □ = 48; 5 = □ ÷ 3; 6 × 6 = □ . |
| math-2017:3.OA.5 | authored_target_pending_coverage_review | Apply properties of operations as strategies to multiply and divide. For example, if 6 × 4 = 24 is known, then 4 × 6 = 24 is also known (Commutative Property of Multiplication); 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30 (Associative Property of Multiplication); knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56 (Distributive Property). Students need not use formal terms for these properties. |
| math-2017:3.OA.6 | authored_target_pending_coverage_review | Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. |
| math-2017:3.OA.7 | authored_target_pending_coverage_review | Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division, e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8, or properties of operations. Limit to division without remainders. By the end of Grade 3, know from memory all products of two one-digit numbers. |
| math-2017:3.OA.8 | authored_target_pending_coverage_review | Solve two-step word problems using the four operations. Represent these problems using equations with a letter or a symbol, which stands for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. This standard is limited to problems posed with whole numbers and having whole number answers. Students may use parentheses for clarification since algebraic order of operations is not expected. |
| math-2017:3.OA.9 | authored_target_pending_coverage_review | Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends. |
| math-2017:3.NBT.1 | authored_target_pending_coverage_review | Use place value understanding to round whole numbers to the nearest 10 or 100. |
| math-2017:3.NBT.2 | authored_target_pending_coverage_review | Fluently add and subtract within 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. |
| math-2017:3.NBT.3 | authored_target_pending_coverage_review | Multiply one-digit whole numbers by multiples of 10 in the range 10-90, e.g., 9 × 80, 5 × 60 using strategies based on place value and properties of operations. |
| math-2017:3.NF.1 | authored_target_pending_coverage_review | Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. |
| math-2017:3.NF.2 | authored_target_pending_coverage_review | Understand a fraction as a number on the number line; represent fractions on a number line diagram. |
| math-2017:3.NF.3 | authored_target_pending_coverage_review | Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. |
| math-2017:3.MD.1 | authored_target_pending_coverage_review | Work with time and money. |
| math-2017:3.MD.2 | authored_target_pending_coverage_review | Measure and estimate liquid volumes and masses of objects using standard units of grams, kilograms, and liters. Add, subtract, multiply, or divide whole numbers to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. Excludes multiplicative comparison problems involving notions of "times as much"; see Table 2, page 95. |
| math-2017:3.MD.3 | authored_target_pending_coverage_review | Create scaled picture graphs to represent a data set with several categories. Create scaled bar graphs to represent a data set with several categories. Solve two-step "how many more" and "how many less" problems using information presented in the scaled graphs. For example, create a bar graph in which each square in the bar graph might represent 5 pets, then determine how many more/less in two given categories. |
| math-2017:3.MD.4 | authored_target_pending_coverage_review | Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by creating a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters. |
| math-2017:3.MD.5 | authored_target_pending_coverage_review | Recognize area as an attribute of plane figures and understand concepts of area measurement. |
| math-2017:3.MD.6 | authored_target_pending_coverage_review | Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). |
| math-2017:3.MD.7 | authored_target_pending_coverage_review | Relate area to the operations of multiplication and addition. |
| math-2017:3.MD.8 | authored_target_pending_coverage_review | Solve real-world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. |
| math-2017:3.G.1 | authored_target_pending_coverage_review | Draw and describe triangles, quadrilaterals (rhombuses, rectangles, and squares), and polygons (up to 8 sides) based on the number of sides and the presence or absence of square corners (right angles). |
| math-2017:3.G.2 | authored_target_pending_coverage_review | Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape. |
math / math-2017 / 4 — 27 of 27 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| math-2017:4.OA.1 | authored_target_pending_coverage_review | Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. |
| math-2017:4.OA.2 | authored_target_pending_coverage_review | Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. See Table 2, page 95. Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.) |
| math-2017:4.OA.3 | authored_target_pending_coverage_review | Solve multistep word problems posed with whole numbers and having whole number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. |
| math-2017:4.OA.4 | authored_target_pending_coverage_review | Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite. |
| math-2017:4.OA.5 | authored_target_pending_coverage_review | Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule "Add 3" and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. |
| math-2017:4.NBT.1 | authored_target_pending_coverage_review | Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right by applying concepts of place value, multiplication, or division. |
| math-2017:4.NBT.2 | authored_target_pending_coverage_review | Read and write multi-digit whole numbers using standard form, word form, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000. |
| math-2017:4.NBT.3 | authored_target_pending_coverage_review | Use place value understanding to round multi-digit whole numbers to any place through 1,000,000. |
| math-2017:4.NBT.4 | authored_target_pending_coverage_review | Fluently add and subtract multi-digit whole numbers using a standard algorithm. |
| math-2017:4.NBT.5 | authored_target_pending_coverage_review | Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. |
| math-2017:4.NBT.6 | authored_target_pending_coverage_review | Find whole number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. |
| math-2017:4.NF.1 | authored_target_pending_coverage_review | Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. |
| math-2017:4.NF.2 | authored_target_pending_coverage_review | Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. |
| math-2017:4.NF.3 | authored_target_pending_coverage_review | Understand a fraction a/b with a > 1 as a sum of fractions 1/b. |
| math-2017:4.NF.4 | authored_target_pending_coverage_review | Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. |
| math-2017:4.NF.5 | authored_target_pending_coverage_review | Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. In general, students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators, but addition and subtraction with unlike denominators is not a requirement at this grade. |
| math-2017:4.NF.6 | authored_target_pending_coverage_review | Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram. |
| math-2017:4.NF.7 | authored_target_pending_coverage_review | Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model. |
| math-2017:4.MD.1 | authored_target_pending_coverage_review | Know relative sizes of the metric measurement units within one system of units. Metric units include kilometer, meter, centimeter, and millimeter; kilogram and gram; and liter and milliliter. Express a larger measurement unit in terms of a smaller unit. Record measurement conversions in a two-column table. For example, express the length of a 4-meter rope in centimeters. Because 1 meter is 100 times as long as a 1 centimeter, a two-column table of meters and centimeters includes the number pairs 1 and 100, 2 and 200, 3 and 300,... |
| math-2017:4.MD.2 | authored_target_pending_coverage_review | Solve real-world problems involving money, time, and metric measurement. |
| math-2017:4.MD.3 | authored_target_pending_coverage_review | Develop efficient strategies to determine the area and perimeter of rectangles in real-world situations and mathematical problems. For example, given the total area and one side length of a rectangle, solve for the unknown factor, and given two adjacent side lengths of a rectangle, find the perimeter. |
| math-2017:4.MD.4 | authored_target_pending_coverage_review | Display and interpret data in graphs (picture graphs, bar graphs, and line plots) to solve problems using numbers and operations for this grade. |
| math-2017:4.MD.5 | authored_target_pending_coverage_review | Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement. |
| math-2017:4.MD.6 | authored_target_pending_coverage_review | Measure angles in whole number degrees using a protractor. Sketch angles of specified measure. |
| math-2017:4.MD.7 | authored_target_pending_coverage_review | Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real-world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure. |
| math-2017:4.G.1 | authored_target_pending_coverage_review | Draw points, lines, line segments, rays, angles (right, acute, and obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. |
| math-2017:4.G.2 | authored_target_pending_coverage_review | Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size. |
math / math-2017 / 5 — 26 of 26 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| math-2017:5.OA.1 | authored_target_pending_coverage_review | Use parentheses in numerical expressions, and evaluate expressions with this symbol. Formal use of algebraic order of operations is not necessary. |
| math-2017:5.OA.2 | authored_target_pending_coverage_review | Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2" as 2 × (8 + 7). Recognize that 3 × (18,932 + 921) is three times as large as 18,932 + 921, without having to calculate the indicated sum or product. |
| math-2017:5.OA.3 | authored_target_pending_coverage_review | Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3" and the starting number 0, and given the rule "Add 6" and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. |
| math-2017:5.NBT.1 | authored_target_pending_coverage_review | Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. |
| math-2017:5.NBT.2 | authored_target_pending_coverage_review | Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole number exponents to denote powers of 10. |
| math-2017:5.NBT.3 | authored_target_pending_coverage_review | Read, write, and compare decimals to thousandths. |
| math-2017:5.NBT.4 | authored_target_pending_coverage_review | Use place value understanding to round decimals to any place, millions through hundredths. |
| math-2017:5.NBT.5 | authored_target_pending_coverage_review | Fluently multiply multi-digit whole numbers using a standard algorithm. |
| math-2017:5.NBT.6 | authored_target_pending_coverage_review | Find whole number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. |
| math-2017:5.NBT.7 | authored_target_pending_coverage_review | Solve real-world problems by adding, subtracting, multiplying, and dividing decimals using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction, or multiplication and division; relate the strategy to a written method and explain the reasoning used. |
| math-2017:5.NF.1 | authored_target_pending_coverage_review | Add and subtract fractions with unlike denominators (including mixed numbers and fractions greater than 1) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, use visual models and properties of operations to show 2/3 + 5/4 = 8/12 + 15/12 = 23/12. In general, a/b + c/d = (a/b x d/d) + (c/d x b/b) = (ad + bc)/bd. |
| math-2017:5.NF.2 | authored_target_pending_coverage_review | Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2. |
| math-2017:5.NF.3 | authored_target_pending_coverage_review | Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50 pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie? |
| math-2017:5.NF.4 | authored_target_pending_coverage_review | Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. |
| math-2017:5.NF.5 | authored_target_pending_coverage_review | Interpret multiplication as scaling (resizing). |
| math-2017:5.NF.6 | authored_target_pending_coverage_review | Solve real-world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. |
| math-2017:5.NF.7 | authored_target_pending_coverage_review | Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. In general, students able to multiply fractions can develop strategies to divide fractions, by reasoning about the relationship between multiplication and division, but division of a fraction by a fraction is not a requirement at this grade. |
| math-2017:5.MD.1 | authored_target_pending_coverage_review | Know relative sizes of these U.S. customary measurement units: pounds, ounces, miles, yards, feet, inches, gallons, quarts, pints, cups, fluid ounces, hours, minutes, and seconds. Convert between pounds and ounces; miles and feet; yards, feet, and inches; gallons, quarts, pints, cups, and fluid ounces; hours, minutes, and seconds in solving multi-step, real-world problems. |
| math-2017:5.MD.2 | authored_target_pending_coverage_review | Display and interpret data in graphs (picture graphs, bar graphs, and line plots) to solve problems using numbers and operations for this grade, e.g., including U.S. customary units in fractions 1/2, 1/4, 1/8, or decimals. |
| math-2017:5.MD.3 | authored_target_pending_coverage_review | Recognize volume as an attribute of solid figures and understand concepts of volume measurement. |
| math-2017:5.MD.4 | authored_target_pending_coverage_review | Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. |
| math-2017:5.MD.5 | authored_target_pending_coverage_review | Relate volume to the operations of multiplication and addition and solve real-world and mathematical problems involving volume. |
| math-2017:5.G.1 | authored_target_pending_coverage_review | Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond, e.g., x-axis and x-coordinate, y-axis and y-coordinate. |
| math-2017:5.G.2 | authored_target_pending_coverage_review | Represent real-world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. |
| math-2017:5.G.3 | authored_target_pending_coverage_review | Identify and describe commonalities and differences between types of triangles based on angle measures (equiangular, right, acute, and obtuse triangles) and side lengths (isosceles, equilateral, and scalene triangles). |
| math-2017:5.G.4 | authored_target_pending_coverage_review | Identify and describe commonalities and differences between types of quadrilaterals based on angle measures, side lengths, and the presence or absence of parallel and perpendicular lines, e.g., squares, rectangles, parallelograms, trapezoids, and rhombuses. |
math / math-2017 / 6 — 29 of 29 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| math-2017:6.RP.1 | authored_target_pending_coverage_review | Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, "The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak." "For every vote candidate A received, candidate C received nearly three votes." |
| math-2017:6.RP.2 | authored_target_pending_coverage_review | Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, "This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar." "We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger." |
| math-2017:6.RP.3 | authored_target_pending_coverage_review | Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. |
| math-2017:6.NS.1 | authored_target_pending_coverage_review | Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 pound of chocolate equally? How many 3/4 cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi? |
| math-2017:6.NS.2 | authored_target_pending_coverage_review | Fluently divide multi-digit numbers using a standard algorithm. |
| math-2017:6.NS.3 | authored_target_pending_coverage_review | Fluently add, subtract, multiply, and divide multi-digit decimals using a standard algorithm for each operation. |
| math-2017:6.NS.4 | authored_target_pending_coverage_review | Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1-100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2). |
| math-2017:6.NS.5 | authored_target_pending_coverage_review | Understand that positive and negative numbers are used together to describe quantities having opposite directions or values, e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge; use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. |
| math-2017:6.NS.6 | authored_target_pending_coverage_review | Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. |
| math-2017:6.NS.7 | authored_target_pending_coverage_review | Understand ordering and absolute value of rational numbers. |
| math-2017:6.NS.8 | authored_target_pending_coverage_review | Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. |
| math-2017:6.EE.1 | authored_target_pending_coverage_review | Write and evaluate numerical expressions involving whole number exponents. |
| math-2017:6.EE.2 | authored_target_pending_coverage_review | Write, read, and evaluate expressions in which letters stand for numbers. |
| math-2017:6.EE.3 | authored_target_pending_coverage_review | Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3(2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6(4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y. |
| math-2017:6.EE.4 | authored_target_pending_coverage_review | Identify when two expressions are equivalent, i.e., when the two expressions name the same number regardless of which value is substituted into them. For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for. |
| math-2017:6.EE.5 | authored_target_pending_coverage_review | Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true. |
| math-2017:6.EE.6 | authored_target_pending_coverage_review | Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. |
| math-2017:6.EE.7 | authored_target_pending_coverage_review | Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q, and x are all nonnegative rational numbers. |
| math-2017:6.EE.8 | authored_target_pending_coverage_review | Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams. |
| math-2017:6.EE.9 | authored_target_pending_coverage_review | Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time. |
| math-2017:6.G.1 | authored_target_pending_coverage_review | Through composition into rectangles or decomposition into triangles, find the area of right triangles, other triangles, special quadrilaterals, and polygons; apply these techniques in the context of solving real-world and mathematical problems. |
| math-2017:6.G.2 | authored_target_pending_coverage_review | Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = ℓ⋅w⋅h and V = B⋅h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems. |
| math-2017:6.G.3 | authored_target_pending_coverage_review | Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. |
| math-2017:6.G.4 | authored_target_pending_coverage_review | Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems. |
| math-2017:6.SP.1 | authored_target_pending_coverage_review | Develop statistical reasoning by using the GAISE model: |
| math-2017:6.SP.2 | authored_target_pending_coverage_review | Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape. |
| math-2017:6.SP.3 | authored_target_pending_coverage_review | Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number. |
| math-2017:6.SP.4 | authored_target_pending_coverage_review | Display numerical data in plots on a number line, including dot plots (line plots), histograms, and box plots. (GAISE Model, step 3) |
| math-2017:6.SP.5 | authored_target_pending_coverage_review | Summarize numerical data sets in relation to their context. |
math / math-2017 / 7 — 23 of 24 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| math-2017:7.RP.1 | authored_target_pending_coverage_review | Compute unit rates associated with ratios of fractions, including ratios of lengths, areas, and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction (1/2)/(1/4) miles per hour, equivalently 2 miles per hour. |
| math-2017:7.RP.2 | authored_target_pending_coverage_review | Recognize and represent proportional relationships between quantities. |
| math-2017:7.RP.3 | authored_target_pending_coverage_review | Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. |
| math-2017:7.NS.1 | authored_target_pending_coverage_review | Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. |
| math-2017:7.NS.2 | authored_target_pending_coverage_review | Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. |
| math-2017:7.NS.3 | authored_target_pending_coverage_review | Solve real-world and mathematical problems involving the four operations with rational numbers. Computations with rational numbers extend the rules for manipulating fractions to complex fractions. |
| math-2017:7.EE.1 | authored_target_pending_coverage_review | Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. |
| math-2017:7.EE.2 | authored_target_pending_coverage_review | In a problem context, understand that rewriting an expression in an equivalent form can reveal and explain properties of the quantities represented by the expression and can reveal how those quantities are related. For example, a discount of 15% (represented by p − 0.15p) is equivalent to (1 − 0.15)p, which is equivalent to 0.85p or finding 85% of the original price. |
| math-2017:7.EE.3 | authored_target_pending_coverage_review | Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example, if a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 ¾ inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. |
| math-2017:7.EE.4 | authored_target_pending_coverage_review | Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. |
| math-2017:7.G.1 | authored_target_pending_coverage_review | Solve problems involving similar figures with right triangles, other triangles, and special quadrilaterals. |
| math-2017:7.G.2 | authored_target_pending_coverage_review | Draw (freehand, with ruler and protractor, and with technology) geometric figures with given conditions. |
| math-2017:7.G.3 | authored_target_pending_coverage_review | Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. |
| math-2017:7.G.4 | authored_target_pending_coverage_review | Work with circles. |
| math-2017:7.G.5 | authored_target_pending_coverage_review | Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. |
| math-2017:7.G.6 | authored_target_pending_coverage_review | Solve real-world and mathematical problems involving area, volume, and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. |
| math-2017:7.SP.1 | authored_target_pending_coverage_review | Understand that statistics can be used to gain information about a population by examining a sample of the population. |
| math-2017:7.SP.2 | authored_target_pending_coverage_review | Broaden statistical reasoning by using the GAISE model: |
| math-2017:7.SP.3 | authored_target_pending_coverage_review | Describe and analyze distributions. |
| math-2017:7.SP.4 | not_applicable_at_this_grade | [Deleted standard] |
| math-2017:7.SP.5 | authored_target_pending_coverage_review | Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event; a probability around 1/2 indicates an event that is neither unlikely nor likely; and a probability near 1 indicates a likely event. |
| math-2017:7.SP.6 | authored_target_pending_coverage_review | Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. |
| math-2017:7.SP.7 | authored_target_pending_coverage_review | Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. |
| math-2017:7.SP.8 | authored_target_pending_coverage_review | Find probabilities of compound events using organized lists, tables, tree diagrams, and simulations. |
math / math-2017 / 8 — 28 of 28 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| math-2017:8.NS.1 | authored_target_pending_coverage_review | Know that real numbers are either rational or irrational. Understand informally that every number has a decimal expansion which is repeating, terminating, or is non-repeating and non-terminating. |
| math-2017:8.NS.2 | authored_target_pending_coverage_review | Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions, e.g., π². For example, by truncating the decimal expansion of √2, show that √2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations. |
| math-2017:8.EE.1 | authored_target_pending_coverage_review | Understand, explain, and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 3² × 3^-5 = 3^-3 = 1/3³ = 1/27. |
| math-2017:8.EE.2 | authored_target_pending_coverage_review | Use square root and cube root symbols to represent solutions to equations of the form x² = p and x³ = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational. |
| math-2017:8.EE.3 | authored_target_pending_coverage_review | Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities and to express how many times as much one is than the other. For example, estimate the population of the United States as 3 × 10^8; and the population of the world as 7 × 10^9; and determine that the world population is more than 20 times larger. |
| math-2017:8.EE.4 | authored_target_pending_coverage_review | Perform operations with numbers expressed in scientific notation, including problems where both decimal notation and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities, e.g., use millimeters per year for seafloor spreading. Interpret scientific notation that has been generated by technology. |
| math-2017:8.EE.5 | authored_target_pending_coverage_review | Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed. |
| math-2017:8.EE.6 | authored_target_pending_coverage_review | Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b. |
| math-2017:8.EE.7 | authored_target_pending_coverage_review | Solve linear equations in one variable. |
| math-2017:8.EE.8 | authored_target_pending_coverage_review | Analyze and solve pairs of simultaneous linear equations graphically. |
| math-2017:8.F.1 | authored_target_pending_coverage_review | Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. Function notation is not required in Grade 8. |
| math-2017:8.F.2 | authored_target_pending_coverage_review | Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change. |
| math-2017:8.F.3 | authored_target_pending_coverage_review | Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s² giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line. |
| math-2017:8.F.4 | authored_target_pending_coverage_review | Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values. |
| math-2017:8.F.5 | authored_target_pending_coverage_review | Describe qualitatively the functional relationship between two quantities by analyzing a graph, e.g., where the function is increasing or decreasing, linear or nonlinear. Sketch a graph that exhibits the qualitative features of a function that has been described verbally. |
| math-2017:8.G.1 | authored_target_pending_coverage_review | Verify experimentally the properties of rotations, reflections, and translations (include examples both with and without coordinates). |
| math-2017:8.G.2 | authored_target_pending_coverage_review | Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them. (Include examples both with and without coordinates.) |
| math-2017:8.G.3 | authored_target_pending_coverage_review | Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. |
| math-2017:8.G.4 | authored_target_pending_coverage_review | Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them. (Include examples both with and without coordinates.) |
| math-2017:8.G.5 | authored_target_pending_coverage_review | Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so. |
| math-2017:8.G.6 | authored_target_pending_coverage_review | Analyze and justify an informal proof of the Pythagorean Theorem and its converse. |
| math-2017:8.G.7 | authored_target_pending_coverage_review | Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions. |
| math-2017:8.G.8 | authored_target_pending_coverage_review | Apply the Pythagorean Theorem to find the distance between two points in a coordinate system. |
| math-2017:8.G.9 | authored_target_pending_coverage_review | Solve real-world and mathematical problems involving volumes of cones, cylinders, and spheres. |
| math-2017:8.SP.1 | authored_target_pending_coverage_review | Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering; outliers; positive, negative, or no association; and linear association and nonlinear association. (GAISE Model, steps 3 and 4) |
| math-2017:8.SP.2 | authored_target_pending_coverage_review | Understand that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line. (GAISE Model, steps 3 and 4) |
| math-2017:8.SP.3 | authored_target_pending_coverage_review | Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height. (GAISE Model, steps 3 and 4) |
| math-2017:8.SP.4 | authored_target_pending_coverage_review | Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores? |
math / math-2017 / HS — 160 of 160 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| math-2017:N.RN.1 | authored_target_pending_coverage_review | Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. For example, we define 5^(1/3) to be the cube root of 5 because we want (5^(1/3))^3 = 5^((1/3)3) to hold, so (5^(1/3))^3 must equal 5. |
| math-2017:N.RN.2 | authored_target_pending_coverage_review | Rewrite expressions involving radicals and rational exponents using the properties of exponents. |
| math-2017:N.RN.3 | authored_target_pending_coverage_review | Explain why the sum or product of two rational numbers is rational; that the sum of a rational number and an irrational number is irrational; and that the product of a nonzero rational number and an irrational number is irrational. |
| math-2017:N.Q.1 | authored_target_pending_coverage_review | Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. |
| math-2017:N.Q.2 | authored_target_pending_coverage_review | Define appropriate quantities for the purpose of descriptive modeling. |
| math-2017:N.Q.3 | authored_target_pending_coverage_review | Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. |
| math-2017:N.CN.1 | authored_target_pending_coverage_review | Know there is a complex number 𝑖𝑖 such that 𝑖𝑖^2 = −1, and every complex number has the form 𝑎𝑎 + 𝑏𝑏𝑏𝑏 with 𝑎𝑎 and 𝑏𝑏 real. |
| math-2017:N.CN.2 | authored_target_pending_coverage_review | Use the relation 𝑖𝑖^2= −1 and the commutative, associative, and distributive properties to add, subtract, and multiply complex numbers. |
| math-2017:N.CN.3 | authored_target_pending_coverage_review | Find the conjugate of a complex number; use conjugates to find magnitudes and quotients of complex numbers. |
| math-2017:N.CN.4 | authored_target_pending_coverage_review | Represent complex numbers on the complex plane in rectangular and polar form (including real and imaginary numbers), and explain why the rectangular and polar forms of a given complex number represent the same number. |
| math-2017:N.CN.5 | authored_target_pending_coverage_review | Represent addition, subtraction, multiplication, and conjugation of complex numbers geometrically on the complex plane; use properties of this representation for computation. For example, (−1 + 𝑖𝑖√3)³ = 8 because (−1 + 𝑖𝑖√3) has magnitude 2 and argument 120°. |
| math-2017:N.CN.6 | authored_target_pending_coverage_review | Calculate the distance between numbers in the complex plane as the magnitude of the difference, and the midpoint of a segment as the average of the numbers at its endpoints. |
| math-2017:N.CN.7 | authored_target_pending_coverage_review | Solve quadratic equations with real coefficients that have complex solutions. |
| math-2017:N.CN.8 | authored_target_pending_coverage_review | Extend polynomial identities to the complex numbers. For example, rewrite x² + 4 as (x + 2 𝑖𝑖)(x − 2 𝑖𝑖). |
| math-2017:N.CN.9 | authored_target_pending_coverage_review | Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials. |
| math-2017:N.VM.1 | authored_target_pending_coverage_review | Recognize vector quantities as having both magnitude and direction. Represent vector quantities by directed line segments, and use appropriate symbols for vectors and their magnitudes, e.g., 𝒗𝒗, | 𝒗𝒗 |, ||𝒗𝒗||, 𝑣𝑣⃗. |
| math-2017:N.VM.2 | authored_target_pending_coverage_review | Find the components of a vector by subtracting the coordinates of an initial point from the coordinates of a terminal point. |
| math-2017:N.VM.3 | authored_target_pending_coverage_review | Solve problems involving velocity and other quantities that can be represented by vectors. |
| math-2017:N.VM.4 | authored_target_pending_coverage_review | Add and subtract vectors. |
| math-2017:N.VM.5 | authored_target_pending_coverage_review | Multiply a vector by a scalar. |
| math-2017:N.VM.6 | authored_target_pending_coverage_review | Use matrices to represent and manipulate data, e.g., to represent payoffs or incidence relationships in a network. |
| math-2017:N.VM.7 | authored_target_pending_coverage_review | Multiply matrices by scalars to produce new matrices, e.g., as when all of the payoffs in a game are doubled. |
| math-2017:N.VM.8 | authored_target_pending_coverage_review | Add, subtract, and multiply matrices of appropriate dimensions. |
| math-2017:N.VM.9 | authored_target_pending_coverage_review | Understand that, unlike multiplication of numbers, matrix multiplication for square matrices is not a commutative operation, but still satisfies the associative and distributive properties. |
| math-2017:N.VM.10 | authored_target_pending_coverage_review | Understand that the zero and identity matrices play a role in matrix addition and multiplication analogous to the role of 0 and 1 in the real numbers. The determinant of a square matrix is nonzero if and only if the matrix has a multiplicative inverse. |
| math-2017:N.VM.11 | authored_target_pending_coverage_review | Multiply a vector (regarded as a matrix with one column) by a matrix of suitable dimensions to produce another vector. Work with matrices as transformations of vectors. |
| math-2017:N.VM.12 | authored_target_pending_coverage_review | Work with 2 × 2 matrices as transformations of the plane, and interpret the absolute value of the determinant in terms of area. |
| math-2017:A.SSE.1 | authored_target_pending_coverage_review | Interpret expressions that represent a quantity in terms of its context. |
| math-2017:A.SSE.2 | authored_target_pending_coverage_review | Use the structure of an expression to identify ways to rewrite it. For example, to factor 3x(x − 5) + 2(x − 5), students should recognize that the "x − 5" is common to both expressions being added, so it simplifies to (3x + 2)(x − 5); or see x^4 − y^4 as (x^2)^2 − (y^2)^2, thus recognizing it as a difference of squares that can be factored as (x^2 − y^2)(x^2 + y^2). |
| math-2017:A.SSE.3 | authored_target_pending_coverage_review | Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. |
| math-2017:A.SSE.4 | authored_target_pending_coverage_review | Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems. For example, calculate mortgage payments. |
| math-2017:A.APR.1 | authored_target_pending_coverage_review | Understand that polynomials form a system analogous to the integers, namely, that they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials. |
| math-2017:A.APR.2 | authored_target_pending_coverage_review | Understand and apply the Remainder Theorem: For a polynomial p(x) and a number a, the remainder on division by x − a is p(a). In particular, p(a) = 0 if and only if (x - a) is a factor of p(x). |
| math-2017:A.APR.3 | authored_target_pending_coverage_review | Identify zeros of polynomials, when factoring is reasonable, and use the zeros to construct a rough graph of the function defined by the polynomial. |
| math-2017:A.APR.4 | authored_target_pending_coverage_review | Prove polynomial identities and use them to describe numerical relationships. For example, the polynomial identity (x² + y²)² = (x² − y²)² + (2xy)² can be used to generate Pythagorean triples. |
| math-2017:A.APR.5 | authored_target_pending_coverage_review | Know and apply the Binomial Theorem for the expansion of (x + y)^n in powers of x and y for a positive integer n, where x and y are any numbers. For example by using coefficients determined for by Pascal's Triangle. The Binomial Theorem can be proved by mathematical induction or by a combinatorial argument. |
| math-2017:A.APR.6 | authored_target_pending_coverage_review | Rewrite simple rational expressions in different forms; write a(x)/b(x) in the form q(x) + r(x)/b(x), where a(x), b(x), q(x), and r(x) are polynomials with the degree of r(x) less than the degree of b(x), using inspection, long division, or, for the more complicated examples, a computer algebra system. |
| math-2017:A.APR.7 | authored_target_pending_coverage_review | Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction, multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions. |
| math-2017:A.CED.1 | authored_target_pending_coverage_review | Create equations and inequalities in one variable and use them to solve problems. Include equations and inequalities arising from linear, quadratic, simple rational, and exponential functions. |
| math-2017:A.CED.2 | authored_target_pending_coverage_review | Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. |
| math-2017:A.CED.3 | authored_target_pending_coverage_review | Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or non-viable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods. (A1, M1) |
| math-2017:A.CED.4 | authored_target_pending_coverage_review | Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. |
| math-2017:A.REI.1 | authored_target_pending_coverage_review | Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method. |
| math-2017:A.REI.2 | authored_target_pending_coverage_review | Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise. |
| math-2017:A.REI.3 | authored_target_pending_coverage_review | Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters. |
| math-2017:A.REI.4 | authored_target_pending_coverage_review | Solve quadratic equations in one variable. |
| math-2017:A.REI.5 | authored_target_pending_coverage_review | Verify that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions. |
| math-2017:A.REI.6 | authored_target_pending_coverage_review | Solve systems of linear equations algebraically and graphically. |
| math-2017:A.REI.7 | authored_target_pending_coverage_review | Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. For example, find the points of intersection between the line y = −3x and the circle x² + y² = 3. |
| math-2017:A.REI.8 | authored_target_pending_coverage_review | Represent a system of linear equations as a single matrix equation in a vector variable. |
| math-2017:A.REI.9 | authored_target_pending_coverage_review | Find the inverse of a matrix if it exists and use it to solve systems of linear equations (using technology for matrices of dimension 3 × 3 or greater). |
| math-2017:A.REI.10 | authored_target_pending_coverage_review | Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line). |
| math-2017:A.REI.11 | authored_target_pending_coverage_review | Explain why the x-coordinates of the points where the graphs of the equation y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, making tables of values, or finding successive approximations. |
| math-2017:A.REI.12 | authored_target_pending_coverage_review | Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes. |
| math-2017:F.IF.1 | authored_target_pending_coverage_review | Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x). |
| math-2017:F.IF.2 | authored_target_pending_coverage_review | Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context. |
| math-2017:F.IF.3 | authored_target_pending_coverage_review | Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n + 1) = f(n) + f(n − 1) for n ≥ 1. |
| math-2017:F.IF.4 | authored_target_pending_coverage_review | For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include the following: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. (A2, M3) |
| math-2017:F.IF.5 | authored_target_pending_coverage_review | Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function. |
| math-2017:F.IF.6 | authored_target_pending_coverage_review | Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph. (A2, M3) |
| math-2017:F.IF.7 | authored_target_pending_coverage_review | Graph functions expressed symbolically and indicate key features of the graph, by hand in simple cases and using technology for more complicated cases. Include applications and how key features relate to characteristics of a situation, making selection of a particular type of function model appropriate. |
| math-2017:F.IF.8 | authored_target_pending_coverage_review | Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. |
| math-2017:F.IF.9 | authored_target_pending_coverage_review | Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum. (A2, M3) |
| math-2017:F.BF.1 | authored_target_pending_coverage_review | Write a function that describes a relationship between two quantities. |
| math-2017:F.BF.2 | authored_target_pending_coverage_review | Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms. |
| math-2017:F.BF.3 | authored_target_pending_coverage_review | Identify the effect on the graph of replacing f(x) by f(x) + k, kf(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them. (A2, M3) |
| math-2017:F.BF.4 | authored_target_pending_coverage_review | Find inverse functions. |
| math-2017:F.BF.5 | authored_target_pending_coverage_review | Understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving logarithms and exponents. |
| math-2017:F.LE.1 | authored_target_pending_coverage_review | Distinguish between situations that can be modeled with linear functions and with exponential functions. |
| math-2017:F.LE.2 | authored_target_pending_coverage_review | Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table). |
| math-2017:F.LE.3 | authored_target_pending_coverage_review | Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly or quadratically. (A1, M2) |
| math-2017:F.LE.4 | authored_target_pending_coverage_review | For exponential models, express as a logarithm the solution to ab^(ct) = d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology. |
| math-2017:F.LE.5 | authored_target_pending_coverage_review | Interpret the parameters in a linear or exponential function in terms of a context. |
| math-2017:F.TF.1 | authored_target_pending_coverage_review | Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle. |
| math-2017:F.TF.2 | authored_target_pending_coverage_review | Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers, interpreted as radian measures of angles traversed counterclockwise around the unit circle. |
| math-2017:F.TF.3 | authored_target_pending_coverage_review | Use special triangles to determine geometrically the values of sine, cosine, tangent for π/3, π/4, and π/6, and use the unit circle to express the values of sine, cosine, and tangent for π − x, π + x, and 2π − x in terms of their values for x, where x is any real number. |
| math-2017:F.TF.4 | authored_target_pending_coverage_review | Use the unit circle to explain symmetry (odd and even) and periodicity of trigonometric functions. |
| math-2017:F.TF.5 | authored_target_pending_coverage_review | Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline. |
| math-2017:F.TF.6 | authored_target_pending_coverage_review | Understand that restricting a trigonometric function to a domain on which it is always increasing or always decreasing allows its inverse to be constructed. |
| math-2017:F.TF.7 | authored_target_pending_coverage_review | Use inverse functions to solve trigonometric equations that arise in modeling contexts; evaluate the solutions using technology, and interpret them in terms of the context. |
| math-2017:F.TF.8 | authored_target_pending_coverage_review | Prove the Pythagorean identity sin²(θ) + cos²(θ) = 1, and use it to find sin(θ), cos(θ), or tan(θ) given sin(θ), cos(θ), or tan(θ) and the quadrant of the angle. |
| math-2017:F.TF.9 | authored_target_pending_coverage_review | Prove the addition and subtraction formulas for sine, cosine, and tangent, and use them to solve problems. |
| math-2017:G.CO.1 | authored_target_pending_coverage_review | Know precise definitions of ray, angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and arc length. |
| math-2017:G.CO.2 | authored_target_pending_coverage_review | Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not, e.g., translation versus horizontal stretch. |
| math-2017:G.CO.3 | authored_target_pending_coverage_review | Identify the symmetries of a figure, which are the rotations and reflections that carry it onto itself. |
| math-2017:G.CO.4 | authored_target_pending_coverage_review | Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments. |
| math-2017:G.CO.5 | authored_target_pending_coverage_review | Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using items such as graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another. |
| math-2017:G.CO.6 | authored_target_pending_coverage_review | Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent. |
| math-2017:G.CO.7 | authored_target_pending_coverage_review | Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent. |
| math-2017:G.CO.8 | authored_target_pending_coverage_review | Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions. |
| math-2017:G.CO.9 | authored_target_pending_coverage_review | Prove and apply theorems about lines and angles. Theorems include but are not restricted to the following: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment's endpoints. |
| math-2017:G.CO.10 | authored_target_pending_coverage_review | Prove and apply theorems about triangles. Theorems include but are not restricted to the following: measures of interior angles of a triangle sum to 180°; base angles of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a point. |
| math-2017:G.CO.11 | authored_target_pending_coverage_review | Prove and apply theorems about parallelograms. Theorems include but are not restricted to the following: opposite sides are congruent, opposite angles are congruent, the diagonals of a parallelogram bisect each other, and conversely, rectangles are parallelograms with congruent diagonals. |
| math-2017:G.CO.12 | authored_target_pending_coverage_review | Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line. |
| math-2017:G.CO.13 | authored_target_pending_coverage_review | Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle. |
| math-2017:G.CO.14 | authored_target_pending_coverage_review | Classify two-dimensional figures in a hierarchy based on properties. |
| math-2017:G.SRT.1 | authored_target_pending_coverage_review | Verify experimentally the properties of dilations given by a center and a scale factor: |
| math-2017:G.SRT.2 | authored_target_pending_coverage_review | Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar; explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides. |
| math-2017:G.SRT.3 | authored_target_pending_coverage_review | Use the properties of similarity transformations to establish the AA criterion for two triangles to be similar. |
| math-2017:G.SRT.4 | authored_target_pending_coverage_review | Prove and apply theorems about triangles. Theorems include but are not restricted to the following: a line parallel to one side of a triangle divides the other two proportionally, and conversely; the Pythagorean Theorem proved using triangle similarity. |
| math-2017:G.SRT.5 | authored_target_pending_coverage_review | Use congruence and similarity criteria for triangles to solve problems and to justify relationships in geometric figures that can be decomposed into triangles. |
| math-2017:G.SRT.6 | authored_target_pending_coverage_review | Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles. |
| math-2017:G.SRT.7 | authored_target_pending_coverage_review | Explain and use the relationship between the sine and cosine of complementary angles. |
| math-2017:G.SRT.8 | authored_target_pending_coverage_review | Solve problems involving right triangles. |
| math-2017:G.SRT.9 | authored_target_pending_coverage_review | Derive the formula A = 1/2 ab sin(C) for the area of a triangle by drawing an auxiliary line from a vertex perpendicular to the opposite side. |
| math-2017:G.SRT.10 | authored_target_pending_coverage_review | Explain proofs of the Laws of Sines and Cosines and use the Laws to solve problems. |
| math-2017:G.SRT.11 | authored_target_pending_coverage_review | Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in right and non-right triangles, e.g., surveying problems, resultant forces. |
| math-2017:G.C.1 | authored_target_pending_coverage_review | Prove that all circles are similar using transformational arguments. |
| math-2017:G.C.2 | authored_target_pending_coverage_review | Identify and describe relationships among angles, radii, chords, tangents, and arcs and use them to solve problems. Include the relationship between central, inscribed, and circumscribed angles and their intercepted arcs; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle. |
| math-2017:G.C.3 | authored_target_pending_coverage_review | Construct the inscribed and circumscribed circles of a triangle; prove and apply the property that opposite angles are supplementary for a quadrilateral inscribed in a circle. |
| math-2017:G.C.4 | authored_target_pending_coverage_review | Construct a tangent line from a point outside a given circle to the circle. |
| math-2017:G.C.5 | authored_target_pending_coverage_review | Find arc lengths and areas of sectors of circles. |
| math-2017:G.C.6 | authored_target_pending_coverage_review | Derive formulas that relate degrees and radians, and convert between the two. (A2, M3) |
| math-2017:G.GPE.1 | authored_target_pending_coverage_review | Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find the center and radius of a circle given by an equation. |
| math-2017:G.GPE.2 | authored_target_pending_coverage_review | Derive the equation of a parabola given a focus and directrix. |
| math-2017:G.GPE.3 | authored_target_pending_coverage_review | Derive the equations of ellipses and hyperbolas given the foci, using the fact that the sum or difference of distances from the foci is constant. |
| math-2017:G.GPE.4 | authored_target_pending_coverage_review | Use coordinates to prove simple geometric theorems algebraically and to verify geometric relationships algebraically, including properties of special triangles, quadrilaterals, and circles. For example, determine if a figure defined by four given points in the coordinate plane is a rectangle; determine if a specific point lies on a given circle. (G, M2) |
| math-2017:G.GPE.5 | authored_target_pending_coverage_review | Justify the slope criteria for parallel and perpendicular lines, and use them to solve geometric problems, e.g., find the equation of a line parallel or perpendicular to a given line that passes through a given point. |
| math-2017:G.GPE.6 | authored_target_pending_coverage_review | Find the point on a directed line segment between two given points that partitions the segment in a given ratio. |
| math-2017:G.GPE.7 | authored_target_pending_coverage_review | Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula. |
| math-2017:G.GMD.1 | authored_target_pending_coverage_review | Give an informal argument for the formulas for the circumference of a circle, area of a circle, and volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri's principle, and informal limit arguments. |
| math-2017:G.GMD.2 | authored_target_pending_coverage_review | Give an informal argument using Cavalieri's principle for the formulas for the volume of a sphere and other solid figures. |
| math-2017:G.GMD.3 | authored_target_pending_coverage_review | Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems. |
| math-2017:G.GMD.4 | authored_target_pending_coverage_review | Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects. |
| math-2017:G.GMD.5 | authored_target_pending_coverage_review | Understand how and when changes to the measures of a figure (lengths or angles) result in similar and non-similar figures. |
| math-2017:G.GMD.6 | authored_target_pending_coverage_review | When figures are similar, understand and apply the fact that when a figure is scaled by a factor of k, the effect on lengths, areas, and volumes is that they are multiplied by k, k^2, and k^3, respectively. |
| math-2017:G.MG.1 | authored_target_pending_coverage_review | Use geometric shapes, their measures, and their properties to describe objects, e.g., modeling a tree trunk or a human torso as a cylinder. |
| math-2017:G.MG.2 | authored_target_pending_coverage_review | Apply concepts of density based on area and volume in modeling situations, e.g., persons per square mile, BTUs per cubic foot. |
| math-2017:G.MG.3 | authored_target_pending_coverage_review | Apply geometric methods to solve design problems, e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios. |
| math-2017:S.ID.1 | authored_target_pending_coverage_review | Represent data with plots on the real number line (dot plots, histograms, and box plots) in the context of real-world applications using the GAISE model. |
| math-2017:S.ID.2 | authored_target_pending_coverage_review | In the context of real-world applications by using the GAISE model, use statistics appropriate to the shape of the data distribution to compare center (median and mean) and spread (mean absolute deviation, interquartile range, and standard deviation) of two or more different data sets. |
| math-2017:S.ID.3 | authored_target_pending_coverage_review | In the context of real-world applications by using the GAISE model, interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers). |
| math-2017:S.ID.4 | authored_target_pending_coverage_review | Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve. |
| math-2017:S.ID.5 | authored_target_pending_coverage_review | Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data. |
| math-2017:S.ID.6 | authored_target_pending_coverage_review | Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. |
| math-2017:S.ID.7 | authored_target_pending_coverage_review | Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data. |
| math-2017:S.ID.8 | authored_target_pending_coverage_review | Compute (using technology) and interpret the correlation coefficient of a linear fit. |
| math-2017:S.ID.9 | authored_target_pending_coverage_review | Distinguish between correlation and causation. |
| math-2017:S.IC.1 | authored_target_pending_coverage_review | Understand statistics as a process for making inferences about population parameters based on a random sample from that population. |
| math-2017:S.IC.2 | authored_target_pending_coverage_review | Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation. For example, a model says a spinning coin falls heads up with probability 0.5. Would a result of 5 tails in a row cause you to question the model? |
| math-2017:S.IC.3 | authored_target_pending_coverage_review | Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each. |
| math-2017:S.IC.4 | authored_target_pending_coverage_review | Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling. |
| math-2017:S.IC.5 | authored_target_pending_coverage_review | Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between sample statistics are statistically significant. |
| math-2017:S.IC.6 | authored_target_pending_coverage_review | Evaluate reports based on data. |
| math-2017:S.CP.1 | authored_target_pending_coverage_review | Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events ("or," "and," "not"). |
| math-2017:S.CP.2 | authored_target_pending_coverage_review | Understand that two events A and B are independent if and only if the probability of A and B occurring together is the product of their probabilities, and use this characterization to determine if they are independent. |
| math-2017:S.CP.3 | authored_target_pending_coverage_review | Understand the conditional probability of A given B as P(A and B)/P(B), and interpret independence of A and B as saying that the conditional probability of A given B is the same as the probability of A, and the conditional probability of B given A is the same as the probability of B. |
| math-2017:S.CP.4 | authored_target_pending_coverage_review | Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. Use the two-way table as a sample space to decide if events are independent and to approximate conditional probabilities. For example, collect data from a random sample of students in your school on their favorite subject among math, science, and English. Estimate the probability that a randomly selected student from your school will favor science given that the student is in tenth grade. Do the same for other subjects and compare the results. |
| math-2017:S.CP.5 | authored_target_pending_coverage_review | Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations. For example, compare the chance of having lung cancer if you are a smoker with the chance of being a smoker if you have lung cancer. |
| math-2017:S.CP.6 | authored_target_pending_coverage_review | Find the conditional probability of A given B as the fraction of B's outcomes that also belong to A, and interpret the answer in terms of the model. |
| math-2017:S.CP.7 | authored_target_pending_coverage_review | Apply the Addition Rule, P(A or B) = P(A) + P(B) − P(A and B), and interpret the answer in terms of the model. |
| math-2017:S.CP.8 | authored_target_pending_coverage_review | Apply the general Multiplication Rule in a uniform probability model, P(A and B) = P(A)⋅P(B|A) = P(B)⋅P(A|B), and interpret the answer in terms of the model. |
| math-2017:S.CP.9 | authored_target_pending_coverage_review | Use permutations and combinations to compute probabilities of compound events and solve problems. |
| math-2017:S.MD.1 | authored_target_pending_coverage_review | Define a random variable for a quantity of interest by assigning a numerical value to each event in a sample space; graph the corresponding probability distribution using the same graphical displays as for data distributions. |
| math-2017:S.MD.2 | authored_target_pending_coverage_review | Calculate the expected value of a random variable; interpret it as the mean of the probability distribution. |
| math-2017:S.MD.3 | authored_target_pending_coverage_review | Develop a probability distribution for a random variable defined for a sample space in which theoretical probabilities can be calculated; find the expected value. For example, find the theoretical probability distribution for the number of correct answers obtained by guessing on all five questions of a multiple-choice test where each question has four choices, and find the expected grade under various grading schemes. |
| math-2017:S.MD.4 | authored_target_pending_coverage_review | Develop a probability distribution for a random variable defined for a sample space in which probabilities are assigned empirically; find the expected value. For example, find a current data distribution on the number of TV sets per household in the United States, and calculate the expected number of sets per household. How many TV sets would you expect to find in 100 randomly selected households? |
| math-2017:S.MD.5 | authored_target_pending_coverage_review | Weigh the possible outcomes of a decision by assigning probabilities to payoff values and finding expected values. |
| math-2017:S.MD.6 | authored_target_pending_coverage_review | Use probabilities to make fair decisions, e.g., drawing by lots, using a random number generator. |
| math-2017:S.MD.7 | authored_target_pending_coverage_review | Analyze decisions and strategies using probability concepts, e.g., product testing, medical testing, pulling a hockey goalie at the end of a game. |
math / math-2017 / K — 22 of 22 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| math-2017:K.CC.1 | authored_target_pending_coverage_review | Count to 100 by ones and by tens. |
| math-2017:K.CC.2 | authored_target_pending_coverage_review | Count forward within 100 beginning from any given number other than 1. |
| math-2017:K.CC.3 | authored_target_pending_coverage_review | Write numerals from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). |
| math-2017:K.CC.4 | authored_target_pending_coverage_review | Understand the relationship between numbers and quantities; connect counting to cardinality using a variety of objects including pennies. |
| math-2017:K.CC.5 | authored_target_pending_coverage_review | Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. |
| math-2017:K.CC.6 | authored_target_pending_coverage_review | Orally identify (without using inequality symbols) whether the number of objects in one group is greater/more than, less/fewer than, or the same as the number of objects in another group, not to exceed 10 objects in each group. |
| math-2017:K.CC.7 | authored_target_pending_coverage_review | Compare (without using inequality symbols) two numbers between 0 and 10 when presented as written numerals. |
| math-2017:K.OA.1 | authored_target_pending_coverage_review | Represent addition and subtraction with objects, fingers, mental images, drawings, sounds such as claps, acting out situations, verbal explanations, expressions, or equations. Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.) |
| math-2017:K.OA.2 | authored_target_pending_coverage_review | Solve addition and subtraction problems (written or oral), and add and subtract within 10 by using objects or drawings to represent the problem. |
| math-2017:K.OA.3 | authored_target_pending_coverage_review | Decompose numbers and record compositions for numbers less than or equal to 10 into pairs in more than one way by using objects and, when appropriate, drawings or equations. |
| math-2017:K.OA.4 | authored_target_pending_coverage_review | For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or, when appropriate, an equation. |
| math-2017:K.OA.5 | authored_target_pending_coverage_review | Fluently add and subtract within 5. |
| math-2017:K.NBT.1 | authored_target_pending_coverage_review | Compose and decompose numbers from 11 to 19 into a group of ten ones and some further ones by using objects and, when appropriate, drawings or equations; understand that these numbers are composed of a group of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. |
| math-2017:K.MD.1 | authored_target_pending_coverage_review | Identify and describe measurable attributes (length, weight, and height) of a single object using vocabulary terms such as long/short, heavy/light, or tall/short. |
| math-2017:K.MD.2 | authored_target_pending_coverage_review | Directly compare two objects with a measurable attribute in common to see which object has "more of" or "less of" the attribute, and describe the difference. For example, directly compare the heights of two children, and describe one child as taller/shorter. |
| math-2017:K.MD.3 | authored_target_pending_coverage_review | Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. The number of objects in each category should be less than or equal to ten. Counting and sorting coins should be limited to pennies. |
| math-2017:K.G.1 | authored_target_pending_coverage_review | Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. |
| math-2017:K.G.2 | authored_target_pending_coverage_review | Correctly name shapes regardless of their orientations or overall size. |
| math-2017:K.G.3 | authored_target_pending_coverage_review | Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid"). |
| math-2017:K.G.4 | authored_target_pending_coverage_review | Describe and compare two- or three-dimensional shapes, in different sizes and orientations, using informal language to describe their commonalities, differences, parts, and other attributes. |
| math-2017:K.G.5 | authored_target_pending_coverage_review | Model shapes in the world by building shapes from components, e.g., sticks and clay balls, and drawing shapes. |
| math-2017:K.G.6 | authored_target_pending_coverage_review | Combine simple shapes to form larger shapes. |
science / science-2018 / 1 — 6 of 6 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| science-2018:1.ESS.1 | authored_target_pending_coverage_review | The sun is the principal source of energy |
| science-2018:1.ESS.2 | authored_target_pending_coverage_review | Water on Earth is present in many forms. |
| science-2018:1.PS.1 | authored_target_pending_coverage_review | Properties of objects and materials can change. |
| science-2018:1.PS.2 | authored_target_pending_coverage_review | Objects can be moved in a variety of ways, such as straight, zigzag, circular and back and forth. |
| science-2018:1.LS.2 | authored_target_pending_coverage_review | Living things survive only in environments that meet their needs. |
| science-2018:1.LS.1 | authored_target_pending_coverage_review | Living things have basic needs, which are met by obtaining materials from the physical environment. |
science / science-2018 / 2 — 6 of 6 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| science-2018:2.ESS.1 | authored_target_pending_coverage_review | The atmosphere is primarily made up of air. |
| science-2018:2.ESS.2 | authored_target_pending_coverage_review | Water is present in the atmosphere. |
| science-2018:2.ESS.3 | authored_target_pending_coverage_review | Long- and short-term weather changes occur due to changes in energy. |
| science-2018:2.PS.1 | authored_target_pending_coverage_review | Forces change the motion of an object. |
| science-2018:2.LS.2 | authored_target_pending_coverage_review | All organisms alive today result from their ancestors, some of which may be extinct. Not all kinds of organisms that lived in the past are represented by living organisms today. |
| science-2018:2.LS.1 | authored_target_pending_coverage_review | Living things cause changes on Earth. |
science / science-2018 / 3 — 9 of 9 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| science-2018:3.ESS.1 | authored_target_pending_coverage_review | Earth's nonliving resources have specific properties. |
| science-2018:3.ESS.2 | authored_target_pending_coverage_review | Earth's resources can be used for energy. |
| science-2018:3.ESS.3 | authored_target_pending_coverage_review | Some of Earth's resources are limited. |
| science-2018:3.PS.1 | authored_target_pending_coverage_review | All objects and substances in the natural world are composed of matter. |
| science-2018:3.PS.2 | authored_target_pending_coverage_review | Matter exists in different states, each of which has different properties. |
| science-2018:3.PS.3 | authored_target_pending_coverage_review | Heat, electrical energy, light, sound and magnetic energy are forms of energy. |
| science-2018:3.LS.1 | authored_target_pending_coverage_review | Offspring resemble their parents and each other. |
| science-2018:3.LS.2 | authored_target_pending_coverage_review | Individuals of the same kind of organism differ in their inherited traits. These differences give some individuals an advantage in surviving and/or reproducing. |
| science-2018:3.LS.3 | authored_target_pending_coverage_review | Plants and animals have life cycles that are part of their adaptations for survival in their natural environments. |
science / science-2018 / 4 — 7 of 7 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| science-2018:4.ESS.1 | authored_target_pending_coverage_review | Earth's surface has specific characteristics and landforms that can be identified. |
| science-2018:4.ESS.2 | authored_target_pending_coverage_review | The surface of Earth changes due to weathering. |
| science-2018:4.ESS.3 | authored_target_pending_coverage_review | The surface of Earth changes due to erosion and deposition. |
| science-2018:4.PS.1 | authored_target_pending_coverage_review | When objects break into smaller pieces, dissolve, or change state, the total amount of matter is conserved. |
| science-2018:4.PS.2 | authored_target_pending_coverage_review | Energy can be transferred from one location to another or can be transformed from one form to another. |
| science-2018:4.LS.1 | authored_target_pending_coverage_review | Changes in an organism's environment are sometimes beneficial to its survival and sometimes harmful. |
| science-2018:4.LS.2 | authored_target_pending_coverage_review | Fossils can be compared to one another and to present-day organisms according to their similarities and differences. |
science / science-2018 / 5 — 7 of 7 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| science-2018:5.ESS.1 | authored_target_pending_coverage_review | The solar system includes the sun and all celestial bodies that orbit the sun. Each planet in the solar system has unique characteristics. |
| science-2018:5.ESS.2 | authored_target_pending_coverage_review | The sun is one of many stars that exist in the universe. |
| science-2018:5.ESS.3 | authored_target_pending_coverage_review | Most of the cycles and patterns of motion between the Earth and sun are predictable. |
| science-2018:5.PS.1 | authored_target_pending_coverage_review | The amount of change in movement of an object is based on the mass of the object and the amount of force exerted. |
| science-2018:5.PS.2 | authored_target_pending_coverage_review | Light and sound are forms of energy that behave in predictable ways. |
| science-2018:5.LS.1 | authored_target_pending_coverage_review | Organisms perform a variety of roles in an ecosystem. |
| science-2018:5.LS.2 | authored_target_pending_coverage_review | All of the processes that take place within organisms require energy. |
science / science-2018 / 6 — 13 of 13 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| science-2018:6.ESS.1 | authored_target_pending_coverage_review | Minerals have specific, quantifiable properties. |
| science-2018:6.ESS.2 | authored_target_pending_coverage_review | Igneous, metamorphic and sedimentary rocks have unique characteristics that can be used for identification and/or classification. |
| science-2018:6.ESS.3 | authored_target_pending_coverage_review | Igneous, metamorphic and sedimentary rocks form in different ways. |
| science-2018:6.ESS.4 | authored_target_pending_coverage_review | Soil is unconsolidated material that contains organic matter and weathered rock. |
| science-2018:6.ESS.5 | authored_target_pending_coverage_review | Rocks, minerals and soils have common and practical uses. |
| science-2018:6.PS.1 | authored_target_pending_coverage_review | Matter is made up of small particles called atoms. |
| science-2018:6.PS.2 | authored_target_pending_coverage_review | Changes of state are explained by a model of matter composed of particles that are in motion. |
| science-2018:6.PS.3 | authored_target_pending_coverage_review | There are two categories of energy: kinetic and potential. |
| science-2018:6.PS.4 | authored_target_pending_coverage_review | An object's motion can be described by its speed and the direction in which it is moving. |
| science-2018:6.LS.1 | authored_target_pending_coverage_review | Cells are the fundamental unit of life. |
| science-2018:6.LS.2 | authored_target_pending_coverage_review | All cells come from pre-existing cells. |
| science-2018:6.LS.3 | authored_target_pending_coverage_review | Cells carry on specific functions that sustain life. |
| science-2018:6.LS.4 | authored_target_pending_coverage_review | Living systems at all levels of organization demonstrate the complementary nature of structure and function. |
science / science-2018 / 7 — 11 of 11 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| science-2018:7.ESS.1 | authored_target_pending_coverage_review | The hydrologic cycle illustrates the changing states of water as it moves through the lithosphere, biosphere, hydrosphere and atmosphere. |
| science-2018:7.ESS.2 | authored_target_pending_coverage_review | Thermal-energy transfers in the ocean and the atmosphere contribute to the formation of currents, which influence global climate patterns. |
| science-2018:7.ESS.3 | authored_target_pending_coverage_review | The atmosphere has different properties at different elevations and contains a mixture of gases that cycle through the lithosphere, biosphere, hydrosphere and atmosphere. |
| science-2018:7.ESS.4 | authored_target_pending_coverage_review | The relative patterns of motion and positions of Earth, moon and sun cause solar and lunar eclipses, tides and phases of the moon. |
| science-2018:7.ESS.5 | authored_target_pending_coverage_review | The relative positions of Earth and the sun cause patterns we call seasons. |
| science-2018:7.PS.1 | authored_target_pending_coverage_review | Elements can be organized by properties. |
| science-2018:7.PS.2 | authored_target_pending_coverage_review | Matter can be separated or changed, but in a closed system, the number and types of atoms remains constant. |
| science-2018:7.PS.3 | authored_target_pending_coverage_review | Energy can be transformed or transferred but is never lost. |
| science-2018:7.PS.4 | authored_target_pending_coverage_review | Energy can be transferred through a variety of ways. |
| science-2018:7.LS.1 | authored_target_pending_coverage_review | Energy flows and matter is transferred continuously from one organism to another and between organisms and their physical environments. |
| science-2018:7.LS.2 | authored_target_pending_coverage_review | In any particular biome, the number, growth and survival of organisms and populations depend on biotic and abiotic factors. |
science / science-2018 / 8 — 9 of 9 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| science-2018:8.ESS.1 | authored_target_pending_coverage_review | The composition and properties of Earth's interior are identified by the behavior of seismic waves. |
| science-2018:8.ESS.2 | authored_target_pending_coverage_review | Earth's lithosphere consists of major and minor tectonic plates that move relative to each other. |
| science-2018:8.ESS.3 | authored_target_pending_coverage_review | A combination of constructive and destructive geologic processes formed Earth's surface. |
| science-2018:8.ESS.4 | authored_target_pending_coverage_review | Evidence of the dynamic changes of Earth's surface through time is found in the geologic record. |
| science-2018:8.PS.1 | authored_target_pending_coverage_review | Objects can experience a force due to an external field such as magnetic, electrostatic, or gravitational fields. |
| science-2018:8.PS.2 | authored_target_pending_coverage_review | Forces can act to change the motion of objects. |
| science-2018:8.LS.1 | authored_target_pending_coverage_review | Diversity of species, a result of variation of traits, occurs through the process of evolution and extinction over many generations. The fossil records provide evidence that changes have occurred in number and types of species. |
| science-2018:8.LS.2 | authored_target_pending_coverage_review | Every organism alive today comes from a long line of ancestors who reproduced successfully every generation. |
| science-2018:8.LS.3 | authored_target_pending_coverage_review | The characteristics of an organism are a result of inherited traits received from parent(s). |
science / science-2018 / BIOLOGY — 12 of 12 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| science-2018:B.H.1 | authored_target_pending_coverage_review | Cellular genetics |
| science-2018:B.H.2 | authored_target_pending_coverage_review | Structure and function of DNA in cells |
| science-2018:B.H.3 | authored_target_pending_coverage_review | Genetic mechanisms and inheritance |
| science-2018:B.H.4 | authored_target_pending_coverage_review | Mutations |
| science-2018:B.H.5 | authored_target_pending_coverage_review | Modern genetics |
| science-2018:B.E.1 | authored_target_pending_coverage_review | Mechanisms |
| science-2018:B.E.2 | authored_target_pending_coverage_review | Speciation |
| science-2018:B.DI.1 | authored_target_pending_coverage_review | Biodiversity |
| science-2018:B.DI.2 | authored_target_pending_coverage_review | Ecosystems |
| science-2018:B.DI.3 | authored_target_pending_coverage_review | Loss of diversity |
| science-2018:B.C.1 | authored_target_pending_coverage_review | Cell structure and function |
| science-2018:B.C.2 | authored_target_pending_coverage_review | Cellular Processes |
science / science-2018 / CHEMISTRY — 9 of 9 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| science-2018:C.PM.1 | authored_target_pending_coverage_review | Atomic structure |
| science-2018:C.PM.2 | authored_target_pending_coverage_review | Periodic Table |
| science-2018:C.PM.3 | authored_target_pending_coverage_review | Chemical bonding |
| science-2018:C.PM.4 | authored_target_pending_coverage_review | Representing compounds |
| science-2018:C.PM.5 | authored_target_pending_coverage_review | Quantifying matter |
| science-2018:C.PM.6 | authored_target_pending_coverage_review | Intermolecular forces of attraction |
| science-2018:C.IM.1 | authored_target_pending_coverage_review | Chemical reactions |
| science-2018:C.IM.2 | authored_target_pending_coverage_review | Gas laws |
| science-2018:C.IM.3 | authored_target_pending_coverage_review | Stoichiometry |
science / science-2018 / ENVIRONMENTAL_SCIENCE — 19 of 19 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| science-2018:ENV.ES.1 | authored_target_pending_coverage_review | Biosphere |
| science-2018:ENV.ES.2 | authored_target_pending_coverage_review | Atmosphere |
| science-2018:ENV.ES.3 | authored_target_pending_coverage_review | Lithosphere |
| science-2018:ENV.ES.4 | authored_target_pending_coverage_review | Hydrosphere |
| science-2018:ENV.ES.5 | authored_target_pending_coverage_review | Movement of matter and energy through the hydrosphere, lithosphere, atmosphere and biosphere |
| science-2018:ENV.ER.1 | authored_target_pending_coverage_review | Energy resources |
| science-2018:ENV.ER.2 | authored_target_pending_coverage_review | Air and air pollution |
| science-2018:ENV.ER.3 | authored_target_pending_coverage_review | Water and water pollution |
| science-2018:ENV.ER.4 | authored_target_pending_coverage_review | Soil and land |
| science-2018:ENV.ER.5 | authored_target_pending_coverage_review | Wildlife and wilderness |
| science-2018:ENV.GP.1 | authored_target_pending_coverage_review | Human population |
| science-2018:ENV.GP.2 | authored_target_pending_coverage_review | Potable water quality, use, and availability |
| science-2018:ENV.GP.3 | authored_target_pending_coverage_review | Climate change |
| science-2018:ENV.GP.4 | authored_target_pending_coverage_review | Sustainability |
| science-2018:ENV.GP.5 | authored_target_pending_coverage_review | Species depletion and extinction |
| science-2018:ENV.GP.6 | authored_target_pending_coverage_review | Air quality |
| science-2018:ENV.GP.7 | authored_target_pending_coverage_review | Food production and availability |
| science-2018:ENV.GP.8 | authored_target_pending_coverage_review | Deforestation and loss of biodiversity |
| science-2018:ENV.GP.9 | authored_target_pending_coverage_review | Waste management (solid and hazardous) |
science / science-2018 / HUMAN_ANATOMY_PHYSIOLOGY — 17 of 17 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| science-2018:AP.LO.1 | authored_target_pending_coverage_review | Hierarchy of organization |
| science-2018:AP.LO.2 | authored_target_pending_coverage_review | Types of tissues |
| science-2018:AP.LO.3 | authored_target_pending_coverage_review | Homeostasis |
| science-2018:AP.LO.4 | authored_target_pending_coverage_review | Anatomical terminology |
| science-2018:AP.SM.1 | authored_target_pending_coverage_review | Integumentary System |
| science-2018:AP.SM.2 | authored_target_pending_coverage_review | Skeletal system |
| science-2018:AP.SM.3 | authored_target_pending_coverage_review | Muscular system |
| science-2018:AP.IC.1 | authored_target_pending_coverage_review | Nervous System |
| science-2018:AP.IC.2 | authored_target_pending_coverage_review | Special senses |
| science-2018:AP.IC.3 | authored_target_pending_coverage_review | Endocrine system |
| science-2018:AP.T.1 | authored_target_pending_coverage_review | Blood |
| science-2018:AP.T.2 | authored_target_pending_coverage_review | Cardiovascular system |
| science-2018:AP.T.3 | authored_target_pending_coverage_review | Lymphatic and immune systems |
| science-2018:AP.AE.1 | authored_target_pending_coverage_review | Digestive system |
| science-2018:AP.AE.2 | authored_target_pending_coverage_review | Respiratory system |
| science-2018:AP.AE.3 | authored_target_pending_coverage_review | Urinary system |
| science-2018:AP.R.1 | authored_target_pending_coverage_review | Reproductive system |
science / science-2018 / K — 6 of 6 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| science-2018:K.ESS.1 | authored_target_pending_coverage_review | Weather changes are long-term and short-term. |
| science-2018:K.ESS.2 | authored_target_pending_coverage_review | The moon, sun and stars can be observed at different times of the day or night. |
| science-2018:K.PS.1 | authored_target_pending_coverage_review | Objects and materials can be sorted and described by their properties. |
| science-2018:K.PS.2 | authored_target_pending_coverage_review | Some objects and materials can be made to vibrate to produce sound. |
| science-2018:K.LS.1 | authored_target_pending_coverage_review | Living things have specific characteristics and traits. |
| science-2018:K.LS.2 | authored_target_pending_coverage_review | Living things have physical traits and behaviors, which influence their survival. |
science / science-2018 / PHYSICAL_GEOLOGY — 19 of 19 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| science-2018:PG.M.1 | authored_target_pending_coverage_review | Atoms and elements |
| science-2018:PG.M.2 | authored_target_pending_coverage_review | Chemical bonding (ionic, covalent, metallic) |
| science-2018:PG.M.3 | authored_target_pending_coverage_review | Crystallinity (crystal structure) |
| science-2018:PG.M.4 | authored_target_pending_coverage_review | Criteria of a mineral (crystalline solid, occurs in nature, inorganic, defined chemical composition) |
| science-2018:PG.M.5 | authored_target_pending_coverage_review | Properties of minerals (hardness, luster, cleavage, streak, crystal shape, fluorescence, flammability, density/specific gravity, malleability) |
| science-2018:PG.IMS.1 | authored_target_pending_coverage_review | Igneous |
| science-2018:PG.IMS.2 | authored_target_pending_coverage_review | Metamorphic |
| science-2018:PG.IMS.3 | authored_target_pending_coverage_review | Sedimentary |
| science-2018:PG.IMS.4 | authored_target_pending_coverage_review | Ocean |
| science-2018:PG.EH.1 | authored_target_pending_coverage_review | The geologic rock record |
| science-2018:PG.PT.1 | authored_target_pending_coverage_review | Internal Earth |
| science-2018:PG.PT.2 | authored_target_pending_coverage_review | Structure of Earth |
| science-2018:PG.PT.3 | authored_target_pending_coverage_review | Historical review |
| science-2018:PG.PT.4 | authored_target_pending_coverage_review | Plate motion |
| science-2018:PG.ER.1 | authored_target_pending_coverage_review | Energy resources |
| science-2018:PG.ER.2 | authored_target_pending_coverage_review | Air |
| science-2018:PG.ER.3 | authored_target_pending_coverage_review | Water |
| science-2018:PG.ER.4 | authored_target_pending_coverage_review | Soil and sediment |
| science-2018:PG.GG.1 | authored_target_pending_coverage_review | Glaciers and glaciation |
science / science-2018 / PHYSICAL_SCIENCE — 16 of 16 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| science-2018:PS.M.1 | authored_target_pending_coverage_review | Classification of matter |
| science-2018:PS.M.2 | authored_target_pending_coverage_review | Atoms |
| science-2018:PS.M.3 | authored_target_pending_coverage_review | Periodic trends of the elements |
| science-2018:PS.M.4 | authored_target_pending_coverage_review | Bonding and compounds |
| science-2018:PS.M.5 | authored_target_pending_coverage_review | Reactions of matter |
| science-2018:PS.EW.1 | authored_target_pending_coverage_review | Conservation of energy |
| science-2018:PS.EW.2 | authored_target_pending_coverage_review | Transfer and transformation of energy (including work) |
| science-2018:PS.EW.3 | authored_target_pending_coverage_review | Waves |
| science-2018:PS.EW.4 | authored_target_pending_coverage_review | Thermal Energy |
| science-2018:PS.EW.5 | authored_target_pending_coverage_review | Electricity |
| science-2018:PS.FM.1 | authored_target_pending_coverage_review | Motion |
| science-2018:PS.FM.2 | authored_target_pending_coverage_review | Forces |
| science-2018:PS.FM.3 | authored_target_pending_coverage_review | Dynamics (how forces affect motion) |
| science-2018:PS.U.1 | authored_target_pending_coverage_review | History of the universe |
| science-2018:PS.U.2 | authored_target_pending_coverage_review | Galaxies |
| science-2018:PS.U.3 | authored_target_pending_coverage_review | Stars |
science / science-2018 / PHYSICS — 23 of 23 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| science-2018:P.M.1 | authored_target_pending_coverage_review | Motion graphs |
| science-2018:P.M.2 | authored_target_pending_coverage_review | Problem solving |
| science-2018:P.M.3 | authored_target_pending_coverage_review | Projectile motion |
| science-2018:P.F.1 | authored_target_pending_coverage_review | Newton's laws applied to complex problems |
| science-2018:P.F.2 | authored_target_pending_coverage_review | Gravitational forces and fields |
| science-2018:P.F.3 | authored_target_pending_coverage_review | Elastic forces |
| science-2018:P.F.4 | authored_target_pending_coverage_review | Friction forces (static and kinetic) |
| science-2018:P.F.5 | authored_target_pending_coverage_review | Air resistance and drag |
| science-2018:P.F.6 | authored_target_pending_coverage_review | Forces in two dimensions |
| science-2018:P.F.7 | authored_target_pending_coverage_review | Momentum, impulse and conservation of momentum |
| science-2018:P.E.1 | authored_target_pending_coverage_review | Gravitational potential energy |
| science-2018:P.E.2 | authored_target_pending_coverage_review | Energy in springs |
| science-2018:P.E.3 | authored_target_pending_coverage_review | Work and power |
| science-2018:P.E.4 | authored_target_pending_coverage_review | Conservation of energy |
| science-2018:P.E.5 | authored_target_pending_coverage_review | Nuclear energy |
| science-2018:P.W.1 | authored_target_pending_coverage_review | Wave properties |
| science-2018:P.W.2 | authored_target_pending_coverage_review | Light phenomena |
| science-2018:P.EM.1 | authored_target_pending_coverage_review | Charging objects |
| science-2018:P.EM.2 | authored_target_pending_coverage_review | Coulomb's law |
| science-2018:P.EM.3 | authored_target_pending_coverage_review | Electric fields and electric potential energy |
| science-2018:P.EM.4 | authored_target_pending_coverage_review | DC circuits |
| science-2018:P.EM.5 | authored_target_pending_coverage_review | Magnetic fields |
| science-2018:P.EM.6 | authored_target_pending_coverage_review | Electromagnetic interactions |
social_studies / ss-2018 / 1 — 14 of 14 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| ss-2018:1:1 | authored_target_pending_coverage_review | Time can be divided into categories (e.g., months of the year, past, present and future). |
| ss-2018:1:2 | authored_target_pending_coverage_review | Photographs, letters, artifacts and books can be used to learn about the past. |
| ss-2018:1:4 | authored_target_pending_coverage_review | Maps can be used to locate and identify places. |
| ss-2018:1:6 | authored_target_pending_coverage_review | Families interact with the physical environment differently in different times and places. |
| ss-2018:1:7 | authored_target_pending_coverage_review | Diverse cultural practices address basic human needs in various ways and may change over time |
| ss-2018:1:8 | authored_target_pending_coverage_review | Individuals have responsibility to take action toward the achievement of common goals in homes, schools and communities and are accountable for those actions. |
| ss-2018:1:9 | authored_target_pending_coverage_review | Collaboration requires group members to respect the rights and opinions of others. |
| ss-2018:1:3 | authored_target_pending_coverage_review | The ways basic human needs are met have changed over time. |
| ss-2018:1:5 | authored_target_pending_coverage_review | Places are distinctive because of their physical characteristics (land forms and bodies of water) and human characteristics (structures built by people). |
| ss-2018:1:10 | authored_target_pending_coverage_review | Rules exist in different settings. The principles of fairness should guide rules and the consequences for breaking rules. |
| ss-2018:1:11 | authored_target_pending_coverage_review | Wants are unlimited and resources are limited. Individuals make choices because they cannot have everything they want. |
| ss-2018:1:13 | authored_target_pending_coverage_review | People trade to obtain goods and services they want. |
| ss-2018:1:12 | authored_target_pending_coverage_review | People produce and consume goods and services in the community. |
| ss-2018:1:14 | authored_target_pending_coverage_review | Currency is used as a means of economic exchange. |
social_studies / ss-2018 / 2 — 17 of 17 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| ss-2018:2:1 | authored_target_pending_coverage_review | Time can be shown graphically on calendars and timelines. |
| ss-2018:2:2 | authored_target_pending_coverage_review | Change over time can be shown with artifacts, maps, and photographs. |
| ss-2018:2:5 | authored_target_pending_coverage_review | Maps and their symbols, including cardinal directions, can be interpreted to answer questions about location of places. |
| ss-2018:2:7 | authored_target_pending_coverage_review | Human activities alter the physical environment, both positively and negatively. |
| ss-2018:2:8 | authored_target_pending_coverage_review | Cultures develop in unique ways, in part through the influence of the physical environment. |
| ss-2018:2:9 | authored_target_pending_coverage_review | Interactions among cultures lead to sharing ways of life. |
| ss-2018:2:10 | authored_target_pending_coverage_review | Respect for the rights of self and others includes making responsible choices and being accountable for personal actions. |
| ss-2018:2:11 | authored_target_pending_coverage_review | Groups are accountable for choices they make and actions they take. |
| ss-2018:2:3 | authored_target_pending_coverage_review | Science and technology have changed daily life. |
| ss-2018:2:4 | authored_target_pending_coverage_review | Biographies can show how peoples' actions have shaped the world in which we live. |
| ss-2018:2:6 | authored_target_pending_coverage_review | The work that people do is impacted by the distinctive human and physical characteristics in the place where they live. |
| ss-2018:2:12 | authored_target_pending_coverage_review | There are different rules and laws that govern behavior in different settings. |
| ss-2018:2:13 | authored_target_pending_coverage_review | Information displayed on bar graphs can be used to compare quantities. |
| ss-2018:2:15 | authored_target_pending_coverage_review | Most people around the world work in jobs in which they produce specific goods and services. |
| ss-2018:2:17 | authored_target_pending_coverage_review | People earn income by working. |
| ss-2018:2:14 | authored_target_pending_coverage_review | Resources can be used in various ways. |
| ss-2018:2:16 | authored_target_pending_coverage_review | People use money to buy and sell goods and services. |
social_studies / ss-2018 / 3 — 20 of 20 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| ss-2018:3:1 | authored_target_pending_coverage_review | Events in local history can be shown on timelines organized by years, decades and centuries. |
| ss-2018:3:2 | authored_target_pending_coverage_review | Primary and secondary sources can be used to show change over time. |
| ss-2018:3:4 | authored_target_pending_coverage_review | Physical and political maps have distinctive characteristics and purposes. Places can be located on a map by using the title, key, alphanumeric grid and cardinal directions. |
| ss-2018:3:6 | authored_target_pending_coverage_review | Evidence of positive and negative human modification of the environment can be observed in the local community. |
| ss-2018:3:7 | authored_target_pending_coverage_review | Systems of transportation and communication move people, products and ideas from place to place. |
| ss-2018:3:8 | authored_target_pending_coverage_review | Communities may include diverse cultural groups. |
| ss-2018:3:3 | authored_target_pending_coverage_review | Local communities change over time. |
| ss-2018:3:5 | authored_target_pending_coverage_review | Daily life is influenced by the agriculture, industry and natural resources in different communities. |
| ss-2018:3:9 | authored_target_pending_coverage_review | Members of local communities have rights and responsibilities. |
| ss-2018:3:10 | authored_target_pending_coverage_review | Individuals make the community a better place by taking action to solve problems in a way that promotes the common good. |
| ss-2018:3:12 | authored_target_pending_coverage_review | Governments have authority to make and enforce laws. |
| ss-2018:3:13 | authored_target_pending_coverage_review | The structure of local governments may differ from one community to another. |
| ss-2018:3:14 | authored_target_pending_coverage_review | Line graphs are used to show changes in data over time. |
| ss-2018:3:17 | authored_target_pending_coverage_review | A consumer is a person whose wants are satisfied by using goods and services. A producer makes goods and/or provides services. |
| ss-2018:3:19 | authored_target_pending_coverage_review | Making decisions involves weighing costs and benefits. |
| ss-2018:3:20 | authored_target_pending_coverage_review | A budget is a plan to help people make personal economic decisions for the present and future and to become more financially responsible. |
| ss-2018:3:11 | authored_target_pending_coverage_review | Laws are rules which apply to all people in a community and describe ways people are expected to behave. Laws promote order and security, provide public services and protect the rights of individuals in the local community. |
| ss-2018:3:15 | authored_target_pending_coverage_review | Both positive and negative incentives affect individuals' choices and behaviors. |
| ss-2018:3:16 | authored_target_pending_coverage_review | Individuals must make decisions because of the scarcity of resources. Making a decision involves a trade-off. |
| ss-2018:3:18 | authored_target_pending_coverage_review | A market is where buyers and sellers exchange goods and services. |
social_studies / ss-2018 / 4 — 22 of 22 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| ss-2018:4:1 | authored_target_pending_coverage_review | The order of significant events in Ohio and the United States can be shown on a timeline. |
| ss-2018:4:2 | authored_target_pending_coverage_review | Primary and secondary sources can be used to create historical narratives. |
| ss-2018:4:3 | authored_target_pending_coverage_review | Various groups of people have lived in Ohio over time including American Indians, migrating settlers and immigrants. Interactions among these groups have resulted in cooperation, conflict and compromise. |
| ss-2018:4:4 | authored_target_pending_coverage_review | The 13 colonies came together around a common cause of liberty and justice, uniting to fight for independence during the American Revolution and to form a new nation. |
| ss-2018:4:5 | authored_target_pending_coverage_review | The Northwest Ordinance incorporated democratic ideals into the territories. It provided a process for territories to become states and recognized them as equal to the other existing states. |
| ss-2018:4:6 | authored_target_pending_coverage_review | Ongoing conflicts on the Ohio frontier with American Indians and Great Britain contributed to the United States' involvement in the War of 1812. |
| ss-2018:4:7 | authored_target_pending_coverage_review | Following the War of 1812, Ohio continued to play a key role in national conflicts including the anti-slavery movement and the Underground Railroad. |
| ss-2018:4:8 | authored_target_pending_coverage_review | Many technological innovations that originated in Ohio benefitted the United States. |
| ss-2018:4:9 | authored_target_pending_coverage_review | A map scale and cardinal and intermediate directions can be used to describe the relative location of physical and human characteristics of Ohio and the United States. |
| ss-2018:4:12 | authored_target_pending_coverage_review | People have modified the environment throughout history resulting in both positive and negative consequences in Ohio and the United States. |
| ss-2018:4:13 | authored_target_pending_coverage_review | The population of the United States has changed over time, becoming more diverse (e.g., racial, ethnic, linguistic, religious). Ohio's population has become increasingly reflective of the multicultural diversity of the United States. |
| ss-2018:4:14 | authored_target_pending_coverage_review | Ohio's location and its transportation systems continue to influence the movement of people, products and ideas in the United States. |
| ss-2018:4:15 | authored_target_pending_coverage_review | Individuals have a variety of opportunities to act in and influence their state and national government. Citizens have both rights and responsibilities in Ohio and the United States. |
| ss-2018:4:16 | authored_target_pending_coverage_review | Civic participation in a democratic society requires individuals to make informed and reasoned decisions by accessing, evaluating and using information effectively to engage in compromise. |
| ss-2018:4:19 | authored_target_pending_coverage_review | A constitution is a written plan for government. The Ohio Constitution and the U.S. Constitution separate the major responsibilities of government among three branches. |
| ss-2018:4:10 | authored_target_pending_coverage_review | The economic development of the United States continues to influence and be influenced by agriculture, industry and natural resources in Ohio. |
| ss-2018:4:11 | authored_target_pending_coverage_review | The regions of the United States known as the North, South and West developed in the early 1800s largely based on their physical environments and economies. |
| ss-2018:4:17 | authored_target_pending_coverage_review | Laws can protect rights, provide benefits and assign responsibilities. |
| ss-2018:4:18 | authored_target_pending_coverage_review | The U.S. Constitution establishes a system of limited government and protects citizens' rights; five of these rights are addressed in the First Amendment. |
| ss-2018:4:20 | authored_target_pending_coverage_review | Tables and charts organize data in a variety of formats to help individuals understand information and issues. |
| ss-2018:4:22 | authored_target_pending_coverage_review | Saving a portion of income contributes to an individuals' financial well-being. Individuals can reduce spending to save more of their income. |
| ss-2018:4:21 | authored_target_pending_coverage_review | Entrepreneurs in Ohio and the United States organize productive resources and take risks to make a profit and compete with other producers. |
social_studies / ss-2018 / 5 — 18 of 18 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| ss-2018:5:1 | authored_target_pending_coverage_review | Events can be arranged in order of occurrence using the conventions of B.C. and A.D. or B.C.E. and C.E. |
| ss-2018:5:3 | authored_target_pending_coverage_review | European exploration and colonization during the 1400s- 1600s had lasting effects which can be used to understand the Western Hemisphere today. |
| ss-2018:5:4 | authored_target_pending_coverage_review | Geographic tools can be used to gather, process and report information about people, places and environments. Cartographers decide which information to include in maps. |
| ss-2018:5:5 | authored_target_pending_coverage_review | Latitude and longitude can be used to make observations about location and generalizations about climate |
| ss-2018:5:7 | authored_target_pending_coverage_review | The variety of physical environments within the Western Hemisphere influences human activities. Likewise, human activities modify the physical environments. |
| ss-2018:5:8 | authored_target_pending_coverage_review | American Indians developed unique cultures with many different ways of life. American Indian tribes and nations can be classified into cultural groups based on geographic and cultural similarities. |
| ss-2018:5:2 | authored_target_pending_coverage_review | Early Indian civilizations (Maya, Inca, Aztec, Mississippian) existed in the Western Hemisphere prior to the arrival of Europeans. These civilizations had developed unique governments, social structures, religions, technologies, and agricultural practices. |
| ss-2018:5:6 | authored_target_pending_coverage_review | Regions can be determined using data related to various criteria including landform, climate, population, and cultural and economic characteristics. |
| ss-2018:5:9 | authored_target_pending_coverage_review | Political, environmental, social and economic factors cause people, products and ideas to move from place to place in the Western Hemisphere and results in diversity. |
| ss-2018:5:10 | authored_target_pending_coverage_review | The Western Hemisphere is culturally diverse (eg., language, food, religion, art, music) due to the influences and interactions of a variety of world cultures. |
| ss-2018:5:11 | authored_target_pending_coverage_review | Individuals can better understand public issues by gathering, interpreting and checking information for accuracy from multiple sources. Data can be displayed graphically to effectively and efficiently communicate information. |
| ss-2018:5:13 | authored_target_pending_coverage_review | Information displayed in circle graphs can be used to show relative proportions of segments of data to an entire body of data. |
| ss-2018:5:14 | authored_target_pending_coverage_review | The choices made by individuals and governments have both present and future consequences. |
| ss-2018:5:16 | authored_target_pending_coverage_review | The availability of productive resources and the division of labor can have a positive or negative impact on productive capacity. |
| ss-2018:5:18 | authored_target_pending_coverage_review | Workers can improve their ability to earn income by gaining new knowledge, skills and experiences. |
| ss-2018:5:12 | authored_target_pending_coverage_review | Democracies, dictatorships and monarchies are categories for understanding the relationship between those in power or authority and citizens. |
| ss-2018:5:15 | authored_target_pending_coverage_review | The availability of productive resources (i.e., entrepreneurship, human resources, capital goods and natural resources) promotes specialization that could lead to trade. |
| ss-2018:5:17 | authored_target_pending_coverage_review | Regions and countries become interdependent when they specialize in what they produce best and then trade with other regions to increase the amount and variety of goods and services available. |
social_studies / ss-2018 / 6 — 16 of 16 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| ss-2018:6:1 | authored_target_pending_coverage_review | Multiple tier timelines can be used to show relationships among events and places. |
| ss-2018:6:3 | authored_target_pending_coverage_review | Geographic tools can be used to gather, process and report information about people, places and environments. Cartographers decide which information to include and how it is displayed. |
| ss-2018:6:4 | authored_target_pending_coverage_review | Latitude and longitude can be used to identify absolute location. |
| ss-2018:6:6 | authored_target_pending_coverage_review | The variety of physical environments within the Eastern Hemisphere influences human activities. Likewise, human activities modify the physical environment. |
| ss-2018:6:7 | authored_target_pending_coverage_review | Political, environmental, social and economic factors cause people, products and ideas to move from place to place in the Eastern Hemisphere in the past and today. |
| ss-2018:6:8 | authored_target_pending_coverage_review | Diffusion of agricultural practices and products, technology, cultural practices and major world religions (Buddhism, Christianity, Hinduism, Islam and Judaism) impacted the Eastern Hemisphere. |
| ss-2018:6:2 | authored_target_pending_coverage_review | Early civilizations (India, Egypt, China and Mesopotamia) had unique governments, economic systems, social structures, religions, technologies and agricultural practices and products. The cultural practices and products of these early civilizations can be used to help understand the Eastern Hemisphere today. |
| ss-2018:6:5 | authored_target_pending_coverage_review | Regions can be determined, classified and compared using data related to various criteria including landform, climate, population, and cultural and economic characteristics |
| ss-2018:6:9 | authored_target_pending_coverage_review | Different perspectives on a topic can be obtained from a variety of historic and contemporary sources and used to effectively communicate and defend a claim based on evidence. Sources should be examined for accuracy and credibility. |
| ss-2018:6:11 | authored_target_pending_coverage_review | Economists compare data sets to draw conclusions about relationships among them. |
| ss-2018:6:12 | authored_target_pending_coverage_review | The choices made by individuals and governments have both present and future consequences. The evaluation of choices is relative and may differ across individuals and societies. |
| ss-2018:6:15 | authored_target_pending_coverage_review | The interaction of supply and demand, influenced by competition, helps to determine price in a market. This interaction also determines the quantities of outputs produced and the quantities of productive resources (entrepreneurship, human resources, natural resources and capital) used. |
| ss-2018:6:10 | authored_target_pending_coverage_review | Governments can be categorized as monarchies, theocracies, dictatorships or democracies, but categories may overlap and labels may not accurately represent how governments function. The extent of citizens' liberties and responsibilities varies according to limits on governmental authority. |
| ss-2018:6:13 | authored_target_pending_coverage_review | The fundamental questions of economics include what to produce, how to produce and for whom to produce. |
| ss-2018:6:14 | authored_target_pending_coverage_review | When regions and/or countries specialize, global trade occurs. |
| ss-2018:6:16 | authored_target_pending_coverage_review | When selecting items to buy, individuals can weigh costs and benefits and compare the price and quality of available goods and services. |
social_studies / ss-2018 / 7 — 21 of 21 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| ss-2018:7:1 | authored_target_pending_coverage_review | Historians and archaeologists describe historical events and issues from the perspectives of people living at the time to avoid evaluating the past in terms of today's norms and values. |
| ss-2018:7:3 | authored_target_pending_coverage_review | The Roman Empire collapsed due to various internal and external factors (political, social and economic) which led to the development of feudalism and the manorial system in the region. The fall of Rome and later invasions also allowed for the creation of new empires in the region. |
| ss-2018:7:4 | authored_target_pending_coverage_review | The Mongols conquered much of Asia which led to unified states in China and Korea. Mongol failure to conquer Japan allowed a feudal system to persist. |
| ss-2018:7:5 | authored_target_pending_coverage_review | Achievements in medicine, science, mathematics and geography by the Islamic civilization dominated most of the Mediterranean after the decline of the Roman Empire. These achievements were introduced into Western Europe as a result of the Muslim conquests, Crusades and trade, influencing the European Renaissance. |
| ss-2018:7:6 | authored_target_pending_coverage_review | The decline of feudalism, the rise of nation-states and the Renaissance in Europe introduced revolutionary ideas, leading to cultural, scientific and social changes. |
| ss-2018:7:7 | authored_target_pending_coverage_review | The Reformation introduced changes in religion including the emergence of Protestant faiths and a decline in the political power and social influence of the Roman Catholic Church. |
| ss-2018:7:2 | authored_target_pending_coverage_review | The civilizations that developed in Greece and Rome had an enduring impact on later civilizations. This legacy includes governance and law, engineering and technology, art and architecture, as well as literature and history. The Roman Empire also played an instrumental role in the spread of Christianity. |
| ss-2018:7:8 | authored_target_pending_coverage_review | Empires in Africa and Asia grew as commercial and cultural centers along trade routes. |
| ss-2018:7:9 | authored_target_pending_coverage_review | The advent of the trans-Saharan slave trade had profound effects on both West and Central Africa and the receiving societies. |
| ss-2018:7:10 | authored_target_pending_coverage_review | European economic and cultural influence dramatically increased through explorations, conquests and colonization. |
| ss-2018:7:11 | authored_target_pending_coverage_review | The Columbian exchange (i.e., the exchange of fauna, flora and pathogens) among previously unconnected parts of the world reshaped societies in ways still evident today. |
| ss-2018:7:12 | authored_target_pending_coverage_review | Maps and other geographic representations can be used to trace the development of human settlement over time. |
| ss-2018:7:16 | authored_target_pending_coverage_review | Analyzing individual and group perspectives is essential to understanding historic and contemporary issues. Opportunities for civic engagement exist for students to connect real-world issues and events to classroom learning. |
| ss-2018:7:19 | authored_target_pending_coverage_review | Individuals, governments and businesses must analyze costs and benefits when making economic decisions. A cost- benefit analysis consists of determining the potential costs and benefits of an action and then balancing the costs against the benefits. |
| ss-2018:7:21 | authored_target_pending_coverage_review | The growth of cities and empires fostered the growth of markets. Market exchanges encouraged specialization and the transition from barter to monetary economies. |
| ss-2018:7:13 | authored_target_pending_coverage_review | Geographic factors promote or impede the movement of people, products and ideas. |
| ss-2018:7:14 | authored_target_pending_coverage_review | Trade routes connecting Africa, Europe and Asia helped foster the spread of ideas, technology, goods and major world religions (Buddhism, Christianity, Hinduism, Islam and Judaism) that impacted the Eastern Hemisphere. |
| ss-2018:7:15 | authored_target_pending_coverage_review | Improvements in transportation, communication and technology have facilitated cultural diffusion among peoples around the world. |
| ss-2018:7:17 | authored_target_pending_coverage_review | Greek democracy and the Roman Republic were a radical departure from monarchy and theocracy, influencing the structure and function of modern democratic governments. |
| ss-2018:7:18 | authored_target_pending_coverage_review | With the decline of feudalism, consolidation of power resulted in the emergence of nation-states. |
| ss-2018:7:20 | authored_target_pending_coverage_review | The variability in the distribution of productive resources in the various regions of the world contributed to specialization, trade and interdependence. |
social_studies / ss-2018 / 8 — 26 of 26 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| ss-2018:8:1 | authored_target_pending_coverage_review | Primary and secondary sources are used to examine events from multiple perspectives and to present and defend a position. |
| ss-2018:8:7 | authored_target_pending_coverage_review | The outcome of the American Revolution was national independence and new political, social and economic relationships for the American people. |
| ss-2018:8:8 | authored_target_pending_coverage_review | Problems arising under the Articles of Confederation led to debate over the adoption of the U.S. Constitution. |
| ss-2018:8:9 | authored_target_pending_coverage_review | Actions of early presidential administrations established a strong federal government, provided peaceful transitions of power and repelled a foreign invasion. |
| ss-2018:8:2 | authored_target_pending_coverage_review | North America, originally inhabited by American Indians, was explored and colonized by Europeans for economic and religious reasons. |
| ss-2018:8:3 | authored_target_pending_coverage_review | Competition for control of territory and resources in North America led to conflicts among colonizing powers. |
| ss-2018:8:4 | authored_target_pending_coverage_review | The practice of race-based slavery led to the forced migration of Africans to the American colonies and contributed to colonial economic development. Their knowledge, skills and traditions were essential to the development of the colonies. |
| ss-2018:8:5 | authored_target_pending_coverage_review | The ideas of the Enlightenment and dissatisfaction with colonial rule led English colonists to write the Declaration of Independence and launch the American Revolution. |
| ss-2018:8:6 | authored_target_pending_coverage_review | Key events and significant figures in American history influenced the course and outcome of the American Revolution. |
| ss-2018:8:10 | authored_target_pending_coverage_review | The United States added to its territory through treaties and purchases. |
| ss-2018:8:11 | authored_target_pending_coverage_review | Westward expansion contributed to economic and industrial development, debates over sectional issues, war with Mexico and the displacement of American Indians. |
| ss-2018:8:12 | authored_target_pending_coverage_review | Disputes over the nature of federalism, complicated by economic developments in the United States, resulted in sectional issues, including slavery, which led to the American Civil War. |
| ss-2018:8:13 | authored_target_pending_coverage_review | Key events and significant figures in American history influenced the course and outcome of the Civil War. |
| ss-2018:8:14 | authored_target_pending_coverage_review | The Reconstruction period resulted in changes to the U.S. Constitution, an affirmation of federal authority and lingering social and political differences. |
| ss-2018:8:15 | authored_target_pending_coverage_review | Modern and historical maps and other geographic tools are used to analyze how historic events are shaped by geography. |
| ss-2018:8:20 | authored_target_pending_coverage_review | Active participation in social and civic groups can lead to the attainment of individual and public goals. |
| ss-2018:8:21 | authored_target_pending_coverage_review | Informed citizens understand how media and communication technology influence public opinion. |
| ss-2018:8:16 | authored_target_pending_coverage_review | The availability of natural resources contributed to the geographic and economic expansion of the United States, sometimes resulting in unintended environmental consequences. |
| ss-2018:8:17 | authored_target_pending_coverage_review | The movement of people, products and ideas resulted in new patterns of settlement and land use that influenced the political and economic development of the United States. |
| ss-2018:8:18 | authored_target_pending_coverage_review | Cultural biases, stereotypes and prejudices had social, political and economic consequences for minority groups and the population as a whole. |
| ss-2018:8:19 | authored_target_pending_coverage_review | Americans began to develop a unique national identity among diverse regional and cultural populations based on democratic ideals. |
| ss-2018:8:22 | authored_target_pending_coverage_review | The U.S. Constitution established a federal republic, providing a framework for a national government with elected representatives, separation of powers, and checks and balances. |
| ss-2018:8:23 | authored_target_pending_coverage_review | The U.S. Constitution protects citizens' rights by limiting the powers of government. |
| ss-2018:8:24 | authored_target_pending_coverage_review | Choices made by individuals, businesses and governments have both present and future consequences. |
| ss-2018:8:26 | authored_target_pending_coverage_review | Governments can impact markets by means of spending, regulations, taxes and trade barriers. |
| ss-2018:8:25 | authored_target_pending_coverage_review | The Industrial Revolution fundamentally changed the means of production as a result of improvements in technology, use of new power resources, the advent of interchangeable parts and the shift from craftwork to factory work. |
social_studies / ss-2018 / AMERICAN_GOVERNMENT — 21 of 21 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| ss-2018:AMERICAN_GOVERNMENT:1 | authored_target_pending_coverage_review | Opportunities for civic engagement within the structures of government are made possible through political and public policy processes. |
| ss-2018:AMERICAN_GOVERNMENT:2 | authored_target_pending_coverage_review | Political parties, interest groups and the media provide opportunities for civic involvement through various means. |
| ss-2018:AMERICAN_GOVERNMENT:3 | authored_target_pending_coverage_review | Issues can be analyzed through the critical use of credible sources. |
| ss-2018:AMERICAN_GOVERNMENT:4 | authored_target_pending_coverage_review | The processes of persuasion, compromise, consensus building and negotiation contribute to the democratic process. |
| ss-2018:AMERICAN_GOVERNMENT:5 | authored_target_pending_coverage_review | As the supreme law of the land, the U.S. Constitution incorporates basic principles that help define the government of the United States as a federal republic including its structure, powers and relationship with the governed. |
| ss-2018:AMERICAN_GOVERNMENT:6 | authored_target_pending_coverage_review | The Federalist Papers and the Anti-Federalist Papers framed the national debate over the basic principles of government encompassed by the Constitution of the United States. |
| ss-2018:AMERICAN_GOVERNMENT:7 | authored_target_pending_coverage_review | Constitutional government in the United States has changed over time as a result of amendments to the U.S. Constitution, Supreme Court decisions, legislation and informal practices. |
| ss-2018:AMERICAN_GOVERNMENT:8 | authored_target_pending_coverage_review | The Bill of Rights was drafted in response to the national debate over the ratification of the Constitution of the United States. |
| ss-2018:AMERICAN_GOVERNMENT:9 | authored_target_pending_coverage_review | The constitutional amendments known collectively as the Reconstruction Amendments extended new constitutional protections to African Americans, though the struggle to fully achieve equality would continue. |
| ss-2018:AMERICAN_GOVERNMENT:10 | authored_target_pending_coverage_review | Constitutional amendments have provided for civil rights such as suffrage for disenfranchised groups. |
| ss-2018:AMERICAN_GOVERNMENT:11 | authored_target_pending_coverage_review | Constitutional amendments have altered provisions for the structure and functions of the federal government. |
| ss-2018:AMERICAN_GOVERNMENT:12 | authored_target_pending_coverage_review | Law and public policy are created and implemented by three branches of government; each functions with its own set of powers and responsibilities. |
| ss-2018:AMERICAN_GOVERNMENT:13 | authored_target_pending_coverage_review | The political process creates a dynamic interaction among the three branches of government in addressing current issues. |
| ss-2018:AMERICAN_GOVERNMENT:14 | authored_target_pending_coverage_review | In the United States, people have rights that protect them from undue governmental interference. Rights carry responsibilities that help define how people use their rights and that require respect for the rights of others. |
| ss-2018:AMERICAN_GOVERNMENT:15 | authored_target_pending_coverage_review | Historically, the United States has struggled with majority rule and the extension of minority rights. As a result of this struggle, the government has increasingly extended civil rights to marginalized groups and broadened opportunities for participation. |
| ss-2018:AMERICAN_GOVERNMENT:16 | authored_target_pending_coverage_review | As a framework for the state, the Ohio Constitution has similarities and differences to the federal Constitution; it was changed in 1851 to address difficulties governing the state. |
| ss-2018:AMERICAN_GOVERNMENT:17 | authored_target_pending_coverage_review | Individuals in Ohio have a responsibility to assist state and local governments as they address relevant and often controversial problems that directly affect their communities. |
| ss-2018:AMERICAN_GOVERNMENT:18 | authored_target_pending_coverage_review | A variety of entities within the three branches of government, at all levels, address public policy issues that arise in domestic and international affairs. |
| ss-2018:AMERICAN_GOVERNMENT:19 | authored_target_pending_coverage_review | Individuals and organizations play a role within federal, state and local governments in helping to determine public (domestic and foreign) policy. |
| ss-2018:AMERICAN_GOVERNMENT:20 | authored_target_pending_coverage_review | The federal government uses spending and tax policy to maintain economic stability and foster economic growth. Regulatory actions carry economic costs and benefits. |
| ss-2018:AMERICAN_GOVERNMENT:21 | authored_target_pending_coverage_review | The Federal Reserve System uses monetary tools to regulate the nation's money supply and moderate the effects of expansion and contraction in the economy. |
social_studies / ss-2018 / AMERICAN_HISTORY — 33 of 33 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| ss-2018:AMERICAN_HISTORY:1 | authored_target_pending_coverage_review | The use of primary and secondary sources of information includes an examination of the credibility of each source. |
| ss-2018:AMERICAN_HISTORY:2 | authored_target_pending_coverage_review | Historians develop theses and use evidence to support or refute positions. |
| ss-2018:AMERICAN_HISTORY:3 | authored_target_pending_coverage_review | Historians analyze cause, effect, sequence and correlation in historical events, including multiple causation and long- and short-term causal relations. |
| ss-2018:AMERICAN_HISTORY:4 | authored_target_pending_coverage_review | The Declaration of Independence elaborates on the rights and role of the people in building the foundations of the American nation through the principles of unalienable rights and consent of the people. |
| ss-2018:AMERICAN_HISTORY:5 | authored_target_pending_coverage_review | The Northwest Ordinance elaborates on the rights and role of the people in building the foundations of the American nation through its establishment of natural rights and setting up educational institutions. |
| ss-2018:AMERICAN_HISTORY:6 | authored_target_pending_coverage_review | The U.S. Constitution established the foundations of the American nation and the relationship between the people and their government. |
| ss-2018:AMERICAN_HISTORY:7 | authored_target_pending_coverage_review | The debate presented by the Federalist and Anti-Federalist Papers over protections for individuals and limits on government power resulted in the Bill of Rights. The Bill of Rights provides constitutional protections for individual liberties and limits on governmental power. |
| ss-2018:AMERICAN_HISTORY:8 | authored_target_pending_coverage_review | The rise of corporations, heavy industry, mechanized farming and technological innovations transformed the American economy from an agrarian to an increasingly urban industrial society. |
| ss-2018:AMERICAN_HISTORY:9 | authored_target_pending_coverage_review | The rise of industrialization led to a rapidly expanding workforce. Labor organizations grew amidst unregulated working conditions, laissez-faire policies toward big business, and violence toward supporters of organized labor. |
| ss-2018:AMERICAN_HISTORY:10 | authored_target_pending_coverage_review | Immigration, internal migration and urbanization transformed American life. |
| ss-2018:AMERICAN_HISTORY:11 | authored_target_pending_coverage_review | Continued settlement by Americans in the West intensified conflict with American Indians and reinforced the policy of the reservation system. |
| ss-2018:AMERICAN_HISTORY:12 | authored_target_pending_coverage_review | Following Reconstruction, old political and social structures reemerged and racial discrimination was institutionalized. |
| ss-2018:AMERICAN_HISTORY:13 | authored_target_pending_coverage_review | The Progressive era was an effort to address the ills of American society stemming from industrial capitalism, urbanization and political corruption. |
| ss-2018:AMERICAN_HISTORY:14 | authored_target_pending_coverage_review | As a result of overseas expansion, the Spanish-American War and World War I, the United States emerged as a world power. |
| ss-2018:AMERICAN_HISTORY:15 | authored_target_pending_coverage_review | After World War I, the United States pursued efforts to maintain peace in the world. However, as a result of the national debate over the Versailles Treaty ratification and the League of Nations, the United States moved away from the role of world peacekeeper and limited its involvement in international affairs. |
| ss-2018:AMERICAN_HISTORY:16 | authored_target_pending_coverage_review | Racial intolerance, anti-immigrant attitudes and the Red Scare contributed to social unrest after World War I. |
| ss-2018:AMERICAN_HISTORY:17 | authored_target_pending_coverage_review | An improved standard of living for many, combined with technological innovations in communication, transportation and industry, resulted in social and cultural changes and tensions. |
| ss-2018:AMERICAN_HISTORY:18 | authored_target_pending_coverage_review | Movements such as the Harlem Renaissance, African- American migration, women's suffrage and Prohibition all contributed to social change. |
| ss-2018:AMERICAN_HISTORY:19 | authored_target_pending_coverage_review | The Great Depression was caused, in part, by the federal government's monetary policies, stock market speculation, and increasing consumer debt. The role of the federal government expanded as a result of the Great Depression. |
| ss-2018:AMERICAN_HISTORY:20 | authored_target_pending_coverage_review | During the 1930s, the U.S. government attempted to distance the country from earlier interventionist policies in the Western Hemisphere as well as retain an isolationist approach to events in Europe and Asia until the beginning of World War II. |
| ss-2018:AMERICAN_HISTORY:21 | authored_target_pending_coverage_review | United States policy and mobilization of its economic and military resources during World War II affected American society. Despite mistreatment, marginalized groups played important roles in the war effort while continuing to protest unfair treatment. |
| ss-2018:AMERICAN_HISTORY:22 | authored_target_pending_coverage_review | Use of atomic weapons changed the nature of war, altered the balance of power and began the nuclear age. |
| ss-2018:AMERICAN_HISTORY:23 | authored_target_pending_coverage_review | The United States followed a policy of containment during the Cold War in response to the spread of communism. |
| ss-2018:AMERICAN_HISTORY:24 | authored_target_pending_coverage_review | The Second Red Scare and McCarthyism reflected Cold War fears in American society. |
| ss-2018:AMERICAN_HISTORY:25 | authored_target_pending_coverage_review | The Cold War and conflicts in Korea and Vietnam influenced domestic and international politics. |
| ss-2018:AMERICAN_HISTORY:26 | authored_target_pending_coverage_review | The collapse of communist governments in Eastern Europe and the U.S.S.R. brought an end to the Cold War. |
| ss-2018:AMERICAN_HISTORY:27 | authored_target_pending_coverage_review | Following World War II, the United States experienced a struggle for racial and gender equality and the extension of civil rights. |
| ss-2018:AMERICAN_HISTORY:28 | authored_target_pending_coverage_review | The postwar economic boom and advances in science and technology, produced changes in American life. |
| ss-2018:AMERICAN_HISTORY:29 | authored_target_pending_coverage_review | The continuing population flow from cities to suburbs, the internal migrations from the Rust Belt to the Sun Belt, and the increase in immigration resulting from passage of the 1965 Immigration Act have had social and political effects. |
| ss-2018:AMERICAN_HISTORY:30 | authored_target_pending_coverage_review | Political debates focused on the extent of the role of government in the economy, environmental protection, social welfare and national security. |
| ss-2018:AMERICAN_HISTORY:31 | authored_target_pending_coverage_review | Improved global communications, international trade, transnational business organizations, overseas competition and the shift from manufacturing to service industries have impacted the American economy. |
| ss-2018:AMERICAN_HISTORY:32 | authored_target_pending_coverage_review | The United States faced new political, national security and economic challenges in the post-Cold War world and following the attacks on September 11, 2001. |
| ss-2018:AMERICAN_HISTORY:33 | authored_target_pending_coverage_review | Focusing on foreign policy, the United States faces ongoing economic, political, military, and social challenges in the post- Cold War era and following the attacks of September 11, 2001. |
social_studies / ss-2018 / CONTEMPORARY_WORLD_ISSUES — 22 of 22 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| ss-2018:CONTEMPORARY_WORLD_ISSUES:1 | authored_target_pending_coverage_review | Trade, alliances, treaties and international organizations contribute to the increasing interconnectedness of nations and peoples in the 21st century. |
| ss-2018:CONTEMPORARY_WORLD_ISSUES:2 | authored_target_pending_coverage_review | Advances in communications technology have profound effects on the ability of governments, interest groups, individuals and the media to share information across national and cultural borders. |
| ss-2018:CONTEMPORARY_WORLD_ISSUES:3 | authored_target_pending_coverage_review | Individuals can evaluate media messages that are constructed using particular tools, characteristics and conventions for unique purposes. Different communication methods affect how people define and act on issues. |
| ss-2018:CONTEMPORARY_WORLD_ISSUES:4 | authored_target_pending_coverage_review | Individuals can assess how effective communicators address diverse audiences. |
| ss-2018:CONTEMPORARY_WORLD_ISSUES:5 | authored_target_pending_coverage_review | Individuals can identify, assess and evaluate world events, engage in deliberative civil debate and influence public processes to address global issues. |
| ss-2018:CONTEMPORARY_WORLD_ISSUES:6 | authored_target_pending_coverage_review | Effective civic participation involves identifying problems or dilemmas, proposing appropriate solutions, formulating action plans, and assessing the positive and negative results of actions taken. |
| ss-2018:CONTEMPORARY_WORLD_ISSUES:7 | authored_target_pending_coverage_review | Individuals can participate through non-governmental organizations to help address humanitarian needs. |
| ss-2018:CONTEMPORARY_WORLD_ISSUES:8 | authored_target_pending_coverage_review | Beliefs about civil and human rights vary among social and governmental systems. |
| ss-2018:CONTEMPORARY_WORLD_ISSUES:9 | authored_target_pending_coverage_review | Nations and international organizations pursue their own interests on issues related to civil and human rights, resulting in both conflict and cooperation particularly as it relates to injustices against minority groups. |
| ss-2018:CONTEMPORARY_WORLD_ISSUES:10 | authored_target_pending_coverage_review | Modern instances of genocide and ethnic cleansing present individual, organizational and national issues related to the responsibilities of participants and non-participants. |
| ss-2018:CONTEMPORARY_WORLD_ISSUES:11 | authored_target_pending_coverage_review | Decisions about human activities made by individuals and societies have implications for both current and future generations, including intended and unintended consequences. |
| ss-2018:CONTEMPORARY_WORLD_ISSUES:12 | authored_target_pending_coverage_review | Sustainability issues are interpreted and treated differently by people viewing them from various political, economic and cultural perspectives. |
| ss-2018:CONTEMPORARY_WORLD_ISSUES:13 | authored_target_pending_coverage_review | International associations and nongovernmental organizations offer means of collaboration to address sustainability issues on local, national and international levels. |
| ss-2018:CONTEMPORARY_WORLD_ISSUES:14 | authored_target_pending_coverage_review | The development and use of technology influences economic, political, ethical and social issues. |
| ss-2018:CONTEMPORARY_WORLD_ISSUES:15 | authored_target_pending_coverage_review | Technologies inevitably involve trade-offs between costs and benefits. Decisions about the use of products and systems can result in intended and unintended consequences. |
| ss-2018:CONTEMPORARY_WORLD_ISSUES:16 | authored_target_pending_coverage_review | Nations seek to ensure the security of their geographic territories, political institutions, economic systems and ways of life. Maintaining security has political, social and economic costs. |
| ss-2018:CONTEMPORARY_WORLD_ISSUES:17 | authored_target_pending_coverage_review | Economic, political and social differences between global entities can lead to conflict unless mitigated through diplomacy or cooperative efforts. |
| ss-2018:CONTEMPORARY_WORLD_ISSUES:18 | authored_target_pending_coverage_review | Individuals and organizations work within, or outside of, established systems of power, authority and governance to influence their own security and the security of others. |
| ss-2018:CONTEMPORARY_WORLD_ISSUES:19 | authored_target_pending_coverage_review | The global economy creates advantages and disadvantages for different segments of the world's population. |
| ss-2018:CONTEMPORARY_WORLD_ISSUES:20 | authored_target_pending_coverage_review | Trade agreements, multinational organizations, embargoes and protectionism impact markets. |
| ss-2018:CONTEMPORARY_WORLD_ISSUES:21 | authored_target_pending_coverage_review | The distribution of wealth and economic power among countries changes over time. |
| ss-2018:CONTEMPORARY_WORLD_ISSUES:22 | authored_target_pending_coverage_review | The global economy creates interdependence so that economic circumstances in one country impact events in other countries. |
social_studies / ss-2018 / ECONOMICS_FINANCIAL_LITERACY — 25 of 25 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| ss-2018:ECONOMICS_FINANCIAL_LITERACY:1 | authored_target_pending_coverage_review | Economists analyze multiple sources of data to predict trends, make inferences and arrive at conclusions. |
| ss-2018:ECONOMICS_FINANCIAL_LITERACY:2 | authored_target_pending_coverage_review | Reading financial reports (bank statements, stock market reports, mutual fund statements) enables individuals to make and analyze decisions about personal finances. |
| ss-2018:ECONOMICS_FINANCIAL_LITERACY:3 | authored_target_pending_coverage_review | People cannot have all the goods and services they want and, as a result, must choose some things and give up others. |
| ss-2018:ECONOMICS_FINANCIAL_LITERACY:4 | authored_target_pending_coverage_review | Different economic systems (traditional, market, command, and mixed) utilize different methods to allocate limited resources. |
| ss-2018:ECONOMICS_FINANCIAL_LITERACY:5 | authored_target_pending_coverage_review | Markets exist when consumers and producers interact. When supply or demand changes, market prices adjust. Those adjustments send signals and provide incentives to consumers and producers to change their own decisions. |
| ss-2018:ECONOMICS_FINANCIAL_LITERACY:6 | authored_target_pending_coverage_review | Competition among sellers lowers costs and prices, and encourages producers to produce more of what consumers are willing and able to buy. Competition among buyers increases prices and allocates goods and services to those people who are willing and able to pay the most for them. |
| ss-2018:ECONOMICS_FINANCIAL_LITERACY:7 | authored_target_pending_coverage_review | A nation's overall level of economic well-being is determined by the interaction of spending and production decisions made by all households, firms, government agencies and others in the economy. Economic well-being can be assessed by analyzing economic indicators gathered by the government. |
| ss-2018:ECONOMICS_FINANCIAL_LITERACY:8 | authored_target_pending_coverage_review | Economic policy decisions made by governments result in both intended and unintended consequences. |
| ss-2018:ECONOMICS_FINANCIAL_LITERACY:9 | authored_target_pending_coverage_review | When regions and nations use comparative advantage to produce at the lowest cost and then trade with others, production, consumption and interdependence increase. |
| ss-2018:ECONOMICS_FINANCIAL_LITERACY:10 | authored_target_pending_coverage_review | Government actions, such as tariffs, quotas, subsidies, trade agreements and membership in multinational economic organizations, significantly impact international trade. |
| ss-2018:ECONOMICS_FINANCIAL_LITERACY:11 | authored_target_pending_coverage_review | Income is determined by many factors including individual skills and abilities, work ethic and market conditions. |
| ss-2018:ECONOMICS_FINANCIAL_LITERACY:12 | authored_target_pending_coverage_review | Employee earning statements include information about gross wages, benefits, taxes and other deductions. |
| ss-2018:ECONOMICS_FINANCIAL_LITERACY:13 | authored_target_pending_coverage_review | Financial decision-making involves considering alternatives by examining costs and benefits. |
| ss-2018:ECONOMICS_FINANCIAL_LITERACY:14 | authored_target_pending_coverage_review | A personal financial plan includes financial goals and a budget, including spending on goods and services, savings and investments, insurance and philanthropy. |
| ss-2018:ECONOMICS_FINANCIAL_LITERACY:15 | authored_target_pending_coverage_review | Different payment methods have advantages and disadvantages. |
| ss-2018:ECONOMICS_FINANCIAL_LITERACY:16 | authored_target_pending_coverage_review | Saving and investing help to build wealth. |
| ss-2018:ECONOMICS_FINANCIAL_LITERACY:17 | authored_target_pending_coverage_review | Savings can serve as a buffer against economic hardship. |
| ss-2018:ECONOMICS_FINANCIAL_LITERACY:18 | authored_target_pending_coverage_review | Different costs and benefits are associated with saving and investing alternatives. |
| ss-2018:ECONOMICS_FINANCIAL_LITERACY:19 | authored_target_pending_coverage_review | Banks, brokerages and insurance companies provide access to investments such as certificates of deposit, stocks, bonds and mutual funds. |
| ss-2018:ECONOMICS_FINANCIAL_LITERACY:20 | authored_target_pending_coverage_review | There are costs and benefits associated with various sources of credit available from different types of financial institutions. |
| ss-2018:ECONOMICS_FINANCIAL_LITERACY:21 | authored_target_pending_coverage_review | Credit and debt can be managed to maintain credit worthiness. |
| ss-2018:ECONOMICS_FINANCIAL_LITERACY:22 | authored_target_pending_coverage_review | Consumer protection laws provide financial safeguards. |
| ss-2018:ECONOMICS_FINANCIAL_LITERACY:23 | authored_target_pending_coverage_review | Property and liability insurance protect against risks associated with use of property. |
| ss-2018:ECONOMICS_FINANCIAL_LITERACY:24 | authored_target_pending_coverage_review | Health, disability and life insurance protect against risks associated with increased expenses and loss of income. |
| ss-2018:ECONOMICS_FINANCIAL_LITERACY:25 | authored_target_pending_coverage_review | Steps can be taken to safeguard one's personal financial information and reduce the risk of loss. |
social_studies / ss-2018 / K — 12 of 12 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| ss-2018:K:1 | authored_target_pending_coverage_review | Time can be measured. |
| ss-2018:K:2 | authored_target_pending_coverage_review | Personal history can be shared through stories and pictures. |
| ss-2018:K:5 | authored_target_pending_coverage_review | Terms related to direction and distance, as well as symbols and landmarks, can be used to talk about the relative location of familiar places. |
| ss-2018:K:6 | authored_target_pending_coverage_review | Models and maps represent real places. |
| ss-2018:K:9 | authored_target_pending_coverage_review | Individuals share responsibilities and take action toward the achievement of common goals in homes, schools and communities. |
| ss-2018:K:11 | authored_target_pending_coverage_review | Individuals have many wants and make decisions to satisfy those wants. These decisions impact others. |
| ss-2018:K:3 | authored_target_pending_coverage_review | Heritage is reflected through diverse cultures and is shown through the arts, customs, traditions, family celebrations and language. |
| ss-2018:K:4 | authored_target_pending_coverage_review | Symbols and practices of the United States include the flag, Pledge of Allegiance and the National Anthem. Other nations are represented by symbols and practices too. |
| ss-2018:K:7 | authored_target_pending_coverage_review | Humans depend on and impact the physical environment in order to supply food, clothing and shelter. |
| ss-2018:K:8 | authored_target_pending_coverage_review | Individuals are unique but share common characteristics of multiple groups. |
| ss-2018:K:10 | authored_target_pending_coverage_review | The purpose of rules and authority figures is to provide order, security and safety in the home, school and community. |
| ss-2018:K:12 | authored_target_pending_coverage_review | Goods are objects that can satisfy an individual's wants. Services are actions that can satisfy individual's wants. |
social_studies / ss-2018 / MODERN_WORLD_HISTORY — 28 of 28 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| ss-2018:MODERN_WORLD_HISTORY:1 | authored_target_pending_coverage_review | The use of primary and secondary sources of information includes an examination of the credibility of each source. |
| ss-2018:MODERN_WORLD_HISTORY:2 | authored_target_pending_coverage_review | Historians develop theses and use evidence to support or refute positions. |
| ss-2018:MODERN_WORLD_HISTORY:3 | authored_target_pending_coverage_review | Historians analyze cause, effect, sequence, and correlation in historical events, including multiple causation and long- and short-term causal relations. |
| ss-2018:MODERN_WORLD_HISTORY:4 | authored_target_pending_coverage_review | The Scientific Revolution impacted religious, political, and cultural institutions by challenging how people viewed the world. |
| ss-2018:MODERN_WORLD_HISTORY:5 | authored_target_pending_coverage_review | Enlightenment ideas regarding human nature and society challenged religious authority, absolute rule and mercantilism. |
| ss-2018:MODERN_WORLD_HISTORY:6 | authored_target_pending_coverage_review | Enlightenment ideas on the relationship of the individual and the government influenced the American and French Revolutions. |
| ss-2018:MODERN_WORLD_HISTORY:7 | authored_target_pending_coverage_review | The American and French Revolutions influenced Latin American revolutions for independence. |
| ss-2018:MODERN_WORLD_HISTORY:8 | authored_target_pending_coverage_review | Industrialization had social, political and economic effects on Western Europe and the world. |
| ss-2018:MODERN_WORLD_HISTORY:9 | authored_target_pending_coverage_review | Imperial expansion had political, economic and social roots. |
| ss-2018:MODERN_WORLD_HISTORY:10 | authored_target_pending_coverage_review | Imperialism involved land acquisition, extraction of raw materials, spread of Western values and direct political control. |
| ss-2018:MODERN_WORLD_HISTORY:11 | authored_target_pending_coverage_review | The consequences of imperialism were viewed differently by the colonizers and the colonized. |
| ss-2018:MODERN_WORLD_HISTORY:12 | authored_target_pending_coverage_review | Advances in technology, communication and transportation improved lives, but also had negative consequences. |
| ss-2018:MODERN_WORLD_HISTORY:13 | authored_target_pending_coverage_review | The causes of World War I included militarism, imperialism, nationalism and alliances. |
| ss-2018:MODERN_WORLD_HISTORY:14 | authored_target_pending_coverage_review | The consequences of World War I and the worldwide depression set the stage for the Russian Revolution, the rise of totalitarianism, aggressive Axis expansion and the policy of appeasement which in turn led to World War II. |
| ss-2018:MODERN_WORLD_HISTORY:15 | authored_target_pending_coverage_review | Oppression and discrimination resulted in the Armenian Genocide during World War I and the Holocaust during World War II. |
| ss-2018:MODERN_WORLD_HISTORY:16 | authored_target_pending_coverage_review | World War II devastated most of Europe and Asia, led to the occupation of Eastern Europe and Japan, and began the atomic age. |
| ss-2018:MODERN_WORLD_HISTORY:17 | authored_target_pending_coverage_review | The United States and the Soviet Union became superpowers and competed for global influence. |
| ss-2018:MODERN_WORLD_HISTORY:18 | authored_target_pending_coverage_review | Treaties and agreements at the end of World War II changed national boundaries and created multinational organizations. |
| ss-2018:MODERN_WORLD_HISTORY:19 | authored_target_pending_coverage_review | Religious diversity, the end of colonial rule and rising nationalism have led to regional conflicts in the Middle East. |
| ss-2018:MODERN_WORLD_HISTORY:20 | authored_target_pending_coverage_review | Postwar global politics led to the rise of nationalist movements in Africa and Southeast Asia. |
| ss-2018:MODERN_WORLD_HISTORY:21 | authored_target_pending_coverage_review | Political and social struggles have resulted in expanded rights and freedoms for women and indigenous peoples. |
| ss-2018:MODERN_WORLD_HISTORY:22 | authored_target_pending_coverage_review | The break-up of the Soviet Union ended the Cold War and created challenges for its former allies, the former Soviet republics, Europe, the United States and the non-aligned world. |
| ss-2018:MODERN_WORLD_HISTORY:23 | authored_target_pending_coverage_review | Regional and ethnic conflicts in the post-Cold War era have resulted in acts of terrorism, genocide and ethnic cleansing. |
| ss-2018:MODERN_WORLD_HISTORY:24 | authored_target_pending_coverage_review | Political and cultural groups have struggled to achieve self-governance and self-determination. |
| ss-2018:MODERN_WORLD_HISTORY:25 | authored_target_pending_coverage_review | Emerging economic powers and improvements in technology have created a more interdependent global economy. |
| ss-2018:MODERN_WORLD_HISTORY:26 | authored_target_pending_coverage_review | Proliferation of nuclear weapons has created a challenge to world peace. |
| ss-2018:MODERN_WORLD_HISTORY:27 | authored_target_pending_coverage_review | The rapid increase of global population, coupled with an increase in life expectancy and mass migrations have created societal and governmental challenges. |
| ss-2018:MODERN_WORLD_HISTORY:28 | authored_target_pending_coverage_review | Environmental concerns, impacted by population growth and heightened by international competition for the world's energy supplies, have resulted in a new environmental consciousness and a movement for the sustainability of the world's resources. |
social_studies / ss-2018 / WORLD_GEOGRAPHY — 19 of 19 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| ss-2018:WORLD_GEOGRAPHY:1 | authored_target_pending_coverage_review | Properties and functions of geographic representations (e.g., maps, globes, graphs, diagrams, Internet-based mapping applications, geographic information systems, global positioning systems, remote sensing, and geographic visualizations) affect how they can be used to represent, analyze and interpret geographic patterns and processes. |
| ss-2018:WORLD_GEOGRAPHY:2 | authored_target_pending_coverage_review | Geographic representations and geospatial technologies are used to investigate, analyze and communicate the results of geographic problem solving. |
| ss-2018:WORLD_GEOGRAPHY:3 | authored_target_pending_coverage_review | Human modifications of the physical environment in one place often lead to changes in other places (e.g., construction of a dam provides downstream flood control, construction of a city by-pass reduces commercial activity in the city center, implementation of dry farming techniques in a region leads to new transportation links and hubs). |
| ss-2018:WORLD_GEOGRAPHY:4 | authored_target_pending_coverage_review | Human societies use a variety of strategies to adapt to the opportunities and constraints presented by the physical environment (e.g., farming in flood plains and terraced farming, building hydroelectric plants by waterfalls and constructing hydroelectric dams, using solar panels as heat source and using extra insulation to retain heat). |
| ss-2018:WORLD_GEOGRAPHY:5 | authored_target_pending_coverage_review | Physical processes influence the formation and distribution of renewable, nonrenewable, and flow resources (e.g., tectonic activity plays a role in the formation and location of fossil fuels, erosion plays a role in the formation of sedimentary rocks, rainfall patterns affect regional drainage patterns). |
| ss-2018:WORLD_GEOGRAPHY:6 | authored_target_pending_coverage_review | There are costs and benefits of using renewable, nonrenewable, and flow resources (e.g., availability, sustainability, environmental impact, expense). |
| ss-2018:WORLD_GEOGRAPHY:7 | authored_target_pending_coverage_review | Human interaction with the environment is affected by cultural characteristics (e.g., plowing with oxen or with tractors, development of water resources for industry or recreation, resource conservation or development) |
| ss-2018:WORLD_GEOGRAPHY:8 | authored_target_pending_coverage_review | Physical, cultural, economic, and political factors contribute to human migrations (e.g., drought, religious conflicts, job opportunities, immigration laws). |
| ss-2018:WORLD_GEOGRAPHY:9 | authored_target_pending_coverage_review | Human migrations impact physical and human systems (e.g., stress on food supplies in refugee camps, removal of natural obstacles to movement, harvest productivity and migrant labor, calls for an official language in countries with high immigration, reduction in city tax revenues due to urban emigration). |
| ss-2018:WORLD_GEOGRAPHY:10 | authored_target_pending_coverage_review | Activities and patterns of trade and communication create interdependence among countries in different regions (e.g., seed corn grown in Iowa and planted in South America, high-definition televisions manufactured in Japan and viewed in the United States, news outlets from many countries available around the world via the Internet, instant access to data affects stock markets in different countries). |
| ss-2018:WORLD_GEOGRAPHY:11 | authored_target_pending_coverage_review | Criteria are used to organize regions and as the criteria change, the identified regions change (e.g., types of economic activities, ethnic groups, natural vegetation). |
| ss-2018:WORLD_GEOGRAPHY:12 | authored_target_pending_coverage_review | The characteristics of regions change over time and there are consequences related to those changes (e.g., industrial belt to rust belt, pristine locations to tourist attractions, colony to independent state). |
| ss-2018:WORLD_GEOGRAPHY:13 | authored_target_pending_coverage_review | There are interconnections within and among physical and human regions (e.g., river systems, transportation linkages, common currency). |
| ss-2018:WORLD_GEOGRAPHY:14 | authored_target_pending_coverage_review | Regions are used as a basis to analyze global geographic issues (e.g., desertification, political disputes, economic unions). |
| ss-2018:WORLD_GEOGRAPHY:15 | authored_target_pending_coverage_review | Patterns of settlement change over time in terms of functions, sizes, and spatial patterns (e.g., a canal town becomes an industrial city, a rural area becomes a transportation hub, cities merge into a megalopolis). |
| ss-2018:WORLD_GEOGRAPHY:16 | authored_target_pending_coverage_review | Urbanization provides opportunities and challenges for physical and human systems in cities and their surrounding regions (e.g., development of suburbs, loss of habitat, central markets, squatter settlements on city outskirts, regional specialization in services or products, creation of ethnic enclaves). |
| ss-2018:WORLD_GEOGRAPHY:17 | authored_target_pending_coverage_review | Globalization has shaped new cultural, economic, and political ideas and entities (e.g., universal human rights, European Union, terrorist networks). |
| ss-2018:WORLD_GEOGRAPHY:18 | authored_target_pending_coverage_review | Globalization has cultural, economic, physical and political consequences (e.g., Internet access increases availability of information, outsourcing leads to regional unemployment, development of infrastructure impacts local ecosystems and economies, computer hacking into sensitive data bases leads to insecurity). |
| ss-2018:WORLD_GEOGRAPHY:19 | authored_target_pending_coverage_review | Global trade and communication systems reduce the effect of time on the distribution of goods, services, and information (e.g., reliance on local foods versus global trade in perishable foods, online brokering versus personal brokers, Internet access versus library access). |
social_studies / ss-2026 / 1 — 12 of 12 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| ss-2026:1:1 | authored_target_pending_coverage_review | Time can be divided into categories. |
| ss-2026:1:2 | authored_target_pending_coverage_review | Primary and secondary sources provide evidence to understand the past. |
| ss-2026:1:3 | authored_target_pending_coverage_review | Maps, globes, and other simple geographic models can be used to locate and identify places. |
| ss-2026:1:4 | authored_target_pending_coverage_review | Positive citizenship qualities include individuals making responsible choices, being accountable for choices and actions, and respecting the rights of others. |
| ss-2026:1:5 | authored_target_pending_coverage_review | Collaboration requires group members to respect the rights and opinions of others. |
| ss-2026:1:6 | authored_target_pending_coverage_review | Science and technology have changed how Ohioans meet their needs for food, clothing, and shelter. |
| ss-2026:1:7 | authored_target_pending_coverage_review | Places and regions are unique based on their physical characteristics (landforms and bodies of water) and human characteristics (structures built by people). |
| ss-2026:1:8 | authored_target_pending_coverage_review | Cultures develop in unique ways over time, in part through the influence of the physical environment. |
| ss-2026:1:9 | authored_target_pending_coverage_review | Laws are rules which apply to all people in a community and describe ways people are expected to behave. |
| ss-2026:1:10 | authored_target_pending_coverage_review | Individuals make economic choices based on unlimited wants, needs, and scarcity of resources. |
| ss-2026:1:11 | authored_target_pending_coverage_review | Individuals can be both producers and consumers. |
| ss-2026:1:12 | authored_target_pending_coverage_review | People trade to obtain goods and services they want. |
social_studies / ss-2026 / 2 — 13 of 13 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| ss-2026:2:1 | authored_target_pending_coverage_review | Time can be displayed using calendars and timelines. |
| ss-2026:2:2 | authored_target_pending_coverage_review | Change over time can be shown with primary and secondary sources. |
| ss-2026:2:3 | authored_target_pending_coverage_review | Maps are created to share information about places and their relative location. Individuals can locate places and landmarks using a map and cardinal directions. |
| ss-2026:2:4 | authored_target_pending_coverage_review | Individuals promote school and community citizenship by expressing their opinions and compromising for the common good. |
| ss-2026:2:5 | authored_target_pending_coverage_review | Groups are accountable for choices they make and actions they take. |
| ss-2026:2:6 | authored_target_pending_coverage_review | Tables, charts, and graphs organize information and show relationships between data sets. Tables, charts, and graphs are titled to indicate the data being presented. |
| ss-2026:2:7 | authored_target_pending_coverage_review | Manufacturing, agriculture, and business have shaped local communities and Ohio’s past development and future opportunities. |
| ss-2026:2:8 | authored_target_pending_coverage_review | Ohio’s regions have similar and different physical and human characteristics. |
| ss-2026:2:9 | authored_target_pending_coverage_review | Sharing customs, traditions, celebrations, language, and food help individuals understand different ways of life and create common experiences. |
| ss-2026:2:10 | authored_target_pending_coverage_review | Laws can protect rights and assign responsibilities. |
| ss-2026:2:11 | authored_target_pending_coverage_review | Both positive and negative incentives affect individuals’ choices and behaviors. |
| ss-2026:2:12 | authored_target_pending_coverage_review | Businesses pay individuals for their skills and knowledge for the business to produce goods and services. Individuals earn income by working in a job or career. |
| ss-2026:2:13 | authored_target_pending_coverage_review | People use different forms of payment to buy and sell goods and services. |
social_studies / ss-2026 / 3 — 16 of 16 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| ss-2026:3:1 | authored_target_pending_coverage_review | Timelines can be used to explain cause and effect relationships between historical events. |
| ss-2026:3:2 | authored_target_pending_coverage_review | Examining primary and secondary sources can result in new or unanswered questions. |
| ss-2026:3:3 | authored_target_pending_coverage_review | Different types of maps have distinctive characteristics and purposes. Places can be located on a map using an alphanumeric grid. |
| ss-2026:3:4 | authored_target_pending_coverage_review | Individuals have a variety of opportunities to act in and influence their school and local community. |
| ss-2026:3:5 | authored_target_pending_coverage_review | Groups use problem-solving and compromise to achieve goals and work toward the common good. |
| ss-2026:3:6 | authored_target_pending_coverage_review | Tables help individuals make economic decisions by organizing data to help individuals identify relationships and demonstrate a rate of change. |
| ss-2026:3:7 | authored_target_pending_coverage_review | Ohio's local communities have challenges and opportunities that are shaped by their history and current actions to build a better future. |
| ss-2026:3:8 | authored_target_pending_coverage_review | Geographic locations are organized from the smallest units to the largest units. |
| ss-2026:3:9 | authored_target_pending_coverage_review | Human activities impact Ohio’s environment positively and negatively. |
| ss-2026:3:10 | authored_target_pending_coverage_review | Ohio's location and transportation systems influence the movement of people, goods, and services within the state and beyond. |
| ss-2026:3:11 | authored_target_pending_coverage_review | People reside in urban, suburban, and rural areas. Communities share similar characteristics and form distinct cultures based on the people who live there, customs, traditions, and belief systems. |
| ss-2026:3:12 | authored_target_pending_coverage_review | Local governments enforce laws to maintain order and security, deliver public services, and protect individual rights. |
| ss-2026:3:13 | authored_target_pending_coverage_review | The structure of local governments may differ from one community to another. |
| ss-2026:3:14 | authored_target_pending_coverage_review | Individuals make decisions due to the scarcity of resources. An economic decision involves trade-offs and opportunity cost. |
| ss-2026:3:15 | authored_target_pending_coverage_review | Resources can be used in various ways to produce goods and services. |
| ss-2026:3:16 | authored_target_pending_coverage_review | A market is where producers and consumers exchange goods and services. |
social_studies / ss-2026 / 4 — 16 of 16 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| ss-2026:4:1 | authored_target_pending_coverage_review | Multiple-tier timelines can be used to show relationships between events and places. |
| ss-2026:4:2 | authored_target_pending_coverage_review | Primary and secondary sources can be used to explore multiple perspectives. |
| ss-2026:4:3 | authored_target_pending_coverage_review | Relative location of physical and human characteristics of Ohio and the United States can be described using cardinal and intermediate directions. A map scale can be used to approximate distances between places. |
| ss-2026:4:4 | authored_target_pending_coverage_review | People and groups can be involved with and influence both Ohio’s government and the U.S. government. Citizens have rights and responsibilities. |
| ss-2026:4:5 | authored_target_pending_coverage_review | Data shown in bar graphs and circle graphs or pie charts can be used to make economic decisions. |
| ss-2026:4:6 | authored_target_pending_coverage_review | American Indians shaped the territory that is present day Ohio through trade, farming, hunting, and fishing. The arrival of immigrants and migrating settlers altered American Indian culture and trade interactions, resulting in lasting impacts. |
| ss-2026:4:7 | authored_target_pending_coverage_review | American Indians experienced ongoing conflicts as migrating settlers and immigrants moved into the Ohio Country. Ongoing frontier conflicts contributed to the exclusion and removal of American Indians. |
| ss-2026:4:8 | authored_target_pending_coverage_review | The Declaration of Independence outlined the colonial objections to British rule and led to the American Revolution. American independence led to expanded western settlement and diplomatic relations with Europe. |
| ss-2026:4:9 | authored_target_pending_coverage_review | Ohio became a state in 1803 following the procedures established in the Northwest Ordinance. Upon achieving statehood, Ohio and its citizens were guaranteed rights and protections under the U.S. Constitution. |
| ss-2026:4:10 | authored_target_pending_coverage_review | Ohioans have made significant contributions to the United States since statehood, with their impact continuing today. |
| ss-2026:4:11 | authored_target_pending_coverage_review | Evidence of early North American civilizations can be found in present day Ohio. |
| ss-2026:4:12 | authored_target_pending_coverage_review | The Northern, Southern, and Western regions of the United States are characterized by their unique physical and human characteristics. The names of places and regions reflect the influences of the people who have lived there. |
| ss-2026:4:13 | authored_target_pending_coverage_review | Ohio’s population changed over time due to various push and pull factors, resulting in new communities, new interactions, and shared ways of life. Ohio’s population changes often mirror those across the United States. |
| ss-2026:4:14 | authored_target_pending_coverage_review | The U.S. Constitution protects individual rights by limiting the powers of the federal government and establishing a Bill of Rights. Five of these rights are addressed in the First Amendment. |
| ss-2026:4:15 | authored_target_pending_coverage_review | The Ohio Constitution and the United States Constitution established a limited government by dividing it into three distinct branches, each with specific responsibilities. |
| ss-2026:4:16 | authored_target_pending_coverage_review | Entrepreneurs in Ohio and the United States organize productive resources and take risks to make a profit and compete with other producers. Skills like creativity and innovation can lead to entrepreneurship. |
social_studies / ss-2026 / 5 — 16 of 16 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| ss-2026:5:1 | authored_target_pending_coverage_review | Multiple perspectives on a historical event or individual can be examined using primary and secondary sources. Individuals create and communicate a claim or position using credible sources. |
| ss-2026:5:2 | authored_target_pending_coverage_review | Geographic tools can be used to interpret information about people, places, and environments. |
| ss-2026:5:3 | authored_target_pending_coverage_review | Latitude and longitude can be used to make observations about location and generalizations about climate. |
| ss-2026:5:4 | authored_target_pending_coverage_review | Civic participation in a democratic society involves making informed and reasoned decisions by evaluating, using, and discussing information. |
| ss-2026:5:5 | authored_target_pending_coverage_review | Line graphs can be used to show patterns or changes in data over time. |
| ss-2026:5:6 | authored_target_pending_coverage_review | Major civilizations in the Western Hemisphere include the Maya, Inca, Aztec, and Mississippian cultures. These civilizations developed unique governments, social structures, religions, technologies, and agricultural practices. |
| ss-2026:5:7 | authored_target_pending_coverage_review | European exploration and colonization in Central and South America during the 1400s-1700s transformed the Western Hemisphere. The impact of these interactions can be observed today. |
| ss-2026:5:8 | authored_target_pending_coverage_review | Continents are the largest geographic unit used to understand Earth’s surface. Regions within continents can be determined using data related to various criteria including landforms, climate, population, economics, and culture. |
| ss-2026:5:9 | authored_target_pending_coverage_review | Physical environments within the Western Hemisphere influence human activity. Human activities impact the Western Hemisphere’s environment positively and negatively. |
| ss-2026:5:10 | authored_target_pending_coverage_review | American Indian nations and indigenous tribes share geographic and cultural similarities. |
| ss-2026:5:11 | authored_target_pending_coverage_review | Political, environmental, social, and economic factors cause people, products, and ideas to move from place to place in the Western Hemisphere. |
| ss-2026:5:12 | authored_target_pending_coverage_review | Life in the Western Hemisphere is shaped by the influences and interactions of various world cultures. Languages, cuisines, belief systems, and the arts contribute to both commonalities and unique characteristics within different nations. |
| ss-2026:5:13 | authored_target_pending_coverage_review | Democracies, dictatorships, and monarchies describe the relationship between leaders and citizens. |
| ss-2026:5:14 | authored_target_pending_coverage_review | The fundamental questions of economics include what to produce, how to produce, and for whom to produce. |
| ss-2026:5:15 | authored_target_pending_coverage_review | The availability of productive resources can have a positive or negative impact on productive capacity. |
| ss-2026:5:16 | authored_target_pending_coverage_review | The growth of cities and civilizations fostered the growth of markets. Market exchanges encouraged the transition from barter to monetary economies. |
social_studies / ss-2026 / 6 — 16 of 16 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| ss-2026:6:1 | authored_target_pending_coverage_review | Events can be arranged in order of occurrence using the conventions of B.C. and A.D. or B.C.E. and C.E. |
| ss-2026:6:2 | authored_target_pending_coverage_review | Maps, globes, and other geographic models reflect a certain perspective of people, places, and environments. Geographers and cartographers influence this perspective by determining what information to include and how it is presented. |
| ss-2026:6:3 | authored_target_pending_coverage_review | Latitude and longitude can be used to identify absolute location. |
| ss-2026:6:4 | authored_target_pending_coverage_review | Individuals can understand public issues by collecting and interpreting information from multiple sources. Evaluating bias and credibility in sources ensures that individuals consume and communicate accurate information. |
| ss-2026:6:5 | authored_target_pending_coverage_review | Individuals ask questions and make conclusions about patterns, trends, and relationships within different data sets. Data sets can contain or present bias from the information included and how it is displayed or organized. |
| ss-2026:6:6 | authored_target_pending_coverage_review | Economic decisions made by individuals and governments depend on different factors and impact individuals and communities in both the present and future. |
| ss-2026:6:7 | authored_target_pending_coverage_review | Early civilizations (India, Egypt, China and Mesopotamia) had unique governments, economic systems, social structures, religions, technologies, and agricultural practices and products. The cultural practices and products of these early civilizations can be used to help understand the Eastern Hemisphere today. |
| ss-2026:6:8 | authored_target_pending_coverage_review | Regions within the Eastern Hemisphere can be determined using data related to various criteria including landforms, climate, population, economics, and culture. |
| ss-2026:6:9 | authored_target_pending_coverage_review | Physical environments within the Eastern Hemisphere influence human activity. Human activities impact the Eastern Hemisphere’s environment positively and negatively. |
| ss-2026:6:10 | authored_target_pending_coverage_review | Political, environmental, social, and economic factors cause people, products, and ideas to move from place to place in the Eastern Hemisphere in the past and today. |
| ss-2026:6:11 | authored_target_pending_coverage_review | Advances in transportation, communication, and technology by civilizations in the Eastern Hemisphere have influenced global cultures and are still evident today. |
| ss-2026:6:12 | authored_target_pending_coverage_review | Trade routes connecting Africa, Europe and Asia helped foster the spread of ideas, technology, goods, and major world religions (Buddhism, Christianity, Hinduism, Islam and Judaism) that impacted the Eastern Hemisphere. |
| ss-2026:6:13 | authored_target_pending_coverage_review | Citizen rights and responsibilities differ based on the limits to governmental authority in democracies, dictatorships, monarchies, and theocracies. Government functions may not align to its categorization. |
| ss-2026:6:14 | authored_target_pending_coverage_review | Regions and countries become interdependent when they specialize in what they produce best and then trade with other regions to increase the amount and variety of goods and services available. |
| ss-2026:6:15 | authored_target_pending_coverage_review | The variability of productive resources in the various regions of the world contributed to specialization, trade and interdependence. |
| ss-2026:6:16 | authored_target_pending_coverage_review | When countries and regions specialize, global trade occurs in different markets. Global trade contributed to interdependence among different countries and regions. |
social_studies / ss-2026 / 7 — 18 of 18 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| ss-2026:7:1 | authored_target_pending_coverage_review | Individuals examine historical events and issues by interpreting primary and secondary sources within their context to create and communicate a claim or position. |
| ss-2026:7:2 | authored_target_pending_coverage_review | Maps and other geographic models help show how people have interacted and exchanged products and ideas over time. Maps and geographic models can illustrate how geography influences historical events. |
| ss-2026:7:3 | authored_target_pending_coverage_review | Individuals and groups shape their perspectives based on the context and events of the time. Analyzing these perspectives helps individuals create and communicate a position. |
| ss-2026:7:4 | authored_target_pending_coverage_review | Economic decisions made by individuals, businesses, and governments have impacts on both the present and future. |
| ss-2026:7:5 | authored_target_pending_coverage_review | The Greek and Roman civilizations significantly influenced later societies through their contributions to governance, law, engineering, technology, art, architecture, literature, and history. The Roman Empire also facilitated the spread of Christianity. |
| ss-2026:7:6 | authored_target_pending_coverage_review | The Roman Empire collapsed due to various internal and external factors (political, social and economic) which led to the development of feudalism and the manorial system in the region. The fall of Rome and later invasions also allowed for the creation of new empires in the region. |
| ss-2026:7:7 | authored_target_pending_coverage_review | The Mongols conquered much of Asia which led to unified states in China and Korea. Mongol failure to conquer Japan allowed a feudal system to persist. |
| ss-2026:7:8 | authored_target_pending_coverage_review | Achievements in medicine, science, mathematics, and geography by the Islamic civilizations dominated most of the Mediterranean region after the decline of the Roman Empire. These achievements were introduced into Western Europe because of the Muslim conquests, Crusades, and trade, influencing the European Renaissance. |
| ss-2026:7:9 | authored_target_pending_coverage_review | The decline of feudalism, the rise of nation-states, and the Renaissance in Europe introduced revolutionary ideas, leading to cultural, scientific, and social changes. |
| ss-2026:7:10 | authored_target_pending_coverage_review | The Reformation introduced changes in religion including the emergence of Protestant faiths and a decline in the political power and social influence of the Roman Catholic Church. |
| ss-2026:7:11 | authored_target_pending_coverage_review | Empires in Africa and Asia grew as commercial and cultural centers along trade routes. |
| ss-2026:7:12 | authored_target_pending_coverage_review | The advent of the trans-Saharan slave trade had profound effects on West Africa, Central Africa, and receiving societies. |
| ss-2026:7:13 | authored_target_pending_coverage_review | The Columbian Exchange transformed the world by linking the Western and Eastern Hemispheres through European exploration, conquest, colonization, and exploitation. |
| ss-2026:7:14 | authored_target_pending_coverage_review | The major world religions spread as early civilizations and empires in the Eastern Hemisphere interacted and traded with one another. |
| ss-2026:7:15 | authored_target_pending_coverage_review | Greek democracy and the Roman Republic were a radical departure from monarchy and theocracy, influencing the structure and function of modern democratic governments. |
| ss-2026:7:16 | authored_target_pending_coverage_review | With the decline of feudalism, consolidation of power resulted in the emergence of nation states. |
| ss-2026:7:17 | authored_target_pending_coverage_review | Supply, demand, and competition determines market price. The price of a good or service can help determine which consumers receive the limited goods and services produced with the scarce productive resources. |
| ss-2026:7:18 | authored_target_pending_coverage_review | Supply and demand interactions determine the market quantity for a good or service. Supply and demand interactions also determine the quantities of productive resources used. |
social_studies / ss-2026 / 8 — 22 of 22 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| ss-2026:8:1 | authored_target_pending_coverage_review | Presenting and defending a position requires evidence from multiple perspectives using credible primary and secondary sources. Positions are revised as new questions are asked, and new evidence is introduced. |
| ss-2026:8:2 | authored_target_pending_coverage_review | Modern and historical maps and other geographic tools can illustrate the relationship between geography and historical events over time. |
| ss-2026:8:3 | authored_target_pending_coverage_review | Active participation in social and civic groups can lead to the attainment of individual and public goals. |
| ss-2026:8:4 | authored_target_pending_coverage_review | Informed individuals understand how media and technology influence public opinion. |
| ss-2026:8:5 | authored_target_pending_coverage_review | Individuals, governments and businesses must analyze costs and benefits when making economic decisions. |
| ss-2026:8:6 | authored_target_pending_coverage_review | Europeans encountered American Indian civilizations as they explored and colonized North America for economic and religious reasons. |
| ss-2026:8:7 | authored_target_pending_coverage_review | Europeans, colonists, and American Indians cooperated, negotiated, and clashed while competing for land and resources in North America. |
| ss-2026:8:8 | authored_target_pending_coverage_review | Race-based slavery transformed the political, economic, and social systems of the British colonies and continued to impact the United States in the 18th and 19th centuries. |
| ss-2026:8:9 | authored_target_pending_coverage_review | The Declaration of Independence established the purpose of the American Revolution, highlighting the grievances against the British Empire and proclaiming the natural rights of citizens and the powers of the new nation. |
| ss-2026:8:10 | authored_target_pending_coverage_review | The Articles of Confederation represented the first attempt of creating a central government that addressed the new political, economic, and territorial landscapes the United States faced. The Northwest Ordinance of 1787 established the process for statehood. |
| ss-2026:8:11 | authored_target_pending_coverage_review | The U.S. Constitution established a federal government with increased powers. The Federalist and Antifederalist Papers’ contrasting arguments led to the development of the Bill of Rights, protecting individual liberties and limiting government power. |
| ss-2026:8:12 | authored_target_pending_coverage_review | The United States balanced domestic and foreign challenges in the late 1700s and early 1800s by testing the limits of constitutional federal power, promoting domestic stability, acquiring new lands, and moderating international tensions. |
| ss-2026:8:13 | authored_target_pending_coverage_review | The United States expanded the frontier westward by adding territory through armed conflict, treaties, and land purchases. Westward expansion and the concept of Manifest Destiny increased the United States’ boundaries and population while forcibly removing American Indian nations from native lands. |
| ss-2026:8:14 | authored_target_pending_coverage_review | Sectional divisions over political, economic, and social issues surrounding slavery in the 1800s led to the American Civil War. |
| ss-2026:8:15 | authored_target_pending_coverage_review | The American Civil War transformed the United States politically, socially, and economically as the key events and significant figures influenced the Civil War’s course and outcomes. |
| ss-2026:8:16 | authored_target_pending_coverage_review | The Reconstruction period attempted to redefine social and political structures through changes to the U.S. Constitution and expanded federal authority. Lingering differences created ongoing tensions between federal power and state interests in the South. |
| ss-2026:8:17 | authored_target_pending_coverage_review | Push and pull factors impacted the expansion of the United States environmentally, economically, politically, and socially. |
| ss-2026:8:18 | authored_target_pending_coverage_review | Cultural biases, stereotypes and prejudices had social, political and economic impacts on different groups in the United States. |
| ss-2026:8:19 | authored_target_pending_coverage_review | The U.S. Constitution created a federal democratic republic with elected representatives, separation of powers, and checks and balances. |
| ss-2026:8:20 | authored_target_pending_coverage_review | The U.S. Constitution protects citizens’ rights by limiting the powers of government. |
| ss-2026:8:21 | authored_target_pending_coverage_review | The Industrial Revolution increased the production of goods and services through improvements in technology, the use of interchangeable parts, and access to new natural resources. |
| ss-2026:8:22 | authored_target_pending_coverage_review | State and federal governments can impact markets by means of spending, regulations, taxes, and trade barriers. |
social_studies / ss-2026 / K — 10 of 10 records targeted
| Statement | Instruction status | Source text |
|---|---|---|
| ss-2026:K:1 | authored_target_pending_coverage_review | Time can be measured. |
| ss-2026:K:2 | authored_target_pending_coverage_review | Photographs, videos, artifacts, and books can be used to learn about the past. |
| ss-2026:K:3 | authored_target_pending_coverage_review | Landmarks and directions can be used to talk about the relative location of familiar places. |
| ss-2026:K:4 | authored_target_pending_coverage_review | Individuals work toward the achievement of common goals in schools and communities. |
| ss-2026:K:5 | authored_target_pending_coverage_review | Ohio’s communities reflect many traditions and customs. A community’s culture is shown through the arts, celebrations, festivals, and language. |
| ss-2026:K:6 | authored_target_pending_coverage_review | Ohio is a state in the United States. Both Ohio and the United States have symbols and practices that represent the state and country. |
| ss-2026:K:7 | authored_target_pending_coverage_review | Humans use natural resources found in the physical environment for food, clothing, and shelter. |
| ss-2026:K:8 | authored_target_pending_coverage_review | Individuals are unique but share common characteristics of multiple groups. |
| ss-2026:K:9 | authored_target_pending_coverage_review | Individuals contribute to the community by following rules to keep everyone safe. Authority figures enforce rules to maintain order, security, and safety at school and in the community. |
| ss-2026:K:10 | authored_target_pending_coverage_review | Individuals use goods and services throughout their daily lives. |