Formative Assessment Item Bank Texas English Arts Coverage Report

All counts are as of April 1, 2014. Due to the dynamic nature of the bank and ongoing work, totals may shift as additional work is completed. In addition, Technology‐Enhanced Items (TEIs) are new item types, and the availability and appearance of the TEIs is subject to the functionality available in the data management platform. Grade/Course Standard Code Standard Text Total Kindergarten RC.A discuss the purposes for reading and listening to various texts 11 (e.., to become involved in real and imagined events, settings, actions, and to enjoy language); RC.B ask and respond to questions about text; 1 RC.D make inferences based on the cover, title, illustrations, and plot; 18 RC.E retell or act out important events in stories; and 1 1.B identify upper- and lower-case letters; 24 1. demonstrate the one-to-one correspondence between a spoken 5 word and a printed word in text; 1.D recognize the difference between a letter and a printed word; 16 1.E recognize that sentences are comprised of words separated by 9 spaces and demonstrate the awareness of word boundaries (e.g., through kinesthetic or tactile actions such as clapping and jumping); 1.G identify different parts of a book (e.g., front and back covers, 9 title page). 2.B identify syllables in spoken words; 10 2.C orally generate rhymes in response to spoken words (e.g., "What 14 rhymes with hat?"); 2.D distinguish orally presented rhyming pairs of words from non- 19 rhyming pairs; 2.E recognize spoken alliteration or groups of words that begin with 5 the same spoken onset or initial sound (e.g., "baby boy bounces the ball"); 2.F blend spoken onsets and rimes to form simple words (e.g., onset 2 /c/ and rime /at/ make cat); 2.G blend spoken to form one-syllable words (e.g., /m/ … 14 /a/ … /n/ says man); 2.H isolate the initial sound in one-syllable spoken words; and 42 2.I segment spoken one-syllable words into two to three phonemes 6 (e.g., dog: /d/ … /o/ … /g/). 3.A identify the common sounds that letters represent; 39 3.B use knowledge of letter-sound relationships to decode regular 14 words in text and independent of content (e.g., VC, CVC, CCVC, and CVCC words); 3.C recognize that new words are created when letters are changed, 6 added, or deleted; and 3.D identify and read at least 25 high-frequency words from a 29 commonly used list. 4.A predict what might happen next in text based on the cover, title, 11 and illustrations; and 4.B ask and respond to questions about texts read aloud. 22 5.A identify and use words that name actions, directions, positions, 15 sequences, and locations; 5.C identify and sort pictures of objects into conceptual categories 18 (e.g., colors, shapes, textures); and 5.D use a picture dictionary to find words. 6 6.A identify elements of a story including setting, character, and key 32 events; 6.C recognize sensory details; and 1 7 Students understand, make inferences and draw conclusions 2 about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to respond to rhythm and rhyme in poetry through identifying a regular beat and similarities in word sounds.

8.A retell a main event from a story read aloud; and 50 8.B describe characters in a story and the reasons for their actions. 23 9 Students analyze, make inferences and draw conclusions about 2 the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to identify the topic of an informational text heard. 10.A identify the topic and details in expository text heard or read, 40 referring to the words and/or illustrations; 10.B retell important facts in a text, heard or read; 49 10.D use titles and illustrations to make predictions about text. 17 11.A follow pictorial directions (e.g., recipes, science experiments); 9 and 11.B identify the meaning of specific signs (e.g., traffic signs, warning 10 signs). 12.A identify different forms of media (e.g., advertisements, 2 newspapers, radio programs); and 13.C revise drafts by adding details or sentences; 4 16.A.ii nouns (singular/plural); 6 16.A.iv prepositions and simple prepositional phrases appropriately 39 when speaking or writing (e.g., in, on, under, over); and 16.C use complete simple sentences. 2 17.B capitalize the first letter in a sentence; and 5 17.C use punctuation at the end of a sentence. 30 18.A use phonological knowledge to match sounds to letters; 37 19.A ask questions about topics of class-wide interest; and 9 19.B decide what sources or people in the classroom, school, library, 3 or home can answer these questions.

Kindergarten Total 738

Grade/Course Standard Code Standard Text Total First Grade RC.D make inferences about text and use textual evidence to support 86 understanding; RC.E retell or act out important events in stories in logical order; and 2 RC.F make connections to own experiences, to ideas in other texts, 23 and to the larger community and discuss textual evidence. 1.A recognize that spoken words are represented in written English 4 by specific sequences of letters; 1.B identify upper- and lower-case letters; 11 1.C sequence the letters of the alphabet; 9 1.D recognize the distinguishing features of a sentence (e.g., 14 capitalization of first word, ending punctuation); 1.F identify the information that different parts of a book provide 19 (e.g., title, author, illustrator, table of contents). 2.A orally generate a series of original rhyming words using a variety 33 of phonograms (e.g., -ake, -ant, -ain) and consonant blends (e.g., bl, st, tr); 2.B distinguish between long- and short-vowel sounds in spoken one- 18 syllable words (e.g., bit/bite); 2.C recognize the change in a spoken word when a specified 30 is added, changed, or removed (e.g., /b/l/o/w/ to /g/l/o/w/); 2.D blend spoken phonemes to form one- and two-syllable words, 22 including consonant blends (e.g., spr); 2.E isolate initial, medial, and final sounds in one-syllable spoken 85 words; and 2.F segment spoken one-syllable words of three to five phonemes 5 into individual phonemes (e.g., splat = /s/p/l/a/t/). 3.A.i single letters (consonants) including b, c=/k/, c=/s/, d, f, g=/g/ 11 (hard), g=/j/ (soft), h, j, k, l, m, n, p, qu=/kw/, r, s=/s/, s=/z/, t, v, w, x=/ks/, y, and z; 3.A.ii single letters (vowels) including short a, short e, short i, short o, 17 short u, long a (a-e), long e (e), long i (i-e), long o (o-e), long u (u- e), y=long e, and y=long i; 3.A.iii consonant blends (e.g., bl, st); 15 3.A.iv consonant digraphs including , tch, sh, th=as in thing, wh, ng, 12 ck, kn, -dge, and ph; 3.A.v vowel digraphs including oo as in foot, oo as in moon, ea as in 19 eat, ea as in bread, ee, ow as in how, ow as in snow, ou as in out, ay, ai, aw, au, ew, oa, ie as in chief, ie as in pie, and -igh; and

3.A.vi vowel diphthongs including oy, oi, ou, and ow; 10 3.B combine sounds from letters and common spelling patterns 26 (e.g., consonant blends, long- and short-vowel patterns) to create recognizable words; 3.C.i closed syllable (CVC) (e.g., mat, rab-bit); 7 3.C.ii open syllable (CV) (e.g., he, ba-by); 6 3.C.iii final stable syllable (e.g., ap-ple, a-ble); 2 3.C.iv vowel-consonant-silent "e" words (VCe) (e.g., kite, hide); 5 3.C.v vowel digraphs and diphthongs (e.g., boy-hood, oat-meal); and 1 3.C.vi r-controlled vowel sounds (e.g., tar); including er, ir, ur, ar, and 16 or; 3.D decode words with common spelling patterns (e.g., -ink, -onk, - 6 ick); 3.E read base words with inflectional endings (e.g., plurals, past 20 tenses); 3.F use knowledge of the meaning of base words to identify and 22 read common compound words (e.g., football, popcorn, daydream); 3.G identify and read contractions (e.g., isn't, can't); 17 3.H identify and read at least 100 high-frequency words from a 53 commonly used list; and 4.A confirm predictions about what will happen next in text by 6 "reading the part that tells"; 4.B ask relevant questions, seek clarification, and locate facts and 27 details about stories and other texts; and 4.C establish purpose for reading selected texts and monitor 4 comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud). 6.A identify words that name actions (verbs) and words that name 6 persons, places, or things (nouns); 6.B determine the meaning of compound words using knowledge of 10 the meaning of their individual component words (e.g., lunchtime); 6.C determine what words mean from how they are used in a 79 sentence, either heard or read; 6.D identify and sort words into conceptual categories (e.g., 60 opposites, living things); and 6.E alphabetize a series of words to the first or second letter and use 7 a dictionary to find words. 8 Students understand, make inferences and draw conclusions 7 about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to respond to and use rhythm, rhyme, and alliteration in poetry. 9.A describe the plot (problem and solution) and retell a story's 39 beginning, middle, and end with attention to the sequence of events; and 9.B describe characters in a story and the reasons for their actions 91 and feelings. 10 Students understand, make inferences and draw conclusions 4 about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to determine whether a story is true or a fantasy and explain why. 11 Students understand, make inferences and draw conclusions 22 about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to recognize sensory details in literary text. 13 Students analyze, make inferences and draw conclusions about 8 the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to identify the topic and explain the author's purpose in writing about the text. 14.A restate the main idea, heard or read; 37 14.B identify important facts or details in text, heard or read; 93 14.C retell the order of events in a text by referring to the words 14 and/or illustrations; and 14.D use text features (e.g., title, tables of contents, illustrations) to 77 locate specific information in text. 15.A follow written multi-step directions with picture cues to assist 41 with understanding; and 15.B explain the meaning of specific signs and symbols (e.g., map 1 features). 16.A recognize different purposes of media (e.g., informational, 4 entertainment) (with adult assistance); and 17.D edit drafts for grammar, punctuation, and spelling using a 5 teacher-developed rubric; and 20.A.i verbs (past, present, and future); 23 20.A.ii nouns (singular/plural, common/proper); 9 20.A.iii adjectives (e.g., descriptive: green, tall); 19 20.A.v prepositions and prepositional phrases; 5 20.A.vi pronouns (e.g., I, me); and 8 20.A.vii time-order transition words; 2 21.B.i the beginning of sentences; 16 21.B.ii the pronoun "I"; and 4 21.B.iii names of people; and 11 21.C recognize and use punctuation marks at the end of declarative, 28 exclamatory, and interrogative sentences. 22.A use phonological knowledge to match sounds to letters to 14 construct known words; 22.B.i consonant-vowel-consonant (CVC) words; 2 22.B.ii consonant-vowel-consonant- (CVCe) words (e.g., "hope"); 5 and 22.B.iii one-syllable words with consonant blends (e.g., "drop"); 2 22.C spell high-frequency words from a commonly used list; 24 22.D spell base words with inflectional endings (e.g., adding "s" to 14 make words plurals); and 23.A generate a list of topics of class-wide interest and formulate 10 open-ended questions about one or two of the topics; and 24.B use text features (e.g., table of contents, alphabetized index) in 3 age-appropriate reference works (e.g., picture dictionaries) to locate information; and 24.C record basic information in simple visual formats (e.g., notes, 4 charts, picture graphs, diagrams).

First Grade Total 1,471

Grade/Course Standard Code Standard Text Total Second Grade RC.A establish purposes for reading selected texts based upon 2 content to enhance comprehension; RC.D make inferences about text using textual evidence to support 126 understanding; RC.E retell important events in stories in logical order; and 27 RC.F make connections to own experiences, to ideas in other texts, 10 and to the larger community and discuss textual evidence. 2.A.i single letters (consonants and vowels); 15 2.A.ii consonant blends (e.g., thr, spl); 1 2.A.iii consonant digraphs (e.g., ng, ck, ph); and 11 2.A.iv vowel digraphs (e.g., ie, ue, ew) and diphthongs (e.g., oi, ou); 30 2.B.i closed syllable (CVC) (e.g., pic-nic, mon-ster); 25 2.B.ii open syllable (CV) (e.g., ti-ger); 14 2.B.iii final stable syllable (e.g., sta-tion, tum-ble); 1 2.B.iv vowel-consonant-silent "e" words (VCe) (e.g., in-vite, cape); 2 2.B.v r-controlled vowels (e.g., per-fect, cor-ner); and 12 2.B.vi vowel digraphs and diphthongs (e.g., boy-hood, oat-meal); 2 2.C decode words by applying knowledge of common spelling 11 patterns (e.g., -ight, -ant); 2.D read words with common prefixes (e.g., un-, dis-) and suffixes 30 (e.g., -ly, -less, -ful); 2.E identify and read abbreviations (e.g., Mr., Ave.); 16 2.F identify and read contractions (e.g., haven't, it's); 8 2.G identify and read at least 300 high-frequency words from a 2 commonly used list; and 3.A use ideas (e.g., illustrations, titles, topic sentences, key words, 23 and foreshadowing) to make and confirm predictions; 3.B ask relevant questions, seek clarification, and locate facts and 118 details about stories and other texts and support answers with evidence from text; and 3.C establish purpose for reading selected texts and monitor 13 comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud). 5.A use prefixes and suffixes to determine the meaning of words 63 (e.g., allow/disallow); 5.B use context to determine the relevant meaning of unfamiliar 98 words or multiple-meaning words; 5.C identify and use common words that are opposite (antonyms) or 77 similar (synonyms) in meaning; and 5.D alphabetize a series of words and use a dictionary or a glossary 33 to find words. 6.A identify moral lessons as themes in well-known fables, legends, 4 myths, or stories; and 7 Students understand, make inferences and draw conclusions 34 about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to describe how rhyme, rhythm, and repetition interact to create images in poetry. 8 Students understand, and make inferences and draw conclusions 3 about the structure and elements of drama provide evidence from text to support their understanding. Students are expected to identify the elements of dialogue and use them in informal plays. 9.A describe similarities and differences in the plots and settings of 22 several works by the same author; and 9.B describe main characters in works of fiction, including their 69 traits, motivations, and feelings. 10 Students understand, make inferences and draw conclusions 2 about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to distinguish between fiction and nonfiction. 11 Students understand, make inferences and draw conclusions 7 about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to recognize that some words and phrases have literal and non-literal meanings (e.g., take steps). 13 Students analyze, make inferences and draw conclusions about 33 the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to identify the topic and explain the author's purpose in writing the text. 14.A identify the main idea in a text and distinguish it from the topic; 52 14.B locate the facts that are clearly stated in a text; 126 14.C describe the order of events or ideas in a text; and 3 14.D use text features (e.g., table of contents, index, headings) to 28 locate specific information in text. 15.A follow written multi-step directions; and 49 15.B use common graphic features to assist in the interpretation of 17 text (e.g., captions, illustrations). 16.A recognize different purposes of media (e.g., informational, 2 entertainment); 17.A plan a first draft by generating ideas for writing (e.g., drawing, 9 sharing ideas, listing key ideas); 17.C revise drafts by adding or deleting words, phrases, or sentences; 46 17.D edit drafts for grammar, punctuation, and spelling using a 19 teacher-developed rubric; and 18.A write brief stories that include a beginning, middle, and end; and 2 19.B write short letters that put ideas in a chronological or logical 4 sequence and use appropriate conventions (e.g., date, salutation, closing); and 21.A.i verbs (past, present, and future); 41 21.A.ii nouns (singular/plural, common/proper); 59 21.A.iii adjectives (e.g., descriptive: old, wonderful; articles: a, an, the); 29 21.A.iv adverbs (e.g., time: before, next; manner: carefully, beautifully); 3 21.A.vi pronouns (e.g., he, him); and 31 21.B use complete sentences with correct subject-verb agreement; 91 and 21.C distinguish among declarative and interrogative sentences. 17 22.B.i proper nouns; 18 22.B.ii months and days of the week; and 18 22.C.i ending punctuation in sentences; 29 22.C.ii apostrophes and contractions; and 16 22.C.iii apostrophes and possessives. 11 23.A use phonological knowledge to match sounds to letters to 3 construct unknown words; 23.B.i complex consonants (e.g., hard and soft c and g, ck); 6 23.B.ii r-controlled vowels; 3 23.B.iii long vowels (e.g., VCe-hope); and 4 23.B.iv vowel digraphs (e.g., oo-book, fool, ee-feet), diphthongs (e.g., ou- 7 out, ow-cow, oi-coil, oy-toy); 23.C spell high-frequency words from a commonly used list; 48 23.D spell base words with inflectional endings (e.g., -ing and -ed); 8 23.F use resources to find correct spellings. 1 24.B decide what sources of information might be relevant to answer 2 these questions. 25.B use text features (e.g., table of contents, alphabetized index, 23 headings) in age-appropriate reference works (e.g., picture dictionaries) to locate information; and 25.C record basic information in simple visual formats (e.g., notes, 6 charts, picture graphs, diagrams). 26 Students clarify research questions and evaluate and synthesize 6 collected information. Students are expected to revise the topic as a result of answers to initial research questions. Second Grade Total 1,781

Grade/Course Standard Code Standard Text Total Third Grade RC.B ask literal, interpretive, and evaluative questions of text; 12 RC.D make inferences about text and use textual evidence to support 120 understanding; RC.E summarize information in text, maintaining meaning and logical 24 order; and RC.F make connections (e.g., thematic links, author analysis) between 13 literary and informational texts with similar ideas and provide textual evidence. 1.A.iv using knowledge of common prefixes and suffixes (e.g., dis-, -ly); 6 and 1.A.v using knowledge of derivational affixes (e.g., -de, -ful, -able); 1 1.B.i closed syllable (CVC) (e.g., mag-net, splen-did); 6 1.B.ii open syllable (CV) (e.g., ve-to); 11 1.B.iii final stable syllable (e.g., puz-zle, con-trac-tion); 10 1.B.iv r-controlled vowels (e.g., fer-ment, car-pool); and 1 1.B.v vowel digraphs and diphthongs (e.g., ei-ther); 19 1.C decode words applying knowledge of common spelling patterns 17 (e.g., -eigh, -ought); 1.D identify and read contractions (e.g., I'd, won't); and 11 2.A use ideas (e.g., illustrations, titles, topic sentences, key words, 32 and foreshadowing clues) to make and confirm predictions; 2.B ask relevant questions, seek clarification, and locate facts and 93 details about stories and other texts and support answers with evidence from text; and 2.C establish purpose for reading selected texts and monitor 1 comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud). 4.A identify the meaning of common prefixes (e.g., in-, dis-) and 99 suffixes (e.g., -full, -less), and know how they change the meaning of roots; 4.B use context to determine the relevant meaning of unfamiliar 233 words or distinguish among multiple meaning words and homographs; 4.C identify and use antonyms, synonyms, homographs, and 224 homophones; 4.E alphabetize a series of words to the third letter and use a 47 dictionary or a glossary to determine the meanings, syllabication, and pronunciation of unknown words. 5.A paraphrase the themes and supporting details of fables, legends, 66 myths, or stories; and 5.B compare and contrast the settings in myths and traditional 4 folktales. 6 Students understand, make inferences and draw conclusions 53 about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to describe the characteristics of various forms of poetry and how they create imagery (e.g., narrative poetry, lyrical poetry, humorous poetry, free verse). 7 Students understand, make inferences and draw conclusions 1 about the structure and elements of drama provide evidence from text to support their understanding. Students are expected to explain the elements of plot and character as presented through dialogue in scripts that are read, viewed, written, or performed. 8.A sequence and summarize the plot's main events and explain 145 their influence on future events; 8.B describe the interaction of characters including their 139 relationships and the changes they undergo; and 8.C identify whether the narrator or speaker of a story is first or 1 third person. 9 Students understand, make inferences and draw conclusions 6 about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to explain the difference in point of view between a biography and autobiography. 10 Students understand, make inferences and draw conclusions 17 about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to identify language that creates a graphic visual experience and appeals to the senses. 12 Students analyze, make inferences and draw conclusions about 57 the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to identify the topic and locate the author's stated purposes in writing the text. 13.A identify the details or facts that support the main idea; 245 13.B draw conclusions from the facts presented in text and support 94 those assertions with textual evidence; 13.C identify explicit cause and effect relationships among ideas in 33 texts; and 13.D use text features (e.g., bold print, captions, key words, italics) to 92 locate information and make and verify predictions about contents of text. 14 Students analyze, make inferences and draw conclusions about 3 persuasive text and provide evidence from text to support their analysis. Students are expected to identify what the author is trying to persuade the reader to think or do. 15.A follow and explain a set of written multi-step directions; and 77 15.B locate and use specific information in graphic features of text. 35 17.A plan a first draft by selecting a genre appropriate for conveying 19 the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals); 17.B develop drafts by categorizing ideas and organizing them into 2 paragraphs; 17.C revise drafts for coherence, organization, use of simple and 93 compound sentences, and audience; 17.D edit drafts for grammar, mechanics, and spelling using a teacher- 133 developed rubric; and 18.A write imaginative stories that build the plot to a climax and 4 contain details about the characters and setting; and 20.A.ii include supporting sentences with simple facts, details, and 4 explanations; and 20.B write letters whose language is tailored to the audience and 4 purpose (e.g., a thank you note to a friend) and that use appropriate conventions (e.g., date, salutation, closing); and 22.A.i verbs (past, present, and future); 36 22.A.ii nouns (singular/plural, common/proper); 14 22.A.iii adjectives (e.g., descriptive: wooden, rectangular; limiting: this, 10 that; articles: a, an, the); 22.A.iv adverbs (e.g., time: before, next; manner: carefully, beautifully); 4 22.A.v prepositions and prepositional phrases; 2 22.A.vi possessive pronouns (e.g., his, hers, theirs); 10 22.A.vii coordinating conjunctions (e.g., and, or, but); and 47 22.A.viii time-order transition words and transitions that indicate a 2 conclusion; 22.B use the complete subject and the complete predicate in a 10 sentence; and 22.C use complete simple and compound sentences with correct 21 subject-verb agreement. 23.B.i geographical names and places; 21 23.B.ii historical periods; and 2 23.B.iii official titles of people; 5 23.C.i apostrophes in contractions and possessives; and 56 23.C.ii commas in series and dates; and 38 23.D use correct mechanics including paragraph indentations. 4 24.A use knowledge of letter sounds, word parts, word segmentation, 16 and syllabication to spell; 24.B.i consonant doubling when adding an ending; 5 24.B.ii dropping final "e" when endings are added (e.g., -ing, -ed); 8 24.B.iii changing y to i before adding an ending; 11 24.B.iv double consonants in middle of words; 5 24.B.v complex consonants (e.g., scr-, -dge, -tch); and 2 24.B.vi abstract vowels (e.g., ou as in could, touch, through, bought); 1 24.C spell high-frequency and compound words from a commonly 17 used list; 24.E spell single syllable homophones (e.g., bear/bare; week/weak; 7 road/rode); 24.F spell complex contractions (e.g., should've, won't); and 6 24.G use print and electronic resources to find and check correct 6 spellings. 25.A generate research topics from personal interests or by 8 brainstorming with others, narrow to one topic, and formulate open-ended questions about the major research topic; and 25.B generate a research plan for gathering relevant information 11 (e.g., surveys, interviews, encyclopedias) about the major research question. 26.A.ii data from experts, reference texts, and online searches; and 7 26.A.iii visual sources of information (e.g., maps, timelines, graphs) 2 where appropriate; 26.C take simple notes and sort evidence into provided categories or 19 an organizer; 27 Students clarify research questions and evaluate and synthesize 1 collected information. Students are expected to improve the focus of research as a result of consulting expert sources (e.g., reference librarians and local experts on the topic).

Third Grade Total 2,721

Grade/Course Standard Code Standard Text Total Fourth Grade RC.B ask literal, interpretive, and evaluative questions of text; 29 RC.D make inferences about text and use textual evidence to support 286 understanding; RC.E summarize information in text, maintaining meaning and logical 7 order; and RC.F make connections (e.g., thematic links, author analysis) between 11 literary and informational texts with similar ideas and provide textual evidence. 2.A determine the meaning of grade-level academic English words 137 derived from Latin, Greek, or other linguistic roots and affixes; 2.B use the context of the sentence (e.g., in-sentence example or 245 definition) to determine the meaning of unfamiliar words or multiple meaning words; 2.C complete analogies using knowledge of antonyms and synonyms 8 (e.g., boy:girl as male:____ or girl:woman as boy:_____);

2.D identify the meaning of common idioms; and 29 2.E use a dictionary or glossary to determine the meanings, 28 syllabication, and pronunciation of unknown words. 3.A summarize and explain the lesson or message of a work of 68 fiction as its theme; and 3.B compare and contrast the adventures or exploits of characters 24 (e.g., the trickster) in traditional and classical literature. 4 Students understand, make inferences and draw conclusions 66 about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse). 5 Students understand, make inferences and draw conclusions 4 about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to describe the structural elements particular to dramatic literature. 6.A sequence and summarize the plot's main events and explain 141 their influence on future events; 6.B describe the interaction of characters including their 119 relationships and the changes they undergo; and 6.C identify whether the narrator or speaker of a story is first or 12 third person. 7 Students understand, make inferences and draw conclusions 3 about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to identify similarities and differences between the events and characters' experiences in a fictional work and the actual events and experiences described in an author's biography or autobiography. 8 Students understand, make inferences and draw conclusions 93 about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to identify the author's use of similes and metaphors to produce imagery. 10 Students analyze, make inferences and draw conclusions about 95 the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to explain the difference between a stated and an implied purpose for an expository text. 11.A summarize the main idea and supporting details in text in ways 314 that maintain meaning; 11.B distinguish fact from opinion in a text and explain how to verify 49 what is a fact; 11.C describe explicit and implicit relationships among ideas in texts 69 organized by cause-and-effect, sequence, or comparison; and 11.D use multiple text features (e.g., guide words, topic and 106 concluding sentences) to gain an overview of the contents of text and to locate information. 12 Students analyze, make inferences and draw conclusions about 6 persuasive text and provide evidence from text to support their analysis. Students are expected to explain how an author uses language to present information to influence what the reader thinks or does. 13.A determine the sequence of activities needed to carry out a 60 procedure (e.g., following a recipe); and 13.B explain factual information presented graphically (e.g., charts, 38 diagrams, graphs, illustrations). 14.C compare various written conventions used for digital media (e.g. 2 language in an informal e-mail vs. language in a web-based news article). 15.A plan a first draft by selecting a genre appropriate for conveying 37 the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals); 15.B develop drafts by categorizing ideas and organizing them into 38 paragraphs; 15.C revise drafts for coherence, organization, use of simple and 108 compound sentences, and audience; 15.D edit drafts for grammar, mechanics, and spelling using a teacher- 190 developed rubric; and 16.A write imaginative stories that build the plot to a climax and 9 contain details about the characters and setting; and 18.A.i establish a central idea in a topic sentence; 2 18.A.ii include supporting sentences with simple facts, details, and 18 explanations; and 18.A.iii contain a concluding statement; 2 18.B write letters whose language is tailored to the audience and 18 purpose (e.g., a thank you note to a friend) and that use appropriate conventions (e.g., date, salutation, closing); and 19 Students write persuasive texts to influence the attitudes or 7 actions of a specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and use supporting details. 20.A.i verbs (irregular verbs); 16 20.A.ii nouns (singular/plural, common/proper); 6 20.A.iii adjectives (e.g., descriptive, including purpose: sleeping bag, 32 frying pan) and their comparative and superlative forms (e.g., fast, faster, fastest); 20.A.iv adverbs (e.g., frequency: usually, sometimes; intensity: almost, a 21 lot); 20.A.v prepositions and prepositional phrases to convey location, time, 21 direction, or to provide details; 20.A.vi reflexive pronouns (e.g., myself, ourselves); 4 20.A.vii correlative conjunctions (e.g., either/or, neither/nor); and 9 20.A.viii use time-order transition words and transitions that indicate a 29 conclusion; 20.C use complete simple and compound sentences with correct 64 subject-verb agreement. 21.B.i historical events and documents; 1 21.B.ii titles of books, stories, and essays; and 11 21.C.i commas in compound sentences; and 25 21.C.ii quotation marks. 33 22.A.i plural rules (e.g., words ending in f as in leaf, leaves; adding -es); 32 22.A.ii irregular plurals (e.g., man/men, foot/feet, child/children); 25 22.A.iv other ways to spell sh (e.g., -sion, -tion, -cian); and 12 22.A.v silent letters (e.g., knee, wring); 2 22.B spell base words and roots with affixes (e.g., -ion, -ment, -ly, dis-, 25 pre-); 22.C spell commonly used homophones (e.g., there, they're, their; 10 two, too, to); and 22.D use spelling patterns and rules and print and electronic 1 resources to determine and check correct spellings. 23.A generate research topics from personal interests or by 11 brainstorming with others, narrow to one topic, and formulate open-ended questions about the major research topic; and 23.B generate a research plan for gathering relevant information 23 (e.g., surveys, interviews, encyclopedias) about the major research question. 24.A.iii visual sources of information (e.g., maps, timelines, graphs) 6 where appropriate; 24.C take simple notes and sort evidence into provided categories or 20 an organizer; 24.D identify the author, title, publisher, and publication year of 1 sources; and 24.E differentiate between paraphrasing and plagiarism and identify 1 the importance of citing valid and reliable sources. 25 Students clarify research questions and evaluate and synthesize 2 collected information. Students are expected to improve the focus of research as a result of consulting expert sources (e.g., reference librarians and local experts on the topic). 26 Students organize and present their ideas and information 2 according to the purpose of the research and their audience. Students are expected to draw conclusions through a brief written explanation and create a works-cited page from notes, including the author, title, publisher, and publication year for each source used.

Fourth Grade Total 2,923

Grade/Course Standard Code Standard Text Total Fifth Grade RC.A establish purposes for reading selected texts based upon own or 1 others’ desired outcome to enhance comprehension; RC.B ask literal, interpretive, evaluative, and universal questions of 32 text; RC.D make inferences about text and use textual evidence to support 202 understanding; RC.E summarize and paraphrase texts in ways that maintain meaning 24 and logical order within a text and across texts; and RC.F make connections (e.g., thematic links, author analysis) between 53 and across multiple texts of various genres and provide textual evidence. 2.A determine the meaning of grade-level academic English words 168 derived from Latin, Greek, or other linguistic roots and affixes; 2.B use context (e.g., in-sentence restatement) to determine or 264 clarify the meaning of unfamiliar or multiple meaning words; 2.C produce analogies with known antonyms and synonyms; 11 2.D identify and explain the meaning of common idioms, adages, 37 and other sayings; and 2.E use a dictionary, a glossary, or a thesaurus (printed or electronic) 48 to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words.

3.A compare and contrast the themes or moral lessons of several 2 works of fiction from various cultures; 3.B describe the phenomena explained in origin myths from various 4 cultures; and 4 Students understand, make inferences and draw conclusions 50 about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to analyze how poets use sound effects (e.g., alliteration, internal rhyme, onomatopoeia, rhyme scheme) to reinforce meaning in poems. 5 Students understand, make inferences and draw conclusions 4 about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to analyze the similarities and differences between an original text and its dramatic adaptation. 6.A describe incidents that advance the story or novel, explaining 100 how each incident gives rise to or foreshadows future events; 6.B explain the roles and functions of characters in various plots, 183 including their relationships and conflicts; and 6.C explain different forms of third-person points of view in stories. 7 7 Students understand, make inferences and draw conclusions 6 about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to identify the literary language and devices used in biographies and autobiographies, including how authors present major events in a person's life. 8 Students understand, make inferences and draw conclusions 91 about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to evaluate the impact of sensory details, imagery, and figurative language in literary text. 10 Students analyze, make inferences and draw conclusions about 65 the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to draw conclusions from the information presented by an author and evaluate how well the author's purpose was achieved. 11.A summarize the main ideas and supporting details in a text in 296 ways that maintain meaning and logical order; 11.B determine the facts in text and verify them through established 24 methods; 11.C analyze how the organizational pattern of a text (e.g., cause-and- 103 effect, compare-and-contrast, sequential order, logical order, classification schemes) influences the relationships among the ideas; 11.D use multiple text features and graphics to gain an overview of 142 the contents of text and to locate information; and 11.E synthesize and make logical connections between ideas within a 153 text and across two or three texts representing similar or different genres. 12.A identify the author's viewpoint or position and explain the basic 7 relationships among ideas (e.g., parallelism, comparison, causality) in the argument; and 12.B recognize exaggerated, contradictory, or misleading statements 7 in text. 13.A interpret details from procedural text to complete a task, solve a 70 problem, or perform procedures; and 13.B interpret factual or quantitative information presented in maps, 49 charts, illustrations, graphs, timelines, tables, and diagrams. 15.A plan a first draft by selecting a genre appropriate for conveying 20 the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea; 15.B develop drafts by choosing an appropriate organizational 20 strategy (e.g., sequence of events, cause-effect, compare- contrast) and building on ideas to create a focused, organized, and coherent piece of writing; 15.C revise drafts to clarify meaning, enhance style, include simple 143 and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed; 15.D edit drafts for grammar, mechanics, and spelling; and 143 16.A.i a clearly defined focus, plot, and point of view; 1 16.A.ii a specific, believable setting created through the use of sensory 1 details; and 18.A.i present effective introductions and concluding paragraphs; 11 18.A.ii guide and inform the reader's understanding of key ideas and 11 evidence; 18.A.iii include specific facts, details, and examples in an appropriately 11 organized structure; and 18.A.iv use a variety of sentence structures and transitions to link 4 paragraphs; 18.B write formal and informal letters that convey ideas, include 6 important information, demonstrate a sense of closure, and use appropriate conventions (e.g., date, salutation, closing); and 20.A.i verbs (irregular verbs and active voice); 29 20.A.iii adjectives (e.g., descriptive, including origins: French windows, 27 American cars) and their comparative and superlative forms (e.g., good, better, best); 20.A.iv adverbs (e.g., frequency: usually, sometimes; intensity: almost, a 17 lot); 20.A.v prepositions and prepositional phrases to convey location, time, 24 direction, or to provide details; 20.A.vi indefinite pronouns (e.g., all, both, nothing, anything); 2 20.A.vii subordinating conjunctions (e.g., while, because, although, if); 35 and 20.A.viii transitional words (e.g., also, therefore); 41 20.B use the complete subject and the complete predicate in a 4 sentence; and 20.C use complete simple and compound sentences with correct 46 subject-verb agreement. 21.A.i abbreviations; 8 21.A.iii organizations; 7 21.B.i commas in compound sentences; and 4 21.B.ii proper punctuation and spacing for quotations; and 30 21.C use proper mechanics including italics and underlining for titles 19 and emphasis. 22.B.ii Latin Roots (e.g., spec, scrib, rupt, port, ject, dict); 2 22.B.iv Latin derived suffixes (e.g., -able, -ible; -ance, -ence); 6 22.C differentiate between commonly confused terms (e.g., its, it's; 6 affect, effect); 22.D use spelling patterns and rules and print and electronic 1 resources to determine and check correct spellings; and 23.B generate a research plan for gathering relevant information 8 about the major research question. 24.A follow the research plan to collect data from a range of print and 12 electronic resources (e.g., reference texts, periodicals, web pages, online sources) and data from experts; 24.C record data, utilizing available technology (e.g., word processors) 1 in order to see the relationships between ideas, and convert graphic/visual data (e.g., charts, diagrams, timelines) into written notes; 24.D identify the source of notes (e.g., author, title, page number) and 13 record bibliographic information concerning those sources according to a standard format; and 25.A refine the major research question, if necessary, guided by the 5 answers to a secondary set of questions; and 25.B evaluate the relevance, validity, and reliability of sources for the 28 research.

Fifth Grade Total 2,949

Grade/Course Standard Code Standard Text Total Sixth Grade RC.B ask literal, interpretive, evaluative, and universal questions of 42 text; RC.D make inferences about text and use textual evidence to support 330 understanding; RC.E summarize, paraphrase, and synthesize texts in ways that 22 maintain meaning and logical order within a text and across texts; and RC.F make connections (e.g., thematic links, author analysis) between 62 and across multiple texts of various genres, and provide textual evidence. 2.A determine the meaning of grade-level academic English words 128 derived from Latin, Greek, or other linguistic roots and affixes; 2.B use context (e.g., cause and effect or compare and contrast 239 organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words; 2.C complete analogies that describe part to whole or whole to part 18 (e.g., ink:pen as page: ____ or pen:ink as book: _____); 2.D explain the meaning of foreign words and phrases commonly 8 used in written English (e.g., RSVP, que sera sera); and 2.E use a dictionary, a glossary, or a thesaurus (printed or electronic) 38 to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words.

3.A infer the implicit theme of a work of fiction, distinguishing theme 33 from the topic; 4 Students understand, make inferences and draw conclusions 111 about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to explain how figurative language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning of a poem. 5 Students understand, make inferences and draw conclusions 5 about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to explain the similarities and differences in the setting, characters, and plot of a play and those in a film based upon the same story line. 6.A summarize the elements of plot development (e.g., rising action, 145 turning point, climax, falling action, denouement) in various works of fiction; 6.B recognize dialect and conversational voice and explain how 4 authors use dialect to convey character; and 6.C describe different forms of point-of-view, including first- and 24 third-person. 7 Students understand, make inferences and draw conclusions 9 about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to identify the literary language and devices used in memoirs and personal narratives and compare their characteristics with those of an autobiography. 8 Students understand, make inferences and draw conclusions 142 about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains. 9 Students analyze, make inferences and draw conclusions about 43 the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to compare and contrast the stated or implied purposes of different authors writing on the same topic. 10.A summarize the main ideas and supporting details in text, 316 demonstrating an understanding that a summary does not include opinions; 10.B explain whether facts included in an argument are used for or 12 against an issue; 10.C explain how different organizational patterns (e.g., proposition- 53 and-support, problem-and-solution) develop the main idea and the author's viewpoint; and 10.D synthesize and make logical connections between ideas within a 176 text and across two or three texts representing similar or different genres. 11.A compare and contrast the structure and viewpoints of two 3 different authors writing for the same purpose, noting the stated claim and supporting evidence; and 11.B identify simply faulty reasoning used in persuasive texts. 7 12.A follow multi-tasked instructions to complete a task, solve a 83 problem, or perform procedures; and 12.B interpret factual, quantitative, or technical information 23 presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams. 13.A explain messages conveyed in various forms of media; 7 13.B recognize how various techniques influence viewers' emotions; 1 13.C critique persuasive techniques (e.g., testimonials, bandwagon 9 appeal) used in media messages; and 14.A plan a first draft by selecting a genre appropriate for conveying 19 the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea; 14.B develop drafts by choosing an appropriate organizational 20 strategy (e.g., sequence of events, cause-effect, compare- contrast) and building on ideas to create a focused, organized, and coherent piece of writing; 14.C revise drafts to clarify meaning, enhance style, include simple 110 and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed; 14.D edit drafts for grammar, mechanics, and spelling; and 145 15.A.i a clearly defined focus, plot, and point of view; 11 15.A.iii dialogue that develops the story; and 5 17.A.i present effective introductions and concluding paragraphs; 9 17.A.ii guide and inform the reader's understanding of key ideas and 5 evidence; 17.A.iii include specific facts, details, and examples in an appropriately 14 organized structure; and 17.A.iv use a variety of sentence structures and transitions to link 7 paragraphs; 19.A.i verbs (irregular verbs and active and passive voice); 11 19.A.iii predicate adjectives (She is intelligent.) and their comparative 4 and superlative forms (e.g., many, more, most); 19.A.iv conjunctive adverbs (e.g., consequently, furthermore, indeed); 16 19.A.v prepositions and prepositional phrases to convey location, time, 6 direction, or to provide details; 19.A.vii subordinating conjunctions (e.g., while, because, although, if); 9 and 19.A.viii transitional words and phrases that demonstrate an 17 understanding of the function of the transition related to the organization of the writing (e.g., on the contrary, in addition to); 19.B differentiate between the active and passive voice and know 18 how to use them both; and 19.C use complete simple and compound sentences with correct 60 subject-verb agreement. 20.A.i abbreviations; 2 20.A.iii organizations; 2 20.B.i commas in compound sentences; 6 20.B.ii proper punctuation and spacing for quotations; and 21 20.B.iii parentheses, brackets, and ellipses (to indicate omissions and 6 interruptions or incomplete statements); and 20.C use proper mechanics including italics and underlining for titles 2 of books. 21.A differentiate between commonly confused terms (e.g., its, it's; 8 affect, effect); 21.B use spelling patterns and rules and print and electronic 57 resources to determine and check correct spellings; and 22.A brainstorm, consult with others, decide upon a topic, and 1 formulate open-ended questions to address the major research topic; and 22.B generate a research plan for gathering relevant information 1 about the major research question. 23.A follow the research plan to collect data from a range of print and 14 electronic resources (e.g., reference texts, periodicals, web pages, online sources) and data from experts; 23.B differentiate between primary and secondary sources; 10 23.C record data, utilizing available technology (e.g., word processors) 9 in order to see the relationships between ideas, and convert graphic/visual data (e.g., charts, diagrams, timelines) into written notes; 23.D identify the source of notes (e.g., author, title, page number) and 15 record bibliographic information concerning those sources according to a standard format; and 24.B evaluate the relevance and reliability of sources for the research. 16

25.B develops a topic sentence, summarizes findings, and uses 2 evidence to support conclusions;

Sixth Grade Total 2,751

Grade/Course Standard Code Standard Text Total Seventh Grade RC.A establish purposes for reading selected texts based upon own or 2 others’ desired outcome to enhance comprehension; RC.B ask literal, interpretive, evaluative, and universal questions of 46 text; RC.D make complex inferences about text and use textual evidence to 181 support understanding; RC.E summarize, paraphrase, and synthesize texts in ways that 38 maintain meaning and logical order within a text and across texts; and RC.F make connections between and across texts, including other 71 media (e.g., film, play), and provide textual evidence. 2.A determine the meaning of grade-level academic English words 135 derived from Latin, Greek, or other linguistic roots and affixes; 2.B use context (within a sentence and in larger sections of text) to 185 determine or clarify the meaning of unfamiliar or ambiguous words; 2.C complete analogies that describe part to whole or whole to part; 7 2.D identify the meaning of foreign words commonly used in written 2 English with emphasis on Latin and Greek words (e.g., habeus corpus, e pluribus unum, bona fide, nemesis); and 2.E use a dictionary, a glossary, or a thesaurus (printed or electronic) 43 to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words.

3.A describe multiple themes in a work of fiction; 33 3.C analyze how place and time influence the theme or message of a 2 literary work. 4 Students understand, make inferences and draw conclusions 127 about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to analyze the importance of graphical elements (e.g., capital letters, line length, word position) on the meaning of a poem. 5 Students understand, make inferences and draw conclusions 13 about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to explain a playwright's use of dialogue and stage directions. 6.A explain the influence of the setting on plot development; 13 6.B analyze the development of the plot through the internal and 184 external responses of the characters, including their motivations and conflicts; and 6.C analyze different forms of point of view, including first-person, 20 third-person omniscient, and third-person limited. 7 Students understand, make inferences and draw conclusions 9 about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to describe the structural and substantive differences between an autobiography or a diary and a fictional adaptation of it. 8 Students understand, make inferences and draw conclusions 84 about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to determine the figurative meaning of phrases and analyze how an author's use of language creates imagery, appeals to the senses, and suggests mood. 9 Students analyze, make inferences and draw conclusions about 57 the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to explain the difference between the theme of a literary work and the author's purpose in an expository text. 10.A evaluate a summary of the original text for accuracy of the main 124 ideas, supporting details, and overall meaning; 10.B distinguish factual claims from commonplace assertions and 40 opinions; 10.C use different organizational patterns as guides for summarizing 57 and forming an overview of different kinds of expository text; and 10.D synthesize and make logical connections between ideas within a 105 text and across two or three texts representing similar or different genres, and support those findings with textual evidence. 11.A analyze the structure of the central argument in contemporary 28 policy speeches (e.g., argument by cause and effect, analogy, authority) and identify the different types of evidence used to support the argument; and 11.B identify such rhetorical fallacies as ad hominem, exaggeration, 18 stereotyping, or categorical claims in persuasive texts. 12.A follow multi-dimensional instructions from text to complete a 58 task, solve a problem, or perform procedures; and 12.B explain the function of the graphical components of a text. 20 13.A interpret both explicit and implicit messages in various forms of 31 media; 13.C evaluate various ways media influences and informs audiences; 1 and 14.A plan a first draft by selecting a genre appropriate for conveying 10 the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea; 14.B develop drafts by choosing an appropriate organizational 13 strategy (e.g., sequence of events, cause-effect, compare- contrast) and building on ideas to create a focused, organized, and coherent piece of writing; 14.C revise drafts to ensure precise word choice and vivid images; 110 consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed; 14.D edit drafts for grammar, mechanics, and spelling; and 142 17.A.i presents effective introductions and concluding paragraphs; 3 17.A.iii is logically organized with appropriate facts and details and 6 includes no extraneous information or inconsistencies; 17.A.v uses a variety of sentence structures, rhetorical devices, and 2 transitions to link paragraphs; 18.C includes evidence that is logically organized to support the 2 author's viewpoint and that differentiates between fact and opinion. 19.A.i verbs (perfect and progressive tenses) and participles; 35 19.A.ii appositive phrases; 11 19.A.iii adverbial and adjectival phrases and clauses; 21 19.A.iv conjunctive adverbs (e.g., consequently, furthermore, indeed); 9 19.A.v prepositions and prepositional phrases and their influence on 21 subject-verb agreement; 19.A.vi relative pronouns (e.g., whose, that, which); 11 19.A.vii subordinating conjunctions (e.g., because, since); and 6 19.A.viii transitions for sentence to sentence or paragraph to paragraph 14 coherence; 19.B write complex sentences and differentiate between main versus 12 subordinate clauses; and 19.C use a variety of complete sentences (e.g., simple, compound, 110 complex) that include properly placed modifiers, correctly identified antecedents, parallel structures, and consistent tenses.

20.A use conventions of capitalization; and 42 20.B.i commas after introductory words, phrases, and clauses; and 39 20.B.ii semicolons, colons, and hyphens. 69 21 Students spell correctly. Students are expected to spell correctly, 45 including using various resources to determine and check correct spellings. 22.A brainstorm, consult with others, decide upon a topic, and 2 formulate a major research question to address the major research topic; and 23.A follow the research plan to gather information from a range of 20 relevant print and electronic sources using advanced search strategies; 23.C record bibliographic information (e.g., author, title, page 20 number) for all notes and sources according to a standard format; and 24.B utilize elements that demonstrate the reliability and validity of 30 the sources used (e.g., publication date, coverage, language, point of view) and explain why one source is more useful than another. 25.D follows accepted formats for integrating quotations and citations 1 into the written text to maintain a flow of ideas.

Seventh Grade Total 2,540

Grade/Course Standard Code Standard Text Total Eighth Grade RC.A establish purposes for reading selected texts based upon own or 1 others’ desired outcome to enhance comprehension; RC.B ask literal, interpretive, evaluative, and universal questions of 74 text; RC.D make complex inferences about text and use textual evidence to 154 support understanding; RC.E summarize, paraphrase, and synthesize texts in ways that 22 maintain meaning and logical order within a text and across texts; and RC.F make intertextual links among and across texts, including other 50 media (e.g., film, play), and provide textual evidence. 2.A determine the meaning of grade-level academic English words 120 derived from Latin, Greek, or other linguistic roots and affixes; 2.B use context (within a sentence and in larger sections of text) to 201 determine or clarify the meaning of unfamiliar or ambiguous words or words with novel meanings; 2.C complete analogies that describe a function or its description 16 (e.g., pen:paper as chalk: ______or soft:kitten as hard: ______); 2.D identify common words or word parts from other that 1 are used in written English (e.g., phenomenon, charisma, chorus, passé, flora, fauna); and 2.E use a dictionary, a glossary, or a thesaurus (printed or electronic) 33 to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words.

3.A analyze literary works that share similar themes across cultures; 5 3.C explain how the values and beliefs of particular characters are 3 affected by the historical and cultural setting of the literary work.

4 Students understand, make inferences and draw conclusions 164 about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to compare and contrast the relationship between the purpose and characteristics of different poetic forms (e.g., epic poetry, lyric poetry). 5 Students understand, make inferences and draw conclusions 9 about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to analyze how different playwrights characterize their protagonists and antagonists through the dialogue and staging of their plays. 6.A analyze linear plot developments (e.g., conflict, rising action, 28 falling action, resolution, subplots) to determine whether and how conflicts are resolved; 6.B analyze how the central characters' qualities influence the 63 theme of a fictional work and resolution of the central conflict; and 6.C analyze different forms of point of view, including limited versus 20 omniscient, subjective versus objective. 7 Students understand, make inferences and draw conclusions 30 about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to analyze passages in well-known speeches for the author's use of literary devices and word and phrase choice (e.g., aphorisms, epigraphs) to appeal to the audience. 8 Students understand, make inferences and draw conclusions 76 about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to explain the effect of similes and extended metaphors in literary text. 9 Students analyze, make inferences and draw conclusions about 28 the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze works written on the same topic and compare how the authors achieved similar or different purposes. 10.A summarize the main ideas, supporting details, and relationships 211 among ideas in text succinctly in ways that maintain meaning and logical order; 10.B distinguish factual claims from commonplace assertions and 42 opinions and evaluate inferences from their logic in text; 10.C make subtle inferences and draw complex conclusions about the 155 ideas in text and their organizational patterns; and 10.D synthesize and make logical connections between ideas within a 109 text and across two or three texts representing similar or different genres and support those findings with textual evidence. 11.A compare and contrast persuasive texts that reached different 6 conclusions about the same issue and explain how the authors reached their conclusions through analyzing the evidence each presents; and 11.B analyze the use of such rhetorical and logical fallacies as loaded 24 terms, caricatures, leading questions, false assumptions, and incorrect premises in persuasive texts. 12.A analyze text for missing or extraneous information in multi-step 5 directions or legends for diagrams; and 12.B evaluate graphics for their clarity in communicating meaning or 10 achieving a specific purpose. 14.A plan a first draft by selecting a genre appropriate for conveying 19 the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea; 14.B develop drafts by choosing an appropriate organizational 10 strategy (e.g., sequence of events, cause-effect, compare- contrast) and building on ideas to create a focused, organized, and coherent piece of writing; 14.C revise drafts to ensure precise word choice and vivid images; 109 consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed; 14.D edit drafts for grammar, mechanics, and spelling; and 133 15.A.v uses a range of literary strategies and devices to enhance the 6 style and tone; and 17.A.i presents effective introductions and concluding paragraphs; 1 17.A.ii contains a clearly stated purpose or controlling idea; 9 17.A.iii is logically organized with appropriate facts and details and 22 includes no extraneous information or inconsistencies; 17.A.v uses a variety of sentence structures, rhetorical devices, and 18 transitions to link paragraphs; 18.A establishes a clear thesis or position; 1 18.C includes evidence that is logically organized to support the 5 author's viewpoint and that differentiates between fact and opinion. 19.A.i verbs (perfect and progressive tenses) and participles; 16 19.A.ii appositive phrases; 4 19.A.iii adverbial and adjectival phrases and clauses; 4 19.A.v subordinating conjunctions (e.g., because, since); 2 19.B write complex sentences and differentiate between main versus 12 subordinate clauses; and 19.C use a variety of complete sentences (e.g., simple, compound, 128 complex) that include properly placed modifiers, correctly identified antecedents, parallel structures, and consistent tenses.

20.A use conventions of capitalization; and 23 20.B.i commas after introductory structures and dependent adverbial 7 clauses, and correct punctuation of complex sentences; and 20.B.ii semicolons, colons, hyphens, parentheses, brackets, and ellipses. 44

21 Students spell correctly. Students are expected to spell correctly, 64 including using various resources to determine and check correct spellings. 22.A brainstorm, consult with others, decide upon a topic, and 7 formulate a major research question to address the major research topic; and 22.B apply steps for obtaining and evaluating information from a wide 2 variety of sources and create a written plan after preliminary research in reference works and additional text searches.

23.A follow the research plan to gather information from a range of 12 relevant print and electronic sources using advanced search strategies; 23.B categorize information thematically in order to see the larger 7 constructs inherent in the information; 23.C record bibliographic information (e.g., author, title, page 11 number) for all notes and sources according to a standard format; and 23.D differentiate between paraphrasing and plagiarism and identify 1 the importance of using valid and reliable sources. 24.B utilize elements that demonstrate the reliability and validity of 12 the sources used (e.g., publication date, coverage, language, point of view) and explain why one source is more useful and relevant than another. 25.C presents the findings in a meaningful format; and 2

Eighth Grade Total 2,351

Grade/Course Standard Code Standard Text Total English I RC.B make complex inferences about text and use textual evidence to 104 support understanding. 1.A determine the meaning of grade-level technical academic English 23 words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes; 1.B analyze textual context (within a sentence and in larger sections 27 of text) to distinguish between the denotative and connotative meanings of words; 1.C produce analogies that describe a function of an object or its 14 description; 1.D describe the origins and meanings of foreign words or phrases 7 used frequently in written English (e.g., caveat emptor, carte blanche, tete a tete, pas de deux, bon appetit, quid pro quo); and

1.E use a dictionary, a glossary, or a thesaurus (printed or electronic) 25 to determine or confirm the meanings of words and phrases, including their connotations and denotations, and their etymology. 3 Students understand, make inferences and draw conclusions 72 about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to analyze the effects of diction and imagery (e.g., controlling images, figurative language, understatement, overstatement, irony, paradox) in poetry. 4 Students understand, make inferences and draw conclusions 17 about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to explain how dramatic conventions (e.g., monologues, soliloquies, dramatic irony) enhance dramatic text. 5.A analyze non-linear plot development (e.g., flashbacks, 9 foreshadowing, sub-plots, parallel plot structures) and compare it to linear plot development; 5.B analyze how authors develop complex yet believable characters 22 in works of fiction through a range of literary devices, including character foils; 5.C analyze the way in which a work of fiction is shaped by the 13 narrator's point of view; and 6 Students understand, make inferences and draw conclusions 13 about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to analyze how literary essays interweave personal examples and ideas with factual information to explain, present a perspective, or describe a situation or event. 7 Students understand, make inferences and draw conclusions 46 about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to explain the role of irony, sarcasm, and paradox in literary works. 8 Students analyze, make inferences and draw conclusions about 51 the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to explain the controlling idea and specific purpose of an expository text and distinguish the most important from the less important details that support the author's purpose. 9.A summarize text and distinguish between a summary that 11 captures the main ideas and elements of a text and a critique that takes a position and expresses an opinion; 9.B differentiate between opinions that are substantiated and 13 unsubstantiated in the text; 9.C make subtle inferences and draw complex conclusions about the 109 ideas in text and their organizational patterns; and 9.D synthesize and make logical connections between ideas and 36 details in several texts selected to reflect a range of viewpoints on the same topic and support those findings with textual evidence. 10.A analyze the relevance, quality, and credibility of evidence given 20 to support or oppose an argument for a specific audience; and 10.B analyze famous speeches for the rhetorical structures and 9 devices used to convince the reader of the authors' propositions.

11.A analyze the clarity of the objective(s) of procedural text (e.g., 22 consider reading instructions for software, warranties, consumer publications); and 11.B analyze factual, quantitative, or technical data presented in 26 multiple graphical sources. 12.A compare and contrast how events are presented and 1 information is communicated by visual images (e.g., graphic art, illustrations, news photographs) versus non-visual texts; 13.A plan a first draft by selecting the correct genre for conveying the 2 intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea; 13.B structure ideas in a sustained and persuasive way (e.g., using 14 outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and the rhetorical devices used to convey meaning; 13.C revise drafts to improve style, word choice, figurative language, 109 sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed; 13.D edit drafts for grammar, mechanics, and spelling; and 123 15.A.i effective introductory and concluding paragraphs and a variety 2 of sentence structures; 15.A.ii rhetorical devices, and transitions between paragraphs; 2 15.A.iii a controlling idea or thesis; 7 15.A.iv an organizing structure appropriate to purpose, audience, and 4 context; and 15.A.v relevant information and valid inferences; 7 15.B.i organized and accurately conveyed information; and 10 16.A a clear thesis or position based on logical reasons supported by 3 precise and relevant evidence; 16.D an organizing structure appropriate to the purpose, audience, 1 and context; and 17.A.i more complex active and passive tenses and verbals (gerunds, 14 infinitives, participles); 17.A.ii restrictive and nonrestrictive relative clauses; and 16 17.C use a variety of correctly structured sentences (e.g., compound, 87 complex, compound-complex). 18.A use conventions of capitalization; and 19 18.B.ii comma placement in nonrestrictive phrases, clauses, and 18 contrasting expressions; and 18.B.iii dashes to emphasize parenthetical information. 4 19 Students spell correctly. Students are expected to spell correctly, 22 including using various resources to determine and check correct spellings. 20.A brainstorm, consult with others, decide upon a topic, and 13 formulate a major research question to address the major research topic; and 21.A follow the research plan to compile data from authoritative 13 sources in a manner that identifies the major issues and debates within the field of inquiry; 21.B organize information gathered from multiple sources to create a 4 variety of graphics and forms (e.g., notes, learning logs); and 21.C paraphrase, summarize, quote, and accurately cite all 30 researched information according to a standard format (e.g., author, title, page number). 22.A modify the major research question as necessary to refocus the 2 research plan; 22.B evaluate the relevance of information to the topic and 15 determine the reliability, validity, and accuracy of sources (including Internet sources) by examining their authority and objectivity; and 23.A marshals evidence in support of a clear thesis statement and 1 related claims; 23.B provides an analysis for the audience that reflects a logical 1 progression of ideas and a clearly stated point of view; 23.E uses a style manual (e.g., Modern Language Association, Chicago 4 Manual of Style) to document sources and format written materials.

English I Total 1,237

Grade/Course Standard Code Standard Text Total English II RC.B make complex inferences about text and use textual evidence to 166 support understanding. 1.A determine the meaning of grade-level technical academic English 47 words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes; 1.B analyze textual context (within a sentence and in larger sections 59 of text) to distinguish between the denotative and connotative meanings of words; 1.C infer word meaning through the identification and analysis of 56 analogies and other word relationships; 1.D show the relationship between the origins and meaning of 3 foreign words or phrases used frequently in written English and historical events or developments (e.g., glasnost, avant-garde, coup d'état); and 1.E use a dictionary, a glossary, or a thesaurus (printed or electronic) 16 to determine or confirm the meanings of words and phrases, including their connotations and denotations, and their etymology. 2.A compare and contrast differences in similar themes expressed in 5 different time periods; 2.B analyze archetypes (e.g., journey of a hero, tragic flaw) in 2 mythic, traditional and classical literature; and 3 Students understand, make inferences and draw conclusions 98 about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to analyze the structure or prosody (e.g., meter, rhyme scheme) and graphic elements (e.g., line length, punctuation, word position) in poetry. 4 Students understand, make inferences and draw conclusions 6 about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to analyze how archetypes and motifs in drama affect the plot of plays. 5.A analyze isolated scenes and their contribution to the success of 14 the plot as a whole in a variety of works of fiction; 5.C evaluate the connection between forms of narration (e.g., 9 unreliable, omniscient) and tone in works of fiction; and 6 Students understand, make inferences and draw conclusions 79 about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to evaluate the role of syntax and diction and the effect of voice, tone, and imagery on a speech, literary essay, or other forms of literary nonfiction. 7 Students understand, make inferences and draw conclusions 86 about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to explain the function of symbolism, allegory, and allusions in literary works. 8 Students analyze, make inferences and draw conclusions about 76 the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze the controlling idea and specific purpose of a passage and the textual elements that support and elaborate it, including both the most important details and the less important details. 9.A summarize text and distinguish between a summary and a 22 critique and identify non-essential information in a summary and unsubstantiated opinions in a critique; 9.B distinguish among different kinds of evidence (e.g., logical, 50 empirical, anecdotal) used to support conclusions and arguments in texts; 9.C make and defend subtle inferences and complex conclusions 157 about the ideas in text and their organizational patterns; and 9.D synthesize and make logical connections between ideas and 33 details in several texts selected to reflect a range of viewpoints on the same topic and support those findings with textual evidence. 10.A explain shifts in perspective in arguments about the same topic 4 and evaluate the accuracy of the evidence used to support the different viewpoints within those arguments; and 11.A evaluate text for the clarity of its graphics and its visual appeal; 12 and 11.B synthesize information from multiple graphical sources to draw 4 conclusions about the ideas presented (e.g., maps, charts, schematics). 13.A plan a first draft by selecting the correct genre for conveying the 1 intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea; 13.B structure ideas in a sustained and persuasive way (e.g., using 16 outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and rhetorical devices used to convey meaning; 13.C revise drafts to improve style, word choice, figurative language, 102 sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed; 13.D edit drafts for grammar, mechanics, and spelling; and 132 15.A.i effective introductory and concluding paragraphs and a variety 14 of sentence structures; 15.A.ii rhetorical devices, and transitions between paragraphs; 4 15.A.iii a thesis or controlling idea; 6 15.A.iv an organizing structure appropriate to purpose, audience, and 1 context; 15.A.v relevant evidence and well-chosen details; and 5 15.A.vi distinctions about the relative value of specific data, facts, and 1 ideas that support the thesis statement; 16.A a clear thesis or position based on logical reasons supported by 1 precise and relevant evidence; 16.D an organizing structure appropriate to the purpose, audience, 3 and context; 16.E an analysis of the relative value of specific data, facts, and ideas; 1 and 17.A.i more complex active and passive tenses and verbals (gerunds, 17 infinitives, participles); 17.A.ii restrictive and nonrestrictive relative clauses; and 2 17.A.iii reciprocal pronouns (e.g., each other, one another); 3 17.C use a variety of correctly structured sentences (e.g., compound, 70 complex, compound-complex). 18.A use conventions of capitalization; and 15 18.B.i comma placement in nonrestrictive phrases, clauses, and 10 contrasting expressions; 18.B.iii dashes to emphasize parenthetical information. 4 19 Students spell correctly. Students are expected to spell correctly, 34 including using various resources to determine and check correct spellings. 20.A brainstorm, consult with others, decide upon a topic, and 14 formulate a major research question to address the major research topic; and 20.B formulate a plan for engaging in research on a complex, multi- 1 faceted topic. 21.A follow the research plan to compile data from authoritative 7 sources in a manner that identifies the major issues and debates within the field of inquiry; 21.B organize information gathered from multiple sources to create a 3 variety of graphics and forms (e.g., notes, learning logs); and 21.C paraphrase, summarize, quote, and accurately cite all 4 researched information according to a standard format (e.g., author, title, page number). 22.A modify the major research question as necessary to refocus the 2 research plan; 22.B evaluate the relevance of information to the topic and 54 determine the reliability, validity, and accuracy of sources (including Internet sources) by examining their authority and objectivity; and 23.C uses graphics and illustrations to help explain concepts where 2 appropriate; 23.E uses a style manual (e.g., Modern Language Association, Chicago 31 Manual of Style) to document sources and format written materials.

English II Total 1,564

Grade/Course Standard Code Standard Text Total English III RC.B make complex inferences (e.g., inductive and deductive) about 119 text and use textual evidence to support understanding. 1.A determine the meaning of grade-level technical academic English 21 words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes; 1.B analyze textual context (within a sentence and in larger sections 59 of text) to draw conclusions about the nuance in word meanings;

1.C infer word meaning through the identification and analysis of 97 analogies and other word relationships; 1.D recognize and use knowledge of cognates in different languages 20 and of word origins to determine the meaning of words; and 1.E use general and specialized dictionaries, thesauri, glossaries, 7 histories of language, books of quotations, and other related references (printed or electronic) as needed. 2.A analyze the way in which the theme or meaning of a selection 31 represents a view or comment on the human condition; 2.B relate the characters and text structures of mythic, traditional, 7 and classical literature to 20th and 21st century American novels, plays, or films; and 3 Students understand, make inferences and draw conclusions 66 about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to analyze the effects of metrics, rhyme schemes (e.g., end, internal, slant, eye), and other conventions in American poetry. 4 Students understand, make inferences and draw conclusions 3 about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to analyze the themes and characteristics in different periods of modern American drama. 5.A evaluate how different literary elements (e.g., figurative 31 language, point of view) shape the author's portrayal of the plot and setting in works of fiction; 5.B analyze the internal and external development of characters 59 through a range of literary devices; 5.C analyze the impact of narration when the narrator's point of 4 view shifts from one character to another; and 5.D demonstrate familiarity with works by authors in American 3 fiction from each major literary period. 6 Students understand, make inferences and draw conclusions 37 about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to analyze how rhetorical techniques (e.g., repetition, parallel structure, understatement, overstatement) in literary essays, true life adventures, and historically important speeches influence the reader, evoke emotions, and create meaning. 7 Students understand, make inferences and draw conclusions 65 about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to analyze the meaning of classical, mythological, and biblical allusions in words, phrases, passages, and literary works. 8 Students analyze, make inferences and draw conclusions about 54 the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze how the style, tone, and diction of a text advance the author's purpose and perspective or stance. 9.A summarize a text in a manner that captures the author's 58 viewpoint, its main ideas, and its elements without taking a position or expressing an opinion; 9.B distinguish between inductive and deductive reasoning and 4 analyze the elements of deductively and inductively reasoned texts and the different ways conclusions are supported; 9.C make and defend subtle inferences and complex conclusions 156 about the ideas in text and their organizational patterns; and 9.D synthesize ideas and make logical connections (e.g., thematic 56 links, author analyses) between and among multiple texts representing similar or different genres and technical sources and support those findings with textual evidence. 10.A evaluate how the author's purpose and stated or perceived 5 audience affect the tone of persuasive texts; and 10.B analyze historical and contemporary political debates for such 6 logical fallacies as non-sequiturs, circular logic, and hasty generalizations. 11.A evaluate the logic of the sequence of information presented in 2 text (e.g., product support material, contracts); and 11.B translate (from text to graphic or from graphic to text) complex, 5 factual, quantitative, or technical information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams. 12.B evaluate the interactions of different techniques (e.g., layout, 2 pictures, typeface in print media, images, text, sound in electronic journalism) used in multi-layered media; 12.D evaluate changes in formality and tone across various media for 1 different audiences and purposes. 13.A plan a first draft by selecting the correct genre for conveying the 11 intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea; 13.B structure ideas in a sustained and persuasive way (e.g., using 9 outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and rhetorical devices to convey meaning; 13.C revise drafts to clarify meaning and achieve specific rhetorical 145 purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases;

13.D edit drafts for grammar, mechanics, and spelling; and 79 14.A write an engaging story with a well-developed conflict and 5 resolution, complex and non-stereotypical characters, a range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot, and sensory details that define the mood or tone; 15.A.i effective introductory and concluding paragraphs and a variety 8 of sentence structures; 15.A.ii rhetorical devices, and transitions between paragraphs; 1 15.A.iii a clear thesis statement or controlling idea; 6 15.A.iv a clear organizational schema for conveying ideas; 6 15.A.v relevant and substantial evidence and well-chosen details; and 11 15.B.ii appropriate formatting structures (e.g., headings, graphics, 2 white space); 15.B.iv accurate technical information in accessible language; and 3 15.B.v appropriate organizational structures supported by facts and 2 details (documented if appropriate); 16.A a clear thesis or position based on logical reasons supported by 15 precise and relevant evidence, including facts, expert opinions, quotations, and/or expressions of commonly accepted beliefs; 16.C an organizing structure appropriate to the purpose, audience, 6 and context; 16.F language attentively crafted to move a disinterested or opposed 7 audience, using specific rhetorical devices to back up assertions (e.g., appeals to logic, emotions, ethical beliefs). 17.A use and understand the function of different types of clauses 19 and phrases (e.g., adjectival, noun, adverbial clauses and phrases); and 17.B use a variety of correctly structured sentences (e.g., compound, 44 complex, compound-complex). 18 Students write legibly and use appropriate capitalization and 63 punctuation conventions in their compositions. Students are expected to correctly and consistently use conventions of punctuation and capitalization. 19 Students spell correctly. Students are expected to spell correctly, 26 including using various resources to determine and check correct spellings. 20.A brainstorm, consult with others, decide upon a topic, and 6 formulate a major research question to address the major research topic; and 21.A follow the research plan to gather evidence from experts on the 23 topic and texts written for informed audiences in the field, distinguishing between reliable and unreliable sources and avoiding over-reliance on one source; 21.B systematically organize relevant and accurate information to 1 support central ideas, concepts, and themes, outline ideas into conceptual maps/timelines, and separate factual data from complex inferences; and 21.C paraphrase, summarize, quote, and accurately cite all 11 researched information according to a standard format (e.g., author, title, page number), differentiating among primary, secondary, and other sources. 23.D uses a style manual (e.g., Modern Language Association, Chicago 18 Manual of Style) to document sources and format written materials; and

English III Total 1,505

Grade/Course Standard Code Standard Text Total English IV RC.B make complex inferences (e.g., inductive and deductive) about 81 text and use textual evidence to support understanding. 1.A determine the meaning of technical academic English words in 22 multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes; 1.B analyze textual context (within a sentence and in larger sections 43 of text) to draw conclusions about the nuance in word meanings;

1.C use the relationship between words encountered in analogies to 21 determine their meanings (e.g., synonyms/antonyms, connotation/denotation); 1.D analyze and explain how the has developed and 1 been influenced by other languages; and 1.E use general and specialized dictionaries, thesauri, histories of 12 language, books of quotations, and other related references (printed or electronic) as needed. 2.A compare and contrast works of literature that express a 15 universal theme; 2.C relate the characters, setting, and theme of a literary work to the 6 historical, social, and economic ideas of its time. 3 Students understand, make inferences and draw conclusions 73 about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to evaluate the changes in sound, form, figurative language, graphics, and dramatic structure in poetry across literary time periods. 4 Students understand, make inferences and draw conclusions 1 about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to evaluate how the structure and elements of drama change in the works of British dramatists across literary periods. 5.A analyze how complex plot structures (e.g., subplots) and devices 2 (e.g., foreshadowing, flashbacks, suspense) function and advance the action in a work of fiction; 5.C compare and contrast the effects of different forms of narration 1 across various genres of fiction; and 6 Students understand, make inferences and draw conclusions 15 about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to analyze the effect of ambiguity, contradiction, subtlety, paradox, irony, sarcasm, and overstatement in literary essays, speeches, and other forms of literary nonfiction. 7 Students understand, make inferences and draw conclusions 34 about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to analyze how the author's patterns of imagery, literary allusions, and conceits reveal theme, set tone, and create meaning in metaphors, passages, and literary works. 8 Students analyze, make inferences and draw conclusions about 39 the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze the consistency and clarity of the expression of the controlling idea and the ways in which the organizational and rhetorical patterns of text support or confound the author's meaning or purpose.

9.A summarize a text in a manner that captures the author's 29 viewpoint, its main ideas, and its elements without taking a position or expressing an opinion; 9.B explain how authors writing on the same issue reached different 7 conclusions because of differences in assumptions, evidence, reasoning, and viewpoints; 9.C make and defend subtle inferences and complex conclusions 125 about the ideas in text and their organizational patterns; and 9.D synthesize ideas and make logical connections (e.g., thematic 55 links, author analysis) among multiple texts representing similar or different genres and technical sources and support those findings with textual evidence. 10.B draw conclusions about the credibility of persuasive text by 6 examining its implicit and stated assumptions about an issue as conveyed by the specific use of language. 11.A draw conclusions about how the patterns of organization and 3 hierarchic structures support the understandability of text; and 11.B evaluate the structures of text (e.g., format, headers) for their 8 clarity and organizational coherence and for the effectiveness of their graphic representations. 12.A evaluate how messages presented in media reflect social and 2 cultural views in ways different from traditional texts; 13.A plan a first draft by selecting the correct genre for conveying the 20 intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea; 13.B structure ideas in a sustained and persuasive way (e.g., using 11 outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and the rhetorical devices to convey meaning; 13.C revise drafts to clarify meaning and achieve specific rhetorical 124 purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases;

13.D edit drafts for grammar, mechanics, and spelling; and 80 14.A write an engaging story with a well-developed conflict and 2 resolution, a clear theme, complex and non-stereotypical characters, a range of literary strategies (e.g., dialogue, suspense), devices to enhance the plot, and sensory details that define the mood or tone; 15.A.i effective introductory and concluding paragraphs and a variety 6 of sentence structures; 15.A.ii rhetorical devices, and transitions between paragraphs; 3 15.A.iii a clear thesis statement or controlling idea; 3 15.A.iv a clear organizational schema for conveying ideas; 4 15.A.v relevant and substantial evidence and well-chosen details; 5 15.B.v appropriate organizational structures supported by facts and 1 details (documented if appropriate); 16.G an awareness and anticipation of audience response that is 1 reflected in different levels of formality, style, and tone. 17.A use and understand the function of different types of clauses 2 and phrases (e.g., adjectival, noun, adverbial clauses and phrases); and 17.B use a variety of correctly structured sentences (e.g., compound, 42 complex, compound-complex). 18 Students write legibly and use appropriate capitalization and 57 punctuation conventions in their compositions. Students are expected to correctly and consistently use conventions of punctuation and capitalization. 19 Students spell correctly. Students are expected to spell correctly, 34 including using various resources to determine and check correct spellings. 20.A brainstorm, consult with others, decide upon a topic, and 2 formulate a major research question to address the major research topic; and 20.B formulate a plan for engaging in in-depth research on a complex, 3 multi-faceted topic. 21.A follow the research plan to gather evidence from experts on the 18 topic and texts written for informed audiences in the field, distinguishing between reliable and unreliable sources and avoiding over-reliance on one source; 21.B systematically organize relevant and accurate information to 9 support central ideas, concepts, and themes, outline ideas into conceptual maps/timelines, and separate factual data from complex inferences; and 21.C paraphrase, summarize, quote, and accurately cite all 28 researched information according to a standard format (e.g., author, title, page number), differentiating among primary, secondary, and other sources. 23.D uses a style manual (e.g., Modern Language Association, Chicago 5 Manual of Style) to document sources and format written materials; and

English IV Total 1,061

English Language Arts Total 25,592 Formative Assessment Item Bank Texas English Language Arts Writing Prompt Coverage Report

All counts are as of April 1, 2014. Due to the dynamic nature of the bank and ongoing work, totals may shift as additional work is completed.

Note: Writing Prompts are designed to assess multiple writing skills; therefore, each Writing Prompt is aligned to multiple standards.

Grade/Course Writing Prompt Text Type Total Per Text Type Third Grade Writing Prompt (Expository) 8

Standard Code Standard Text Total Per Standard 17.A plan a first draft by selecting a genre appropriate for conveying the intended 8 meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals);

17.B develop drafts by categorizing ideas and organizing them into paragraphs; 8

17.C revise drafts for coherence, organization, use of simple and compound 8 sentences, and audience;

17.D edit drafts for grammar, mechanics, and spelling using a teacher-developed 8 rubric; and

20.A.i establish a central idea in a topic sentence; 8

20.A.ii include supporting sentences with simple facts, details, and explanations; and 8

20.A.iii contain a concluding statement; 8

Grade/Course Writing Prompt Text Type Total Per Text Type Third Grade Writing Prompt (Narrative) 11

Standard Code Standard Text Total Per Standard 17.A plan a first draft by selecting a genre appropriate for conveying the intended 11 meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals);

17.B develop drafts by categorizing ideas and organizing them into paragraphs; 11

17.C revise drafts for coherence, organization, use of simple and compound 11 sentences, and audience;

17.D edit drafts for grammar, mechanics, and spelling using a teacher-developed 11 rubric; and

18.A write imaginative stories that build the plot to a climax and contain details 9 about the characters and setting; and

19 Students write about their own experiences. Students are expected to write 3 about important personal experiences. Grade/Course Writing Prompt Text Type Total Per Text Type Third Grade Writing Prompt (Persuasive) 8

Standard Code Standard Text Total Per Standard 17.A plan a first draft by selecting a genre appropriate for conveying the intended 8 meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals);

17.B develop drafts by categorizing ideas and organizing them into paragraphs; 8

17.C revise drafts for coherence, organization, use of simple and compound 8 sentences, and audience;

17.D edit drafts for grammar, mechanics, and spelling using a teacher-developed 8 rubric; and

21 Students write persuasive texts to influence the attitudes or actions of a specific 8 audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and use supporting details.

Third Grade Total 27

Grade/Course Writing Prompt Text Type Total Per Text Type Fourth Grade Writing Prompt (Expository) 8

Standard Code Standard Text Total Per Standard 15.A plan a first draft by selecting a genre appropriate for conveying the intended 8 meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals);

15.B develop drafts by categorizing ideas and organizing them into paragraphs; 8

15.C revise drafts for coherence, organization, use of simple and compound 8 sentences, and audience;

15.D edit drafts for grammar, mechanics, and spelling using a teacher-developed 8 rubric; and

18.A.i establish a central idea in a topic sentence; 8

18.A.ii include supporting sentences with simple facts, details, and explanations; and 8

18.A.iii contain a concluding statement; 8

Grade/Course Writing Prompt Text Type Total Per Text Type Fourth Grade Writing Prompt (Narrative) 8

Standard Code Standard Text Total Per Standard 15.A plan a first draft by selecting a genre appropriate for conveying the intended 8 meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals);

15.B develop drafts by categorizing ideas and organizing them into paragraphs; 8

15.C revise drafts for coherence, organization, use of simple and compound 8 sentences, and audience;

15.D edit drafts for grammar, mechanics, and spelling using a teacher-developed 8 rubric; and

16.A write imaginative stories that build the plot to a climax and contain details 4 about the characters and setting; and

17 Students write about their own experiences. Students are expected to write 5 about important personal experiences.

Grade/Course Writing Prompt Text Type Total Per Text Type Fourth Grade Writing Prompt (Persuasive) 8

Standard Code Standard Text Total Per Standard 15.A plan a first draft by selecting a genre appropriate for conveying the intended 8 meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals);

15.B develop drafts by categorizing ideas and organizing them into paragraphs; 8

15.C revise drafts for coherence, organization, use of simple and compound 8 sentences, and audience;

15.D edit drafts for grammar, mechanics, and spelling using a teacher-developed 8 rubric; and

19 Students write persuasive texts to influence the attitudes or actions of a specific 8 audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and use supporting details.

Fourth Grade Total 24

Grade/Course Writing Prompt Text Type Total Per Text Type Fifth Grade Writing Prompt (Expository) 8

Standard Code Standard Text Total Per Standard 15.A plan a first draft by selecting a genre appropriate for conveying the intended 8 meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;

15.B develop drafts by choosing an appropriate organizational strategy (e.g., 8 sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing; 15.C revise drafts to clarify meaning, enhance style, include simple and compound 8 sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed;

15.D edit drafts for grammar, mechanics, and spelling; and 8

18.A.i present effective introductions and concluding paragraphs; 8

18.A.ii guide and inform the reader's understanding of key ideas and evidence; 8

18.A.iii include specific facts, details, and examples in an appropriately organized 8 structure; and

18.A.iv use a variety of sentence structures and transitions to link paragraphs; 8

Grade/Course Writing Prompt Text Type Total Per Text Type Fifth Grade Writing Prompt (Narrative) 8

Standard Code Standard Text Total Per Standard 15.A plan a first draft by selecting a genre appropriate for conveying the intended 8 meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;

15.B develop drafts by choosing an appropriate organizational strategy (e.g., 8 sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing;

15.C revise drafts to clarify meaning, enhance style, include simple and compound 8 sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed;

15.D edit drafts for grammar, mechanics, and spelling; and 8

16.A.i a clearly defined focus, plot, and point of view; 7

16.A.ii a specific, believable setting created through the use of sensory details; and 7

16.A.iii dialogue that develops the story; and 7

17 Students write about their own experiences. Students are expected to write a 3 personal narrative that conveys thoughts and feelings about an experience.

Grade/Course Writing Prompt Text Type Total Per Text Type Fifth Grade Writing Prompt (Persuasive) 8

Standard Code Standard Text Total Per Standard 15.A plan a first draft by selecting a genre appropriate for conveying the intended 8 meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea; 15.B develop drafts by choosing an appropriate organizational strategy (e.g., 8 sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing;

15.C revise drafts to clarify meaning, enhance style, include simple and compound 8 sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed;

15.D edit drafts for grammar, mechanics, and spelling; and 8

19 Students write persuasive texts to influence the attitudes or actions of a specific 8 audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and include sound reasoning, detailed and relevant evidence, and consideration of alternatives.

Fifth Grade Total 24

Grade/Course Writing Prompt Text Type Total Per Text Type Sixth Grade Writing Prompt (Expository) 8

Standard Code Standard Text Total Per Standard 14.A plan a first draft by selecting a genre appropriate for conveying the intended 8 meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;

14.B develop drafts by choosing an appropriate organizational strategy (e.g., 8 sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing;

14.C revise drafts to clarify meaning, enhance style, include simple and compound 8 sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed;

14.D edit drafts for grammar, mechanics, and spelling; and 8

17.A.i present effective introductions and concluding paragraphs; 8

17.A.ii guide and inform the reader's understanding of key ideas and evidence; 8

17.A.iii include specific facts, details, and examples in an appropriately organized 8 structure; and

17.A.iv use a variety of sentence structures and transitions to link paragraphs; 8

Grade/Course Writing Prompt Text Type Total Per Text Type Sixth Grade Writing Prompt (Narrative) 8

Standard Code Standard Text Total Per Standard 14.A plan a first draft by selecting a genre appropriate for conveying the intended 8 meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;

14.B develop drafts by choosing an appropriate organizational strategy (e.g., 8 sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing;

14.C revise drafts to clarify meaning, enhance style, include simple and compound 8 sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed;

14.D edit drafts for grammar, mechanics, and spelling; and 8

15.A.i a clearly defined focus, plot, and point of view; 8

15.A.ii a specific, believable setting created through the use of sensory details; and 8

15.A.iii dialogue that develops the story; and 8

16 Students write about their own experiences. Students are expected to write a 2 personal narrative that has a clearly defined focus and communicates the importance of or reasons for actions and/or consequences.

Grade/Course Writing Prompt Text Type Total Per Text Type Sixth Grade Writing Prompt (Persuasive) 8

Standard Code Standard Text Total Per Standard 14.A plan a first draft by selecting a genre appropriate for conveying the intended 8 meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;

14.B develop drafts by choosing an appropriate organizational strategy (e.g., 8 sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing;

14.C revise drafts to clarify meaning, enhance style, include simple and compound 8 sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed;

14.D edit drafts for grammar, mechanics, and spelling; and 8

18 Students write persuasive texts to influence the attitudes or actions of a specific 8 audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and include sound reasoning, detailed and relevant evidence, and consideration of alternatives.

Sixth Grade Total 24 Grade/Course Writing Prompt Text Type Total Per Text Type Seventh Grade Writing Prompt (Expository) 8

Standard Code Standard Text Total Per Standard 14.A plan a first draft by selecting a genre appropriate for conveying the intended 8 meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;

14.B develop drafts by choosing an appropriate organizational strategy (e.g., 8 sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing;

14.C revise drafts to ensure precise word choice and vivid images; consistent point of 8 view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed;

14.D edit drafts for grammar, mechanics, and spelling; and 8

17.A.i presents effective introductions and concluding paragraphs; 8

17.A.ii contains a clearly stated purpose or controlling idea; 8

17.A.iii is logically organized with appropriate facts and details and includes no 8 extraneous information or inconsistencies;

17.A.v uses a variety of sentence structures, rhetorical devices, and transitions to link 8 paragraphs;

Grade/Course Writing Prompt Text Type Total Per Text Type Seventh Grade Writing Prompt (Narrative) 8

Standard Code Standard Text Total Per Standard 14.A plan a first draft by selecting a genre appropriate for conveying the intended 8 meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;

14.B develop drafts by choosing an appropriate organizational strategy (e.g., 8 sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing;

14.C revise drafts to ensure precise word choice and vivid images; consistent point of 8 view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed;

14.D edit drafts for grammar, mechanics, and spelling; and 8

15.A.i sustains reader interest; 7

15.A.ii includes well-paced action and an engaging story line; 7 15.A.iii creates a specific, believable setting through the use of sensory details; 7

15.A.iv develops interesting characters; and 7

15.A.v uses a range of literary strategies and devices to enhance the style and tone; and 7

16 Students write about their own experiences. Students are expected to write a 4 personal narrative that has a clearly defined focus and communicates the importance of or reasons for actions and/or consequences.

Grade/Course Writing Prompt Text Type Total Per Text Type Seventh Grade Writing Prompt (Persuasive) 8

Standard Code Standard Text Total Per Standard 14.A plan a first draft by selecting a genre appropriate for conveying the intended 8 meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;

14.B develop drafts by choosing an appropriate organizational strategy (e.g., 8 sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing;

14.C revise drafts to ensure precise word choice and vivid images; consistent point of 8 view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed;

14.D edit drafts for grammar, mechanics, and spelling; and 8

18.A establishes a clear thesis or position; 8

18.B considers and responds to the views of others and anticipates and answers 8 reader concerns and counter-arguments; and

18.C includes evidence that is logically organized to support the author's viewpoint 8 and that differentiates between fact and opinion.

Seventh Grade Total 24

Grade/Course Writing Prompt Text Type Total Per Text Type Eighth Grade Writing Prompt (Expository) 8

Standard Code Standard Text Total Per Standard 14.A plan a first draft by selecting a genre appropriate for conveying the intended 8 meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;

14.B develop drafts by choosing an appropriate organizational strategy (e.g., 8 sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing; 14.C revise drafts to ensure precise word choice and vivid images; consistent point of 8 view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed;

14.D edit drafts for grammar, mechanics, and spelling; and 8

17.A.i presents effective introductions and concluding paragraphs; 8

17.A.ii contains a clearly stated purpose or controlling idea; 8

17.A.iii is logically organized with appropriate facts and details and includes no 8 extraneous information or inconsistencies;

17.A.v uses a variety of sentence structures, rhetorical devices, and transitions to link 8 paragraphs;

Grade/Course Writing Prompt Text Type Total Per Text Type Eighth Grade Writing Prompt (Narrative) 8

Standard Code Standard Text Total Per Standard 14.A plan a first draft by selecting a genre appropriate for conveying the intended 8 meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;

14.B develop drafts by choosing an appropriate organizational strategy (e.g., 8 sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing;

14.C revise drafts to ensure precise word choice and vivid images; consistent point of 8 view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed;

14.D edit drafts for grammar, mechanics, and spelling; and 8

15.A.i sustains reader interest; 7

15.A.ii includes well-paced action and an engaging story line; 7

15.A.iii creates a specific, believable setting through the use of sensory details; 7

15.A.iv develops interesting characters; and 7

15.A.v uses a range of literary strategies and devices to enhance the style and tone; and 7

16 Students write about their own experiences. Students are expected to write a 4 personal narrative that has a clearly defined focus and includes reflections on decisions, actions, and/or consequences. Grade/Course Writing Prompt Text Type Total Per Text Type Eighth Grade Writing Prompt (Persuasive) 8

Standard Code Standard Text Total Per Standard 14.A plan a first draft by selecting a genre appropriate for conveying the intended 8 meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;

14.B develop drafts by choosing an appropriate organizational strategy (e.g., 8 sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing;

14.C revise drafts to ensure precise word choice and vivid images; consistent point of 8 view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed;

14.D edit drafts for grammar, mechanics, and spelling; and 8

18.A establishes a clear thesis or position; 8

18.B considers and responds to the views of others and anticipates and answers 8 reader concerns and counter-arguments; and

18.C includes evidence that is logically organized to support the author's viewpoint 8 and that differentiates between fact and opinion.

Eighth Grade Total 24

Grade/Course Writing Prompt Text Type Total Per Text Type English I Writing Prompt (Expository) 8

Standard Code Standard Text Total Per Standard 13.A plan a first draft by selecting the correct genre for conveying the intended 8 meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;

13.B structure ideas in a sustained and persuasive way (e.g., using outlines, note 8 taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and the rhetorical devices used to convey meaning;

13.C revise drafts to improve style, word choice, figurative language, sentence 8 variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed;

13.D edit drafts for grammar, mechanics, and spelling; and 8

15.A.i effective introductory and concluding paragraphs and a variety of sentence 8 structures; 15.A.ii rhetorical devices, and transitions between paragraphs; 8

15.A.iii a controlling idea or thesis; 8

15.A.iv an organizing structure appropriate to purpose, audience, and context; and 8

15.A.v relevant information and valid inferences; 8

Grade/Course Writing Prompt Text Type Total Per Text Type English I Writing Prompt (Narrative) 8

Standard Code Standard Text Total Per Standard 13.A plan a first draft by selecting the correct genre for conveying the intended 8 meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;

13.B structure ideas in a sustained and persuasive way (e.g., using outlines, note 8 taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and the rhetorical devices used to convey meaning;

13.C revise drafts to improve style, word choice, figurative language, sentence 8 variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed;

13.D edit drafts for grammar, mechanics, and spelling; and 8

14.A write an engaging story with a well-developed conflict and resolution, 6 interesting and believable characters, and a range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot;

Grade/Course Writing Prompt Text Type Total Per Text Type English I Writing Prompt (Persuasive) 8

Standard Code Standard Text Total Per Standard 13.A plan a first draft by selecting the correct genre for conveying the intended 8 meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;

13.B structure ideas in a sustained and persuasive way (e.g., using outlines, note 8 taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and the rhetorical devices used to convey meaning;

13.C revise drafts to improve style, word choice, figurative language, sentence 8 variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed;

13.D edit drafts for grammar, mechanics, and spelling; and 8 16.A a clear thesis or position based on logical reasons supported by precise and 8 relevant evidence;

16.B consideration of the whole range of information and views on the topic and 8 accurate and honest representation of these views;

16.C counter-arguments based on evidence to anticipate and address objections; 8

16.D an organizing structure appropriate to the purpose, audience, and context; and 8

16.E an analysis of the relative value of specific data, facts, and ideas. 8

English I Total 24

Grade/Course Writing Prompt Text Type Total Per Text Type English II Writing Prompt (Expository) 9

Standard Code Standard Text Total Per Standard 13.A plan a first draft by selecting the correct genre for conveying the intended 9 meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;

13.B structure ideas in a sustained and persuasive way (e.g., using outlines, note 9 taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and rhetorical devices used to convey meaning;

13.C revise drafts to improve style, word choice, figurative language, sentence 9 variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed;

13.D edit drafts for grammar, mechanics, and spelling; and 9

15.A.i effective introductory and concluding paragraphs and a variety of sentence 9 structures;

15.A.ii rhetorical devices, and transitions between paragraphs; 9

15.A.iii a thesis or controlling idea; 9

15.A.iv an organizing structure appropriate to purpose, audience, and context; 9

15.A.v relevant evidence and well-chosen details; and 9

15.A.vi distinctions about the relative value of specific data, facts, and ideas that 9 support the thesis statement;

Grade/Course Writing Prompt Text Type Total Per Text Type English II Writing Prompt (Narrative) 7

Standard Code Standard Text Total Per Standard 13.A plan a first draft by selecting the correct genre for conveying the intended 7 meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;

13.B structure ideas in a sustained and persuasive way (e.g., using outlines, note 7 taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and rhetorical devices used to convey meaning;

13.C revise drafts to improve style, word choice, figurative language, sentence 7 variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed;

13.D edit drafts for grammar, mechanics, and spelling; and 7

14.A write an engaging story with a well-developed conflict and resolution, 7 interesting and believable characters, a range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot, and sensory details that define the mood or tone;

Grade/Course Writing Prompt Text Type Total Per Text Type English II Writing Prompt (Persuasive) 8

Standard Code Standard Text Total Per Standard 13.A plan a first draft by selecting the correct genre for conveying the intended 8 meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;

13.B structure ideas in a sustained and persuasive way (e.g., using outlines, note 8 taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and rhetorical devices used to convey meaning;

13.C revise drafts to improve style, word choice, figurative language, sentence 8 variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed;

13.D edit drafts for grammar, mechanics, and spelling; and 8

16.A a clear thesis or position based on logical reasons supported by precise and 8 relevant evidence;

16.B consideration of the whole range of information and views on the topic and 8 accurate and honest representation of these views (i.e., in the author's own words and not out of context);

16.C counter-arguments based on evidence to anticipate and address objections; 8

16.D an organizing structure appropriate to the purpose, audience, and context; 8

16.E an analysis of the relative value of specific data, facts, and ideas; and 8

16.F a range of appropriate appeals (e.g., descriptions, anecdotes, case studies, 8 analogies, illustrations). English II Total 24

Grade/Course Writing Prompt Text Type Total Per Text Type English III Writing Prompt (Expository) 8

Standard Code Standard Text Total Per Standard 13.A plan a first draft by selecting the correct genre for conveying the intended 8 meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;

13.B structure ideas in a sustained and persuasive way (e.g., using outlines, note 8 taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and rhetorical devices to convey meaning;

13.C revise drafts to clarify meaning and achieve specific rhetorical purposes, 8 consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases;

13.D edit drafts for grammar, mechanics, and spelling; and 8

15.A.i effective introductory and concluding paragraphs and a variety of sentence 8 structures;

15.A.ii rhetorical devices, and transitions between paragraphs; 8

15.A.iii a clear thesis statement or controlling idea; 8

15.A.iv a clear organizational schema for conveying ideas; 8

15.A.v relevant and substantial evidence and well-chosen details; and 8

Grade/Course Writing Prompt Text Type Total Per Text Type English III Writing Prompt (Narrative) 8

Standard Code Standard Text Total Per Standard 13.A plan a first draft by selecting the correct genre for conveying the intended 8 meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;

13.B structure ideas in a sustained and persuasive way (e.g., using outlines, note 8 taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and rhetorical devices to convey meaning; 13.C revise drafts to clarify meaning and achieve specific rhetorical purposes, 8 consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases;

13.D edit drafts for grammar, mechanics, and spelling; and 8

14.A write an engaging story with a well-developed conflict and resolution, complex 7 and non-stereotypical characters, a range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot, and sensory details that define the mood or tone;

Grade/Course Writing Prompt Text Type Total Per Text Type English III Writing Prompt (Persuasive) 8

Standard Code Standard Text Total Per Standard 13.A plan a first draft by selecting the correct genre for conveying the intended 8 meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;

13.B structure ideas in a sustained and persuasive way (e.g., using outlines, note 8 taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and rhetorical devices to convey meaning;

13.C revise drafts to clarify meaning and achieve specific rhetorical purposes, 8 consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases;

13.D edit drafts for grammar, mechanics, and spelling; and 8

16.A a clear thesis or position based on logical reasons supported by precise and 8 relevant evidence, including facts, expert opinions, quotations, and/or expressions of commonly accepted beliefs;

16.B accurate and honest representation of divergent views (i.e., in the author's own 8 words and not out of context);

16.C an organizing structure appropriate to the purpose, audience, and context; 8

16.D information on the complete range of relevant perspectives; 8

16.F language attentively crafted to move a disinterested or opposed audience, using 8 specific rhetorical devices to back up assertions (e.g., appeals to logic, emotions, ethical beliefs).

English III Total 24 Grade/Course Writing Prompt Text Type Total Per Text Type English IV Writing Prompt (Expository) 8

Standard Code Standard Text Total Per Standard 13.A plan a first draft by selecting the correct genre for conveying the intended 8 meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;

13.B structure ideas in a sustained and persuasive way (e.g., using outlines, note 8 taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and the rhetorical devices to convey meaning;

13.C revise drafts to clarify meaning and achieve specific rhetorical purposes, 8 consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases;

13.D edit drafts for grammar, mechanics, and spelling; and 8

15.A.i effective introductory and concluding paragraphs and a variety of sentence 8 structures;

15.A.ii rhetorical devices, and transitions between paragraphs; 8

15.A.iii a clear thesis statement or controlling idea; 8

15.A.iv a clear organizational schema for conveying ideas; 8

15.A.v relevant and substantial evidence and well-chosen details; 8

15.A.vii an analysis of views and information that contradict the thesis statement and 8 the evidence presented for it;

Grade/Course Writing Prompt Text Type Total Per Text Type English IV Writing Prompt (Narrative) 8

Standard Code Standard Text Total Per Standard 13.A plan a first draft by selecting the correct genre for conveying the intended 8 meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;

13.B structure ideas in a sustained and persuasive way (e.g., using outlines, note 8 taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and the rhetorical devices to convey meaning; 13.C revise drafts to clarify meaning and achieve specific rhetorical purposes, 8 consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases;

13.D edit drafts for grammar, mechanics, and spelling; and 8

14.A write an engaging story with a well-developed conflict and resolution, a clear 7 theme, complex and non-stereotypical characters, a range of literary strategies (e.g., dialogue, suspense), devices to enhance the plot, and sensory details that define the mood or tone;

Grade/Course Writing Prompt Text Type Total Per Text Type English IV Writing Prompt (Persuasive) 8

Standard Code Standard Text Total Per Standard 13.A plan a first draft by selecting the correct genre for conveying the intended 8 meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;

13.B structure ideas in a sustained and persuasive way (e.g., using outlines, note 8 taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and the rhetorical devices to convey meaning;

13.C revise drafts to clarify meaning and achieve specific rhetorical purposes, 8 consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases;

13.D edit drafts for grammar, mechanics, and spelling; and 8

16.A a clear thesis or position based on logical reasons with various forms of support 8 (e.g., hard evidence, reason, common sense, cultural assumptions);

16.B accurate and honest representation of divergent views (i.e., in the author's own 8 words and not out of context);

16.C an organizing structure appropriate to the purpose, audience, and context; 8

16.D information on the complete range of relevant perspectives; 8

16.F language attentively crafted to move a disinterested or opposed audience, using 8 specific rhetorical devices to back up assertions (e.g., appeals to logic, emotions, ethical beliefs); and

16.G an awareness and anticipation of audience response that is reflected in different 8 levels of formality, style, and tone.

English IV Total 24

Texas English Language Arts Writing Prompt Total 243 Formative Assessment Item Bank Texas Mathematics Coverage Report

All counts are as of April 1, 2014. Due to the dynamic nature of the bank and ongoing work, totals may shift as additional work is completed. In addition, Technology‐Enhanced Items (TEIs) are new item types, and the availability and appearance of the TEIs is subject to the functionality available in the data management platform. Grade/Course Standard Code Standard Text Total Kindergarten 2.A count forward and backward to at least 20 with and without 7 objects; 2.B read, write, and represent whole numbers from 0 to at least 20 49 with and without objects or pictures; 2.C count a set of objects up to at least 20 and demonstrate that the 81 last number said tells the number of objects in the set regardless of their arrangement or order; 2.E generate a set using concrete and pictorial models that 7 represents a number that is more than, less than, and equal to a given number up to 20; 2.F generate a number that is one more than or one less than 28 another number up to at least 20; 2.G compare sets of objects up to at least 20 in each set using 36 comparative language; 2.H use comparative language to describe two numbers up to 20 34 presented as written numerals; and 2.I compose and decompose numbers up to 10 with objects and 9 pictures. 3.A model the action of joining to represent addition and the action 6 of separating to represent subtraction; 3.B solve word problems using objects and drawings to find sums up 5 to 10 and differences within 10; and 3.C explain the strategies used to solve problems involving adding 6 and subtracting within 10 using spoken words, concrete and pictorial models, and number sentences. 4 The student applies mathematical process standards to identify 11 coins in order to recognize the need for monetary transactions. The student is expected to identify U.S. coins by name, including pennies, nickels, dimes, and quarters. 6.A identify two-dimensional shapes, including circles, triangles, 30 rectangles, and squares as special rectangles; 6.B identify three-dimensional solids, including cylinders, cones, 3 spheres, and cubes, in the real world; 6.C identify two-dimensional components of three-dimensional 18 objects; 6.D identify attributes of two-dimensional shapes using informal and 16 formal geometric language interchangeably; 6.E classify and sort a variety of regular and irregular two- and three- 27 dimensional figures regardless of orientation or size; and 7.A give an example of a measurable attribute of a given object, 3 including length, capacity, and weight; and 7.B compare two objects with a common measurable attribute to 97 see which object has more of/less of the attribute and describe the difference.

Kindergarten Total 473

Grade/Course Standard Code Standard Text Total Grade 1 2.B use concrete and pictorial models to compose and decompose 10 numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones; 2.C use objects, pictures, and expanded and standard forms to 44 represent numbers up to 120; 2.D generate a number that is greater than or less than a given 8 whole number up to 120; 2.E use place value to compare whole numbers up to 120 using 12 comparative language; 2.F order whole numbers up to 120 using place value and open 7 number lines; and 2.G represent the comparison of two numbers to 100 using the 91 symbols >, <, or =. 3.B use objects and pictorial models to solve word problems 40 involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [ ]; 3 + [ ] = 7; and 5 = [ ] - 3; 3.D apply basic fact strategies to add and subtract within 20, 108 including making 10 and decomposing a number leading to a 10; 3.E explain strategies used to solve addition and subtraction 3 problems up to 20 using spoken words, objects, pictorial models, and number sentences; and 3.F generate and solve problem situations when given a number 12 sentence involving addition or subtraction of numbers within 20.

4.A identify U.S. coins, including pennies, nickels, dimes, and 15 quarters, by value and describe the relationships among them; 4.B write a number with the cent symbol to describe the value of a 3 coin; and 4.C use relationships to count by twos, fives, and tens to determine 17 the value of a collection of pennies, nickels, and/or dimes. 5.A recite numbers forward and backward from any given number 58 between 1 and 120; 5.C use relationships to determine the number that is 10 more and 26 10 less than a given number up to 120; 5.D represent word problems involving addition and subtraction of 80 whole numbers up to 20 using concrete and pictorial models and number sentences; 5.E understand that the equal sign represents a relationship where 6 expressions on each side of the equal sign represent the same value(s); 5.F determine the unknown whole number in an addition or 61 subtraction equation when the unknown may be any one of the three or four terms in the equation; and 5.G apply properties of operations to add and subtract two or three 44 numbers. 6.A classify and sort regular and irregular two-dimensional shapes 9 based on attributes using informal geometric language; 6.D identify two-dimensional shapes, including circles, triangles, 46 rectangles, and squares, as special rectangles, rhombuses, and hexagons and describe their attributes using formal geometric language; 6.E identify three-dimensional solids, including spheres, cones, 32 cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language; 6.F compose two-dimensional shapes by joining two, three, or four 6 figures to produce a target shape in more than one way if possible; 6.H identify examples and non-examples of halves and fourths. 6 7.A use measuring tools to measure the length of objects to 12 reinforce the continuous nature of linear measurement; 7.B illustrate that the length of an object is the number of same-size 32 units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other; 7.C measure the same object/distance with units of two different 1 lengths and describe how and why the measurements differ; 7.D describe a length to the nearest whole unit using a number and a 5 unit; and 7.E tell time to the hour and half hour using analog and digital clocks. 48

8.A collect, sort, and organize data in up to three categories using 13 models/representations such as tally marks or T-charts; 8.B use data to create picture and bar-type graphs; and 2 8.C draw conclusions and generate and answer questions using 51 information from picture and bar-type graphs.

Grade 1 Total 908

Grade/Course Standard Code Standard Text Total Grade 2 2.A use concrete and pictorial models to compose and decompose 5 numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones; 2.B use standard, word, and expanded forms to represent numbers 86 up to 1,200; 2.C generate a number that is greater than or less than a given 2 whole number up to 1,200; 2.D use place value to compare and order whole numbers up to 39 1,200 using comparative language, numbers, and symbols (>, <, or =); 2.E locate the position of a given whole number on an open number 3 line; and 2.F name the whole number that corresponds to a specific point on 6 a number line. 3.A partition objects into equal parts and name the parts, including 1 halves, fourths, and eighths, using words; 3.C use concrete models to count fractional parts beyond one whole 9 using words and recognize how many parts it takes to equal one whole; and 3.D identify examples and non-examples of halves, fourths, and 3 eighths. 4.A recall basic facts to add and subtract within 20 with automaticity; 39

4.B add up to four two-digit numbers and subtract two-digit 125 numbers using mental strategies and algorithms based on knowledge of place value and properties of operations; 4.C solve one-step and multi-step word problems involving addition 263 and subtraction within 1,000 using a variety of strategies based on place value, including algorithms; and 4.D generate and solve problem situations for a given mathematical 7 number sentence involving addition and subtraction of whole numbers within 1,000. 5.A determine the value of a collection of coins up to one dollar; and 20 5.B use the cent symbol, dollar sign, and the decimal point to name 21 the value of a collection of coins. 6.A model, create, and describe contextual multiplication situations 16 in which equivalent sets of concrete objects are joined; and 6.B model, create, and describe contextual division situations in 1 which a set of concrete objects is separated into equivalent sets. 7.A determine whether a number up to 40 is even or odd using 4 pairings of objects to represent the number; 7.C represent and solve addition and subtraction word problems 7 where unknowns may be any one of the terms in the problem. 8.B classify and sort three-dimensional solids, including spheres, 2 cones, cylinders, rectangular prisms (including cubes as special rectangular prisms), and triangular prisms, based on attributes using formal geometric language; 8.C classify and sort polygons with 12 or fewer sides according to 8 attributes, including identifying the number of sides and number of vertices; 8.D compose two-dimensional shapes and three-dimensional solids 31 with given properties or attributes; and 8.E decompose two-dimensional shapes such as cutting out a square 33 from a rectangle, dividing a shape in half, or partitioning a rectangle into identical triangles and identify the resulting geometric parts. 9.B describe the inverse relationship between the size of the unit 4 and the number of units needed to equal the length of an object;

9.D determine the length of an object to the nearest marked unit 22 using rulers, yardsticks, meter sticks, or measuring tapes; 9.E determine a solution to a problem involving length, including 20 estimating lengths; 9.F use concrete models of square units to find the area of a 10 rectangle by covering it with no gaps or overlaps, counting to find the total number of square units, and describing the measurement using a number and the unit; and 9.G read and write time to the nearest one-minute increment using 9 analog and digital clocks and distinguish between a.m. and p.m. 10.B organize a collection of data with up to four categories using 9 pictographs and bar graphs with intervals of one or more; 10.D draw conclusions and make predictions from information in a 43 graph.

Grade 2 Total 848

Grade/Course Standard Code Standard Text Total Grade 3 2.A compose and decompose numbers up to 100,000 as a sum of so 44 many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial models, and numbers, including expanded notation as appropriate; 2.B describe the mathematical relationships found in the base-10 19 place value system through the hundred thousands place; 2.C represent a number on a number line as being between two 51 consecutive multiples of 10; 100; 1,000; or 10,000 and use words to describe relative size of numbers in order to round whole numbers; and 2.D compare and order whole numbers up to 100,000 and represent 61 comparisons using the symbols >, <, or =. 3.A represent fractions greater than zero and less than or equal to 44 one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines;

3.B determine the corresponding fraction greater than zero and less 34 than or equal to one with denominators of 2, 3, 4, 6, and 8 given a specified point on a number line; 3.C explain that the unit fraction 1/b represents the quantity formed 9 by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number; 3.F represent equivalent fractions with denominators of 2, 3, 4, 6, 14 and 8 using a variety of objects and pictorial models, including number lines; 3.G explain that two fractions are equivalent if and only if they are 11 both represented by the same point on the number line or represent the same portion of a same size whole for an area model; and 3.H compare two fractions having the same numerator or 26 denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models. 4.A solve with fluency one-step and two-step problems involving 226 addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction; 4.B round to the nearest 10 or 100 or use compatible numbers to 55 estimate solutions to addition and subtraction problems; 4.C determine the value of a collection of coins and bills; 56 4.D determine the total number of objects when equally-sized 11 groups of objects are combined or arranged in arrays up to 10 by 10; 4.E represent multiplication facts by using a variety of approaches 11 such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting; 4.F recall facts to multiply up to 10 by 10 with automaticity and 55 recall the corresponding division facts; 4.G use strategies and algorithms, including the standard algorithm, 95 to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties; 4.H determine the number of objects in each group when a set of 7 objects is partitioned into equal shares or a set of objects is shared equally; 4.I determine if a number is even or odd using divisibility rules; 1 4.J determine a quotient using the relationship between 30 multiplication and division; and 4.K solve one-step and two-step problems involving multiplication 110 and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts. 5.A represent one- and two-step problems involving addition and 70 subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations; 5.B represent and solve one- and two-step multiplication and 59 division problems within 100 using arrays, strip diagrams, and equations; 5.C describe a multiplication expression as a comparison such as 3 x 5 24 represents 3 times as much as 24; 5.D determine the unknown whole number in a multiplication or 48 division equation relating three whole numbers when the unknown is either a missing factor or product; and 5.E represent real-world relationships using number pairs in a table 18 and verbal descriptions. 6.A classify and sort two- and three-dimensional solids, including 16 cones, cylinders, spheres, triangular and rectangular prisms, and cubes, based on attributes using formal geometric language;

6.B use attributes to recognize rhombuses, parallelograms, 16 trapezoids, rectangles, and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories; 6.C determine the area of rectangles with whole number side 67 lengths in problems using multiplication related to the number of rows times the number of unit squares in each row; 6.D decompose composite figures formed by rectangles into non- 27 overlapping rectangles to determine the area of the original figure using the additive property of area; and 7.B determine the perimeter of a polygon or a missing length when 128 given perimeter and remaining side lengths in problems; 7.C determine the solutions to problems involving addition and 18 subtraction of time intervals in minutes using pictorial models or tools such as a 15-minute event plus a 30-minute event equals 45 minutes; 7.D determine when it is appropriate to use measurements of liquid 5 volume (capacity) or weight; and 7.E determine liquid volume (capacity) or weight using appropriate 121 units and tools. 8.A summarize a data set with multiple categories using a frequency 59 table, dot plot, pictograph, or bar graph with scaled intervals; and 8.B solve one- and two-step problems using categorical data 108 represented with a frequency table, dot plot, pictograph, or bar graph with scaled intervals.

Grade 3 Total 1,735

Grade/Course Standard Code Standard Text Total Grade 4 2.A interpret the value of each place-value position as 10 times the 3 position to the right and as one-tenth of the value of the place to its left; 2.B represent the value of the digit in whole numbers through 109 1,000,000,000 and decimals to the hundredths using expanded notation and numerals; 2.C compare and order whole numbers to 1,000,000,000 and 12 represent comparisons using the symbols >, <, or =; 2.D round whole numbers to a given place value through the 58 hundred thousands place; 2.E represent decimals, including tenths and hundredths, using 18 concrete and visual models and money; 2.F compare and order decimals using concrete and visual models to 6 the hundredths; 2.G relate decimals to fractions that name tenths and hundredths; 53 and 2.H determine the corresponding decimal to the tenths or 19 hundredths place of a specified point on a number line. 3.A represent a fraction a/b as a sum of fractions 1/b, where a and b 6 are whole numbers and b > 0, including when a > b; 3.B decompose a fraction in more than one way into a sum of 3 fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations; 3.C determine if two given fractions are equivalent using a variety of 59 methods; 3.D compare two fractions with different numerators and different 31 denominators and represent the comparison using the symbols >, =, or <; 3.E represent and solve addition and subtraction of fractions with 30 equal denominators using objects and pictorial models that build to the number line and properties of operations; 4.A add and subtract whole numbers and decimals to the 76 hundredths place using the standard algorithm; 4.C represent the product of 2 two-digit numbers using arrays, area 1 models, or equations, including perfect squares through 15 by 15; 4.D use strategies and algorithms, including the standard algorithm, 54 to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties; 4.E represent the quotient of up to a four-digit whole number 7 divided by a one-digit whole number using arrays, area models, or equations; 4.F use strategies and algorithms, including the standard algorithm, 15 to divide up to a four-digit dividend by a one-digit divisor; 4.G round to the nearest 10, 100, or 1,000 or use compatible 10 numbers to estimate solutions involving whole numbers; and 4.H solve with fluency one- and two-step problems involving 218 multiplication and division, including interpreting remainders. 5.A represent multi-step problems involving the four operations with 16 whole numbers using strip diagrams and equations with a letter standing for the unknown quantity; 5.B represent problems using an input-output table and numerical 3 expressions to generate a number pattern that follows a given rule representing the relationship of the values in the resulting sequence and their position in the sequence; 5.C use models to determine the formulas for the perimeter of a 3 rectangle (l + w + l + w or 2l + 2w), including the special form for perimeter of a square (4s) and the area of a rectangle (l x w); and

5.D solve problems related to perimeter and area of rectangles 156 where dimensions are whole numbers. 6.A identify points, lines, line segments, rays, angles, and 111 perpendicular and parallel lines; 6.B identify and draw one or more lines of symmetry, if they exist, 94 for a two-dimensional figure; 6.C apply knowledge of right angles to identify acute, right, and 90 obtuse triangles; and 6.D classify two-dimensional figures based on the presence or 15 absence of parallel or perpendicular lines or the presence or absence of angles of a specified size. 7.B illustrate degrees as the units used to measure an angle, where 1 1/360 of any circle is one degree and an angle that "cuts" n/360 out of any circle whose center is at the angle's vertex has a measure of n degrees. Angle measures are limited to whole numbers; 7.C determine the approximate measures of angles in degrees to the 26 nearest whole number using a protractor; 7.E determine the measure of an unknown angle formed by two 8 non-overlapping adjacent angles given one or both angle measures. 8.B convert measurements within the same measurement system, 9 customary or metric, from a smaller unit into a larger unit or a larger unit into a smaller unit when given other equivalent measures represented in a table; and 8.C solve problems that deal with measurements of length, intervals 218 of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate. 9.A represent data on a frequency table, dot plot, or stem-and-leaf 14 plot marked with whole numbers and fractions; and 9.B solve one- and two-step problems using data in whole number, 5 decimal, and fraction form in a frequency table, dot plot, or stem-and-leaf plot.

Grade 4 Total 1,557

Grade/Course Standard Code Standard Text Total Grade 5 2.A represent the value of the digit in decimals through the 16 thousandths using expanded notation and numerals; 2.B compare and order two decimals to thousandths and represent 38 comparisons using the symbols >, <, or =; and 2.C round decimals to tenths or hundredths. 43 3.A estimate to determine solutions to mathematical and real-world 163 problems involving addition, subtraction, multiplication, or division; 3.B multiply with fluency a three-digit number by a two-digit number 32 using the standard algorithm; 3.C solve with proficiency for quotients of up to a four-digit dividend 26 by a two-digit divisor using strategies and the standard algorithm; 3.D represent multiplication of decimals with products to the 1 hundredths using objects and pictorial models, including area models; 3.E solve for products of decimals to the hundredths, including 34 situations involving money, using strategies based on place- value understandings, properties of operations, and the relationship to the multiplication of whole numbers; 3.G solve for quotients of decimals to the hundredths, up to four- 12 digit dividends and two-digit whole number divisors, using strategies and algorithms, including the standard algorithm; 3.H represent and solve addition and subtraction of fractions with 50 unequal denominators referring to the same whole using objects and pictorial models and properties of operations; 3.I represent and solve multiplication of a whole number and a 11 fraction that refers to the same whole using objects and pictorial models, including area models; 3.J represent division of a unit fraction by a whole number and the 8 division of a whole number by a unit fraction such as 1/3 ÷ 7 and 7 ÷ 1/3 using objects and pictorial models, including area models;

3.K add and subtract positive rational numbers fluently; and 403 3.L divide whole numbers by unit fractions and unit fractions by 8 whole numbers. 4.A identify prime and composite numbers; 91 4.B represent and solve multi-step problems involving the four 3 operations with whole numbers using equations with a letter standing for the unknown quantity; 4.C generate a numerical pattern when given a rule in the form y = 16 ax or y = x + a and graph; 4.D recognize the difference between additive and multiplicative 2 numerical patterns given in a table or graph; 4.F simplify numerical expressions that do not involve exponents, 95 including up to two levels of grouping; 4.H represent and solve problems related to perimeter and/or area 68 and related to volume. 5 The student applies mathematical process standards to classify 103 two-dimensional figures by attributes and properties. The student is expected to classify two-dimensional figures in a hierarchy of sets and subsets using graphic organizers based on their attributes and properties. 6.A recognize a cube with side length of one unit as a unit cube 23 having one cubic unit of volume and the volume of a three- dimensional figure as the number of unit cubes (n cubic units) needed to fill it with no gaps or overlaps if possible; and 6.B determine the volume of a rectangular prism with whole number 27 side lengths in problems related to the number of layers times the number of unit cubes in the area of the base. 7 The student applies mathematical process standards to select 505 appropriate units, strategies, and tools to solve problems involving measurement. The student is expected to solve problems by calculating conversions within a measurement system, customary or metric. 8.C graph in the first quadrant of the coordinate plane ordered pairs 116 of numbers arising from mathematical and real-world problems, including those generated by number patterns or found in an input-output table. 9.A represent categorical data with bar graphs or frequency tables 13 and numerical data, including data sets of measurements in fractions or decimals, with dot plots or stem-and-leaf plots; 9.B represent discrete paired data on a scatterplot; and 5 9.C solve one- and two-step problems using data from a frequency 49 table, dot plot, bar graph, stem-and-leaf plot, or scatterplot.

Grade 5 Total 1,961

Grade/Course Standard Code Standard Text Total Grade 6 2.A classify whole numbers, integers, and rational numbers using a 1 visual representation such as a Venn diagram to describe relationships between sets of numbers; 2.B identify a number, its opposite, and its absolute value; 30 2.C locate, compare, and order integers and rational numbers using 129 a number line; 2.D order a set of rational numbers arising from mathematical and 206 real-world contexts; and 3.A recognize that dividing by a rational number and multiplying by 15 its reciprocal result in equivalent values; 3.B determine, with and without computation, whether a quantity is 10 increased or decreased when multiplied by a fraction, including values greater than or less than one; 3.C represent integer operations with concrete models and connect 10 the actions with the models to standardized algorithms; 3.D add, subtract, multiply, and divide integers fluently; and 111 3.E multiply and divide positive rational numbers fluently. 218 4.B apply qualitative and quantitative reasoning to solve prediction 2 and comparison of real-world problems involving ratios and rates; 4.C give examples of ratios as multiplicative comparisons of two 53 quantities describing the same attribute; 4.D give examples of rates as the comparison by division of two 2 quantities having different attributes, including rates as quotients; 4.E represent ratios and percents with concrete models, fractions, 25 and decimals; 4.F represent benchmark fractions and percents such as 1%, 10%, 3 25%, 33 1/3%, and multiples of these values using 10 by 10 grids, strip diagrams, number lines, and numbers; 4.G generate equivalent forms of fractions, decimals, and percents 72 using real-world problems, including problems that involve money; and 4.H convert units within a measurement system, including the use of 172 proportions and unit rates. 5.A represent mathematical and real-world problems involving 18 ratios and rates using scale factors, tables, graphs, and proportions; 5.B solve real-world problems to find the whole given a part and the 79 percent, to find the part given the whole and the percent, and to find the percent given the part and the whole, including the use of concrete and pictorial models; and 5.C use equivalent fractions, decimals, and percents to show equal 114 parts of the same whole. 6.B write an equation that represents the relationship between 16 independent and dependent quantities from a table; and 6.C represent a given situation using verbal descriptions, tables, 18 graphs, and equations in the form y = kx or y = x + b. 7.A generate equivalent numerical expressions using order of 46 operations, including whole number exponents and prime factorization; 7.B distinguish between expressions and equations verbally, 17 numerically, and algebraically; 7.C determine if two expressions are equivalent using concrete 1 models, pictorial models, and algebraic representations; and 7.D generate equivalent expressions using the properties of 65 operations: inverse, identity, commutative, associative, and distributive properties. 8.A extend previous knowledge of triangles and their properties to 42 include the sum of angles of a triangle, the relationship between the lengths of sides and measures of angles in a triangle, and determining when three lengths form a triangle; 8.B model area formulas for parallelograms, trapezoids, and 2 triangles by decomposing and rearranging parts of these shapes; 8.C write equations that represent problems related to the area of 19 rectangles, parallelograms, trapezoids, and triangles and volume of right rectangular prisms where dimensions are positive rational numbers; and 8.D determine solutions for problems involving the area of 187 rectangles, parallelograms, trapezoids, and triangles and volume of right rectangular prisms where dimensions are positive rational numbers. 9.A write one-variable, one-step equations and inequalities to 53 represent constraints or conditions within problems; 9.B represent solutions for one-variable, one-step equations and 9 inequalities on number lines; and 9.C write corresponding real-world problems given one-variable, 8 one-step equations or inequalities. 10.A model and solve one-variable, one-step equations and 24 inequalities that represent problems, including geometric concepts; and 11 The student applies mathematical process standards to use 126 coordinate geometry to identify locations on a plane. The student is expected to graph points in all four quadrants using ordered pairs of rational numbers. 12.A represent numeric data graphically, including dot plots, stem- 19 and-leaf plots, histograms, and box plots; 12.B use the graphical representation of numeric data to describe the 122 center, spread, and shape of the data distribution; 12.C summarize numeric data with numerical summaries, including 326 the mean and median (measures of center) and the range and interquartile range (IQR) (measures of spread), and use these summaries to describe the center, spread, and shape of the data distribution; and 12.D summarize categorical data with numerical and graphical 116 summaries, including the mode, the percent of values in each category (relative frequency table), and the percent bar graph, and use these summaries to describe the data distribution. 13.A interpret numeric data summarized in dot plots, stem-and-leaf 40 plots, histograms, and box plots; and 13.B distinguish between situations that yield data with and without 3 variability.

Grade 6 Total 2,529

Grade/Course Standard Code Standard Text Total Grade 7 2 The student applies mathematical process standards to 116 represent and use rational numbers in a variety of forms. The student is expected to extend previous knowledge of sets and subsets using a visual representation to describe relationships between sets of rational numbers. 3.A add, subtract, multiply, and divide rational numbers fluently; and 118

3.B apply and extend previous understandings of operations to solve 745 problems using addition, subtraction, multiplication, and division of rational numbers. 4.A represent constant rates of change in mathematical and real- 2 world problems given pictorial, tabular, verbal, numeric, graphical, and algebraic representations, including d = rt; 4.B calculate unit rates from rates in mathematical and real-world 96 problems; 4.D solve problems involving ratios, rates, and percents, including 944 multi-step problems involving percent increase and percent decrease, and financial literacy problems; and 4.E convert between measurement systems, including the use of 60 proportions and the use of unit rates. 5.A generalize the critical attributes of similarity, including ratios 39 within and between similar shapes; 5.B describe π as the ratio of the circumference of a circle to its 2 diameter; and 5.C solve mathematical and real-world problems involving similar 240 shape and scale drawings. 6.A represent sample spaces for simple and compound events using 40 lists and tree diagrams; 6.B select and use different simulations to represent simple and 21 compound events with and without technology; 6.C make predictions and determine solutions using experimental 37 data for simple and compound events; 6.D make predictions and determine solutions using theoretical 28 probability for simple and compound events; 6.E find the probabilities of a simple event and its complement and 2 describe the relationship between the two; 6.G solve problems using data represented in bar graphs, dot plots, 105 and circle graphs, including part-to-whole and part-to-part comparisons and equivalents; 6.I determine experimental and theoretical probabilities related to 428 simple and compound events using data and sample spaces. 7 The student applies mathematical process standards to 99 represent linear relationships using multiple representations. The student is expected to represent linear relationships using verbal descriptions, tables, graphs, and equations that simplify to the form y = mx + b. 8.A model the relationship between the volume of a rectangular 1 prism and a rectangular pyramid having both congruent bases and heights and connect that relationship to the formulas; 8.C use models to determine the approximate formulas for the 10 circumference and area of a circle and connect the models to the actual formulas. 9.A solve problems involving the volume of rectangular prisms, 84 triangular prisms, rectangular pyramids, and triangular pyramids;

9.B determine the circumference and area of circles; 129 9.C determine the area of composite figures containing 90 combinations of rectangles, squares, parallelograms, trapezoids, triangles, semicircles, and quarter circles; and 9.D solve problems involving the lateral and total surface area of a 22 rectangular prism, rectangular pyramid, triangular prism, and triangular pyramid by determining the area of the shape's net. 10.A write one-variable, two-step equations and inequalities to 37 represent constraints or conditions within problems; 10.B represent solutions for one-variable, two-step equations and 13 inequalities on number lines; and 10.C write a corresponding real-world problem given a one-variable, 4 two-step equation or inequality. 11.A model and solve one-variable, two-step equations and 103 inequalities; 11.C write and solve equations using geometry concepts, including 48 the sum of the angles in a triangle, and angle relationships. 12.A compare two groups of numeric data using comparative dot 19 plots or box plots by comparing their shapes, centers, and spreads; 12.C compare two populations based on data in random samples 4 from these populations, including informal comparative inferences about differences between the two populations. 13.A calculate the sales tax for a given purchase and calculate income 17 tax for earned wages; 13.B identify the components of a personal budget, including income; 1 planned savings for college, retirement, and emergencies; taxes; and fixed and variable expenses, and calculate what percentage each category comprises of the total budget;

13.E calculate and compare simple interest and compound interest 15 earnings; and

Grade 7 Total 3,719

Grade/Course Standard Code Standard Text Total Grade 8 2.A extend previous knowledge of sets and subsets using a visual 17 representation to describe relationships between sets of real numbers; 2.B approximate the value of an irrational number, including π and 55 square roots of numbers less than 225, and locate that rational number approximation on a number line; 2.C convert between standard decimal notation and scientific 29 notation; and 2.D order a set of real numbers arising from mathematical and real- 71 world contexts. 3.A generalize that the ratio of corresponding sides of similar shapes 42 are proportional, including a shape and its dilation; 4.A use similar right triangles to develop an understanding that 6 slope, m, given as the rate comparing the change in y-values to the change in x-values, (y₂ ‐ y₁)/ (x₂ ‐ x₁), is the same for any two points (x₁, y₁) and (x₂, y₂) on the same line; 4.B graph proportional relationships, interpreting the unit rate as 44 the slope of the line that models the relationship; and 4.C use data from a table or graph to determine the rate of change 87 or slope and y-intercept in mathematical and real-world problems. 5.A represent linear proportional situations with tables, graphs, and 35 equations in the form of y = kx; 5.B represent linear non-proportional situations with tables, graphs, 75 and equations in the form of y = mx + b, where b ≠ 0; 5.C contrast bivariate sets of data that suggest a linear relationship 13 with bivariate sets of data that do not suggest a linear relationship from a graphical representation; 5.D use a trend line that approximates the linear relationship 22 between bivariate sets of data to make predictions; 5.E solve problems involving direct variation; 13 5.F distinguish between proportional and non-proportional 4 situations using tables, graphs, and equations in the form y = kx or y = mx + b, where b ≠ 0; 5.G identify functions using sets of ordered pairs, tables, mappings, 34 and graphs; 5.H identify examples of proportional and non-proportional 4 functions that arise from mathematical and real-world problems; and 5.I write an equation in the form y = mx + b to model a linear 48 relationship between two quantities using verbal, numerical, tabular, and graphical representations. 6.A describe the volume formula V = Bh of a cylinder in terms of its 5 base area and its height; 6.B model the relationship between the volume of a cylinder and a 2 cone having both congruent bases and heights and connect that relationship to the formulas; and 6.C use models and diagrams to explain the Pythagorean theorem. 2 7.A solve problems involving the volume of cylinders, cones, and 49 spheres; 7.B use previous knowledge of surface area to make connections to 65 the formulas for lateral and total surface area and determine solutions for problems involving rectangular prisms, triangular prisms, and cylinders; 7.C use the Pythagorean Theorem and its converse to solve 190 problems; and 7.D determine the distance between two points on a coordinate 49 plane using the Pythagorean Theorem. 8.A write one-variable equations or inequalities with variables on 7 both sides that represent problems using rational number coefficients and constants; 8.C model and solve one-variable equations with variables on both 49 sides of the equal sign that represent mathematical and real- world problems using rational number coefficients and constants; and 8.D use informal arguments to establish facts about the angle sum 27 and exterior angle of triangles, the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. 10.A generalize the properties of orientation and congruence of 228 rotations, reflections, translations, and dilations of two- dimensional shapes on a coordinate plane; 10.C explain the effect of translations, reflections over the x- or y-axis, 7 and rotations limited to 90°, 180°, 270°, and 360° as applied to two-dimensional shapes on a coordinate plane using an algebraic representation; and 10.D model the effect on linear and area measurements of dilated 5 two-dimensional shapes. 11.A construct a scatterplot and describe the observed data to 61 address questions of association such as linear, non-linear, and no association between bivariate data; 11.B determine the mean absolute deviation and use this quantity as 5 a measure of the average distance data are from the mean using a data set of no more than 10 data points; and 12.D calculate and compare simple interest and compound interest 23 earnings;

Grade 8 Total 1,373

Grade/Course Standard Code Standard Text Total Algebra I 2.A determine the domain and range of a linear function in 45 mathematical problems; determine reasonable domain and range values for real-world situations, both continuous and discrete; and represent domain and range using inequalities; 2.B write linear equations in two variables in various forms, 140 including y = mx + b, Ax + By = C, and y - y₁ = m(x ‐ x₁), given one point and the slope and given two points; 2.C write linear equations in two variables given a table of values, a 48 graph, and a verbal description; 2.D write and solve equations involving direct variation; 17 2.E write the equation of a line that contains a given point and is 9 parallel to a given line; 2.F write the equation of a line that contains a given point and is 14 perpendicular to a given line; 2.G write an equation of a line that is parallel or perpendicular to the 2 X or Y axis and determine whether the slope of the line is zero or undefined; 2.H write linear inequalities in two variables given a table of values, a 3 graph, and a verbal description; and 2.I write systems of two linear equations given a table of values, a 11 graph, and a verbal description. 3.A determine the slope of a line given a table of values, a graph, 48 two points on the line, and an equation written in various forms, including y = mx + b, Ax + By = C, and y - y₁ = m(x ‐ x₁); 3.B calculate the rate of change of a linear function represented 19 tabularly, graphically, or algebraically in context of mathematical and real-world problems; 3.C graph linear functions on the coordinate plane and identify key 137 features, including x-intercept, y-intercept, zeros, and slope, in mathematical and real-world problems; 3.D graph the solution set of linear inequalities in two variables on 45 the coordinate plane; 3.E determine the effects on the graph of the parent function f(x) = x 20 when f(x) is replaced by af(x), f(x) + d, f(x - c), f(bx) for specific values of a, b, c, and d; 3.F graph systems of two linear equations in two variables on the 23 coordinate plane and determine the solutions if they exist; 3.G estimate graphically the solutions to systems of two linear 4 equations with two variables in real-world problems; and 3.H graph the solution set of systems of two linear inequalities in 16 two variables on the coordinate plane. 4.A calculate, using technology, the correlation coefficient between 12 two quantitative variables and interpret this quantity as a measure of the strength of the linear association; 4.B compare and contrast association and causation in real-world 9 problems; and 4.C write, with and without technology, linear functions that provide 40 a reasonable fit to data to estimate solutions and make predictions for real-world problems. 5.A solve linear equations in one variable, including those for which 128 the application of the distributive property is necessary and for which variables are included on both sides; 5.B solve linear inequalities in one variable, including those for 151 which the application of the distributive property is necessary and for which variables are included on both sides; and 5.C solve systems of two linear equations with two variables for 261 mathematical and real-world problems. 6.A determine the domain and range of quadratic functions and 35 represent the domain and range using inequalities; 7.A graph quadratic functions on the coordinate plane and use the 153 graph to identify key attributes, if possible, including x-intercept, y-intercept, zeros, maximum value, minimum values, vertex, and the equation of the axis of symmetry; 7.C determine the effects on the graph of the parent function f(x) = 56 x² when f(x) is replaced by af(x), f(x) + d, f(x - c), f(bx) for specific values of a, b, c, and d. 8.A solve quadratic equations having real solutions by factoring, 231 taking square roots, completing the square, and applying the quadratic formula; and 8.B write, using technology, quadratic functions that provide a 4 reasonable fit to data to estimate solutions and make predictions for real-world problems. 9.B interpret the meaning of the values of a and b in exponential 6 functions of the form f(x) = ab to the x power in real-world problems; 9.C write exponential functions in the form f(x) = ab to the x power 15 (where b is a rational number) to describe problems arising from mathematical and real-world situations, including growth and decay; 9.D graph exponential functions that model growth and decay and 11 identify key features, including y-intercept and asymptote, in mathematical and real-world problems; and 9.E write, using technology, exponential functions that provide a 2 reasonable fit to data and make predictions for real-world problems. 10.A add and subtract polynomials of degree one and degree two; 110 10.B multiply polynomials of degree one and degree two; 74 10.C determine the quotient of a polynomial of degree one and 45 polynomial of degree two when divided by a polynomial of degree one and polynomial of degree two when the degree of the divisor does not exceed the degree of the dividend; 10.D rewrite polynomial expressions of degree one and degree two in 30 equivalent forms using the distributive property; 10.E factor, if possible, trinomials with real factors in the form ax² + 63 bx + c, including perfect square trinomials of degree two; and 11.A simplify numerical radical expressions involving square roots; and 184

11.B simplify numeric and algebraic expressions using the laws of 330 exponents, including integral and rational exponents. 12.A decide whether relations represented verbally, tabularly, 46 graphically, and symbolically define a function; 12.B evaluate functions, expressed in function notation, given one or 25 more elements in their domains; 12.C identify terms of arithmetic and geometric sequences when the 1 sequences are given in function form using recursive processes; 12.D write a formula for the nth term of arithmetic and geometric 38 sequences, given the value of several of their terms; and 12.E solve mathematic and scientific formulas, and other literal 106 equations, for a specified variable.

Algebra I Total 2,767 Grade/Course Standard Code Standard Text Total Geometry 2.A determine the coordinates of a point that is a given fractional 21 distance less than one from one end of a line segment to the other in one- and two-dimensional coordinate systems, including finding the midpoint; 2.B derive and use the distance, slope, and midpoint formulas to 41 verify geometric relationships, including congruence of segments and parallelism or perpendicularity of pairs of lines; and

2.C determine an equation of a line parallel or perpendicular to a 4 given line that passes through a given point. 3.A describe and perform transformations of figures in a plane using 16 coordinate notation; 3.B determine the image or pre-image of a given two-dimensional 27 figure under a composition of rigid transformations, a composition of non-rigid transformations, and a composition of both, including dilations where the center can be any point in the plane; 3.C identify the sequence of transformations that will carry a given 22 pre-image onto an image on and off the coordinate plane; and 3.D identify and distinguish between reflectional and rotational 20 symmetry in a plane figure. 4.A distinguish between undefined terms, definitions, postulates, 5 conjectures, and theorems; 4.B identify and determine the validity of the converse, inverse, and 56 contrapositive of a conditional statement and recognize the connection between a biconditional statement and a true conditional statement with a true converse; 4.C verify that a conjecture is false using a counterexample; and 21 4.D compare geometric relationships between Euclidean and 1 spherical geometries, including parallel lines and the sum of the angles in a triangle. 5.A investigate patterns to make conjectures about geometric 170 relationships, including angles formed by parallel lines cut by a transversal, criteria required for triangle congruence, special segments of triangles, diagonals of quadrilaterals, interior and exterior angles of polygons, and special segments and angles of circles choosing from a variety of tools; 5.B construct congruent segments, congruent angles, a segment 9 bisector, an angle bisector, perpendicular lines, the perpendicular bisector of a line segment, and a line parallel to a given line through a point not on a line using a compass and a straightedge; 5.D verify the Triangle Inequality theorem using constructions and 37 apply the theorem to solve problems. 6.A verify theorems about angles formed by the intersection of lines 10 and line segments, including vertical angles, and angles formed by parallel lines cut by a transversal and prove equidistance between the endpoints of a segment and points on its perpendicular bisector and apply these relationships to solve problems; 6.B prove two triangles are congruent by applying the Side-Angle- 15 Side, Angle-Side-Angle, Side-Side-Side, Angle-Angle-Side, and Hypotenuse-Leg congruence conditions; 6.C apply the definition of congruence, in terms of rigid 78 transformations, to identify congruent figures and their corresponding sides and angles; 6.D verify theorems about the relationships in triangles, including 56 proof of the Pythagorean Theorem, the sum of interior angles, base angles of isosceles triangles, midsegments, and medians, and apply these relationships to solve problems; and 6.E prove a quadrilateral is a parallelogram, rectangle, square, or 19 rhombus using opposite sides, opposite angles, or diagonals and apply these relationships to solve problems. 7.A apply the definition of similarity in terms of a dilation to identify 38 similar figures and their proportional sides and the congruent corresponding angles; and 7.B apply the Angle-Angle criterion to verify similar triangles and 106 apply the proportionality of the corresponding sides to solve problems. 8.B identify and apply the relationships that exist when an altitude is 2 drawn to the hypotenuse of a right triangle, including the geometric mean, to solve problems. 9.A determine the lengths of sides and measures of angles in a right 68 triangle by applying the trigonometric ratios sine, cosine, and tangent to solve problems; and 9.B apply the relationships in special right triangles 30°-60°-90° and 55 45°-45°-90° and the Pythagorean theorem, including Pythagorean triples, to solve problems. 10.A identify the shapes of two-dimensional cross-sections of prisms, 62 pyramids, cylinders, cones, and spheres and identify three- dimensional objects generated by rotations of two-dimensional shapes; and 10.B determine and describe how changes in the linear dimensions of 176 a shape affect its perimeter, area, surface area, or volume, including proportional and non-proportional dimensional change

11.A apply the formula for the area of regular polygons to solve 67 problems using appropriate units of measure; 11.B determine the area of composite two-dimensional figures 22 comprised of a combination of triangles, parallelograms, trapezoids, kites, regular polygons, or sectors of circles to solve problems using appropriate units of measure; 11.C apply the formulas for the total and lateral surface area of three- 67 dimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems using appropriate units of measure; and 11.D apply the formulas for the volume of three-dimensional figures, 88 including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems using appropriate units of measure. 12.A apply theorems about circles, including relationships among 19 angles, radii, chords, tangents, and secants, to solve non- contextual problems; 12.B apply the proportional relationship between the measure of an 20 arc length of a circle and the circumference of the circle to solve problems; 12.C apply the proportional relationship between the measure of the 8 area of a sector of a circle and the area of the circle to solve problems; 12.D describe radian measure of an angle as the ratio of the length of 2 an arc intercepted by a central angle and the radius of the circle; and 12.E show that the equation of a circle with center at the origin and 28 radius r is x² + y² = r² and determine the equation for the graph of a circle with radius r and center (h, k), (x - h)² + (y - k)² =r². 13.A develop strategies to use permutations and combinations to 6 solve contextual problems; 13.B determine probabilities based on area to solve contextual 7 problems; 13.C identify whether two events are independent and compute the 18 probability of the two events occurring together with or without replacement; 13.D apply conditional probability in contextual problems; and 3

Geometry Total 1,490

Grade/Course Standard Code Standard Text Total Algebra II 2.A graph the functions f(x)=√x, f(x)=1/x, f(x)=x³, f(x)= ³√x, f(x)=b to 25 the x power, f(x)=|x|, and f(x)=logb (x) where b is 2, 10, and e, and, when applicable, analyze the key attributes such as domain, range, intercepts, symmetries, asymptotic behavior, and maximum and minimum given an interval; 2.B graph and write the inverse of a function using notation such as 20 f-¹ (x); 2.C describe and analyze the relationship between a function and its 22 inverse (quadratic and square root, logarithmic and exponential), including the restriction(s) on domain, which will restrict its range; and 3.A formulate systems of equations, including systems consisting of 18 three linear equations in three variables and systems consisting of two equations, the first linear and the second quadratic; 3.B solve systems of three linear equations in three variables by 24 using Gaussian elimination, technology with matrices, and substitution; 3.C solve, algebraically, systems of two equations in two variables 8 consisting of a linear equation and a quadratic equation; 3.E formulate systems of at least two linear inequalities in two 3 variables; 3.F solve systems of two or more linear inequalities in two variables; 31 and 3.G determine possible solutions in the solution set of systems of 2 two or more linear inequalities in two variables. 4.B write the equation of a parabola using given attributes, including 8 vertex, focus, directrix, axis of symmetry, and direction of opening; 4.C determine the effect on the graph of f(x) = √x when f(x) is 13 replaced by af(x), f(x) + d, f(bx), and f(x - c) for specific positive and negative values of a, b, c, and d; 4.D transform a quadratic function f(x) = ax² + bx + c to the form f(x) 2 = a(x - h)² + k to identify the different attributes of f(x); 4.E formulate quadratic and square root equations using technology 22 given a table of data; 4.F solve quadratic and square root equations; 135 4.H solve quadratic inequalities. 6 5.A determine the effects on the key attributes on the graphs of f(x) 2 = b to the x power and f(x) = logb (x) where b is 2, 10, and e when f(x) is replaced by af(x), f(x) + d, and f(x - c) for specific positive and negative real values of a, c, and d; 5.B formulate exponential and logarithmic equations that model 8 real-world situations, including exponential relationships written in recursive notation; 5.C rewrite exponential equations as their corresponding logarithmic 24 equations and logarithmic equations as their corresponding exponential equations; 5.D solve exponential equations of the form y = ab to the x power 60 where a is a nonzero real number and b is greater than zero and not equal to one and single logarithmic equations having real solutions; and 5.E determine the reasonableness of a solution to a logarithmic 4 equation. 6.B solve cube root equations that have real roots; 11 6.C analyze the effect on the graphs of f(x) = |x| when f(x) is 12 replaced by af(x), f(bx), f(x-c), and f(x) + d for specific positive and negative real values of a, b, c, and d; 6.E solve absolute value linear equations; 53 6.F solve absolute value linear inequalities; 45 6.H formulate rational equations that model real-world situations; 2 6.I solve rational equations that have real solutions; 30 6.K determine the asymptotic restrictions on the domain of a 13 rational function and represent domain and range using interval notation, inequalities, and set notation; and 6.L formulate and solve equations involving inverse variation. 31 7.A add, subtract, and multiply complex numbers; 25 7.B add, subtract, and multiply polynomials; 52 7.C determine the quotient of a polynomial of degree three and of 11 degree four when divided by a polynomial of degree one and of degree two; 7.D determine the linear factors of a polynomial function of degree 17 three and of degree four using algebraic methods; 7.E determine linear and quadratic factors of a polynomial 13 expression of degree three and of degree four, including factoring the sum and difference of two cubes and factoring by grouping; 7.F determine the sum, difference, product, and quotient of rational 129 expressions with integral exponents of degree one and of degree two; 7.G rewrite radical expressions that contain variables to equivalent 55 forms; 7.H solve equations involving rational exponents; and 4 7.I write the domain and range of a function in interval notation, 33 inequalities, and set notation. 8.A analyze data to select the appropriate model from among linear, 1 quadratic, and exponential models; 8.B use regression methods available through technology to write a 2 linear function, a quadratic function, and an exponential function from a given set of data; and 8.C predict and make decisions and critical judgments from a given 1 set of data using linear, quadratic, and exponential models.

Algebra II Total 977 Mathematics Total 20,337 Formative Assessment Item Bank Texas Science Coverage Report

All counts are as of April 1, 2014. Due to the dynamic nature of the bank and ongoing work, totals may shift as additional work is completed.

Grade/Course Standard Code Standard Text Total Grade 3 2.A plan and implement descriptive investigations, including asking 5 and answering questions, making inferences, and selecting and using equipment or technology needed, to solve a specific problem in the natural world; 2.B collect data by observing and measuring using the metric system 3 and recognize differences between observed and measured data;

2.C construct maps, graphic organizers, simple tables, charts, and 3 bar graphs using tools and current technology to organize, examine, and evaluate measured data; 2.D analyze and interpret patterns in data to construct reasonable 8 explanations based on evidence from investigations; 2.E demonstrate that repeated investigations may increase the 4 reliability of results; and 3.C represent the natural world using models such as volcanoes or 10 Sun, Earth, and Moon system and identify their limitations, including size, properties, and materials; and 3.D connect grade-level appropriate science concepts with the 5 history of science, science careers, and contributions of scientists. 4.A collect, record, and analyze information using tools, including 57 microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, wind vanes, rain gauges, pan balances, graduated cylinders, beakers, spring scales, hot plates, meter sticks, compasses, magnets, collecting nets, notebooks, sound recorders, and Sun, Earth, and Moon system models; timing devices, including clocks and stopwatches; and materials to support observation of habitats of organisms such as terrariums and aquariums; and 4.B use safety equipment as appropriate, including safety goggles 2 and gloves. 5.A measure, test, and record physical properties of matter, 9 including temperature, mass, magnetism, and the ability to sink or float; 5.B describe and classify samples of matter as solids, liquids, and 9 gases and demonstrate that solids have a definite shape and that liquids and gases take the shape of their container; 5.C predict, observe, and record changes in the state of matter 11 caused by heating or cooling; and 5.D explore and recognize that a mixture is created when two 11 materials are combined such as gravel and sand and metal and plastic paper clips. 6.A explore different forms of energy, including mechanical, light, 26 sound, and heat/thermal in everyday life; 6.B demonstrate and observe how position and motion can be 21 changed by pushing and pulling objects to show work being done such as swings, balls, pulleys, and wagons; and 6.C observe forces such as magnetism and gravity acting on objects. 14 7.A explore and record how soils are formed by weathering of rock 10 and the decomposition of plant and animal remains; 7.B investigate rapid changes in Earth's surface such as volcanic 15 eruptions, earthquakes, and landslides; 7.C identify and compare different landforms, including mountains, 9 hills, valleys, and plains; and 7.D explore the characteristics of natural resources that make them 11 useful in products and materials such as clothing and furniture and how resources may be conserved. 8.A observe, measure, record, and compare day-to-day weather 5 changes in different locations at the same time that include air temperature, wind direction, and precipitation; 8.B describe and illustrate the Sun as a star composed of gases that 19 provides light and heat energy for the water cycle; 8.C construct models that demonstrate the relationship of the Sun, 15 Earth, and Moon, including orbits and positions; and 8.D identify the planets in Earth's solar system and their position in 15 relation to the Sun. 9.A observe and describe the physical characteristics of 15 environments and how they support populations and communities within an ecosystem; 9.B identify and describe the flow of energy in a food chain and 15 predict how changes in a food chain affect the ecosystem such as removal of frogs from a pond or bees from a field; and 9.C describe environmental changes such as floods and droughts 17 where some organisms thrive and others perish or move to new locations. 10.A explore how structures and functions of plants and animals 65 allow them to survive in a particular environment; 10.B explore that some characteristics of organisms are inherited 17 such as the number of limbs on an animal or flower color and recognize that some behaviors are learned in response to living in a certain environment such as animals using tools to get food; and 10.C investigate and compare how animals and plants undergo a 13 series of orderly changes in their diverse life cycles such as tomato plants, frogs, and lady bugs.

Grade 3 Total 439

Grade/Course Standard Code Standard Text Total Grade 4 1.A demonstrate safe practices and the use of safety equipment as 25 described in the Texas Safety Standards during classroom and outdoor investigations; and 2.A plan and implement descriptive investigations, including asking 17 well-defined questions, making inferences, and selecting and using appropriate equipment or technology to answer his/her questions; 2.B collect and record data by observing and measuring, using the 28 metric system, and using descriptive words and numerals such as labeled drawings, writing, and concept maps; 2.C construct simple tables, charts, bar graphs, and maps using tools 8 and current technology to organize, examine, and evaluate data;

2.D analyze data and interpret patterns to construct reasonable 16 explanations from data that can be observed and measured; 2.E perform repeated investigations to increase the reliability of 10 results; and 2.F communicate valid, oral, and written results supported by data. 1 3.A in all fields of science, analyze, evaluate, and critique scientific 2 explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student; 3.B draw inferences and evaluate accuracy of services and product 3 claims found in advertisements and labels such as for toys, food, and sunscreen; 3.C represent the natural world using models such as rivers, stream 6 tables, or fossils and identify their limitations, including accuracy and size; and 3.D connect grade-level appropriate science concepts with the 25 history of science, science careers, and contributions of scientists. 4.A collect, record, and analyze information using tools, including 12 calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, mirrors, spring scales, pan balances, triple beam balances, graduated cylinders, beakers, hot plates, meter sticks, compasses, magnets, collecting nets, and notebooks; timing devices, including clocks and stopwatches; and materials to support observation of habitats of organisms such as terrariums and aquariums; and 4.B use safety equipment as appropriate, including safety goggles 6 and gloves. 5.A measure, compare, and contrast physical properties of matter, 19 including size, mass, volume, states (solid, liquid, gas), temperature, magnetism, and the ability to sink or float; 5.B predict the changes caused by heating and cooling such as ice 18 becoming liquid water and condensation forming on the outside of a glass of ice water; and 5.C compare and contrast a variety of mixtures and solutions such as 6 rocks in sand, sand in water, or sugar in water. 6.A differentiate among forms of energy, including mechanical, 16 sound, electrical, light, and heat/thermal; 6.B differentiate between conductors and insulators; 15 6.C demonstrate that electricity travels in a closed path, creating an 34 electrical circuit, and explore an electromagnetic field; and 6.D design an experiment to test the effect of force on an object 8 such as a push or a pull, gravity, friction, or magnetism. 7.A examine properties of soils, including color and texture, capacity 15 to retain water, and ability to support the growth of plants;

7.B observe and identify slow changes to Earth's surface caused by 111 weathering, erosion, and deposition from water, wind, and ice; and 7.C identify and classify Earth's renewable resources, including air, 75 plants, water, and animals; and nonrenewable resources, including coal, oil, and natural gas; and the importance of conservation. 8.A measure and record changes in weather and make predictions 11 using weather maps, weather symbols, and a map key; 8.B describe and illustrate the continuous movement of water above 45 and on the surface of Earth through the water cycle and explain the role of the Sun as a major source of energy in this process; and 8.C collect and analyze data to identify sequences and predict 60 patterns of change in shadows, tides, seasons, and the observable appearance of the Moon over time. 9.A investigate that most producers need sunlight, water, and 23 carbon dioxide to make their own food, while consumers are dependent on other organisms for food; and 9.B describe the flow of energy through food webs, beginning with 13 the Sun, and predict how changes in the ecosystem affect the food web such as a fire in a forest. 10.A explore how adaptations enable organisms to survive in their 172 environment such as comparing birds' beaks and leaves on plants; 10.B demonstrate that some likenesses between parents and 36 offspring are inherited, passed from generation to generation such as eye color in humans or shapes of leaves in plants. Other likenesses are learned such as table manners or reading a book and seals balancing balls on their noses; and 10.C explore, illustrate, and compare life cycles in living organisms 38 such as butterflies, beetles, radishes, or lima beans.

Grade 4 Total 874

Grade/Course Standard Code Standard Text Total Grade 5 1.A demonstrate safe practices and the use of safety equipment as 9 described in the Texas Safety Standards during classroom and outdoor investigations; and 1.B make informed choices in the conservation, disposal, and 3 recycling of materials. 2.A describe, plan, and implement simple experimental 123 investigations testing one variable; 2.B ask well-defined questions, formulate testable hypotheses, and 38 select and use appropriate equipment and technology; 2.C collect information by detailed observations and accurate 25 measuring; 2.D analyze and interpret information to construct reasonable 129 explanations from direct (observable) and indirect (inferred) evidence; 2.E demonstrate that repeated investigations may increase the 54 reliability of results; 2.F communicate valid conclusions in both written and verbal forms; 3 and 2.G construct appropriate simple graphs, tables, maps, and charts 28 using technology, including computers, to organize, examine, and evaluate information. 3.A in all fields of science, analyze, evaluate, and critique scientific 4 explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student; 3.D connect grade-level appropriate science concepts with the 17 history of science, science careers, and contributions of scientists. 4.A collect, record, and analyze information using tools, including 23 calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, prisms, mirrors, pan balances, triple beam balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, and notebooks; timing devices, including clocks and stopwatches; and materials to support observations of habitats or organisms such as terrariums and aquariums; and 4.B use safety equipment, including safety goggles and gloves. 6 5.A classify matter based on physical properties, including mass, 64 magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating), solubility in water, and the ability to conduct or insulate thermal energy or electric energy; 5.B identify the boiling and freezing/melting points of water on the 10 Celsius scale; 5.C demonstrate that some mixtures maintain physical properties of 33 their ingredients such as iron filings and sand; and 5.D identify changes that can occur in the physical properties of the 25 ingredients of solutions such as dissolving salt in water or adding lemon juice to water. 6.A explore the uses of energy, including mechanical, light, thermal, 36 electrical, and sound energy; 6.B demonstrate that the flow of electricity in circuits requires a 19 complete path through which an electric current can pass and can produce light, heat, and sound; 6.C demonstrate that light travels in a straight line until it strikes an 40 object or travels through one medium to another and demonstrate that light can be reflected such as the use of mirrors or other shiny surfaces and refracted such as the appearance of an object when observed through water; and 6.D design an experiment that tests the effect of force on an object. 8 7.A explore the processes that led to the formation of sedimentary 20 rocks and fossil fuels; 7.B recognize how landforms such as deltas, canyons, and sand 15 dunes are the result of changes to Earth's surface by wind, water, and ice; 7.C identify alternative energy resources such as wind, solar, 16 hydroelectric, geothermal, and biofuels; and 7.D identify fossils as evidence of past living organisms and the 47 nature of the environments at the time using models. 8.A differentiate between weather and climate; 15 8.B explain how the Sun and the ocean interact in the water cycle; 17 8.C demonstrate that Earth rotates on its axis once approximately 25 every 24 hours causing the day/night cycle and the apparent movement of the Sun across the sky; and 8.D identify and compare the physical characteristics of the Sun, 25 Earth, and Moon. 9.A observe the way organisms live and survive in their ecosystem 40 by interacting with the living and non-living elements; 9.B describe how the flow of energy derived from the Sun, used by 112 producers to create their own food, is transferred through a food chain and food web to consumers and decomposers; 9.C predict the effects of changes in ecosystems caused by living 24 organisms, including humans, such as the overpopulation of grazers or the building of highways; and 9.D identify the significance of the carbon dioxide-oxygen cycle to 48 the survival of plants and animals. 10.A compare the structures and functions of different species that 23 help them live and survive such as hooves on prairie animals or webbed feet in aquatic animals; 10.B differentiate between inherited traits of plants and animals such 42 as spines on a cactus or shape of a beak and learned behaviors such as an animal learning tricks or a child riding a bicycle; and

10.C describe the differences between complete and incomplete 15 metamorphosis of insects.

Grade 5 Total 1,181

Grade/Course Standard Code Standard Text Total Grade 6 1.A demonstrate safe practices during laboratory and field 3 investigations as outlined in the Texas Safety Standards; and 2.A plan and implement comparative and descriptive investigations 4 by making observations, asking well-defined questions, and using appropriate equipment and technology; 2.B design and implement experimental investigations by making 10 observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology; 2.C collect and record data using the International System of Units 7 (SI) and qualitative means such as labeled drawings, writing, and graphic organizers; 2.D construct tables and graphs, using repeated trials and means, to 24 organize data and identify patterns; and 2.E analyze data to formulate reasonable explanations, 13 communicate valid conclusions supported by the data, and predict trends. 3.A in all fields of science, analyze, evaluate, and critique scientific 4 explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student; 3.B use models to represent aspects of the natural world such as a 3 model of Earth's layers; 3.C identify advantages and limitations of models such as size, scale, 1 properties, and materials; and 3.D relate the impact of research on scientific thought and society, 16 including the history of science and contributions of scientists as related to the content. 4.A use appropriate tools to collect, record, and analyze information, 21 including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum; and 4.B use preventative safety equipment, including chemical splash 1 goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher. 5.A know that an element is a pure substance represented by 9 chemical symbols; 5.B recognize that a limited number of the many known elements 10 comprise the largest portion of solid Earth, living matter, oceans, and the atmosphere; 5.C differentiate between elements and compounds on the most 25 basic level; and 5.D identify the formation of a new substance by using the evidence 56 of a possible chemical change such as production of a gas, change in temperature, production of a precipitate, or color change. 6.A compare metals, nonmetals, and metalloids using physical 9 properties such as luster, conductivity, or malleability; 6.B calculate density to identify an unknown substance; and 22 6.C test the physical properties of minerals, including hardness, 16 color, luster, and streak. 7.A research and debate the advantages and disadvantages of using 53 coal, oil, natural gas, nuclear power, biomass, wind, hydropower, geothermal, and solar resources; and 7.B design a logical plan to manage energy resources in the home, 15 school, or community. 8.A compare and contrast potential and kinetic energy; 40 8.B identify and describe the changes in position, direction, and 56 speed of an object when acted upon by unbalanced forces; 8.C calculate average speed using distance and time measurements; 11 8.D measure and graph changes in motion; and 5 8.E investigate how inclined planes and pulleys can be used to 16 change the amount of force to move an object. 9.A investigate methods of thermal energy transfer, including 41 conduction, convection, and radiation; 9.B verify through investigations that thermal energy moves in a 18 predictable pattern from warmer to cooler until all the substances attain the same temperature such as an ice cube melting; and 9.C demonstrate energy transformations such as energy in a 75 flashlight battery changes from chemical energy to electrical energy to light energy. 10.A build a model to illustrate the structural layers of Earth, including 17 the inner core, outer core, mantle, crust, asthenosphere, and lithosphere; 10.B classify rocks as metamorphic, igneous, or sedimentary by the 88 processes of their formation; 10.C identify the major tectonic plates, including Eurasian, African, 8 Indo-Australian, Pacific, North American, and South American; and 10.D describe how plate tectonics causes major geological events 64 such as ocean basins, earthquakes, volcanic eruptions, and mountain building. 11.A describe the physical properties, locations, and movements of 73 the Sun, planets, Galilean moons, meteors, asteroids, and comets; 11.B understand that gravity is the force that governs the motion of 32 our solar system; and 11.C describe the history and future of space exploration, including 7 the types of equipment and transportation needed for space travel. 12.A understand that all organisms are composed of one or more 21 cells; 12.B recognize that the presence of a nucleus determines whether a 8 cell is prokaryotic or eukaryotic; 12.C recognize that the broadest taxonomic classification of living 9 organisms is divided into currently recognized Domains; 12.D identify the basic characteristics of organisms, including 51 prokaryotic or eukaryotic, unicellular or multicellular, autotrophic or heterotrophic, and mode of reproduction, that further classify them in the currently recognized Kingdoms; 12.E describe biotic and abiotic parts of an ecosystem in which 20 organisms interact; and 12.F diagram the levels of organization within an ecosystem, 15 including organism, population, community, and ecosystem.

Grade 6 Total 997

Grade/Course Standard Code Standard Text Total Grade 7 1.A demonstrate safe practices during laboratory and field 8 investigations as outlined in the Texas Safety Standards; and 1.B practice appropriate use and conservation of resources, 1 including disposal, reuse, or recycling of materials. 2.A plan and implement comparative and descriptive investigations 8 by making observations, asking well-defined questions, and using appropriate equipment and technology; 2.B design and implement experimental investigations by making 16 observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology; 2.C collect and record data using the International System of Units 10 (SI) and qualitative means such as labeled drawings, writing, and graphic organizers; 2.D construct tables and graphs, using repeated trials and means, to 21 organize data and identify patterns; and 2.E analyze data to formulate reasonable explanations, 18 communicate valid conclusions supported by the data, and predict trends. 3.A in all fields of science, analyze, evaluate, and critique scientific 21 explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student; 3.B use models to represent aspects of the natural world such as 2 human body systems and plant and animal cells; 3.D relate the impact of research on scientific thought and society, 58 including the history of science and contributions of scientists as related to the content. 4.A use appropriate tools to collect, record, and analyze information, 1 including life science models, hand lens, stereoscopes, microscopes, beakers, Petri dishes, microscope slides, graduated cylinders, test tubes, meter sticks, metric rulers, metric tape measures, timing devices, hot plates, balances, thermometers, calculators, water test kits, computers, temperature and pH probes, collecting nets, insect traps, globes, digital cameras, journals/notebooks, and other equipment as needed to teach the curriculum; and 4.B use preventative safety equipment, including chemical splash 2 goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher. 5.A recognize that radiant energy from the Sun is transformed into 21 chemical energy through the process of photosynthesis; 5.B demonstrate and explain the cycling of matter within living 23 systems such as in the decay of biomass in a compost bin; and 5.C diagram the flow of energy through living systems, including 45 food chains, food webs, and energy pyramids. 6.A identify that organic compounds contain carbon and other 10 elements such as hydrogen, oxygen, phosphorus, nitrogen, or sulfur; 6.B distinguish between physical and chemical changes in matter in 8 the digestive system; and 6.C recognize how large molecules are broken down into smaller 5 molecules such as carbohydrates can be broken down into sugars. 7.A contrast situations where work is done with different amounts 16 of force to situations where no work is done such as moving a box with a ramp and without a ramp, or standing still; 7.B illustrate the transformation of energy within an organism such 7 as the transfer from chemical energy to heat and thermal energy in digestion; and 7.C demonstrate and illustrate forces that affect motion in everyday 8 life such as emergence of seedlings, turgor pressure, and geotropism. 8.A predict and describe how different types of catastrophic events 19 impact ecosystems such as floods, hurricanes, or tornadoes; 8.B analyze the effects of weathering, erosion, and deposition on the 34 environment in ecoregions of Texas; and 8.C model the effects of human activity on groundwater and surface 18 water in a watershed. 9.A analyze the characteristics of objects in our solar system that 17 allow life to exist such as the proximity of the Sun, presence of water, and composition of the atmosphere; and 9.B identify the accommodations, considering the characteristics of 10 our solar system, that enabled manned space exploration. 10.A observe and describe how different environments, including 15 microhabitats in schoolyards and biomes, support different varieties of organisms; 10.B describe how biodiversity contributes to the sustainability of an 15 ecosystem; and 10.C observe, record, and describe the role of ecological succession 16 such as in a microhabitat of a garden with weeds. 11.A examine organisms or their structures such as insects or leaves 6 and use dichotomous keys for identification; 11.B explain variation within a population or species by comparing 43 external features, behaviors, or physiology of organisms that enhance their survival such as migration, hibernation, or storage of food in a bulb; and 11.C identify some changes in genetic traits that have occurred over 18 several generations through natural selection and selective breeding such as the Galapagos Medium Ground Finch (Geospiza fortis) or domestic animals. 12.A investigate and explain how internal structures of organisms 17 have adaptations that allow specific functions such as gills in fish, hollow bones in birds, or xylem in plants; 12.B identify the main functions of the systems of the human 166 organism, including the circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive, integumentary, nervous, and endocrine systems; 12.C recognize levels of organization in plants and animals, including 49 cells, tissues, organs, organ systems, and organisms; 12.D differentiate between structure and function in plant and animal 60 cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole; 12.E compare the functions of a cell to the functions of organisms 7 such as waste removal; and 12.F recognize that according to cell theory all organisms are 12 composed of cells and cells carry on similar functions such as extracting energy from food to sustain life. 13.A investigate how organisms respond to external stimuli found in 22 the environment such as phototropism and fight or flight; and 13.B describe and relate responses in organisms that may result from 15 internal stimuli such as wilting in plants and fever or vomiting in animals that allow them to maintain balance. 14.A define heredity as the passage of genetic instructions from one 15 generation to the next generation; 14.B compare the results of uniform or diverse offspring from sexual 33 reproduction or asexual reproduction; and 14.C recognize that inherited traits of individuals are governed in the 22 genetic material found in the genes within chromosomes in the nucleus.

Grade 7 Total 938

Grade/Course Standard Code Standard Text Total Grade 8 1.A demonstrate safe practices during laboratory and field 30 investigations as outlined in the Texas Safety Standards; and 1.B practice appropriate use and conservation of resources, 7 including disposal, reuse, or recycling of materials. 2.A plan and implement comparative and descriptive investigations 17 by making observations, asking well-defined questions, and using appropriate equipment and technology; 2.B design and implement comparative and experimental 43 investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology; 2.C collect and record data using the International System of Units 14 (SI) and qualitative means such as labeled drawings, writing, and graphic organizers; 2.D construct tables and graphs, using repeated trials and means, to 53 organize data and identify patterns; and 2.E analyze data to formulate reasonable explanations, 87 communicate valid conclusions supported by the data, and predict trends. 3.A in all fields of science, analyze, evaluate, and critique scientific 34 explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student; 3.B use models to represent aspects of the natural world such as an 4 atom, a molecule, space, or a geologic feature; 3.C identify advantages and limitations of models such as size, scale, 10 properties, and materials; and 3.D relate the impact of research on scientific thought and society, 53 including the history of science and contributions of scientists as related to the content. 4.A use appropriate tools to collect, record, and analyze information, 52 including lab journals/notebooks, beakers, meter sticks, graduated cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances, microscopes, thermometers, calculators, computers, spectroscopes, timing devices, and other equipment as needed to teach the curriculum; and

4.B use preventative safety equipment, including chemical splash 6 goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher. 5.A describe the structure of atoms, including the masses, electrical 105 charges, and locations, of protons and neutrons in the nucleus and electrons in the electron cloud; 5.B identify that protons determine an element's identity and 22 valence electrons determine its chemical properties, including reactivity; 5.C interpret the arrangement of the Periodic Table, including 18 groups and periods, to explain how properties are used to classify elements; 5.D recognize that chemical formulas are used to identify substances 10 and determine the number of atoms of each element in chemical formulas containing subscripts; 5.E investigate how evidence of chemical reactions indicate that 28 new substances with different properties are formed; and 5.F recognize whether a chemical equation containing coefficients is 10 balanced or not and how that relates to the law of conservation of mass. 6.A demonstrate and calculate how unbalanced forces change the 66 speed or direction of an object's motion; 6.B differentiate between speed, velocity, and acceleration; and 16 6.C investigate and describe applications of Newton's law of inertia, 41 law of force and acceleration, and law of action-reaction such as in vehicle restraints, sports activities, amusement park rides, Earth's tectonic activities, and rocket launches. 7.A model and illustrate how the tilted Earth rotates on its axis, 46 causing day and night, and revolves around the Sun causing changes in seasons; 7.B demonstrate and predict the sequence of events in the lunar 37 cycle; and 7.C relate the position of the Moon and Sun to their effect on ocean 19 tides. 8.A describe components of the universe, including stars, nebulae, 56 and galaxies, and use models such as the Herztsprung-Russell diagram for classification; 8.B recognize that the Sun is a medium-sized star near the edge of a 19 disc-shaped galaxy of stars and that the Sun is many thousands of times closer to Earth than any other star; 8.C explore how different wavelengths of the electromagnetic 11 spectrum such as light and radio waves are used to gain information about distances and properties of components in the universe; 8.D model and describe how light years are used to measure 28 distances and sizes in the universe; and 8.E research how scientific data are used as evidence to develop 2 scientific theories to describe the origin of the universe. 9.A describe the historical development of evidence that supports 19 plate tectonic theory; 9.B relate plate tectonics to the formation of crustal features; and 14 9.C interpret topographic maps and satellite views to identify land 13 and erosional features and predict how these features may be reshaped by weathering. 10.A recognize that the Sun provides the energy that drives 27 convection within the atmosphere and oceans, producing winds and ocean currents; 10.B identify how global patterns of atmospheric movement influence 16 local weather using weather maps that show high and low pressures and fronts; and 10.C identify the role of the oceans in the formation of weather 17 systems such as hurricanes. 11.A describe producer/consumer, predator/prey, and parasite/host 33 relationships as they occur in food webs within marine, freshwater, and terrestrial ecosystems; 11.B investigate how organisms and populations in an ecosystem 51 depend on and may compete for biotic and abiotic factors such as quantity of light, water, range of temperatures, or soil composition; 11.C explore how short- and long-term environmental changes affect 19 organisms and traits in subsequent populations; and 11.D recognize human dependence on ocean systems and explain 15 how human activities such as runoff, artificial reefs, or use of resources have modified these systems.

Grade 8 Total 1,168

Grade/Course Standard Code Standard Text Total Biology 1.A demonstrate safe practices during laboratory and field 3 investigations; and 1.B demonstrate an understanding of the use and conservation of 2 resources and the proper disposal or recycling of materials. 2.A know the definition of science and understand that it has 6 limitations, as specified in subsection (b)(2) of this section; 2.B know that hypotheses are tentative and testable statements 7 that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories; 2.C know scientific theories are based on natural and physical 6 phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but they may be subject to change as new areas of science and new technologies are developed; 2.D distinguish between scientific hypotheses and scientific theories; 2

2.E plan and implement descriptive, comparative, and experimental 34 investigations, including asking questions, formulating testable hypotheses, and selecting equipment and technology;

2.F collect and organize qualitative and quantitative data and make 9 measurements with accuracy and precision using tools such as calculators, spreadsheet software, data-collecting probes, computers, standard laboratory glassware, microscopes, various prepared slides, stereoscopes, metric rulers, electronic balances, gel electrophoresis apparatuses, micropipettors, hand lenses, Celsius thermometers, hot plates, lab notebooks or journals, timing devices, cameras, Petri dishes, lab incubators, dissection equipment, meter sticks, and models, diagrams, or samples of biological specimens or structures; 2.G analyze, evaluate, make inferences, and predict trends from 38 data; and 2.H communicate valid conclusions supported by the data through 5 methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology- based reports. 3.A in all fields of science, analyze, evaluate, and critique scientific 21 explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student; 3.B communicate and apply scientific information extracted from 2 various sources such as current events, news reports, published journal articles, and marketing materials; 3.C draw inferences based on data related to promotional materials 5 for products and services; 3.D evaluate the impact of scientific research on society and the 26 environment; 3.E evaluate models according to their limitations in representing 6 biological objects or events; and 3.F research and describe the history of biology and contributions of 12 scientists. 4.A compare and contrast prokaryotic and eukaryotic cells; 17 4.B investigate and explain cellular processes, including 40 homeostasis, energy conversions, transport of molecules, and synthesis of new molecules; and 4.C compare the structures of viruses to cells, describe viral 22 reproduction, and describe the role of viruses in causing diseases such as human immunodeficiency virus (HIV) and influenza.

5.A describe the stages of the cell cycle, including deoxyribonucleic 22 acid (DNA) replication and mitosis, and the importance of the cell cycle to the growth of organisms; 5.B examine specialized cells, including roots, stems, and leaves of 23 plants; and animal cells such as blood, muscle, and epithelium; 5.C describe the roles of DNA, ribonucleic acid (RNA), and 6 environmental factors in cell differentiation; and 5.D recognize that disruptions of the cell cycle lead to diseases such 12 as cancer. 6.A identify components of DNA, and describe how information for 17 specifying the traits of an organism is carried in the DNA; 6.B recognize that components that make up the genetic code are 10 common to all organisms; 6.C explain the purpose and process of transcription and translation 29 using models of DNA and RNA; 6.D recognize that gene expression is a regulated process; 4 6.E identify and illustrate changes in DNA and evaluate the 26 significance of these changes; 6.F predict possible outcomes of various genetic combinations such 82 as monohybrid crosses, dihybrid crosses and non-Mendelian inheritance; 6.G recognize the significance of meiosis to sexual reproduction; and 26 6.H describe how techniques such as DNA fingerprinting, genetic 12 modifications, and chromosomal analysis are used to study the genomes of organisms. 7.A analyze and evaluate how evidence of common ancestry among 8 groups is provided by the fossil record, biogeography, and homologies, including anatomical, molecular, and developmental; 7.B analyze and evaluate scientific explanations concerning any data 5 of sudden appearance, stasis, and sequential nature of groups in the fossil record; 7.C analyze and evaluate how natural selection produces change in 13 populations, not individuals; 7.D analyze and evaluate how the elements of natural selection, 77 including inherited variation, the potential of a population to produce more offspring than can survive, and a finite supply of environmental resources, result in differential reproductive success; 7.E analyze and evaluate the relationship of natural selection to 19 adaptation and to the development of diversity in and among species; 7.F analyze and evaluate the effects of other evolutionary 23 mechanisms, including genetic drift, gene flow, mutation, and recombination; and 7.G analyze and evaluate scientific explanations concerning the 6 complexity of the cell. 8.A define taxonomy and recognize the importance of a 2 standardized taxonomic system to the scientific community; 8.B categorize organisms using a hierarchical classification system 30 based on similarities and differences shared among groups; and 8.C compare characteristics of taxonomic groups, including archaea, 13 bacteria, protists, fungi, plants, and animals. 9.A compare the structures and functions of different types of 30 biomolecules, including carbohydrates, lipids, proteins, and nucleic acids; 9.B compare the reactants and products of photosynthesis and 38 cellular respiration in terms of energy and matter; 9.C identify and investigate the role of enzymes; and 19 9.D analyze and evaluate the evidence regarding formation of simple 1 organic molecules and their organization into long complex molecules having information such as the DNA molecule for self- replicating life. 10.A describe the interactions that occur among systems that perform 30 the functions of regulation, nutrient absorption, reproduction, and defense from injury or illness in animals; 10.B describe the interactions that occur among systems that perform 4 the functions of transport, reproduction, and response in plants; and 10.C analyze the levels of organization in biological systems and relate 14 the levels to each other and to the whole system. 11.A describe the role of internal feedback mechanisms in the 44 maintenance of homeostasis; 11.B investigate and analyze how organisms, populations, and 19 communities respond to external factors; 11.C summarize the role of microorganisms in both maintaining and 19 disrupting the health of both organisms and ecosystems; and 11.D describe how events and processes that occur during ecological 18 succession can change populations and species diversity. 12.A interpret relationships, including predation, parasitism, 53 commensalism, mutualism, and competition among organisms; 12.B compare variations and adaptations of organisms in different 30 ecosystems; 12.C analyze the flow of matter and energy through trophic levels 38 using various models, including food chains, food webs, and ecological pyramids; 12.D recognize that long-term survival of species is dependent on 10 changing resource bases that are limited; 12.E describe the flow of matter through the carbon and nitrogen 40 cycles and explain the consequences of disrupting these cycles; and 12.F describe how environmental change can impact ecosystem 117 stability.

Biology Total 1,252

Grade/Course Standard Code Standard Text Total Chemistry 1.A demonstrate safe practices during laboratory and field 13 investigations, including the appropriate use of safety showers, eyewash fountains, safety goggles, and fire extinguishers; 1.B know specific hazards of chemical substances such as 3 flammability, corrosiveness, and radioactivity as summarized on the Material Safety Data Sheets (MSDS); and 1.C demonstrate an understanding of the use and conservation of 6 resources and the proper disposal or recycling of materials. 2.B know that scientific hypotheses are tentative and testable 3 statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories; 2.C know that scientific theories are based on natural and physical 2 phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but may be subject to change as new areas of science and new technologies are developed; 2.D distinguish between scientific hypotheses and scientific theories; 4

2.E plan and implement investigative procedures, including asking 6 questions, formulating testable hypotheses, and selecting equipment and technology, including graphing calculators, computers and probes, sufficient scientific glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, safety goggles, and burettes, electronic balances, and an adequate supply of consumable chemicals; 2.F collect data and make measurements with accuracy and 8 precision; 2.G express and manipulate chemical quantities using scientific 4 conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures; 2.H organize, analyze, evaluate, make inferences, and predict trends 17 from data; and 2.I communicate valid conclusions supported by the data through 2 methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports. 3.A in all fields of science, analyze, evaluate, and critique scientific 2 explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student; 3.C draw inferences based on data related to promotional materials 1 for products and services; 3.D evaluate the impact of research on scientific thought, society, 3 and the environment; 3.F research and describe the history of chemistry and contributions 2 of scientists. 4.A differentiate between physical and chemical changes and 22 properties; 4.B identify extensive and intensive properties; 10 4.C compare solids, liquids, and gases in terms of compressibility, 37 structure, shape, and volume; and 4.D classify matter as pure substances or mixtures through 11 investigation of their properties. 5.A explain the use of chemical and physical properties in the 10 historical development of the Periodic Table; 5.B use the Periodic Table to identify and explain the properties of 92 chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals; and 5.C use the Periodic Table to identify and explain periodic trends, 13 including atomic and ionic radii, electronegativity, and ionization energy. 6.A understand the experimental design and conclusions used in the 12 development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom; 6.B understand the electromagnetic spectrum and the mathematical 9 relationships between energy, frequency, and wavelength of light; 6.C calculate the wavelength, frequency, and energy of light using 9 Planck's constant and the speed of light; 6.D use isotopic composition to calculate average atomic mass of an 10 element; and 6.E express the arrangement of electrons in atoms through electron 13 configurations and Lewis valence electron dot structures.

7.A name ionic compounds containing main group or transition 14 metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules; 7.B write the chemical formulas of common polyatomic ions, ionic 15 compounds containing main group or transition metals, covalent compounds, acids, and bases; 7.C construct electron dot formulas to illustrate ionic and covalent 11 bonds; 7.D describe the nature of metallic bonding and apply the theory to 11 explain metallic properties such as thermal and electrical conductivity, malleability, and ductility; and 7.E predict molecular structure for molecules with linear, trigonal 10 planar, or tetrahedral electron pair geometries using Valence Shell Electron Pair Repulsion (VSEPR) theory. 8.A define and use the concept of a mole; 11 8.B use the mole concept to calculate the number of atoms, ions, or 11 molecules in a sample of material; 8.C calculate percent composition and empirical and molecular 10 formulas; 8.D use the law of conservation of mass to write and balance 27 chemical equations; and 8.E perform stoichiometric calculations, including determination of 9 mass relationships between reactants and products, calculation of limiting reagents, and percent yield. 9.A describe and calculate the relations between volume, pressure, 25 number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law; 9.B perform stoichiometric calculations, including determination of 10 mass and volume relationships between reactants and products for reactions involving gases; and 9.C describe the postulates of kinetic molecular theory. 13 10.A describe the unique role of water in chemical and biological 7 systems; 10.B develop and use general rules regarding solubility through 12 investigations with aqueous solutions; 10.C calculate the concentration of solutions in units of molarity; 10 10.D use molarity to calculate the dilutions of solutions; 9 10.E distinguish between types of solutions such as electrolytes and 9 nonelectrolytes and unsaturated, saturated, and supersaturated solutions; 10.F investigate factors that influence solubilities and rates of 11 dissolution such as temperature, agitation, and surface area; 10.G define acids and bases and distinguish between Arrhenius and 14 Bronsted-Lowry definitions and predict products in acid base reactions that form water; 10.H understand and differentiate among acid-base reactions, 14 precipitation reactions, and oxidation-reduction reactions; 10.I define pH and use the hydrogen or hydroxide ion concentrations 14 to calculate the pH of a solution; and 10.J distinguish between degrees of dissociation for strong and weak 11 acids and bases. 11.A understand energy and its forms, including kinetic, potential, 19 chemical, and thermal energies; 11.B understand the law of conservation of energy and the processes 12 of heat transfer; 11.C use thermochemical equations to calculate energy changes that 21 occur in chemical reactions and classify reactions as exothermic or endothermic; 11.D perform calculations involving heat, mass, temperature change, 10 and specific heat; and 11.E use calorimetry to calculate the heat of a chemical process. 10 12.A describe the characteristics of alpha, beta, and gamma radiation; 11

12.B describe radioactive decay process in terms of balanced nuclear 10 equations; and 12.C compare fission and fusion reactions. 9

Chemistry Total 714

Grade/Course Standard Code Standard Text Total Earth and Space Science 1.A demonstrate safe practices during laboratory and field 4 investigations; 2.B know that scientific hypotheses are tentative and testable 2 statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories; 2.C know that scientific theories are based on natural and physical 8 phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but may be subject to change as new areas of science and new technologies are developed; 2.D distinguish between scientific hypotheses and scientific theories; 2

2.E demonstrate the use of course equipment, techniques, and 2 procedures, including computers and web-based computer applications; 2.F use a wide variety of additional course apparatuses, equipment, 8 techniques, and procedures as appropriate such as satellite imagery and other remote sensing data, Geographic Information Systems (GIS), Global Positioning System (GPS), scientific probes, microscopes, telescopes, modern video and image libraries, weather stations, fossil and rock kits, bar magnets, coiled springs, wave simulators, tectonic plate models, and planetary globes; 2.G organize, analyze, evaluate, make inferences, and predict trends 11 from data; 2.H use mathematical procedures such as algebra, statistics, 11 scientific notation, and significant figures to analyze data using the International System (SI) units; and 2.I communicate valid conclusions supported by data using several 3 formats such as technical reports, lab reports, labeled drawings, graphic organizers, journals, presentations, and technical posters. 3.A in all fields of science, analyze, evaluate, and critique scientific 4 explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student; 3.B communicate and apply scientific information extracted from 1 various sources such as current events, news reports, published journal articles, and marketing materials; 3.D evaluate the impact of research on scientific thought, society, 14 and public policy; 3.F learn and understand the contributions of scientists to the 11 historical development of Earth and space sciences. 4.A evaluate the evidence concerning the Big Bang model such as 18 red shift and cosmic microwave background radiation and current theories of the evolution of the universe, including estimates for the age of the universe; 4.B explain how the Sun and other stars transform matter into 16 energy through nuclear fusion; and 4.C investigate the process by which a supernova can lead to the 26 formation of successive generation stars and planets. 5.A analyze how gravitational condensation of solar nebular gas and 4 dust can lead to the accretion of planetesimals and protoplanets;

5.B investigate thermal energy sources, including kinetic heat of 4 impact accretion, gravitational compression, and radioactive decay, which are thought to allow protoplanet differentiation into layers; 5.C contrast the characteristics of comets, asteroids, and meteoroids 9 and their positions in the solar system, including the orbital regions of the terrestrial planets, the asteroid belt, gas giants, Kuiper Belt, and Oort Cloud; 5.D explore the historical and current hypotheses for the origin of 6 the Moon, including the collision of Earth with a Mars-sized planetesimal; 5.E compare terrestrial planets to gas-giant planets in the solar 15 system, including structure, composition, size, density, orbit, surface features, tectonic activity, temperature, and suitability for life; and 5.F compare extra-solar planets with planets in our solar system and 4 describe how such planets are detected. 6.A analyze the changes of Earth's atmosphere that could have 11 occurred through time from the original hydrogen-helium atmosphere, the carbon dioxide-water vapor-methane atmosphere, and the current nitrogen-oxygen atmosphere; 6.B evaluate the role of volcanic outgassing and impact of water- 5 bearing comets in developing Earth's atmosphere and hydrosphere; 6.C investigate how the formation of atmospheric oxygen and the 11 ozone layer impacted the formation of the geosphere and biosphere; and 6.D evaluate the evidence that Earth's cooling led to tectonic 6 activity, resulting in continents and ocean basins. 7.A evaluate relative dating methods using original horizontality, 12 rock superposition, lateral continuity, cross-cutting relationships, unconformities, index fossils, and biozones based on fossil succession to determine chronological order; 7.B calculate the ages of igneous rocks from Earth and the Moon and 9 meteorites using radiometric dating methods; and 7.C understand how multiple dating methods are used to construct 8 the geologic time scale, which represents Earth's approximate 4.6-billion-year history. 8.A analyze and evaluate a variety of fossil types such as transitional 30 fossils, proposed transitional fossils, fossil lineages, and significant fossil deposits with regard to their appearance, completeness, and alignment with scientific explanations in light of this fossil data; 8.B explain how sedimentation, fossilization, and speciation affect 7 the degree of completeness of the fossil record; and 8.C evaluate the significance of the terminal Permian and 3 Cretaceous mass extinction events, including adaptive radiations of organisms after the events. 9.A evaluate heat transfer through Earth's subsystems by radiation, 19 convection, and conduction and include its role in plate tectonics, volcanism, ocean circulation, weather, and climate; 9.B examine the chemical, physical, and thermal structure of Earth's 8 crust, mantle, and core, including the lithosphere and asthenosphere; 9.C explain how scientists use geophysical methods such as seismic 9 wave analysis, gravity, and magnetism to interpret Earth's structure; and 9.D describe the formation and structure of Earth's magnetic field, 10 including its interaction with charged solar particles to form the Van Allen belts and auroras. 10.A investigate how new conceptual interpretations of data and 9 innovative geophysical technologies led to the current theory of plate tectonics; 10.B describe how heat and rock composition affect density within 10 Earth's interior and how density influences the development and motion of Earth's tectonic plates; 10.C explain how plate tectonics accounts for geologic processes and 59 features, including sea floor spreading, ocean ridges and rift valleys, subduction zones, earthquakes, volcanoes, mountain ranges, hot spots, and hydrothermal vents; 10.D calculate the motion history of tectonic plates using equations 3 relating rate, time, and distance to predict future motions, locations, and resulting geologic features; 10.E distinguish the location, type, and relative motion of convergent, 6 divergent, and transform plate boundaries using evidence from the distribution of earthquakes and volcanoes; and

10.F evaluate the role of plate tectonics with respect to long-term 6 global changes in Earth's subsystems such as continental buildup, glaciation, sea level fluctuations, mass extinctions, and climate change. 11.A compare the roles of erosion and deposition through the actions 32 of water, wind, ice, gravity, and igneous activity by lava in constantly reshaping Earth's surface; 11.B explain how plate tectonics accounts for geologic surface 12 processes and features, including folds, faults, sedimentary basin formation, mountain building, and continental accretion; 11.C analyze changes in continental plate configurations such as 2 Pangaea and their impact on the biosphere, atmosphere, and hydrosphere through time; 11.D interpret Earth surface features using a variety of methods such 3 as satellite imagery, aerial photography, and topographic and geologic maps using appropriate technologies; and 11.E evaluate the impact of changes in Earth's subsystems on humans 128 such as earthquakes, tsunamis, volcanic eruptions, hurricanes, flooding, and storm surges and the impact of humans on Earth's subsystems such as population growth, fossil fuel burning, and use of fresh water. 12.A evaluate how the use of energy, water, mineral, and rock 15 resources affects Earth's subsystems; 12.B describe the formation of fossil fuels, including petroleum and 17 coal; 12.C discriminate between renewable and nonrenewable resources 12 based upon rate of formation and use; 12.D analyze the economics of resources from discovery to disposal, 26 including technological advances, resource type, concentration and location, waste disposal and recycling, and environmental costs; and 12.E explore careers that involve the exploration, extraction, 1 production, use, and disposal of Earth's resources. 13.A quantify the components and fluxes within the hydrosphere 10 such as changes in polar ice caps and glaciers, salt water incursions, and groundwater levels in response to precipitation events or excessive pumping; 13.B analyze how global ocean circulation is the result of wind, tides, 8 the Coriolis effect, water density differences, and the shape of the ocean basins; 13.C analyze the empirical relationship between the emissions of 5 carbon dioxide, atmospheric carbon dioxide levels, and the average global temperature trends over the past 150 years; 13.D discuss mechanisms and causes such as selective absorbers, 13 major volcanic eruptions, solar luminance, giant meteorite impacts, and human activities that result in significant changes in Earth's climate; 13.E investigate the causes and history of eustatic sea-level changes 2 that result in transgressive and regressive sedimentary sequences; and 13.F discuss scientific hypotheses for the origin of life by abiotic 5 chemical processes in an aqueous environment through complex geochemical cycles given the complexity of living systems.

14.A analyze the uneven distribution of solar energy on Earth's 11 surface, including differences in atmospheric transparency, surface albedo, Earth's tilt, duration of insolation, and differences in atmospheric and surface absorption of energy; 14.B investigate how the atmosphere is heated from Earth's surface 20 due to absorption of solar energy, which is re-radiated as thermal energy and trapped by selective absorbers; and 14.C explain how thermal energy transfer between the ocean and 34 atmosphere drives surface currents, thermohaline currents, and evaporation that influence climate. 15.A describe how changing surface-ocean conditions, including El 6 Niño-Southern Oscillation, affect global weather and climate patterns; 15.B investigate evidence such as ice cores, glacial striations, and 7 fossils for climate variability and its use in developing computer models to explain present and predict future climates; 15.C quantify the dynamics of surface and groundwater movement 11 such as recharge, discharge, evapotranspiration, storage, residence time, and sustainability; 15.D explain the global carbon cycle, including how carbon exists in 8 different forms within the five subsystems and how these forms affect life; and 15.E analyze recent global ocean temperature data to predict the 7 consequences of changing ocean temperature on evaporation, sea level, algal growth, coral bleaching, hurricane intensity, and biodiversity. Earth and Space Science Total 819

Grade/Course Standard Code Standard Text Total Physics 1.A demonstrate safe practices during laboratory and field 2 investigations; and 1.B demonstrate an understanding of the use and conservation of 1 resources and the proper disposal or recycling of materials. 2.A know the definition of science and understand that it has 1 limitations, as specified in subsection (b)(2) of this section; 2.B know that scientific hypotheses are tentative and testable 2 statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories; 2.C know that scientific theories are based on natural and physical 1 phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but may be subject to change as new areas of science and new technologies are developed; 2.D distinguish between scientific hypotheses and scientific theories; 3

2.E design and implement investigative procedures, including 10 making observations, asking well-defined questions, formulating testable hypotheses, identifying variables, selecting appropriate equipment and technology, and evaluating numerical answers for reasonableness; 2.F demonstrate the use of course apparatus, equipment, 2 techniques, and procedures, including multimeters (current, voltage, resistance), triple beam balances, batteries, clamps, dynamics demonstration equipment, collision apparatus, data acquisition probes, discharge tubes with power supply (H, He, Ne, Ar), hand-held visual spectroscopes, hot plates, slotted and hooked lab masses, bar magnets, horseshoe magnets, plane mirrors, convex lenses, pendulum support, power supply, ring clamps, ring stands, stopwatches, trajectory apparatus, tuning forks, carbon paper, graph paper, magnetic compasses, polarized film, prisms, protractors, resistors, friction blocks, mini lamps (bulbs) and sockets, electrostatics kits, 90-degree rod clamps, metric rulers, spring scales, knife blade switches, Celsius thermometers, meter sticks, scientific calculators, graphing technology, computers, cathode ray tubes with horseshoe magnets, ballistic carts or equivalent, resonance tubes, spools of nylon thread or string, containers of iron filings, rolls of white craft paper, copper wire, Periodic Table, electromagnetic spectrum charts, slinky springs, wave motion ropes, and laser pointers; 2.G use a wide variety of additional course apparatus, equipment, 4 techniques, materials, and procedures as appropriate such as ripple tank with wave generator, wave motion rope, micrometer, caliper, radiation monitor, computer, ballistic pendulum, electroscope, inclined plane, optics bench, optics kit, pulley with table clamp, resonance tube, ring stand screen, four inch ring, stroboscope, graduated cylinders, and ticker timer; 2.H make measurements with accuracy and precision and record 10 data using scientific notation and International System (SI) units; 2.I identify and quantify causes and effects of uncertainties in 5 measured data; 2.J organize and evaluate data and make inferences from data, 8 including the use of tables, charts, and graphs; 2.K communicate valid conclusions supported by the data through 2 various methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology- based reports; and 2.L express and manipulate relationships among physical variables 7 quantitatively, including the use of graphs, charts, and equations.

3.A in all fields of science, analyze, evaluate, and critique scientific 1 explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student; 3.D explain the impacts of the scientific contributions of a variety of 1 historical and contemporary scientists on scientific thought and society; 3.F express and interpret relationships symbolically in accordance 8 with accepted theories to make predictions and solve problems mathematically, including problems requiring proportional reasoning and graphical vector addition. 4.A generate and interpret graphs and charts describing different 10 types of motion, including the use of real-time technology such as motion detectors or photogates; 4.B describe and analyze motion in one dimension using equations 47 with the concepts of distance, displacement, speed, average velocity, instantaneous velocity, and acceleration; 4.C analyze and describe accelerated motion in two dimensions 27 using equations, including projectile and circular examples; 4.D calculate the effect of forces on objects, including the law of 24 inertia, the relationship between force and acceleration, and the nature of force pairs between objects; 4.E develop and interpret free-body force diagrams; and 12 4.F identify and describe motion relative to different frames of 40 reference. 5.A research and describe the historical development of the 13 concepts of gravitational, electromagnetic, weak nuclear, and strong nuclear forces; 5.B describe and calculate how the magnitude of the gravitational 69 force between two objects depends on their masses and the distance between their centers; 5.C describe and calculate how the magnitude of the electrical force 14 between two objects depends on their charges and the distance between them; 5.D identify examples of electric and magnetic forces in everyday life; 14

5.E characterize materials as conductors or insulators based on their 15 electrical properties; 5.F design, construct, and calculate in terms of current through, 48 potential difference across, resistance of, and power used by electric circuit elements connected in both series and parallel combinations; 5.G investigate and describe the relationship between electric and 14 magnetic fields in applications such as generators, motors, and transformers; and 5.H describe evidence for and effects of the strong and weak nuclear 15 forces in nature. 6.A investigate and calculate quantities using the work-energy 14 theorem in various situations; 6.B investigate examples of kinetic and potential energy and their 39 transformations; 6.C calculate the mechanical energy of, power generated within, 34 impulse applied to, and momentum of a physical system; 6.D demonstrate and apply the laws of conservation of energy and 18 conservation of momentum in one dimension; 6.E describe how the macroscopic properties of a thermodynamic 15 system such as temperature, specific heat, and pressure are related to the molecular level of matter, including kinetic or potential energy of atoms; 6.F contrast and give examples of different processes of thermal 14 energy transfer, including conduction, convection, and radiation; and 6.G analyze and explain everyday examples that illustrate the laws of 22 thermodynamics, including the law of conservation of energy and the law of entropy. 7.A examine and describe oscillatory motion and wave propagation 25 in various types of media; 7.B investigate and analyze characteristics of waves, including 55 velocity, frequency, amplitude, and wavelength, and calculate using the relationship between wavespeed, frequency, and wavelength; 7.C compare characteristics and behaviors of transverse waves, 42 including electromagnetic waves and the electromagnetic spectrum, and characteristics and behaviors of longitudinal waves, including sound waves; 7.D investigate behaviors of waves, including reflection, refraction, 32 diffraction, interference, resonance, and the Doppler effect; 7.E describe and predict image formation as a consequence of 12 reflection from a plane mirror and refraction through a thin convex lens; and 7.F describe the role of wave characteristics and behaviors in 10 medical and industrial applications. 8.A describe the photoelectric effect and the dual nature of light; 20 8.B compare and explain the emission spectra produced by various 7 atoms; 8.C describe the significance of mass-energy equivalence and apply 15 it in explanations of phenomena such as nuclear stability, fission, and fusion; and 8.D give examples of applications of atomic and nuclear phenomena 12 such as radiation therapy, diagnostic imaging, and nuclear power and examples of applications of quantum phenomena such as digital cameras.

Physics Total 816

Science Total 9,198 Formative Assessment Item Bank Texas Social Studies Coverage Report

All counts are as of April 1, 2014. Due to the dynamic nature of the bank and ongoing work, totals may shift as additional work is completed.

Grade/Course Standard Code Standard Text Total Sixth Grade 8.C explain the impact of relative scarcity of resources on 1 international trade and economic interdependence among and within societies.

Sixth Grade Total 1

Grade/Course Standard Code Standard Text Total Eighth Grade 1.B apply absolute and relative chronology through the sequencing 1 of significant individuals, events, and time periods; and 1.C explain the significance of the following dates: 1607, founding of 1 Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact; 1776, adoption of the Declaration of Independence; 1787, writing of the U.S. Constitution; 1803, Louisiana Purchase; and 1861-1865, Civil War. 2.A identify reasons for European exploration and colonization of 12 North America; and 2.B compare political, economic, religious, and social reasons for the 21 establishment of the 13 English colonies. 3.A explain the reasons for the growth of representative 10 government and institutions during the colonial period; 3.B analyze the importance of the Mayflower Compact, the 8 Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government; and 4.A analyze causes of the American Revolution, including the 35 Proclamation of 1763, the Intolerable Acts, the Stamp Act, mercantilism, lack of representation in Parliament, and British economic policies following the French and Indian War; 4.B explain the roles played by significant individuals during the 12 American Revolution, including Abigail Adams, John Adams, Wentworth Cheswell, Samuel Adams, Mercy Otis Warren, James Armistead, Benjamin Franklin, Bernardo de Gálvez, Crispus Attucks, King George III, Haym Salomon, Patrick Henry, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington; 4.C explain the issues surrounding important events of the American 12 Revolution, including declaring independence; writing the Articles of Confederation; fighting the battles of Lexington, Concord, Saratoga, and Yorktown; enduring the winter at Valley Forge; and signing the Treaty of Paris of 1783; 4.D analyze the issues of the Constitutional Convention of 1787, 11 including the Great Compromise and the Three-Fifths Compromise; and 4.E analyze the arguments for and against ratification. 10 5.A describe major domestic problems faced by the leaders of the 10 new republic such as maintaining national security, building a military, creating a stable economic system, setting up the court system, and defining the authority of the central government; 5.B summarize arguments regarding protective tariffs, taxation, and 13 the banking system; 5.C explain the origin and development of American political parties; 5

5.D explain the causes, important events, and effects of the War of 5 1812; 5.E identify the foreign policies of presidents Washington through 6 Monroe and explain the impact of Washington's Farewell Address and the Monroe Doctrine; 5.F explain the impact of the election of Andrew Jackson, including 5 expanded suffrage; and 5.G analyze the reasons for the removal and resettlement of 10 Cherokee Indians during the Jacksonian era, including the Indian Removal Act, Worcester v. Georgia, and the Trail of Tears. 6.A explain how the Northwest Ordinance established principles and 7 procedures for orderly expansion of the United States; 6.B explain the political, economic, and social roots of Manifest 6 Destiny; 6.C analyze the relationship between the concept of Manifest 2 Destiny and the westward growth of the nation; 6.D explain the causes and effects of the U.S.-Mexican War and their 7 impact on the United States; and 6.E identify areas that were acquired to form the United States, 4 including the Louisiana Purchase. 7.A analyze the impact of tariff policies on sections of the United 6 States before the Civil War; 7.B compare the effects of political, economic, and social factors on 6 slaves and free blacks; 7.C analyze the impact of slavery on different sections of the United 7 States; and 7.D identify the provisions and compare the effects of congressional 7 conflicts and compromises prior to the Civil War, including the roles of John Quincy Adams, John C. Calhoun, Henry Clay, and Daniel Webster. 8.A explain the roles played by significant individuals during the Civil 7 War, including Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and Abraham Lincoln, and heroes such as congressional Medal of Honor recipients William Carney and Philip Bazaar; 8.B explain the causes of the Civil War, including sectionalism, 12 states' rights, and slavery, and significant events of the Civil War, including the firing on Fort Sumter; the battles of Antietam, Gettysburg, and Vicksburg; the announcement of the Emancipation Proclamation; Lee's surrender at Appomattox Court House; and the assassination of Abraham Lincoln; and 8.C analyze Abraham Lincoln's ideas about liberty, equality, union, 6 and government as contained in his first and second inaugural addresses and the Gettysburg Address and contrast them with the ideas contained in Jefferson Davis's inaugural address. 9.A evaluate legislative reform programs of the Radical 6 Reconstruction Congress and reconstructed state governments; 9.C explain the economic, political, and social problems during 14 Reconstruction and evaluate their impact on different groups; and 9.D identify the effects of legislative acts such as the Homestead Act, 8 the Dawes Act, and the Morrill Act. 10.A locate places and regions of importance in the United States 2 during the 17th, 18th, and 19th centuries; 10.B compare places and regions of the United States in terms of 5 physical and human characteristics; and 10.C analyze the effects of physical and human geographic factors on 3 major historical and contemporary events in the United States. 11.A analyze how physical characteristics of the environment 7 influenced population distribution, settlement patterns, and economic activities in the United States during the 17th, 18th, and 19th centuries; 12.A identify economic differences among different regions of the 3 United States; 12.B explain reasons for the development of the plantation system, 5 the transatlantic slave trade, and the spread of slavery; 12.C explain the reasons for the increase in factories and 1 urbanization; and 12.D analyze the causes and effects of economic differences among 10 different regions of the United States at selected times in U.S. history. 13.A analyze the War of 1812 as a cause of economic changes in the 4 nation; and 13.B identify the economic factors that brought about rapid 8 industrialization and urbanization. 14.A explain why a free enterprise system of economics developed in 4 the new nation, including minimal government intrusion, taxation, and property rights; and 14.B describe the characteristics and the benefits of the U.S. free 2 enterprise system during the 18th and 19th centuries. 15.A identify the influence of ideas from historic documents, including 7 the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Federalist Papers, and selected Anti-Federalist writings, on the U.S. system of government; 15.B summarize the strengths and weaknesses of the Articles of 11 Confederation; 15.C identify colonial grievances listed in the Declaration of 10 Independence and explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights; and 15.D analyze how the U.S. Constitution reflects the principles of 13 limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights. 16.A summarize the purposes for and process of amending the U.S. 7 Constitution; and 16.B describe the impact of 19th-century amendments, including the 7 13th, 14th, and 15th amendments, on life in the United States. 17.A analyze the arguments of the Federalists and Anti-Federalists, 5 including those of Alexander Hamilton, Patrick Henry, James Madison, and George Mason; and 17.B explain constitutional issues arising over the issue of states' 7 rights, including the Nullification Crisis and the Civil War. 18.A identify the origin of judicial review and analyze examples of 7 congressional and presidential responses; 18.B summarize the issues, decisions, and significance of landmark 11 Supreme Court cases, including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden; and 18.C evaluate the impact of selected landmark Supreme Court 5 decisions, including Dred Scott v. Sandford, on life in the United States. 19.A define and give examples of unalienable rights; 2 19.B summarize rights guaranteed in the Bill of Rights; 8 19.D identify examples of responsible citizenship, including obeying 1 rules and laws, staying informed on public issues, voting, and serving on juries; 19.E summarize the criteria and explain the process for becoming a 2 naturalized citizen of the United States; and 20.A explain the role of significant individuals such as Thomas Hooker, 3 Charles de Montesquieu, John Locke, William Blackstone, and William Penn in the development of self-government in colonial America; 20.C analyze reasons for and the impact of selected examples of civil 4 disobedience in U.S. history such as the Boston Tea Party and Henry David Thoreau's refusal to pay a tax. 21.B describe the importance of free speech and press in a 5 constitutional republic; and 22.A analyze the leadership qualities of elected and appointed leaders 1 of the United States such as George Washington, John Marshall, and Abraham Lincoln; and 22.B describe the contributions of significant political, social, and 8 military leaders of the United States such as Frederick Douglass, John Paul Jones, James Monroe, Stonewall Jackson, Susan B. Anthony, and Elizabeth Cady Stanton. 23.A identify selected racial, ethnic, and religious groups that settled 7 in the United States and explain their reasons for immigration; 23.B explain the relationship between urbanization and conflicts 8 resulting from differences in religion, social class, and political beliefs; 23.C identify ways conflicts between people from various racial, 3 ethnic, and religious groups were resolved; 23.D analyze the contributions of people of various racial, ethnic, and 2 religious groups to our national identity; and 23.E identify the political, social, and economic contributions of 12 women to American society. 24.A describe the historical development of the abolitionist 9 movement; and 24.B evaluate the impact of reform movements, including educational 12 reform, temperance, the women's rights movement, prison reform, abolition, the labor reform movement, and care of the disabled. 25.B describe religious motivation for immigration and influence on 8 social movements, including the impact of the first and second Great Awakenings; and 25.C analyze the impact of the First Amendment guarantees of 3 religious freedom on the American way of life. 26.A describe developments in art, music, and literature that are 2 unique to American culture such as the Hudson River School artists, John James Audubon, "Battle Hymn of the Republic," transcendentalism, and other cultural activities in the history of the United States; 26.B identify examples of American art, music, and literature that 7 reflect society in different eras; and 27.A explain the effects of technological and scientific innovations 11 such as the steamboat, the cotton gin, and interchangeable parts; 27.B analyze the impact of transportation and communication 9 systems on the growth, development, and urbanization of the United States; 27.C analyze how technological innovations changed the way goods 1 were manufactured and marketed, nationally and internationally; and 27.D explain how technological innovations brought about economic 6 growth such as how the factory system contributed to rapid industrialization and the Transcontinental Railroad led to the opening of the west. 28.B identify examples of how industrialization changed life in the 1 United States. 29.A differentiate between, locate, and use valid primary and 12 secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States; 29.B analyze information by sequencing, categorizing, identifying 9 cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; 29.D identify points of view from the historical context surrounding 2 an event and the frame of reference which influenced the participants;

Eighth Grade Total 594

Grade/Course Standard Code Standard Text Total United States History 1.A analyze and evaluate the text, intent, meaning, and importance 11 Studies Since 1877 of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, and identify the full text of the first three paragraphs of the Declaration of Independence; 1.B analyze and evaluate the application of these founding principles 3 to historical events in U.S. history; and 1.C explain the contributions of the Founding Fathers such as 3 Benjamin Rush, John Hancock, John Jay, John Witherspoon, John Peter Muhlenberg, Charles Carroll, and Jonathan Trumbull Sr.

2.A identify the major characteristics that define an historical era; 1 2.B identify the major eras in U.S. history from 1877 to the present 3 and describe their defining characteristics; 2.C apply absolute and relative chronology through the sequencing 1 of significant individuals, events, and time periods; and 2.D explain the significance of the following years as turning points: 4 1898 (Spanish-American War), 1914-1918 (World War I), 1929 (the Great Depression begins), 1939-1945 (World War II), 1957 (Sputnik launch ignites U.S.-Soviet space race), 1968-1969 (Martin Luther King Jr. assassination and U.S. lands on the moon), 1991 (Cold War ends), 2001 (terrorist attacks on World Trade Center and the Pentagon), and 2008 (election of first black president, Barack Obama). 3.A analyze political issues such as Indian policies, the growth of 7 political machines, civil service reform, and the beginnings of Populism; 3.B analyze economic issues such as industrialization, the growth of 20 railroads, the growth of labor unions, farm issues, the cattle industry boom, the rise of entrepreneurship, free enterprise, and the pros and cons of big business; 3.C analyze social issues affecting women, minorities, children, 14 immigrants, urbanization, the Social Gospel, and philanthropy of industrialists; and 3.D describe the optimism of the many immigrants who sought a 2 better life in America. 4.A explain why significant events, policies, and individuals such as 11 the Spanish-American War, U.S. expansionism, Henry Cabot Lodge, Alfred Thayer Mahan, Theodore Roosevelt, Sanford B. Dole, and missionaries moved the United States into the position of a world power; 4.B evaluate American expansionism, including acquisitions such as 9 Guam, Hawaii, the Philippines, and Puerto Rico; 4.C identify the causes of World War I and reasons for U.S. entry; 8 4.D understand the contributions of the American Expeditionary 2 Forces (AEF) led by General John J. Pershing; 4.E analyze the impact of significant technological innovations in 5 World War I such as machine guns, airplanes, tanks, poison gas, and trench warfare that resulted in the stalemate on the Western Front; 4.F analyze major issues such as isolationism and neutrality raised 12 by U.S. involvement in World War I, Woodrow Wilson's Fourteen Points, and the Treaty of Versailles; and 4.G analyze significant events such as the Battle of Argonne Forest. 5 5.A evaluate the impact of Progressive Era reforms, including 14 initiative, referendum, recall, and the passage of the 16th, 17th, 18th, and 19th amendments; 5.B evaluate the impact of muckrakers and reform leaders such as 8 Upton Sinclair, Susan B. Anthony, Ida B. Wells, and W. E. B. DuBois on American society; and 5.C evaluate the impact of third parties, including the Populist and 5 Progressive parties. 6.A analyze causes and effects of events and social issues such as 16 immigration, Social Darwinism, eugenics, race relations, nativism, the Red Scare, Prohibition, and the changing role of women; and 6.B analyze the impact of significant individuals such as Clarence 6 Darrow, William Jennings Bryan, Henry Ford, Glenn Curtiss, Marcus Garvey, and Charles A. Lindbergh. 7.A identify reasons for U.S. involvement in World War II, including 8 Italian, German, and Japanese dictatorships and their aggression, especially the attack on Pearl Harbor; 7.B evaluate the domestic and international leadership of Franklin D. 15 Roosevelt and Harry Truman during World War II, including the U.S. relationship with its allies and domestic industry's rapid mobilization for the war effort; 7.C analyze the function of the U.S. Office of War Information; 2 7.D analyze major issues of World War II, including the Holocaust; 12 the internment of German, Italian, and Japanese Americans and Executive Order 9066; and the development of conventional and atomic weapons; 7.E analyze major military events of World War II, including the 10 Battle of Midway, the U.S. military advancement through the Pacific Islands, the Bataan Death March, the invasion of Normandy, fighting the war on multiple fronts, and the liberation of concentration camps; 7.F evaluate the military contributions of leaders during World War 4 II, including Omar Bradley, Dwight Eisenhower, Douglas MacArthur, Chester A. Nimitz, George Marshall, and George Patton; and 7.G explain the home front and how American patriotism inspired 10 exceptional actions by citizens and military personnel, including high levels of military enlistment; volunteerism; the purchase of war bonds; Victory Gardens; the bravery and contributions of the Tuskegee Airmen, the Flying Tigers, and the Navajo Code Talkers; and opportunities and obstacles for women and ethnic minorities. 8.A describe U.S. responses to Soviet aggression after World War II, 36 including the Truman Doctrine, the Marshall Plan, the North Atlantic Treaty Organization, the Berlin airlift, and John F. Kennedy's role in the Cuban Missile Crisis; 8.B describe how Cold War tensions were intensified by the arms 13 race, the space race, McCarthyism, and the House Un-American Activities Committee (HUAC), the findings of which were confirmed by the Venona Papers; 8.C explain reasons and outcomes for U.S. involvement in the 7 Korean War and its relationship to the containment policy; 8.D explain reasons and outcomes for U.S. involvement in foreign 11 countries and their relationship to the Domino Theory, including the Vietnam War; 8.E analyze the major issues and events of the Vietnam War such as 10 the Tet Offensive, the escalation of forces, Vietnamization, and the fall of Saigon; and 8.F describe the responses to the Vietnam War such as the draft, the 7 26th Amendment, the role of the media, the credibility gap, the silent majority, and the anti-war movement. 9.A trace the historical development of the civil rights movement in 5 the 19th, 20th, and 21st centuries, including the 13th, 14th, 15th, and 19th amendments; 9.B describe the roles of political organizations that promoted civil 5 rights, including ones from African American, Chicano, American Indian, women's, and other civil rights movements; 9.C identify the roles of significant leaders who supported various 9 rights movements, including Martin Luther King Jr., Cesar Chavez, Rosa Parks, Hector P. Garcia, and Betty Friedan; 9.D compare and contrast the approach taken by some civil rights 7 groups such as the Black Panthers with the nonviolent approach of Martin Luther King Jr.; 9.E discuss the impact of the writings of Martin Luther King Jr. such 6 as his "I Have a Dream" speech and "Letter from Birmingham Jail" on the civil rights movement; 9.F describe presidential actions and congressional votes to address 10 minority rights in the United States, including desegregation of the armed forces, the Civil Rights acts of 1957 and 1964, and the Voting Rights Act of 1965; 9.G describe the role of individuals such as governors George 5 Wallace, Orval Faubus, and Lester Maddox and groups, including the Congressional bloc of southern Democrats, that sought to maintain the status quo; 9.H evaluate changes and events in the United States that have 8 resulted from the civil rights movement, including increased participation of minorities in the political process; and 9.I describe how litigation such as the landmark cases of Brown v. 4 Board of Education, Mendez v. Westminster, Hernandez v. Texas, Delgado v. Bastrop I.S.D., Edgewood I.S.D. v. Kirby, and Sweatt v. Painter played a role in protecting the rights of the minority during the civil rights movement. 10.A describe Richard M. Nixon's leadership in the normalization of 4 relations with China and the policy of détente; 10.B describe Ronald Reagan's leadership in domestic and 6 international policies, including Reaganomics and Peace Through Strength; 10.C compare the impact of energy on the American way of life over 4 time; 10.D describe U.S. involvement in the Middle East such as support for 4 Israel, the Camp David Accords, the Iran-Contra Affair, Marines in Lebanon, and the Iran Hostage Crisis; 10.E describe the causes and key organizations and individuals of the 3 conservative resurgence of the 1980s and 1990s, including Phyllis Schlafly, the Contract with America, the Heritage Foundation, the Moral Majority, and the National Rifle Association; and 10.F describe significant societal issues of this time period. 1 11.A describe U.S. involvement in world affairs, including the end of 4 the Cold War, the Persian Gulf War, the Balkans Crisis, 9/11, and the global War on Terror; 11.B identify significant social and political advocacy organizations, 3 leaders, and issues across the political spectrum; 11.C evaluate efforts by global organizations to undermine U.S. 1 sovereignty through the use of treaties; 11.D analyze the impact of third parties on presidential elections; 2 11.E discuss the historical significance of the 2008 presidential 2 election; and 11.F discuss the solvency of long-term entitlement programs such as 2 Social Security and Medicare. 12.A analyze the impact of physical and human geographic factors on 10 the settlement of the Great Plains, the Klondike Gold Rush, the Panama Canal, the Dust Bowl, and the levee failure in New Orleans after Hurricane Katrina; and 12.B identify and explain reasons for changes in political boundaries 3 such as those resulting from statehood and international conflicts. 13.A analyze the causes and effects of changing demographic 13 patterns resulting from migration within the United States, including western expansion, rural to urban, the Great Migration, and the Rust Belt to the Sun Belt; and 13.B analyze the causes and effects of changing demographic 4 patterns resulting from legal and illegal immigration to the United States. 14.A identify the effects of population growth and distribution on the 5 physical environment; 14.B identify the roles of governmental entities and private citizens in 10 managing the environment such as the establishment of the National Park System, the Environmental Protection Agency (EPA), and the Endangered Species Act; and 14.C understand the effects of governmental actions on individuals, 4 industries, and communities, including the impact on Fifth Amendment property rights. 15.A describe how the economic impact of the Transcontinental 5 Railroad and the Homestead Act contributed to the close of the frontier in the late 19th century; 15.B describe the changing relationship between the federal 8 government and private business, including the costs and benefits of laissez-faire, anti-trust acts, the Interstate Commerce Act, and the Pure Food and Drug Act; 15.C explain how foreign policies affected economic issues such as 8 the Chinese Exclusion Act of 1882, the Open Door Policy, Dollar Diplomacy, and immigration quotas; 15.D describe the economic effects of international military conflicts, 6 including the Spanish-American War and World War I, on the United States; and 15.E describe the emergence of monetary policy in the United States, 8 including the Federal Reserve Act of 1913 and the shifting trend from a gold standard to fiat money. 16.A analyze causes of economic growth and prosperity in the 1920s, 11 including Warren Harding's Return to Normalcy, reduced taxes, and increased production efficiencies; 16.B identify the causes of the Great Depression, including the impact 9 of tariffs on world trade, stock market speculation, bank failures, and the monetary policy of the Federal Reserve System; 16.C analyze the effects of the Great Depression on the U.S. economy 6 and society such as widespread unemployment and deportation and repatriation of people of European and Mexican heritage and others; 16.D compare the New Deal policies and its opponents' approaches to 12 resolving the economic effects of the Great Depression; and 16.E describe how various New Deal agencies and programs, 7 including the Federal Deposit Insurance Corporation, the Securities and Exchange Commission, and the Social Security Administration, continue to affect the lives of U.S. citizens. 17.A describe the economic effects of World War II on the home front 9 such as the end of the Great Depression, rationing, and increased opportunity for women and minority employment; 17.B identify the causes of prosperity in the 1950s, including the Baby 7 Boom and the impact of the GI Bill (Servicemen's Readjustment Act of 1944), and the effects of prosperity in the 1950s such as increased consumption and the growth of agriculture and business; 17.C describe the economic impact of defense spending on the 6 business cycle and education priorities from 1945 to the 1990s; 17.D identify actions of government and the private sector such as the 5 Great Society, affirmative action, and Title IX to create economic opportunities for citizens and analyze the unintended consequences of each; and 17.E describe the dynamic relationship between U.S. international 9 trade policies and the U.S. free enterprise system such as the Organization of Petroleum Exporting Countries (OPEC) oil embargo, the General Agreement of Tariffs and Trade (GATT), and the North American Free Trade Agreement (NAFTA). 18.A discuss the role of American entrepreneurs such as Bill Gates, 4 Sam Walton, Estée Lauder, Robert Johnson, Lionel Sosa, and millions of small business entrepreneurs who achieved the American dream; and 18.B identify the impact of international events, multinational 6 corporations, government policies, and individuals on the 21st century economy. 19.A evaluate the impact of New Deal legislation on the historical 8 roles of state and federal government; 19.B explain constitutional issues raised by federal government policy 7 changes during times of significant events, including World War I, the Great Depression, World War II, the 1960s, and 9/11;

19.C describe the effects of political scandals, including Teapot Dome, 6 Watergate, and Bill Clinton's impeachment, on the views of U.S. citizens concerning trust in the federal government and its leaders; 19.D discuss the role of contemporary government legislation in the 3 private and public sectors such as the Community Reinvestment Act of 1977, USA PATRIOT Act of 2001, and the American Recovery and Reinvestment Act of 2009; and 19.E evaluate the pros and cons of U.S. participation in international 4 organizations and treaties. 20.A describe the impact of events such as the Gulf of Tonkin 6 Resolution and the War Powers Act on the relationship between the legislative and executive branches of government; and

20.B evaluate the impact of relationships among the legislative, 3 executive, and judicial branches of government, including Franklin D. Roosevelt's attempt to increase the number of U.S. Supreme Court justices and the presidential election of 2000. 21.A analyze the effects of landmark U.S. Supreme Court decisions, 9 including Brown v. Board of Education, and other U.S. Supreme Court decisions such as Plessy v. Ferguson, Hernandez v. Texas, Tinker v. Des Moines, Wisconsin v. Yoder, and White v. Regester;

21.B discuss historical reasons why the constitution has been 6 amended; and 21.C evaluate constitutional change in terms of strict construction 6 versus judicial interpretation. 22.A discuss Alexis de Tocqueville's five values crucial to America's 3 success as a constitutional republic: liberty, egalitarianism, individualism, populism, and laissez-faire; 22.B describe how the American values identified by Alexis de 2 Tocqueville are different and unique from those of other nations; and 22.C describe U.S. citizens as people from numerous places 2 throughout the world who hold a common bond in standing for certain self-evident truths. 23.A identify and analyze methods of expanding the right to 12 participate in the democratic process, including lobbying, non- violent protesting, litigation, and amendments to the U.S. Constitution; 23.B evaluate various means of achieving equality of political rights, 7 including the 19th, 24th, and 26th amendments and congressional acts such as the American Indian Citizenship Act of 1924; and 23.C explain how participation in the democratic process reflects our 3 national ethos, patriotism, and civic responsibility as well as our progress to build a "more perfect union." 24.A describe qualities of effective leadership; and 2 24.B evaluate the contributions of significant political and social 4 leaders in the United States such as Andrew Carnegie, Thurgood Marshall, Billy Graham, Barry Goldwater, Sandra Day O'Connor, and Hillary Clinton. 25.A describe how the characteristics and issues in U.S. history have 6 been reflected in various genres of art, music, film, and literature; 25.B describe both the positive and negative impacts of significant 12 examples of cultural movements in art, music, and literature such as Tin Pan Alley, the Harlem Renaissance, the Beat Generation, rock and roll, the Chicano Mural Movement, and country and western music on American society; 25.C identify the impact of popular American culture on the rest of 2 the world over time; and 25.D analyze the global diffusion of American culture through the 2 entertainment industry via various media. 26.A explain actions taken by people to expand economic 5 opportunities and political rights, including those for racial, ethnic, and religious minorities as well as women, in American society; 26.B discuss the Americanization movement to assimilate immigrants 4 and American Indians into American culture; 26.C explain how the contributions of people of various racial, ethnic, 4 gender, and religious groups shape American culture; 26.D identify the political, social, and economic contributions of 4 women such as Frances Willard, Jane Addams, Eleanor Roosevelt, Dolores Huerta, Sonia Sotomayor, and Oprah Winfrey to American society; 26.E discuss the meaning and historical significance of the mottos "E 1 Pluribus Unum" and "In God We Trust"; and 27.A explain the effects of scientific discoveries and technological 6 innovations such as electric power, telephone and satellite communications, petroleum-based products, steel production, and computers on the economic development of the United States; 27.B explain how specific needs result in scientific discoveries and 7 technological innovations in agriculture, the military, and medicine, including vaccines; and 27.C understand the impact of technological and management 5 innovations and their applications in the workplace and the resulting productivity enhancements for business and labor such as assembly line manufacturing, time-study analysis, robotics, computer management, and just-in-time inventory management.

28.A analyze how scientific discoveries, technological innovations, 8 and the application of these by the free enterprise system, including those in transportation and communication, improve the standard of living in the United States; 28.B explain how space technology and exploration improve the 4 quality of life; and 28.C understand how the free enterprise system drives technological 5 innovation and its application in the marketplace such as cell phones, inexpensive personal computers, and global positioning products. 29.A use a variety of both primary and secondary valid sources to 1 acquire information and to analyze and answer historical questions; 29.B analyze information by sequencing, categorizing, identifying 1 cause-and-effect relationships, comparing and contrasting, finding the main idea, summarizing, making generalizations, making predictions, drawing inferences, and drawing conclusions;

United States History Studies Since 1877 Total 755

Grade/Course Standard Code Standard Text Total World History Studies 1.A identify major causes and describe the major effects of the 5 following events from 8000 BC to 500 BC: the development of agriculture and the development of the river valley civilizations; 1.B identify major causes and describe the major effects of the 7 following events from 500 BC to AD 600: the development of the classical civilizations of Greece, Rome, Persia, India (Maurya and Gupta), China (Zhou, Qin, and Han), and the development of major world religions; 1.C identify major causes and describe the major effects of the 6 following important turning points in world history from 600 to 1450: the spread of Christianity, the decline of Rome and the formation of medieval Europe; the development of Islamic caliphates and their impact on Asia, Africa, and Europe; the Mongol invasions and their impact on Europe, China, India, and Southwest Asia; 1.D identify major causes and describe the major effects of the 7 following important turning points in world history from 1450 to 1750: the rise of the Ottoman Empire, the influence of the Ming dynasty on world trade, European exploration and the Columbian Exchange, European expansion, and the Renaissance and the Reformation; 1.E identify major causes and describe the major effects of the 3 following important turning points in world history from 1750 to 1914: the Scientific Revolution, the Industrial Revolution and its impact on the development of modern economic systems, European imperialism, and the Enlightenment's impact on political revolutions; and 1.F identify major causes and describe the major effects of the 2 following important turning points in world history from 1914 to the present: the world wars and their impact on political, economic, and social systems; communist revolutions and their impact on the Cold War; independence movements; and globalization. 2.A summarize the impact of the development of farming (Neolithic 7 Revolution) on the creation of river valley civilizations; 2.B identify the characteristics of civilization; and 2 2.C explain how major river valley civilizations influenced the 3 development of the classical civilizations. 3.A describe the major political, religious/philosophical, and cultural 3 influences of Persia, India, China, Israel, Greece, and Rome, including the development of monotheism, Judaism, and Christianity; 3.B explain the impact of the fall of Rome on Western Europe; and 7 3.C compare the factors that led to the collapse of Rome and Han 3 China. 4.A explain the development of Christianity as a unifying social and 3 political factor in medieval Europe and the Byzantine Empire; 4.B explain the characteristics of Roman Catholicism and Eastern 3 Orthodoxy; 4.C describe the major characteristics of and the factors contributing 7 to the development of the political/social system of feudalism and the economic system of manorialism; 4.D explain the political, economic, and social impact of Islam on 4 Europe, Asia, and Africa; 4.E describe the interactions among Muslim, Christian, and Jewish 4 societies in Europe, Asia, and North Africa; 4.F describe the interactions between Muslim and Hindu societies in 2 South Asia; 4.G explain how the Crusades, the Black Death, the Hundred Years' 6 War, and the Great Schism contributed to the end of medieval Europe; 4.H summarize the major political, economic, and cultural 3 developments in Tang and Song China and their impact on Eastern Asia; 4.I explain the development of the slave trade; 3 4.J analyze how the Silk Road and the African gold-salt trade 6 facilitated the spread of ideas and trade; and 4.K summarize the changes resulting from the Mongol invasions of 4 Russia, China, and the Islamic world. 5.A explain the political, intellectual, artistic, economic, and religious 6 impact of the Renaissance; and 5.B explain the political, intellectual, artistic, economic, and religious 6 impact of the Reformation. 6.A compare the major political, economic, social, and cultural 9 developments of the Maya, Inca, and Aztec civilizations and explain how prior civilizations influenced their development; and

6.B explain how the Inca and Aztec empires were impacted by 7 European exploration/colonization. 7.A analyze the causes of European expansion from 1450 to 1750; 5 7.B explain the impact of the Columbian Exchange on the Americas 6 and Europe; 7.C explain the impact of the Atlantic slave trade on West Africa and 4 the Americas; 7.D explain the impact of the Ottoman Empire on Eastern Europe 3 and global trade; 7.E explain Ming China's impact on global trade; and 4 7.F explain new economic factors and principles that contributed to 7 the success of Europe's Commercial Revolution. 8.A explain how 17th and 18th century European scientific 9 advancements led to the Industrial Revolution; 8.B explain how the Industrial Revolution led to political, economic, 17 and social changes in Europe; 8.C identify the major political, economic, and social motivations 9 that influenced European imperialism; 8.D explain the major characteristics and impact of European 9 imperialism; and 8.E explain the effects of free enterprise in the Industrial Revolution. 4

9.A compare the causes, characteristics, and consequences of the 13 American and French revolutions, emphasizing the role of the Enlightenment, the Glorious Revolution, and religion; 9.B explain the impact of Napoleon Bonaparte and the Napoleonic 8 Wars on Europe and Latin America; 9.C trace the influence of the American and French revolutions on 6 Latin America, including the role of Simón Bolivar; and 9.D identify the influence of ideas such as separation of powers, 3 checks and balances, liberty, equality, democracy, popular sovereignty, human rights, constitutionalism, and nationalism on political revolutions. 10.A identify the importance of imperialism, nationalism, militarism, 12 and the alliance system in causing World War I; 10.B identify major characteristics of World War I, including total war, 12 trench warfare, modern military technology, and high casualty rates; 10.C explain the political impact of Woodrow Wilson's Fourteen 14 Points and the political and economic impact of the Treaty of Versailles, including changes in boundaries and the mandate system; and 10.D identify the causes of the February (March) and October 19 revolutions of 1917 in Russia, their effects on the outcome of World War I, and the Bolshevik establishment of the Union of Soviet Socialist Republics. 11.A summarize the international, political, and economic causes of 5 the global depression; and 11.B explain the responses of governments in the United States, 5 Germany, and the Soviet Union to the global depression. 12.A describe the emergence and characteristics of totalitarianism; 10 12.B explain the roles of various world leaders, including Benito 23 Mussolini, Adolf Hitler, Hideki Tojo, Joseph Stalin, Franklin D. Roosevelt, and Winston Churchill, prior to and during World War II; and 12.C explain the major causes and events of World War II, including 34 the German invasions of Poland and the Soviet Union, the Holocaust, Japanese imperialism, the attack on Pearl Harbor, the Normandy landings, and the dropping of the atomic bombs. 13.A summarize how the outcome of World War II contributed to the 8 development of the Cold War; 13.B summarize the factors that contributed to communism in China, 7 including Mao Zedong's role in its rise, and how it differed from Soviet communism; 13.C identify the following major events of the Cold War, including 19 the Korean War, the Vietnam War, and the arms race; 13.D explain the roles of modern world leaders, including Ronald 12 Reagan, Mikhail Gorbachev, Lech Walesa, and Pope John Paul II, in the collapse of communism in Eastern Europe and the Soviet Union; 13.E summarize the rise of independence movements in Africa, the 6 Middle East, and South Asia and reasons for ongoing conflicts; and 13.F explain how Arab rejection of the State of Israel has led to 5 ongoing conflict. 14.A summarize the development and impact of radical Islamic 4 fundamentalism on events in the second half of the 20th century, including Palestinian terrorism and the growth of al Qaeda; and 14.B explain the U.S. response to terrorism from September 11, 2001, 2 to the present. 15.A create and interpret thematic maps, graphs, and charts to 2 demonstrate the relationship between geography and the historical development of a region or nation; and 15.B analyze and compare geographic distributions and patterns in 2 world history shown on maps, graphs, charts, and models. 16.A locate places and regions of historical significance directly 6 related to major eras and turning points in world history; 16.B analyze the influence of human and physical geographic factors 6 on major events in world history, including the development of river valley civilizations, trade in the Indian Ocean, and the opening of the Panama and Suez canals; and 16.C interpret maps, charts, and graphs to explain how geography has 2 influenced people and events in the past. 17.A identify important changes in human life caused by the Neolithic 11 Revolution and the Industrial Revolution; 17.B summarize the role of economics in driving political changes as 5 related to the Neolithic Revolution and the Industrial Revolution; and 17.C summarize the economic and social impact of 20th century 4 globalization. 18.B identify the historical origins and characteristics of communism, 6 including the influences of Karl Marx; 18.C identify the historical origins and characteristics of socialism; 2 18.D identify the historical origins and characteristics of fascism; 4 18.E explain why communist command economies collapsed in 6 competition with free market economies at the end of the 20th century; and 18.F formulate generalizations on how economic freedom improved 4 the human condition, based on students' knowledge of the benefits of free enterprise in Europe's Commercial Revolution, the Industrial Revolution, and 20th-century free market economies, compared to communist command communities. 19.A identify the characteristics of monarchies and theocracies as 3 forms of government in early civilizations; and 19.B identify the characteristics of the following political systems: 9 theocracy, absolute monarchy, democracy, republic, oligarchy, limited monarchy, and totalitarianism. 20.A explain the development of democratic-republican government 4 from its beginnings in the Judeo-Christian legal tradition and classical Greece and Rome through the English Civil War and the Enlightenment; 20.B identify the impact of political and legal ideas contained in the 11 following documents: Hammurabi's Code, the Jewish Ten Commandments, Justinian's Code of Laws, Magna Carta, the English Bill of Rights, the Declaration of Independence, the U.S. Constitution, and the Declaration of the Rights of Man and of the Citizen; 20.C explain the political philosophies of individuals such as John 6 Locke, Thomas Hobbes, Voltaire, Charles de Montesquieu, Jean Jacques Rousseau, Thomas Aquinas, John Calvin, Thomas Jefferson, and William Blackstone; and 20.D explain the significance of the League of Nations and the United 6 Nations. 21.A describe how people have participated in supporting or changing 6 their governments; 21.B describe the rights and responsibilities of citizens and 5 noncitizens in civic participation throughout history; and 21.C identify examples of key persons who were successful in shifting 2 political thought, including William Wilberforce. 22.A summarize the development of the rule of law from ancient to 4 modern times; 22.B identify the influence of ideas regarding the right to a "trial by a 3 jury of your peers" and the concepts of "innocent until proven guilty" and "equality before the law" that originated from the Judeo-Christian legal tradition and in Greece and Rome; 22.C identify examples of politically motivated mass murders in 3 Cambodia, China, Latin America, the Soviet Union, and Armenia; 22.D identify examples of genocide, including the Holocaust and 3 genocide in the Balkans, Rwanda, and Darfur; 22.E identify examples of individuals who led resistance to political 6 oppression such as Nelson Mandela, Mohandas Gandhi, Oscar Romero, Natan Sharansky, Las Madres de la Plaza de Mayo, and Chinese student protestors in Tiananmen Square; and 22.F assess the degree to which American ideals have advanced 4 human rights and democratic ideas throughout the world. 23.A describe the historical origins, central ideas, and spread of major 8 religious and philosophical traditions, including Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhism, and the development of monotheism; and 23.B identify examples of religious influence on various events 2 referenced in the major eras of world history. 24.A describe the changing roles of women, children, and families 2 during major eras of world history; and 24.B describe the major influences of women such as Elizabeth I, 4 Queen Victoria, Mother Teresa, Indira Gandhi, Margaret Thatcher, and Golda Meir during major eras of world history. 25.A summarize the fundamental ideas and institutions of Eastern 3 civilizations that originated in China and India; 25.B summarize the fundamental ideas and institutions of Western 3 civilizations that originated in Greece and Rome; 25.C explain the relationship among Christianity, individualism, and 3 growing secularism that began with the Renaissance and how the relationship influenced subsequent political developments; and 25.D explain how Islam influences law and government in the Muslim 2 world. 26.A identify significant examples of art and architecture that 2 demonstrate an artistic ideal or visual principle from selected cultures; 26.B analyze examples of how art, architecture, literature, music, and 9 drama reflect the history of the cultures in which they are produced; and 26.C identify examples of art, music, and literature that transcend the 1 cultures in which they were created and convey universal themes. 27.A identify the origin and diffusion of major ideas in mathematics, 4 science, and technology that occurred in river valley civilizations, classical Greece and Rome, classical India, and the Islamic caliphates between 700 and 1200 and in China from the Tang to Ming dynasties; 27.B summarize the major ideas in astronomy, mathematics, and 3 architectural engineering that developed in the Maya, Inca, and Aztec civilizations; 27.C explain the impact of the printing press on the Renaissance and 5 the Reformation in Europe; 27.D describe the origins of the Scientific Revolution in 16th century 3 Europe and explain its impact on scientific thinking worldwide; and 27.E identify the contributions of significant scientists such as 4 Archimedes, Copernicus, Eratosthenes, Galileo, Pythagoras, Isaac Newton, and Robert Boyle. 28.A explain the role of textile manufacturing and steam technology 5 in initiating the Industrial Revolution and the role of the factory system and transportation technology in advancing the Industrial Revolution; 28.B explain the roles of military technology, transportation 5 technology, communication technology, and medical advancements in initiating and advancing 19th century imperialism; 28.C explain the effects of major new military technologies on World 3 War I, World War II, and the Cold War; 28.D explain the role of telecommunication technology, computer 6 technology, transportation technology, and medical advancements in developing the modern global economy and society; and 28.E identify the contributions of significant scientists and inventors 3 such as Marie Curie, Thomas Edison, Albert Einstein, Louis Pasteur, and James Watt. 29.A identify methods used by archaeologists, anthropologists, 1 historians, and geographers to analyze evidence; 29.F analyze information by sequencing, categorizing, identifying 1 cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time;

World History Studies Total 649

Grade/Course Standard Code Standard Text Total World Geography Studies 1.A analyze the effects of physical and human geographic patterns 4 and processes on the past and describe their impact on the present, including significant physical features and environmental conditions that influenced migration patterns and shaped the distribution of culture groups today; and 1.B trace the spatial diffusion of phenomena such as the Columbian 6 Exchange or the diffusion of American popular culture and describe the effects on regions of contact. 2.A describe the human and physical characteristics of the same 4 regions at different periods of time to evaluate relationships between past events and current conditions; and 2.B explain how changes in societies have led to diverse uses of 2 physical features. 3.A explain weather conditions and climate in relation to annual 9 changes in Earth-Sun relationships; 3.B describe the physical processes that affect the environments of 10 regions, including weather, tectonic forces, erosion, and soil- building processes; and 3.C examine the physical processes that affect the lithosphere, 9 atmosphere, hydrosphere, and biosphere. 4.A explain how elevation, latitude, wind systems, ocean currents, 8 position on a continent, and mountain barriers influence temperature, precipitation, and distribution of climate regions; 4.B describe different landforms and the physical processes that 3 cause their development; and 4.C explain the influence of climate on the distribution of biomes in 4 different regions. 5.A analyze how the character of a place is related to its political, 6 economic, social, and cultural elements; and 5.B interpret political, economic, social, and demographic indicators 8 (gross domestic product per capita, life expectancy, literacy, and infant mortality) to determine the level of development and standard of living in nations using the terms Human Development Index, less developed, newly industrialized, and more developed. 6.A locate and describe human and physical features that influence 4 the size and distribution of settlements; and 6.B explain the processes that have caused changes in settlement 8 patterns, including urbanization, transportation, access to and availability of resources, and economic activities. 7.A construct and analyze population pyramids and use other data, 10 graphics, and maps to describe the population characteristics of different societies and to predict future population trends; 7.B explain how political, economic, social, and environmental push 7 and pull factors and physical geography affect the routes and flows of human migration; 7.C describe trends in world population growth and distribution; and 8

7.D examine benefits and challenges of globalization, including 8 connectivity, standard of living, pandemics, and loss of local culture. 8.A compare ways that humans depend on, adapt to, and modify the 5 physical environment, including the influences of culture and technology; 8.B describe the interaction between humans and the physical 8 environment and analyze the consequences of extreme weather and other natural disasters such as El Niño, floods, tsunamis, and volcanoes; and 8.C evaluate the economic and political relationships between 9 settlements and the environment, including sustainable development and renewable/non-renewable resources. 9.A identify physical and/or human factors such as climate, 6 vegetation, language, trade networks, political units, river systems, and religion that constitute a region; and 9.B describe different types of regions, including formal, functional, 5 and perceptual regions. 10.A describe the forces that determine the distribution of goods and 3 services in free enterprise, socialist, and communist economic systems; 10.B classify where specific countries fall along the economic 6 spectrum between free enterprise and communism; 10.C compare the ways people satisfy their basic needs through the 6 production of goods and services such as subsistence agriculture versus commercial agriculture or cottage industries versus commercial industries; and 10.D compare global trade patterns over time and examine the 10 implications of globalization, including outsourcing and free trade zones. 11.A understand the connections between levels of development and 8 economic activities (primary, secondary, tertiary, and quaternary); 11.B identify the factors affecting the location of different types of 13 economic activities, including subsistence and commercial agriculture, manufacturing, and service industries; and 11.C assess how changes in climate, resources, and infrastructure 7 (technology, transportation, and communication) affect the location and patterns of economic activities. 12.A analyze how the creation, distribution, and management of key 7 natural resources affects the location and patterns of movement of products, money, and people; and 12.B evaluate the geographic and economic impact of policies related 7 to the development, use, and scarcity of natural resources such as regulations of water. 13.A interpret maps to explain the division of land, including man- 4 made and natural borders, into separate political units such as cities, states, or countries; and 13.B compare maps of voting patterns or political boundaries to make 4 inferences about the distribution of political power. 14.A analyze current events to infer the physical and human 1 processes that lead to the formation of boundaries and other political divisions; 14.B compare how democracy, dictatorship, monarchy, republic, 10 theocracy, and totalitarian systems operate in specific countries; and 14.C analyze the human and physical factors that influence the power 9 to control territory and resources, create conflict/war, and impact international political relations of sovereign nations such as China, the United States, Japan, and Russia and organized nation groups such as the United Nations (UN) and the European Union (EU). 15.A identify and give examples of different points of view that 4 influence the development of public policies and decision- making processes on local, state, national, and international levels; and 15.B explain how citizenship practices, public policies, and decision 3 making may be influenced by cultural beliefs, including nationalism and patriotism. 16.A describe distinctive cultural patterns and landscapes associated 2 with different places in Texas, the United States, and other regions of the world and how these patterns influenced the processes of innovation and diffusion; 16.B describe elements of culture, including language, religion, beliefs 3 and customs, institutions, and technologies; 16.C explain ways various groups of people perceive the 2 characteristics of their own and other cultures, places, and regions differently; and 16.D compare life in a variety of urban and rural areas in the world to 1 evaluate political, economic, social, and environmental changes.

17.A describe and compare patterns of culture such as language, 5 religion, land use, education, and customs that make specific regions of the world distinctive; 17.B describe major world religions, including animism, Buddhism, 4 Christianity, Hinduism, Islam, Judaism, and Sikhism, and their spatial distribution; 17.C compare economic, political, or social opportunities in different 5 cultures for women, ethnic and religious minorities, and other underrepresented populations; and 17.D evaluate the experiences and contributions of diverse groups to 3 multicultural societies. 18.A analyze cultural changes in specific regions caused by migration, 6 war, trade, innovations, and diffusion; 18.B assess causes, effects, and perceptions of conflicts between 2 groups of people, including modern genocides and terrorism; 18.C identify examples of cultures that maintain traditional ways, 5 including traditional economies; and 18.D evaluate the spread of cultural traits to find examples of cultural 6 convergence and divergence such as the spread of democratic ideas, U.S.-based fast-food franchises, the English language, technology, or global sports. 19.A evaluate the significance of major technological innovations in 4 the areas of transportation and energy that have been used to modify the physical environment; 19.B analyze ways technological innovations such as air conditioning 4 and desalinization have allowed humans to adapt to places; and 19.C examine the environmental, economic, and social impacts of 6 advances in technology on agriculture and natural resources. 20.A describe the impact of new information technologies such as the 3 Internet, Global Positioning System (GPS), or Geographic Information Systems (GIS); and 20.B examine the economic, environmental, and social effects of 3 technology such as medical advancements or changing trade patterns on societies at different levels of development. 21.B locate places of contemporary geopolitical significance on a 6 map; and 21.C create and interpret different types of maps to answer 10 geographic questions, infer relationships, and analyze change.

World Geography Studies Total 333

Grade/Course Standard Code Standard Text Total United States 1.A explain major political ideas in history, including the laws of 7 Government nature and nature's God, unalienable rights, divine right of kings, social contract theory, and the rights of resistance to illegitimate government; 1.B identify major intellectual, philosophical, political, and religious 8 traditions that informed the American founding, including Judeo- Christian (especially biblical law), English common law and constitutionalism, Enlightenment, and republicanism, as they address issues of liberty, rights, and responsibilities of individuals; 1.C identify the individuals whose principles of laws and government 13 institutions informed the American founding documents, including those of Moses, William Blackstone, John Locke, and Charles de Montesquieu; 1.D identify the contributions of the political philosophies of the 5 Founding Fathers, including John Adams, Alexander Hamilton, Thomas Jefferson, James Madison, John Jay, George Mason, Roger Sherman, and James Wilson, on the development of the U.S. government; 1.E examine debates and compromises that impacted the creation 5 of the founding documents; and 1.F identify significant individuals in the field of government and 5 politics, including George Washington, Thomas Jefferson, John Marshall, Andrew Jackson, Abraham Lincoln, Theodore Roosevelt, Franklin D. Roosevelt, and Ronald Reagan. 2.A give examples of the processes used by individuals, political 5 parties, interest groups, or the media to affect public policy; and 2.B analyze the impact of political changes brought about by 6 individuals, political parties, interest groups, or the media, past and present. 3.A understand how population shifts affect voting patterns; 6 3.B examine political boundaries to make inferences regarding the 7 distribution of political power; and 3.C explain how political divisions are crafted and how they are 8 affected by Supreme Court decisions such as Baker v. Carr. 4.A identify the significance to the United States of the location and 3 key natural resources of selected global places or regions; and 4.B analyze how U.S. foreign policy affects selected places and 3 regions. 5.A explain how government fiscal, monetary, and regulatory 3 policies influence the economy at the local, state, and national levels; 5.B identify the sources of revenue and expenditures of the U. S. 4 government and analyze their impact on the U.S. economy; 5.C compare the role of government in the U.S. free enterprise 4 system and other economic systems; and 5.D understand how government taxation and regulation can serve 2 as restrictions to private enterprise. 6.A examine how the U.S. government uses economic resources in 2 foreign policy; and 6.B understand the roles of the executive and legislative branches in 4 setting international trade and fiscal policies. 7.A explain the importance of a written constitution; 3 7.B evaluate how the federal government serves the purposes set 4 forth in the Preamble to the U.S. Constitution; 7.C analyze how the Federalist Papers such as Number 10, Number 11 39, and Number 51 explain the principles of the American constitutional system of government; 7.D evaluate constitutional provisions for limiting the role of 7 government, including republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights; 7.E describe the constitutionally prescribed procedures by which the 9 U.S. Constitution can be changed and analyze the role of the amendment process in a constitutional government; 7.F identify how the American beliefs and principles reflected in the 3 Declaration of Independence and the U.S. Constitution contribute to both a national identity and federal identity and are embodied in the United States today; and 7.G examine the reasons the Founding Fathers protected religious 5 freedom in America and guaranteed its free exercise by saying that "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof," and compare and contrast this to the phrase, "separation of church and state."

8.A analyze the structure and functions of the legislative branch of 17 government, including the bicameral structure of Congress, the role of committees, and the procedure for enacting laws; 8.B analyze the structure and functions of the executive branch of 9 government, including the constitutional powers of the president, the growth of presidential power, and the role of the Cabinet and executive departments; 8.C analyze the structure and functions of the judicial branch of 13 government, including the federal court system, types of jurisdiction, and judicial review; 8.D identify the purpose of selected independent executive agencies, 5 including the National Aeronautics and Space Administration (NASA), and regulatory commissions, including the Environmental Protection Agency (EPA), Occupational Safety and Health Administration (OSHA), Food and Drug Administration (FDA), and Federal Communications Commission (FCC);

8.E explain how certain provisions of the U.S. Constitution provide 14 for checks and balances among the three branches of government; 8.F analyze selected issues raised by judicial activism and judicial 6 restraint; 8.G explain the major responsibilities of the federal government for 5 domestic and foreign policy such as national defense; and 8.H compare the structures, functions, and processes of national, 7 state, and local governments in the U.S. federal system. 9.A explain why the Founding Fathers created a distinctly new form 4 of federalism and adopted a federal system of government instead of a unitary system; 9.B categorize government powers as national, state, or shared; 10 9.C analyze historical and contemporary conflicts over the respective 5 roles of national and state governments; and 9.D understand the limits on the national and state governments in 7 the U.S. federal system of government. 10.A compare different methods of filling public offices, including 8 elected and appointed offices at the local, state, and national levels; 10.B explain the process of electing the president of the United States 5 and analyze the Electoral College; and 10.C analyze the impact of the passage of the 17th Amendment. 2 11.A analyze the functions of political parties and their role in the 6 electoral process at local, state, and national levels; 11.B explain the two-party system and evaluate the role of third 5 parties in the United States; and 11.C identify opportunities for citizens to participate in political party 6 activities at local, state, and national levels. 12.A compare the U.S. constitutional republic to historical and 8 contemporary forms of government such as monarchy, a classical republic, authoritarian, socialist, direct democracy, theocracy, tribal, and other republics; 12.B analyze advantages and disadvantages of federal, confederate, 4 and unitary systems of government; and 12.C analyze advantages and disadvantages of presidential and 4 parliamentary systems of government. 13.A understand the roles of limited government and the rule of law 4 in the protection of individual rights; 13.B identify and define the unalienable rights; 2 13.C identify the freedoms and rights guaranteed by each 19 amendment in the Bill of Rights; 13.D analyze U.S. Supreme Court interpretations of rights guaranteed 13 by the U.S. Constitution in selected cases, including Engel v. Vitale, Schenck v. United States, Texas v. Johnson, Miranda v. Arizona, Gideon v. Wainwright, Mapp v. Ohio, and Roe v. Wade;

13.E explain the importance of due process rights to the protection of 7 individual rights and in limiting the powers of government; and

13.F recall the conditions that produced the 14th Amendment and 4 describe subsequent efforts to selectively extend some of the Bill of Rights to the states, including the Blaine Amendment and U.S. Supreme Court rulings, and analyze the impact on the scope of fundamental rights and federalism. 14.A explain the difference between personal and civic 3 responsibilities; 14.B evaluate whether and/or when the obligation of citizenship 3 requires that personal desires and interests be subordinated to the public good; 14.C understand the responsibilities, duties, and obligations of 9 citizenship such as being well informed about civic affairs, serving in the military, voting, serving on a jury, observing the laws, paying taxes, and serving the public good; and 14.D understand the voter registration process and the criteria for 2 voting in elections. 15.A analyze the effectiveness of various methods of participation in 13 the political process at local, state, and national levels; 15.B analyze historical and contemporary examples of citizen 2 movements to bring about political change or to maintain continuity; and 15.C understand the factors that influence an individual's political 3 attitudes and actions. 16.A examine different points of view of political parties and interest 3 groups such as the League of United Latin American Citizens (LULAC), the National Rifle Association (NRA), and the National Association for the Advancement of Colored People (NAACP) on important contemporary issues; and 16.B analyze the importance of the First Amendment rights of 5 petition, assembly, speech, and press and the Second Amendment right to keep and bear arms. 17.A evaluate a U.S. government policy or court decision that has 4 affected a particular racial, ethnic, or religious group such as the Civil Rights Act of 1964 and the U.S. Supreme Court cases of Hernandez v. Texas and Grutter v. Bollinger; and 17.B explain changes in American culture brought about by 3 government policies such as voting rights, the Servicemen's Readjustment Act of 1944 (GI Bill of Rights), the Immigration and Nationality Act of 1965, the Immigration Reform and Control Act of 1986, affirmative action, and racial integration. 18.A understand how U.S. constitutional protections such as patents 4 have fostered competition and entrepreneurship; and 18.B identify examples of government-assisted research that, when 1 shared with the private sector, have resulted in improved consumer products such as computer and communication technologies. 19.A understand the potential impact on society of recent scientific 2 discoveries and technological innovations; and 19.B evaluate the impact of the Internet and other electronic 5 information on the political process. 20.E evaluate government data using charts, tables, graphs, and 3 maps; and 20.F use appropriate mathematical skills to interpret social studies 1 information such as maps and graphs.

United States Government Total 407

Grade/Course Standard Code Standard Text Total Economics with Emphasis 1.A explain why scarcity and choice are basic economic problems 14 on the Free Enterprise faced by every society; System and Its Benefits

1.B describe how societies answer the basic economic questions; 2 1.C describe the economic factors of production; and 6 1.D interpret a production-possibilities curve and explain the 9 concepts of opportunity costs and scarcity. 2.A understand the effect of changes in price on the quantity 16 demanded and quantity supplied; 2.B identify the non-price determinants that create changes in 16 supply and demand, which result in a new equilibrium price; and 2.C interpret a supply-and-demand graph using supply-and-demand 11 schedules. 3.A explain the concepts of absolute and comparative advantages; 9 3.B apply the concept of comparative advantage to explain why and 9 how countries trade; and 3.C analyze the impact of U.S. imports and exports on the United 10 States and its trading partners. 4.A compare the effects of free trade and trade barriers on 18 economic activities; 4.B evaluate the benefits and costs of participation in international 12 free-trade agreements; and 4.C analyze the effects of changes in exchange rates on imports and 11 exports. 5.A describe the basic characteristics of economic systems, including 12 property rights, incentives, economic freedom, competition, and the role of government; 5.B compare the free enterprise system, socialism, and communism 11 using the basic characteristics of economic systems; 5.E analyze the importance of various economic philosophers, 5 including Friedrich Hayek, Milton Friedman, John Maynard Keynes, and Adam Smith, and their impact on the U.S. free enterprise system. 6.A explain the basic characteristics of the U.S. free enterprise 18 system, including private property, incentives, economic freedom, competition, and the limited role of government; 6.B explain the benefits of the U.S. free enterprise system, including 9 individual freedom of consumers and producers, variety of goods, responsive prices, investment opportunities, and the creation of wealth; 6.D analyze the costs and benefits of U.S. economic policies related 14 to the economic goals of economic growth, stability, full employment, freedom, security, equity (equal opportunity versus equal outcome), and efficiency. 7.A analyze the costs and benefits of the purchase, use, or disposal 1 of personal and business property; and 8.B explain how government actions affect the circular-flow model; 5 and 8.C explain how the circular-flow model is affected by the rest of the 5 world. 9.A describe characteristics and give examples of pure competition, 10 monopolistic competition, oligopoly, and monopoly; and 10.A interpret economic data, including unemployment rate, gross 19 domestic product, gross domestic product per capita as a measure of national wealth, and rate of inflation; and 10.B analyze business cycles using key economic indicators. 13 11.A analyze how productivity relates to growth; 3 11.B analyze how technology relates to growth; and 1 12.A describe the functions of money; 4 12.B describe the characteristics of money, including commodity 4 money, fiat money, and representative money; and 12.C examine the positive and negative aspects of barter, currency, 7 credit cards, and debit cards. 13.A explain the structure of the Federal Reserve System; 4 13.B analyze the three basic tools used to implement U.S. monetary 13 policy, including reserve requirements, the discount rate and the federal funds rate target, and open-market operations; 13.C explain how the actions of the Federal Reserve System affect the 5 nation's money supply; and 14.B describe the role of government in the U.S. free enterprise 6 system and the changes in that role over time; and 14.C evaluate government rules and regulations in the U.S. free 19 enterprise system. 15.A identify types of taxes at the local, state, and national levels and 4 the economic importance of each; 15.C analyze the impact of fiscal policy decisions on the economy. 5 16.A explain the characteristics of sole proprietorships, partnerships, 7 and corporations; 16.D explain how corporations raise money through stocks and bonds. 4

17.C analyze the role of interest and risk in allocating savings to its 3 most productive use; and 20.C assess the financial aspects of making the transition from renting 1 to home ownership. 22.A analyze economic information by sequencing, categorizing, 1 identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

Economics with Emphasis on the Free Enterprise System and Its Benefits Total 356 Social Studies Total 3,095