Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 1 - PUBLIC SCHOOLS EVALUATION, RECOGNITION AND SUPERVISION › Subpart G - STAFF QUALIFICATIONS › Appendix D - State Goals for Learning and Learning Standards

Current through Register Vol. 48, No. 28, July 12, 2024
The State Goals for Learning are broad statements of what
				  students in kindergarten through grade 12 should know and be able to do as a
				  result of their public education. The Illinois Learning Standards provide more
				  specific definition of the essential knowledge and skills desired of Illinois
				  students. The State Assessment and the Illinois Kindergarten Individual
				  Development Survey are designed to measure students' mastery of the Illinois
				  Learning Standards, so that a clear connection will emerge between students'
				  learning and the goals and standards of the State of Illinois.
ENGLISH LANGUAGE ARTS AND LITERACY IN
				  HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS
There are no State Goals for Learning in this area. The
				  applicable standards shall be the "Common Core State Standards for English
				  Language Arts and Literacy in History/Social Studies, Science, and Technical
				  Subjects" (2010) published by the Common Core State Standards Initiative,
				  National Governors Association, Hall of the States, 444 North Capitol Street,
				  Suite 267, Washington DC 20001-1512 and posted at
http://www.thecorestandards.org/
.
				  No later amendments to or editions of these standards are incorporated by this
				  Section.
MATHEMATICS
There are no State Goals for Learning in this area. The
				  applicable standards shall be the "Common Core State Standards for Mathematics"
				  (2010) published by the Common Core State Standards Initiative, National
				  Governors Association, Hall of the States, 444 North Capitol Street, Suite 267,
				  Washington DC 20001-1512 and posted at
http://www.thecorestandards.org/
.
				  No later amendments to or editions of these standards are incorporated by this
				  Section.
WORLD LANGUAGES
The applicable standards shall be the World-Readiness
				  Standards for Learning Languages. 4th ed. (2015)
				  published by the National Standards Collaborative Board, 1001 N. Fairfax
				  Street, Suite 200, Alexandria VA 22314 and posted at
https://www.actfl.org/publications/all/world-readiness-standards-learning-languages
.
				  No later amendments to or editions of these standards are incorporated by this
				  Section.
COMPREHENSIVE PERSONAL HEALTH AND SAFETY AND
				  COMPREHENSIVE SEXUAL HEALTH EDUCATION STANDARDS
There are no State Goals for Learning in this area and the
				  applicable standards shall be the National Sex Education Standards: Core
				  Content and Skills, K-12 (Second Edition) (2020) published by Future of Sex
				  Education Initiative. Posted at
https://siecus.org/wp-content/uploads/2020/03/NSES-2020-2.pdf
.
				  No later amendments to or editions of these standards are incorporated by this
				  Section. The State Board of Education may provide additional guidance on such
				  standards, available at
www.isbe.net
.
SCIENCE
Beginning in the 2016-17 school year, there are no State
				  Goals for Learning in this area and the applicable standards shall be the "Next
				  Generation Science Standards" (2013) published by Achieve, Inc., 1400
				  16th Street NW, Suite 510, Washington DC 20036 and
				  posted at
http://www.nextgenscience.org/
. No
				  later amendments to or editions of these standards are incorporated by this
				  Section.
SOCIAL SCIENCE
There are no State Goals for Learning in this area and the
				  standards applicable to individual grade levels shall be in effect.
Standards Beginning in the 2022-23 School Year.
The Social Science Standards consist of both inquiry
				  standards and disciplinary standards. In implementing the Social Science
				  Standards, the inquiry standards should be used simultaneously with the
				  individual disciplinary standards to ensure both students' comprehension and
				  application of the knowledge and skills acquired.
In addition to the Social Science Standards, there are
				  State-mandated units of study that may apply to Social Science coursework or
				  curriculum. These mandates can be found in the School Code and are summarized
				  at
https://www.isbe.net/Documents/IL-Mandated-Units-of-Study.pdf
.
All standards are coded for ease of use and reference. The
				  code is keyed as follows:
"Content Area.Grade Band or Level.Content
				  Domain.Number of Standard"
K-12 Inquiry Framework for Social
				  Science
The inquiry standards include the following areas:
Recognize Perspectives and Articulate
				  Identities
* Recognize one's own perspective in relation to
				  the perspective of others.
* Articulate the construction and meaning of
				  individual and collective identities
* Articulate unity and variation across human
				  societies
* Evaluate the Role of Power and Systems
* Analyze power, inequality and the impact of
				  systems on reinforcing power and inequality
* Analyze social systems, social structures,
				  social institutions, and their impact on social change
Developing Questions and Planning Inquiries
* Constructing Essential Questions
* Constructing Supporting Questions
* Determining Helpful Sources
Evaluating Sources and Using Evidence
* Gathering and Evaluating Sources
* Developing Claims and Using Evidence
Communicating Conclusions and Taking Informed
				  Action
* Communicating Conclusions
* Critiquing Conclusions
* Taking Informed Action
Inquiry Standards
Working individually and collaboratively, and using
				  nonfiction and fiction, students will engage in inquiry within the disciplines
				  about important public issues, trends, and events in social studies that are
				  relevant to students' lives. These skills should be applied while teaching and
				  learning the disciplinary concepts for a deeper understanding that allows
				  students to take ownership of their learning.
Inquiry skills emphasize the importance of inquiry and action
				  (thinking and doing) in all of the social science courses. Inquiry skills are
				  important for all learners to apply to their grade-level standards. These
				  skills have been grade-banded for students at kindergarten through second
				  grade, third through fifth grades, sixth through eighth grades, and ninth
				  through twelfth grades.
Inquiry Standards
Kindergarten and Grades 1 and 2
SS.K-2.IS.1. Create questions that are relevant to
				  self as they relate to the content of the Social Science Standards.
SS.K-2.IS.2. With guidance and support, use varied
				  teacher-selected resources to learn procedures to locate evidence that assists
				  with finding answers to their questions. Introduce the importance of
				  informational resources that are reliable sources and distinguish fact from
				  opinion.
SS.K-2.IS.3. With guidance and support, gather
				  relevant information from multiple sources to analyze information.
SS.K-2.IS.4. With guidance and support, evaluate a
				  source by distinguishing between fact and opinion.
SS.K-2.IS.5. With guidance and support, students
				  will share their findings on the asked and answered questions with
				  peers.
SS.K-2.IS.6. With guidance and support, reflect on
				  one's inquiry process and findings.
SS.K-2.IS.7. Using various viewpoints, students
				  will engage in reflective conversations to draw conclusions on inquiry findings
				  and create action steps.
Grades 3-5
SS.3-5.IS.1. Develop essential questions and
				  explain the importance of the questions to self and others.
SS.3-5.IS.2. Generate supporting questions that
				  require investigation to help answer essential questions.
SS.3-5.IS.3. Identify varied resources that answer
				  essential and student-generated questions and that take into consideration
				  multiple points of view.
SS.3-5.IS.4. Gather relevant information and
				  distinguish between fact and opinion to determine credibility of multiple
				  sources.
SS.3-5.IS.5. Develop claims using evidence from
				  multiple sources to answer essential questions.
SS.3-5.IS.6. Construct arguments using claims and
				  evidence from multiple sources.
SS.3-5.IS.7. Construct explanations using
				  reasoning, correct sequences, examples, and details with relevant information
				  and data.
SS.3-5.IS.8. Present a summary of arguments and
				  explanations to others inside and/or outside of the classroom using print and
				  oral technologies.
SS.3-5.IS.9. Explain the use of inquiry
				  strategies, approaches, and relevant sources that will allow students to
				  address local, regional, State, national, and global problems.
SS.3-5.IS.10. Engage in reflective conversations
				  to draw conclusions on inquiry findings and create action steps that consider
				  multiple viewpoints.
Grades 6-8
SS.6-8.IS.1.LC. Create essential questions that
				  consider multiple perspectives to help guide inquiry about a topic.
SS.6-8.IS.1.MdC. Ask essential and focusing
				  questions that consider multiple perspectives and will lead to independent
				  research.
SS.6-8.IS.1.MC. Determine sources representing
				  multiple points of view and diversity of authorship that will assist in
				  organizing a research plan.
SS.6-8.IS.2.LC. Determine the value of sources by
				  evaluating their relevance and intended use.
SS.6-8.IS.2.MdC. Determine the credibility of
				  sources based upon their origin, authority and context.
SS.6-8.IS.2.MC. Gather relevant information from
				  credible sources and determine whether they support each other.
SS.6-8.IS.3.LC. Appropriately cite all the sources
				  used.
SS.6-8.IS.3.MdC. Identify evidence from multiple
				  sources to support claims, noting any limitations of the evidence.
SS.6-8.IS.3.MC. Develop claims and counterclaims
				  using evidence from credible sources while pointing out the strengths and
				  limitations of both.
SS.6-8.IS.4.LC. Construct arguments using claims
				  and evidence from multiple sources, while acknowledging the arguments'
				  strengths and limitations.
SS.6-8.IS.4.MdC. Construct explanations for a
				  specific audience using reasoning, correct sequences, examples, and details,
				  while acknowledging their strengths and weaknesses.
SS.6-8.IS.4.MCa. Present arguments and
				  explanations that would appeal to audiences and venues outside of the
				  classroom, using a variety of media.
SS.6-8.IS.4.MCb. Critique the structure and
				  credibility of arguments and explanations (self and others) about a
				  topic.
SS.6-8.IS.5.LC. Analyze how a problem can manifest
				  itself, identify the individuals and communities impacted by a problem, and
				  address the challenges and opportunities faced by those trying to take action
				  toward solutions.
SS.6-8.IS.5.MdC. Assess individual and collective
				  capacities within a given context to take action, address problems, and
				  identify potential outcomes.
SS.6-8.IS.5.MC. Apply a range of deliberative and
				  democratic procedures to make decisions and take action in schools and
				  community contexts.
Grades 9-12
SS.9-12.IS.1. Create actionable, student-driven
				  (or student-informed) questions that lead to social studies investigations
				  beyond one's immediate cultural environment or lens.
SS.9-12.IS.2. Develop culturally-informed,
				  student-driven supporting questions that contribute to inquiry and evaluate the
				  purpose of supporting questions in the research and inquiry process.
SS.9-12.IS.3. Develop new supporting and essential
				  questions by primary and secondary investigation, collaboration, and use
				  sources that reflect diverse perspectives (e.g., political, cultural,
				  socioeconomic, race, religious, gender).
SS.9-12.S.4. Determine the kinds of sources that
				  will be helpful in answering compelling and supporting questions, taking into
				  consideration multiple points of view represented in the sources, the types of
				  sources available, and the potential uses of the sources.
SS.9-12.IS.5. Gather and evaluate information from
				  multiple primary and secondary sources that reflect the perspectives and
				  experiences of multiple groups, including marginalized groups.
SS.9-12.IS.6. Analyze evidence and identify
				  counter perspectives to revise or strengthen claims.
SS.9-12.IS.7. Construct arguments using precise
				  and knowledgeable claims, with evidence from multiple sources while
				  acknowledging counterclaims, perspectives, and biases.
SS.9-12.IS.8. Evaluate evidence to construct
				  arguments and claims that use reasoning and account for multiple perspectives
				  and value systems.
SS.9-12.IS.9. Develop and prepare communication by
				  identifying stakeholders (or audiences) and evaluate what messages and media
				  are likely to result in stakeholder support or opposition.
SS.9-12.IS.10. Solicit feedback from stakeholder
				  representatives and revise communication and action plans accordingly.
SS.9-12.IS.11. Use interdisciplinary lenses to
				  identify local, regional, state, natural, or global concerns and anticipate the
				  outcome possible solutions might have on all impacted communities, including
				  marginalized communities.
SS.9-12.IS.12. Analyze existing structures,
				  systems, and methodologies to determine what types of interventions or informed
				  action will lead to increased equity, inclusion, and community and civic
				  good.
SS.9-12.IS.13. Use deliberative processes and
				  apply appropriate civic engagement strategies and procedures to address local,
				  regional or global concerns, and take action in or out of school.
SS.9-12.IS.14. Take measurable action to effect
				  changes that bring about equity, inclusion, and the community and civic
				  good.
SS.9-12.IS.15. Evaluate the outcomes of informed
				  action and reflect on successes and failures of interventions or informed
				  action that will lead to increased equity, inclusion, and community and civic
				  good.
Civics Standards
Kindergarten
SS.K.CV.1. With guidance and support, identify the
				  roles of individuals and leaders and their responsibility to meet the needs of
				  different people and communities.
SS.K.CV.2. With guidance and support, identify
				  reasons for rules and explain how rules establish responsibilities and roles
				  for various settings.
Grade 1
SS.1.CV.1. With guidance and support, explain how
				  individuals who live, learn, and work together make important decisions, and
				  the effect that these decisions have on a variety of diverse
				  communities.
SS.1.CV.2. Identify reasons for rules and explain
				  how rules establish responsibilities and roles, and their effect on one's own
				  and other groups and communities.
Grade 2
SS.2.CV.1. With guidance and support, identify
				  features and functions of governments.
SS.2.CV.2. With guidance and support, describe how
				  communities can collaborate to accomplish tasks, establish roles and
				  responsibilities and achieve equitable outcomes for the community.
Grade 3
SS.3.CV.1. Explain how families, workplaces,
				  organizations and government entities interact and affect communities in
				  multiple ways.
SS.3.CV.2. Using evidence, describe how people
				  have strived to improve communities over time to achieve equitable outcomes,
				  practices, or policies.
Grade 4
SS.4.CV.1. Explain the roles and responsibilities
				  of government officials at the local, State and national levels and investigate
				  how the roles and responsibilities of government have changed over time.
SS.4.CV.2. Define democracy and explain how
				  limited participation affects the political representation of multiple
				  groups.
SS.4.CV.3. Identify core civic virtues and
				  democratic principles that guide governments, society, and communities.
SS.4.CV.4. Using evidence, explain how rules,
				  regulations, and laws alter or transform societies and how people from multiple
				  communities influence and experience this transformation.
Grade 5
SS.5.CV.1. Explain the roles and responsibilities
				  of government officials at the local, State, and national level levels and
				  investigate how the roles and responsibilities of the three branches of
				  government have changed over time.
SS.5.CV.2. Examine the origins and purposes of
				  rules, laws and key U.S. Constitutional provisions and investigate the impact
				  they had/have on multiple groups of people.
SS.5.CV.3. Compare and contrast the U.S.
				  Government to other global governments in their structure and systems of
				  governing with consideration for their impact on equitable outcomes.
SS.5.CV.4. Using evidence, explain how policies
				  are developed to address public problems and concerns and achieve equitable
				  outcomes.
Grades 6-8
SS.6-8.CV.1.LC. Identify different types of
				  citizenship and immigration statuses of individuals in the United States and
				  the different rights and roles (e.g., voters, jurors, taxpayers, military,
				  protesters and officeholders) based on citizenship or immigration
				  status.
SS.6-8.CV.1.MdC. Describe and analyze the roles of
				  political, civil and economic organizations from a national to local scale in
				  impacting multiple individuals and communities.
SS.6-8.CV.1.MC. Evaluate the powers and
				  responsibilities of individuals, political parties, interest groups and the
				  media, how these have changed over time, and the impacts on multiple
				  communities.
SS.6-8.CV.2.LC. Describe the origins and purposes
				  and impact of governing documents and policies (e.g., U.S. Constitution,
				  Illinois Constitution, laws, treaties and international agreements) and
				  synthesize their application and impacts on multiple groups of people with how
				  they have changed over time.
SS.6-8.CV.2.MdC. Explain the origins, functions
				  and structure of government with reference to the U.S. Constitution, Illinois
				  Constitution and other systems of government and how they have impacted
				  multiple groups of people.
SS.6-8.CV.2.MCa. Analyze how the application of
				  laws and the protection, granting, or denial of individual and collective
				  rights have impacted participation and powers of various groups of
				  people.
SS.6-8.CV.2.MCb. Synthesize how the changes over
				  time in the application of laws and granting or denial of rights have impacted
				  governments, public officials, and bureaucracies at different levels in the
				  U.S., U.S. territories, and tribal nations within the U.S.
SS.6-8.CV.3.LC. Identify the means used by
				  individuals and groups to either maintain or change powers and protect, grant,
				  or deny rights of individuals and communities in societies.
SS.6-8.CV.3.MdC. Analyze the origins, purposes,
				  and processes connected to maintaining or changing powers and how individuals
				  and societies protect, grant, or deny rights.
SS 6-8.CV.3.MC. Explain how granting rights for
				  individuals or communities does not reduce the ability of other individuals or
				  communities to exercise the same rights and evaluate how efforts to maintain
				  systems or initiate change within societies have worked for or against the
				  benefit or oppression of multiple groups.
SS.6-8.CV.4.LC. Analyze the relationships among
				  democratic principles, civic virtues, special interests, and perspectives to
				  the ideas and principles contained in the constitutions, laws, treaties, and
				  international agreements of the U.S. and other countries.
SS.6-8.CV.4.MdC. Analyze and synthesize ideas and
				  principles contained in the founding and governing documents and practices of
				  the U.S., U.S. territories, and tribal nations within the U.S.
SS.6-8.CV.4.MC. Evaluate and critique deliberative
				  processes surrounding the development and application of governing documents
				  and policies and how they have changed over time.
SS.6-8.CV.5.LC. Identify the impact of specific
				  rules and laws (both those that are in effect and proposed) on multiple
				  individuals and communities in relationship to the intended issues they were
				  meant to address. Analyze cause and effect relationships of issues that
				  resulted in specific rules and laws.
SS.6-8.CV.5.MdC. Analyze the perspectives and
				  positions of multiple individuals and communities impacted by specific rules
				  and laws (both actual and proposed); the equitable application of rules and
				  laws, and consequences for not abiding by rules and laws historic and
				  contemporary settings.
SS.6-8.CV.5.MC. Develop and evaluate procedures
				  for making decisions in historic and contemporary settings (e.g., school, civil
				  society, or local, state or national government).
Grades 9-12
SS.9-12.CV.1. Distinguish between the rights,
				  roles, powers and responsibilities of individuals and institutions in the
				  political system and analyze the marginalization of multiple groups and
				  perspectives in that system.
SS.9-12.CV.2. Evaluate the opportunities and
				  limitations of participation in elections, voting and the electoral process,
				  and the impact disenfranchisement has on these processes.
SS.9-12.CV.3. Analyze constitutions, laws and
				  agreements to determine the degree to which they achieve justice, equality and
				  liberty.
SS.9-12.CV.4. Evaluate the U.S. Constitution's
				  ability to establish a system of government with power, responsibilities and
				  limits, and explain how the U.S. Constitution has evolved/changed over time and
				  is still debated.
SS.9-12.CV.5. Analyze civic dispositions,
				  democratic principles, constitutional rights and human rights and their impact
				  on personal interests and multiple perspectives.
SS.9-12.CV.6. Identify and explain how political
				  parties, the media and public interest groups both influence and reflect social
				  and political interests.
SS.9-12.CV.7. Compare and contrast the democratic
				  concepts and principles inherent to the U.S. system of government.
SS.9-12.CV.8. Analyze the methods individuals can
				  use to challenge laws to address a variety of public issues.
SS.9-12.CV.9. Evaluate public policies in terms of
				  intended and unintended outcomes and related consequences on different
				  communities including the marginalization of multiple groups.
SS.9-12.CV.10. Explain the role of compromise and
				  deliberation in the legislative process.
Economic Standards
Kindergarten
SS.K.EC.1. Explain that choices are made because
				  of scarcity (i.e., because individuals cannot have everything that they
				  want).
Grade 1
SS.1.EC.1. Explain and give examples of when
				  choices are made that something else is given up.
SS.1.EC.2. Describe the skills and knowledge
				  required to produce certain goods and services.
Grade 2
SS.2.EC.1. Demonstrate how our choices can affect
				  ourselves and others in positive and negative ways.
SS.2.EC.2. Explain the role of money in making
				  exchange easier.
SS.2.EC.3. Compare the goods and services that
				  people in the local community produce and those that are produced in other
				  communities.
Grade 3
SS.3.EC.1. Compare the goods and services that
				  people in the local community produce and those that are produced in other
				  communities.
SS.3.EC.2. Generate examples of the goods and
				  services that governments provide.
Grade 4
SS.4.EC.1. Explain how profits reward and
				  influence sellers.
SS.4.EC.2. Describe how goods and services are
				  produced using human, natural and capital resources (e.g., tools,
				  machines).
Grade 5
SS.5.EC.1. Analyze why and how individuals,
				  businesses, and nations around the world specialize and trade.
SS.5.EC.2. Discover how positive incentives (e.g.,
				  sale prices, earning money) and negative consequences (e.g., library fines,
				  parking tickets) influence behavior in the U.S. economy and around the
				  world.
SS.5.EC.3. Determine the ways in which government
				  pays for goods and services it provides.
Grades 6-8
SS.6-8.EC.1.LC. Explain how economic decisions
				  affect the well-being of individuals, businesses, and society.
SS.6-8.EC.1.MdC. Explain how external benefits and
				  costs influence choices.
SS.6-8.EC.1.MC. Evaluate alternative approaches or
				  solutions to current economic issues in terms of benefits and costs for
				  different groups and society as a whole.
SS.6-8.EC.2.LC. Analyze the role of innovation and
				  entrepreneurship in a market economy.
SS.6-8.EC.2.MdC. Describe the roles of
				  institutions, such as corporations, non-profit organizations, and labor unions,
				  in a market economy.
SS.6-8.EC.2.MC. Explain how changes in supply and
				  demand cause changes in prices and quantities of goods and services, labor,
				  credit, and foreign currencies.
SS.6-8.EC.3.LC. Explain why standards of living
				  increase as productivity improves.
SS.6-8.EC.3.MdC. Explain barriers to trade and how
				  those barriers influence trade among nations.
SS.6-8.EC.3.MC. Evaluate employment, unemployment,
				  inflation, total production, income, and economic growth data and how they
				  affect different groups.
Grades 9-12
SS.9-12.EC.1. Analyze how scarcity and incentives
				  influence the consumption choices for goods and services made by different
				  individuals and communities and evaluate the role of scarcity, both from nature
				  and human-made.
SS.9-12.EC.2. Use marginal benefits and marginal
				  costs to propose solutions to a significant issue for an individual or
				  community and evaluate the effectiveness of applying cost/marginal benefits to
				  account for economic differences across multiple communities.
SS.9-12.EC.3. Evaluate different market
				  structures, including competitive markets, monopolies, or oligopolies; how
				  those different market structures affect groups differently; examples of these
				  markets in the U.S.; and the assumptions of each market type.
SS.9-12.EC.4. Evaluate how much competition exists
				  within and among sellers and buyers within the markets to which the students or
				  school community belong and other specific markets.
SS.9-12.EC.5. Use benefits and costs to evaluate
				  the effectiveness of government policies to improve market outcomes.
SS.9-12.EC.6. Evaluate the extent to which
				  specific government policies address inequalities, improve market outcomes, or
				  reduce inefficiencies, and the unintended consequences of these policies for
				  one's community and for diverse groups of people.
SS.9-12.EC.7. Analyze the ways in which market
				  structures influence what is produced and distributed in a market system while
				  accounting for disparity in both implementation and outcomes in one's own and
				  other communities.
SS.9-12.EC.8. Use data and economic indicators to
				  analyze past and current states of the economy and predict future trends and
				  economic conditions among multiple, diverse communities.
SS.9-12.EC.9. Compare the benefits and problems of
				  different economic systems, (e.g., capitalism, socialism, communism, mixed
				  systems), particularly their impact on equitable outcomes.
SS.9-12.EC.10. Evaluate how government policies
				  are influenced by and impact a variety of stakeholders.
SS.9-12.EC.11. Analyze how advances in technology
				  and investment in capital goods and human capital affect economic growth and
				  standards of living.
SS.9-12.EC.12. Analyze the role of comparative
				  advantage in global trade of goods and services.
SS.9-12.EC.13. Explain how current and past
				  globalization trends and policies affect economic growth, labor markets, rights
				  of citizens, the environment, and resource and income distribution.
FINANCIAL LITERACY
SS.1.EC.FL.1. Explain how people earn pay or
				  income in exchange for work.
SS.2.EC.FL.1. Explain that money can be saved or
				  spent on goods and services.
SS.3.EC.FL.1. Describe the role of banks and other
				  financial institutions in an economy.
SS.3.EC.FL.2. Explain that, when people borrow,
				  they receive something of value now and agree to repay the lender over
				  time.
SS.4.EC.FL.1. Analyze how spending choices are
				  influenced by prices, as well as many other factors (e.g., advertising, peer
				  pressure, options).
SS.4.EC.FL.2. Explain that income can be saved,
				  spent on goods and services, or used to pay taxes.
SS.5.EC.4. Explain that interest is the price the
				  borrower pays for using someone else's money.
SS.6-8.EC.FL.1.LC. Analyze the relationship among
				  skills, education, jobs, and income.
SS.6-8.EC.FL.2.LC. Explain the roles and
				  relationships among savers, borrowers, interest, time, and the purposes for
				  saving.
SS.6-8.EC.FL.1.MdC. Identify how people choose to
				  buy goods and services while still maintaining a budget based on income, taxes,
				  savings, and fixed and variable expenses.
SS.6-8.EC.FL.2.MdC. Explain the correlation among
				  investors, investment options (and associated risks), and income/wealth.
SS.6-8.EC.FL.1.MC. Describe the connection among
				  credit, credit options, interest, and credit history.
SS.6-8.EC.FL.2.MC. Analyze the relationship among
				  financial risks and protection, insurance, and costs.
SS.9-12.EC.FL.1. Understand how costs and benefits
				  can be subject to individual circumstances and factors outside of one's
				  control.
SS.9-12.EC.FL.2. Explain the importance of making
				  informed financial decisions by collecting information, planning, and budgeting
				  while accounting for individual circumstances that can limit access to
				  capital.
SS.9-12.EC.FL.3. Explain how time, interest rates
				  and inflation influence saving patterns over a lifetime.
SS.9-12.EC.FL.4. Analyze costs and benefits of
				  different credit and payment options for goods and services, the role of
				  lenders and interest, and identify the impact of each on individuals and
				  multiple communities.
SS.9-12.EC.FL.5. Evaluate risks and returns on
				  diversified investments while accounting for the individual risk-disposition
				  among students.
SS.9-12.EC.FL.7. Analyze how the cognitive biases,
				  environmental influences, and access to resources and necessities of an
				  individual can impact financial decision-making and the application of economic
				  decision-making strategies.
SS.9-12.EC.FL.8. Evaluate risk disposition and
				  opportunity recognition for individual students and multiple communities,
				  accounting for structural impacts on these dispositions.
SS.9-12.EC.FL.9. Evaluate the disparate impact of
				  government and private business policies related to banking, credit, and
				  mortgage lending in one's own and others' contexts while using current economic
				  indicators to analyze or propose future policies.
Geography Standards
Kindergarten
SS.K.G.1. With guidance and support, explain how
				  weather, climate and other environmental characteristics affect people's lives
				  and cultural identities in our region.
SS.K.G.2. With guidance and support, explain how
				  people and goods move from place to place.
SS.K.G.3. With guidance and support, identify
				  characteristics of print and digital maps, graphs, and other cultural
				  representations of familiar places.
Grade 1
SS.1.G.1. With guidance and support, construct and
				  interpret print and digital maps and other cultural representations of familiar
				  places.
SS.1.G.2. With guidance and support, describe how
				  human activities affect the cultural and environmental characteristics of
				  places or regions.
SS.1.G.3. Compare how people in different types of
				  communities use local and world-wide environments to meet their daily
				  needs.
Grade 2
SS.2.G.1. With guidance and support, use print and
				  digital maps, globes and other simple geographic models to identify cultural
				  and environmental characteristics of places.
SS.2.G.2. With guidance and support, identify some
				  cultural and environmental characteristics of your community and compare to
				  other places or regions.
SS.2.G.3. Describe the connections between the
				  physical environment of a place and the economic activities found there.
Grade 3
SS.3.G.1. Using print and digital maps, globes,
				  and other simple geographic models to identify topographic and other graphic
				  representations of both familiar and unfamiliar locations.
SS.3.G.2. Explain how culture influences the way
				  people modify and adapt to the environment or the way people do not modify and
				  adapt to their environments.
SS.3.G.3. Describe the movement of goods, people,
				  jobs, and/or information and the effect of the cultural and environmental
				  characteristics on movement of goods.
Grade 4
SS.4.G.1. Construct print and digital maps and
				  other topographic representations to show the details of places and regions and
				  their environmental characteristics.
SS.4.G.2. Explain how the cultural and
				  environmental characteristics of places change over time.
SS.4.G.3. Investigate the human effects on the
				  physical environment over time.
Grade 5
SS.5.G.1. Use print and digital maps of different
				  scales to describe the locations of cultural and environmental
				  characteristics.
SS.5.G.2. Investigate and explain how the cultural
				  and environmental characteristics of places within the U.S. change over
				  time.
SS.5.G.3. Explain how human settlements and
				  technological advancements have impacted natural resources.
SS.5.G.4. Analyze the effects of catastrophic
				  environmental and technological events on human settlements and
				  migration.
Grades 6-8
SS.6-8.G.1.LC. Use geographic representations
				  (e.g., maps, photographs, satellite images) to explain relationships between
				  the locations (places and regions) and changes in their environment.
SS.6-8.G.1.MdC. Use mapping and graphing to
				  represent and analyze spatial patterns of different environmental and cultural
				  characteristics.
SS.6-8.G.1.MC. Construct different representations
				  to explain the spatial patterns of cultural and environmental
				  characteristics.
SS.6-8.G.2.LC Explain how humans and their
				  environment affect one another.
SS.6-8.G.2.MdC. Compare and contrast the cultural
				  and environmental characteristics of different places or regions.
SS.6-8.G.2.MC. Evaluate how cultural and economic
				  decisions influence environments and the daily lives of people in both nearby
				  and distant places.
SS.6-8.G.3.LC. Explain how environmental
				  characteristics affect human migration and settlement.
SS.6-8.G.3.MdC. Explain how changes in
				  transportation and communication influence the spatial connections among human
				  settlements and affect the spread of ideas and culture.
SS.6-8.G.3.MC. Evaluate the influences of
				  long-term, human-induced environmental change on spatial patterns of conflict
				  and cooperation.
SS.6-8.G.4.LC. Identify how cultural and
				  environmental characteristics vary among regions of the world.
SS.6-8.G.4.MdC. Explain how global changes in
				  population distribution patterns affect changes in land use.
SS.6-8.G.4.MC. Analyze how the environmental
				  characteristics of places and production of goods influence patterns of world
				  trade.
Grades 9-12
SS.9-12.G.1. Use maps (created using geospatial
				  and related technologies, if possible), satellite images and photographs to
				  display and explain the spatial patterns of physical, cultural, political,
				  economic and environmental characteristics.
SS.9-12.G.2. Explain how mapping is used to claim
				  political sovereignty and to obscure disagreements over the nature of space,
				  human relationship with place, and power to determine how humans interact with
				  landscapes, animals, and plants.
SS.9-12.G.3. Use self-collected or pre-existing
				  data sets to generate spatial patterns at multiple scales that can be used to
				  conduct analyses or to take civic action.
SS.9-12.G.4. Analyze data and trends at various
				  scales to address inequalities in race, ethnicity, gender, religion, sexual
				  identity, ability status, and socioeconomic groups across time and
				  space.
SS.9-12.G.5. Analyze different ways of
				  representing geographic information in order to compare cartographers'
				  perspectives, biases, and goals.
SS.9-12.G.6. Analyze and explain how humans affect
				  and interact with the environment and vice versa.
SS.9-12.G.7. Evaluate how political and economic
				  decisions have influenced cultural and environmental characteristics of various
				  places and regions.
SS.9-12.G.8. Analyze how human societies plan for
				  and respond to the consequences of human-made and naturally occurring
				  catastrophes and how these events affect trade, politics and migration.
SS.9-12.G.9. Explain how landscape, land and
				  resource use, and means of interacting with land, animals, and plants each
				  reflect cultural beliefs and identities.
SS.9-12.G.10. Analyze how historical events and
				  the diffusion of ideas, technologies and cultural practices have influenced
				  migration patterns and the distribution of the human population.
SS.9-12.G.11. Evaluate how economic activities and
				  political decisions impact spatial patterns at various scales.
SS.9-12.G.12. Evaluate how short- and long-term
				  climate variability affects human migration and settlement patterns, resource
				  use and land uses, and land relationship.
SS.9-12.G.13. Describe and explain the
				  characteristics that constitute culture.
SS.9-12.G.14. Explain how a person's identity
				  (e.g., race, ethnicity, gender, sexuality, spirituality/religion, ability
				  status, socioeconomic group) shapes and is shaped by worldview.
SS.9-12.G.15. Explain how characteristics of
				  culture and measures of development shape an individual's worldview.
SS.9-12 G.16. Explain how globalization affects
				  the cultural, political, economic, and environmental characteristics of a place
				  or region.
SS.9-12.G.17. Evaluate how competition for scarce
				  natural resources contributes to conflict and cooperation within and among
				  countries.
History Standards
Kindergarten
SS.K.H.1. With guidance and support, compare life
				  in the past to life today, including the points of view of diverse groups of
				  people.
SS.K.H.2. Identify and describe the purpose of the
				  national holidays of the United States, the major holidays of diverse groups,
				  and the bravery or achievements of the diverse people who make these days
				  special holidays.
Grade 1
SS.1.H.1. Create a chronological sequence of
				  multiple events based on current learning.
SS.1 H.2. Generate questions and investigate
				  diverse individuals and groups who have shaped a significant historical
				  change.
SS.1.H.3. With guidance and support, investigate
				  how our perspectives of historical events have changed over time.
Grade 2
SS.2.H.1. Identify main ideas and changes that
				  have occurred in the local community over time and retell how these changes
				  impacted diverse groups in the community.
SS.2.H.2. Examine key events that changed history
				  from multiple perspectives, including the perspectives, including the
				  perspectives of diverse individuals, cultures, and groups.
Grade 3
SS.3.H.1. Create and use a chronological sequence
				  of related events to compare developments that happened at the same
				  time.
SS.3.H.2. Explain how the diverse perspectives of
				  people and events develop and shape communities and or regions.
SS.3.H.3. Identify and analyze how different kinds
				  of historical sources are used to explain events in the past.
Grade 4
SS.4.H.1. Study important individuals or major
				  events in order to recognize and explain that there are multiple cultural
				  perspectives.
SS.4.H.2. Generate questions about multiple
				  historical sources and their relationships to particular historical events and
				  developments.
SS.4.H.3. Explain probable causes and effects of
				  events and developments in Illinois history.
Grade 5
SS.5.H.1. Create and use a chronological sequence
				  of related events to identify cause and effects of relationships in history and
				  the impacts of underrepresented groups.
SS.5.H.2. Use information about a historical
				  source, including the creator (author), date, place of origin, intended
				  audience, and purpose to judge the extent to which the source is useful for
				  studying a particular topic.
SS.5.H.3. Summarize the central claim in a work of
				  history.
Grades 6-8
SS.6-8.H.1.LC. Identify and describe the contexts
				  of a series of historical events and developments as examples of change and/or
				  continuity based on the perspectives of multiple diverse groups.
SS.6-8.H.1.MdC. Analyze connections and
				  disconnections among events and developments in broader historical contexts and
				  identify the effects of events on groups of people who have been
				  marginalized.
SS.6-8.H.1.MC. Evaluate the significance of
				  historical events to multiple groups and the relationship to modern-day
				  movements and events.
SS.6-8.H.2.LC. Explain how and why perspectives of
				  people have changed over time.
SS.6-8.H.2.MdC. Analyze and compare multiple
				  factors that influenced the perspectives of multiple groups of people during
				  different historical eras relevant to the cultural groups.
SS.6-8.H.2.MC. Evaluate how perspectives of
				  multiple individuals and groups have impacted the availability of information
				  and the creation of historical sources.
SS.6-8.H.3.LC. Classify the kinds of historical
				  sources used in a secondary interpretation to include sources representing
				  multiple perspectives.
SS.6-8.H.3.MdC. Detect possible biases and
				  limitations in the historical record based on evidence collected from different
				  kinds of historical sources by identifying the author, purpose, funding/source,
				  type of publication/outlet, intended audience, etc.
SS.6-8.H.3.MC. Evaluate the validity of claims
				  made in historical sources representing a variety of perspectives, describe the
				  possible or actual impact(s) of the sources on audiences, and determine uses
				  and applications.
SS.6-8.H.4.LC. Describe the differences between
				  correlation and causation in historical events and explain multiple causes and
				  effects of historical events.
SS.6-8.H.4.MdC. Compare and contrast the central
				  historical arguments in secondary works across multiple media.
SS.6-8.H.4.MC. Organize and critique applicable
				  evidence to develop a coherent argument about the past.
Grades 9-12
SS.9-12.H.1. Evaluate the context of time and
				  place as well as structural factors that influence historical
				  developments.
SS.9-12.H.2. Analyze change and continuity across
				  historical eras and identify what perspectives have typically influenced how
				  historical eras are constructed.
SS.9-12.H.3. Evaluate the methods used to promote
				  change and the effects and outcomes of these methods on diverse groups of
				  people.
SS.9-12.H.4. Analyze how people and institutions
				  have interacted with environmental, scientific, technological societal
				  challenges.
SS.9-12.H.5. Analyze the factors and historical
				  context, including overarching movements that influenced the perspectives of
				  people during different historical eras.
SS.9-12.H.6. Analyze the concept and pursuit of
				  the "American Dream" and identify the factors that could promote or present
				  barriers to the pursuit of the "American Dream" for multiple groups of
				  people.
SS.9-12.H.7. Identify and analyze the role of
				  individuals, groups and institutions in people's struggle for safety, freedom,
				  equality and justice.
SS.9-12.H.8. Analyze key historical events and
				  contributions of individuals through a variety of perspectives, including those
				  of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between
				  historical sources and the secondary interpretations made from them.
SS.9-12.H.10. Identify and analyze ways in which
				  marginalized communities are represented in historical sources and seek out
				  sources created by historically oppressed peoples.
SS.9-12.H.11. Analyze primary and secondary
				  historical sources from multiple vantage points and perspectives to identify
				  and explain dominant narratives and counter narratives of historical
				  events.
SS.9-12.H.12. Analyze the causes and effects of
				  global conflicts and economic crises.
SS.9-12.H.13. Analyze multiple and complex causes
				  and effects of events in the past.
SS.9-12.H.14. Analyze the geographic and cultural
				  forces that have resulted in conflict and cooperation. Identify the cause and
				  effects of imperialism and colonization.
Standards for Anthropology, Psychology, Sociology, and
				  Religious Studies Apply to Grades 9-12 Only
Anthropology Standards
SS.9-12.ANTH.1. Analyze the elements of culture
				  and explain the factors that shape these elements differently around the
				  world.
SS.9-12.ANTH.2. Explain how cultures develop and
				  vary in response to their physical and social environment, including local,
				  national, regional and global patterns.
SS.9-12.ANTH.3. Explain why anthropologists study
				  culture from a holistic perspective.
SS.9-12.ANTH.4. Evaluate one's own cultural
				  assumptions using anthropological concepts.
SS.9-12.ANTH.5. Apply anthropological concepts and
				  anthropological knowledge to a variety of everyday, real-world
				  situations.
SS.9-12.ANTH.6. Explain how local actions can have
				  global consequences and how global patterns and processes can affect seemingly
				  unrelated local actions.
Psychology Standards
SS.9-12.PSY.1. Identify scientific methodologies
				  utilized in psychological research.
SS.9-12.PSY.2. Evaluate the conclusions made by
				  psychological research, including ethical concerns.
SS.9-12.PSY.3. Understand a variety of
				  psychological perspectives and apply their concepts and theoretical ideas to
				  the investigation of similarities and differences in behavior and mental
				  processes.
SS.9-12.PSY.4. Analyze how biological,
				  psychological and sociocultural factors and their interactions influence
				  individuals' behavior and mental processes.
SS.9-12.PSY.5. Evaluate the complexities of human
				  thought and behavior, as well as the factors related to the individual
				  differences among people.
SS.9-12.PSY.6. Identify and apply psychological
				  thinking to personal and societal experiences and issues.
SS.9-12.PSY.7. Apply psychological knowledge to
				  one's daily life.
SS.9-12.PSY.8. Use appropriate psychological
				  terminology with reference to psychologists and their experiments and theories
				  in order to explain the possible causes of and impact on behavior and mental
				  processes.
Sociology Standards
SS.9-12.SOC.1. Identify and apply sociological
				  perspectives and a variety of sociological theories.
SS.9-12.SOC.2. Analyze the impact of social
				  structure, including culture, institutions, and societies.
SS.9-12.SOC.3. Hypothesize how primary agents of
				  socialization influence the individual.
SS.9-12.SOC.4. Describe the impact of social
				  relationships on the self, groups and socialization processes.
SS.9-12.SOC.5. Explain the social construction of
				  self and groups and their impact on the life changes of individuals.
SS.9-12.SOC.6. Analyze the impact of
				  stratification and inequality on groups and the individuals within them.
Religious Studies Standards
SS.9-12.REL.1. Explain and analyze the distinction
				  between a devotional assertion of religious beliefs and behaviors and the
				  academic study of diverse devotional assertions from a nonsectarian perspective
				  in specific social and historical contexts.
SS.9-12.REL.2. Describe and analyze examples of
				  how religions are internally diverse at both macro levels (sects and divisions
				  within traditions) and micro levels (differences within specific religious
				  communities).
SS.9-12.REL.3. Describe and analyze examples of
				  how religions evolve and change over time in response to differing social,
				  historical, and political contexts.
SS.9-12.REL.4. Describe and analyze examples of
				  how religions are embedded in all aspects of culture and cannot only be
				  isolated to the "private" sphere.
SS.9-12.REL.5. Explain how religious identities
				  shape and are shaped by the beliefs people hold, the behaviors they exhibit,
				  and the ways people experience membership in intersecting communities.
SS.9-12.REL.6. Identify how internal diversity is
				  evident in beliefs, behaviors, and experiences of belonging to various
				  communities.
SS.9-12.REL.7. Analyze how beliefs, behaviors, and
				  experiences of belonging to communities change over time.
SS.9-12.REL.8. Interpret how beliefs, behaviors,
				  and experiences of belonging to various communities affect and are affected by
				  other social, political, and cultural forces.
SS.9-12.REL.9. Give examples of how beliefs,
				  behaviors, and community experiences shape and are shaped by one another in
				  particular social and historical contexts.
PHYSICAL DEVELOPMENT AND HEALTH
State Goal 19: Acquire movement and motor skills and
				  understand concepts necessary to engage in moderate to vigorous physical
				  activity.
Standards:
Demonstrate physical competency in a variety of
				  motor skills and movement patterns.
Analyze various movement concepts and
				  applications.
Demonstrate knowledge of rules, safety, and
				  strategies during physical activity.
State Goal 20: Achieve and maintain a health-enhancing level
				  of physical fitness based upon continual self-assessment.
Standards:
Know and apply the principles and components of
				  health-related and skill-related fitness as applied to learning and performance
				  of physical activities.
Assess individual fitness levels.
Set goals based on fitness data and develop,
				  implement and monitor an individual fitness improvement plan.
State Goal 21: Develop skills necessary to become a
				  successful member of a team by working with others through physical
				  activity.
Standards:
Demonstrate personal responsibility during group
				  physical activities.
Demonstrate cooperative skills during structured
				  group physical activity.
State Goal 22: Understand principles of health promotion and
				  the prevention and treatment of illness and injury.
Standards:
Explain the basic principles of health promotion,
				  illness prevention and safety, including how to access valid information,
				  products and services.
Describe and explain the factors that influence
				  health among individuals, groups and communities.
Explain how the environment can affect
				  health.
Describe how to advocate for the health of
				  individuals, families, and communities.
State Goal 23: Understand human body systems and factors that
				  influence growth and development.
Standards:
Describe and explain the structure and functions
				  of the human body systems and how they interrelate.
Explain the effects of health-related actions on
				  the body systems.
Describe factors that affect growth and
				  development.
Describe and explain the structures and functions
				  of the brain and how they are affected by different types of physical activity
				  and levels of fitness.
State Goal 24: Promote and enhance health and well-being
				  through the use of effective communication and decision-making skills.
Standards:
Demonstrate procedures for communicating in
				  positive ways, resolving differences, and preventing conflict.
Apply decision-making skills related to the
				  protection and promotion of individual, family, and community health.
Demonstrate skills essential to enhancing health
				  and avoiding dangerous situations.
SOCIAL AND EMOTIONAL LEARNING STANDARDS
Goal 1: Develop self-awareness and self-management
				  skills to achieve school and life success.
Learning Standard A: Identify and manage one's
				  emotions and behavior.
Learning Standard B: Recognize personal qualities
				  and external supports.
Learning Standard C: Demonstrate skills related to
				  achieving personal and academic goals.
Goal 2: Use social awareness and interpersonal
				  skills to establish and maintain positive relationships.
Learning Standard A: Recognize the feelings and
				  perspectives of others.
Learning Standard B: Recognize individual and
				  group similarities and differences.
Learning Standard C: Use communication and social
				  skills to interact effectively with others.
Learning Standard D: Demonstrate an ability to
				  prevent, manage, and resolve interpersonal conflicts in constructive
				  ways.
Goal 3: Demonstrate decision-making skills and
				  responsible behaviors in personal, school, and community contexts.
Learning Standard A: Consider ethical, safety, and
				  societal factors in making decisions.
Learning Standard B: Apply decision-making skills
				  to deal responsibly with daily academic and social situations.
Learning Standard C: Contribute to the well-being
				  of one's school and community.
FINE ARTS
Beginning in the 2018-19 school year, there are no State
				  Goals for Learning in this area and the standards set forth below shall
				  apply.
Discipline: Visual Arts
Process: Creating - Investigate, Plan, Make
Anchor Standard 1: Generate and conceptualize
				  artistic ideas and work.
Enduring Understandings
Creativity and innovative thinking are essential
				  life skills that can be developed.
Artists and designers shape artistic
				  investigations, following or breaking with traditions in pursuit of creative
				  art-making goals.
Process: Creating - Investigate
Anchor Standard 2: Organize and develop artistic
				  ideas and work.
Enduring Understandings
Artists and designers experiment with forms,
				  structures, materials, concepts, media, and art-making approaches.
Artists and designers balance experimentation and
				  safety, freedom and responsibility while developing and creating
				  artworks.
People create and interact with objects, places
				  and designs that define, shape, enhance and empower their lives.
Process: Creating - Reflect, Refine,
				  Continue
Anchor Standard 3: Revise, refine and complete
				  artistic work.
Enduring Understanding
Artists and designers develop excellence through
				  practice and constructive critique, reflecting on, revising and refining work
				  over time.
Process: Presenting - Select
Anchor Standard 4: Select, analyze and interpret
				  artistic work for presentation.
Enduring Understanding
Artists and other presenters consider various
				  technologies, methods, venues, and criteria when analyzing, selecting, and
				  curating objects, artifacts, and artworks for preservation and
				  presentation.
Process: Presenting - Analyze
Anchor Standard 5: Develop and refine artistic
				  techniques and work for presentation.
Enduring Understanding
Artists, curators, and others consider a variety
				  of factors and methods, including evolving techniques, when preparing and
				  refining artwork for display or when deciding if and how to preserve and
				  protect artwork.
Process: Presenting - Share
Anchor Standard 6: Convey meaning through the
				  presentation of artistic work.
Enduring Understanding
Objects, artifacts, and artworks collected,
				  preserved, or presented by artists, museums, or other venues communicate
				  meaning and a record of social, cultural, and political experiences, resulting
				  in the cultivation of appreciation and understanding.
Process: Responding - Perceive
Anchor Standard 7: Perceive and analyze artistic
				  work.
Enduring Understandings
Individual aesthetic and empathic awareness
				  developed through engagement with art can lead to understanding and
				  appreciation of self, others, the natural world, and constructed
				  environments.
Visual imagery influences understanding of and
				  responses to the world.
Process: Responding - Analyze
Anchor Standard 8: Construct meaningful
				  interpretations of artistic work.
Enduring Understanding
People gain insights into meanings of artworks by
				  engaging in the process of art criticism.
Process: Responding - Interpret
Anchor Standard 9: Apply criteria to evaluate
				  artistic work.
Enduring Understanding
People evaluate art based on various
				  criteria.
Process: Connecting - Synthesize
Anchor Standard 10: Synthesize and relate
				  knowledge and personal experiences to make art.
Enduring Understanding
Through art-making, people make meaning by
				  investigating and developing awareness of perceptions, knowledge and
				  experiences.
Process: Connecting - Relate
Anchor Standard 11: Relate artistic ideas and
				  works with societal, cultural, and historical context to deepen
				  understanding.
Enduring Understanding
People develop ideas and understandings of
				  society, culture and history through their interactions with and analysis of
				  art.
Discipline: Music
Process: Creating - Investigate, Plan, Make
Anchor Standard 1: Generate and conceptualize
				  artistic ideas and work.
Enduring Understanding
The creative ideas, concepts and feelings that
				  influence musicians' work emerge from a variety of sources.
Anchor Standard 2: Organize and develop artistic
				  ideas and work.
Enduring Understanding
Creative choices are influenced by one's
				  expertise, context, and expressive intent.
Anchor Standard 3: Revise, refine and complete
				  artistic work.
Enduring Understanding
People evaluate and refine their work through
				  openness to new ideas, persistence, and the application of the appropriate
				  criteria.
Process: Performing
Anchor Standard 4: Select, analyze, and interpret
				  artistic work for presentation.
Enduring Understanding
Performers' interest in and knowledge of musical
				  works, context for performance and understanding of their own musicianship
				  influence the selection of repertoire.
Anchor Standard 5: Develop and refine artistic
				  techniques and work for presentation.
Enduring Understanding
To express their musical idea, performers analyze,
				  evaluate, and refine their performance over time through openness to new ideas,
				  persistence, and the application of appropriate criteria.
Anchor Standard 6: Convey meaning through the
				  presentation of artistic work.
Enduring Understanding
Performers judge performance based on criteria
				  that vary across time, place, and cultures. The context and how a work is
				  presented influence the audience response.
Process: Responding
Anchor Standard 7: Perceive and analyze artistic
				  work.
Enduring Understanding
Individuals choose music based on their interests,
				  experiences, musical understanding, and the musical work's purpose.
Anchor Standard 8: Construct meaningful
				  interpretations of artistic work.
Enduring Understanding
Through their use of elements and structures of
				  music, creators, and performers provide clues to their expressive
				  intent.
Anchor Standard 9: Apply criteria to evaluate
				  artistic work.
Enduring Understanding
The personal evaluation of musical works and
				  performances is informed by analysis, interpretation, and teacher- or
				  student-established criteria.
Process: Connecting
Anchor Standard 10: Synthesize and relate
				  knowledge and personal experiences to make art.
Enduring Understanding
Performers connect their personal interests,
				  experiences, ideas, and knowledge to creating, performing, and
				  responding.
Anchor Standard 11: Relate artistic ideas and
				  works with societal, cultural, and historical context to deepen
				  understanding.
Enduring Understanding
Understanding connections to varied contexts and
				  daily life enhances one's creating, performing, and responding.
Discipline: Dance
Process: Creating - Explore
Anchor Standard 1: Generate and conceptualize
				  artistic ideas and work.
Enduring Understanding
Choreographers use a variety of sources as
				  inspiration and transform concepts and ideas into movement for artistic
				  expression.
Process: Creating - Plan
Anchor Standard 2: Organize and develop artistic
				  ideas and work.
Enduring Understanding
The elements of dance, dance structures and
				  choreographic devices serve as both a foundation and a departure point for
				  choreographers.
Process: Creating - Revise
Anchor Standard 3: Revise, refine and complete
				  artistic work.
Enduring Understanding
Choreographers analyze, evaluate, refine, and
				  document their work to communicate meaning.
Process: Performing - Express
Anchor Standard 4: Select, analyze, and interpret
				  artistic work for presentation.
Enduring Understanding
Body, space, time, and energy are the basic
				  elements of dance.
Process: Performing - Embody
Anchor Standard 5: Develop and refine artistic
				  techniques and work for presentation.
Enduring Understanding
Dancers use the mind-body connection and develop
				  the body as an instrument for artistry and artistic expression.
Process: Performing - Present
Anchor Standard 6: Convey meaning through the
				  presentation of artistic work.
Enduring Understanding
Dance performance is an interaction among
				  choreographer, performer, production elements and audience that heightens and
				  amplifies artistic intention.
Process: Responding - Analyze
Anchor Standard 7: Perceive and analyze artistic
				  work.
Enduring Understanding
Dance is perceived and analyzed to comprehend its
				  meaning.
Process: Responding - Interpret
Anchor Standard 8: Construct meaningful
				  interpretations of artistic work.
Enduring Understanding
Dance is interpreted by considering intent,
				  meaning and artistic expression as communicated through the use of the body,
				  elements of dance, dance technique, dance structure and context.
Process: Responding - Critique
Anchor Standard 9: Apply criteria to evaluate
				  artistic work.
Enduring Understanding
Criteria for evaluating dance vary across genres,
				  styles and cultures.
Process: Connecting - Synthesize
Anchor Standard 10: Synthesize and relate
				  knowledge and personal experiences to make art.
Enduring Understanding
Personal experiences, knowledge and contexts are
				  integrated and synthesized to interpret meaning in dance.
Process: Connecting - Relate
Anchor Standard 11: Relate artistic ideas and
				  works with societal, cultural and historical context to deepen
				  understanding.
Enduring Understanding
Dance literacy includes deep knowledge and
				  perspectives about societal, cultural, historical and community
				  contexts.
Discipline: Theater
Process: Creating - Envision, Conceptualize
Anchor Standard 1: Generate and conceptualize
				  artistic ideas and work.
Enduring Understanding
Theater artists rely on intuition, curiosity, and
				  critical inquiry.
Process: Creating - Develop
Anchor Standard 2: Organize and develop artistic
				  ideas and work.
Enduring Understanding
Theater artists work to discover different ways of
				  communicating meaning.
Process: Creating - Rehearse
Anchor Standard 3: Revise, refine and complete
				  artistic work.
Enduring Understanding
Theater artists refine their work and practice
				  their craft through rehearsal.
Process: Performing - Select
Anchor Standard 4: Select, analyze, and interpret
				  artistic work for presentation.
Enduring Understanding
Theater artists make strong choices to convey
				  meaning effectively.
Process: Performing - Prepare
Anchor Standard 5: Develop and refine artistic
				  techniques and work for presentation.
Enduring Understanding
Theater artists develop personal processes and
				  skills for a performance or design.
Process: Performing - Share, Present
Anchor Standard 6: Convey meaning through the
				  presentation of artistic work.
Enduring Understanding
Theater artists share and present stories, ideas
				  and envisioned worlds to explore human experience.
Process: Responding - Reflect
Anchor Standard 7: Perceive and analyze artistic
				  work.
Enduring Understanding
Theater artists reflect to understand the impact
				  of drama processes and theater experiences.
Process: Responding - Interpret
Anchor Standard 8: Construct meaningful
				  interpretations of artistic work.
Enduring Understanding
Theater artists' interpretations of drama/theater
				  work are influenced by personal experiences and aesthetics.
Process: Responding - Evaluate
Anchor Standard 9: Apply criteria to evaluate
				  artistic work.
Enduring Understanding
Theater artists apply criteria to investigate,
				  explore and assess drama and theater work.
Process: Connecting - Empathize
Anchor Standard 10: Synthesize and relate
				  knowledge and personal experiences to make art.
Enduring Understanding
Theater artists allow awareness of
				  interrelationships between self and others to influence and inform their
				  work.
Process: Connecting - Interrelate, Research
Anchor Standard 11: Relate artistic ideas and
				  works with societal, cultural, and historical context to deepen
				  understanding.
Enduring Understanding
Theater artists understand and can communicate
				  their creative process as they analyze the way the world may be
				  understood.
Theater artists critically inquire into the ways
				  others have thought about and created drama processes and productions to inform
				  their own work.
Discipline: Media Arts
Process: Creating - Conceive
Anchor Standard 1: Generate and conceptualize
				  artistic ideas and work.
Enduring Understanding
Media arts ideas, works and processes are shaped
				  by the imagination, creative processes, and experiences, both within and
				  outside the arts.
Process: Creating - Develop
Anchor Standard 2: Organize and develop artistic
				  ideas and work.
Enduring Understanding
Media artists plan, organize and develop creative
				  ideas, plans and models into process structures that can effectively realize
				  the artistic idea.
Process: Creating - Construct
Anchor Standard 3: Revise, refine and complete
				  artistic work.
Enduring Understanding
Media artists develop excellence through practice
				  and constructive critique, reflecting on, revising and refining work over
				  time.
Process: Producing - Integrate
Anchor Standard 4: Select, analyze, and interpret
				  artistic work for presentation.
Enduring Understanding
Media artists make choices about how and to whom
				  their work is presented.
Process: Producing - Practice
Anchor Standard 5: Develop and refine artistic
				  techniques and work for presentation.
Enduring Understanding
Media artists require a range of skills and
				  abilities to creatively solve problems within and through media arts
				  productions.
Process: Producing - Present
Anchor Standard 6: Convey meaning through the
				  presentation of artistic work.
Enduring Understanding
Media artists purposefully present, share and
				  distribute media artworks for various contexts.
Process: Responding - Perceive
Anchor Standard 7: Perceive and analyze artistic
				  work.
Enduring Understanding
Media artworks can be appreciated and interpreted
				  through analyzing their components.
Process: Responding - Interpret
Anchor Standard 8: Construct meaningful
				  interpretations of artistic work.
Enduring Understanding
Interpretation and appreciation require engagement
				  with the content, form, and context of media artworks.
Process: Responding - Evaluate
Anchor Standard 9: Apply criteria to evaluate
				  artistic work.
Enduring Understanding
Skillful evaluation and critique are critical
				  components of experiencing, appreciating, and producing media artworks.
Process: Connecting - Synthesize
Anchor Standard 10: Synthesize and relate
				  knowledge and personal experiences to make art.
Enduring Understanding
Personal and cultural experiences affect and are
				  affected by how media artworks are made and interpreted.
Process: Connecting - Relate
Anchor Standard 11: Relate artistic ideas and
				  works with societal, cultural and historical context to deepen
				  understanding.
Enduring Understanding
Media artworks and ideas are better understood and
				  produced by relating them to their purposes, values, and various
				  contexts.
COMPUTER SCIENCE
Beginning in the 2022-23 school year, there are no State
				  Goals for Learning in this area and the standards set forth below shall
				  apply.
"Computer Science" means the study of computers and
				  algorithms, including their principles, their hardware and software designs,
				  their implementation, and their impact on society. "Computer Science" does not
				  include the study of everyday uses of computers and computer applications, such
				  as keyboarding or accessing the Internet.
These standards are a modified version of the K-12 Computer
				  Science Framework, available at
https://k12cs.org/
, and introduce standards
				  for "Emerging Technologies" as a dynamic field that can contribute to many
				  future technologies. Examples of emerging technologies currently include, but
				  are not limited to, artificial intelligence, quantum computing, augmented
				  reality, and applications of robotics. Teachers and students are given freedom
				  to decide how to incorporate the future of computing into their classrooms.
				  Within each grade band standards, this domain consists of a general progression
				  of competencies that students should have across grade levels. These are
				  duplicated and presented in each grade band.
Computer Science Practices
"The seven core practices of computer science
				  describe the behaviors and ways of thinking that computationally literate
				  students use to fully engage in today's data-rich and interconnected world. The
				  practices naturally integrate with one another and contain language that
				  intentionally overlaps to illuminate the connections among them. They are
				  displayed in an order that suggests a process for developing computational
				  artifacts. This process is cyclical and can follow many paths; in the
				  framework, it begins with recognizing diverse users and valuing others'
				  perspectives and ends with communicating the results to broad audiences.
Unlike the core concepts, the practices are not
				  delineated by grade bands. Rather, the practices use a narrative to describe
				  how students should exhibit each practice with increasing sophistication from
				  kindergarten to Grade 12. In addition to describing the progression, these
				  narratives also provide some examples of the interrelatedness of the practice
				  statements and the ways in which these statements build upon one another."
				  (K-12 Computer Science Framework).
Computer science practices 8 and 9 were added to
				  the seven core practices from the K-12 Computer Science Framework in order to
				  meet the needs of emerging and future technologies.
Practice 1 - Fostering an inclusive computing
				  culture.
Practice 2 - Collaborating around
				  computing.
Practice 3 - Recognizing and defining
				  computational problems.
Practice 4 - Developing and using
				  abstractions.
Practice 5 - Creating computational
				  artifacts.
Practice 6 - Testing and refining computational
				  artifacts.
Practice 7 - Communicating about computing.
Practice 8 - Analyzing the effects of advancements
				  in computing on one's society, economy, and culture.
Practice 9 - Reflecting on and revising one's
				  computational thought processes and those of others.
All standards are coded for ease of use and reference. The
				  code is keyed as follows:
"Grade Band.Content Domain.Number of
				  Standard"
K-2 Standards
Computing Systems
Devices
K-2.CS.1 Select and operate appropriate software
				  to perform a variety of tasks and recognize that users have different needs and
				  preferences for the technology they use.
Hardware and Software
K-2.CS.02 Use appropriate terminology in
				  identifying and describing the function of common physical components of
				  computing systems (hardware).
Troubleshooting
K-2.CS.03 Describe basic hardware and software
				  problems using accurate terminology.
Networks and the Internet
Cybersecurity
K-2.NI.04 Explain what passwords are and why we
				  use them and use strong passwords to protect devices and information from
				  unauthorized access.
Data and Analysis
Storage
K-2.DA.05 Store, copy, search, retrieve, modify,
				  and delete information using a computing device and define the information
				  stored as data.
Collection, Visualization, and
				  Transformation
K-2.DA.06 Collect and present the same data in
				  various visual formats.
Inference and Models
K-2.DA.07 Identify and describe patterns in data
				  visualizations, such as charts or graphs, to make predictions.
Algorithms and Programming
Algorithms
K-2.AP.08 Model daily processes by creating and
				  following algorithms (sets of step-by-step instructions) to complete
				  tasks.
Variables
K-2.AP.09 Model the way programs store and
				  manipulate data by using numbers or other symbols to represent
				  information.
Control
K-2.AP.10 Develop programs with sequences and
				  simple loops, to express ideas or address a problem.
Modularity
K-2.AP.11 Decompose (break down) the steps needed
				  to solve a problem into a precise sequence of instructions.
Program Development
K-2.AP.12 Develop plans that describe a program's
				  sequence of events, goals, and expected outcomes.
K-2.AP.13 Give attribution when using the ideas
				  and creations of others while developing programs.
K-2.AP.14 Debug (identify and fix) errors in an
				  algorithm or program that includes sequences and simple loops.
K-2.AP.15 Using correct terminology, describe
				  steps taken and choices made during the iterative process of program
				  development.
Impacts of Computing
Culture
K-2.IC.16 Compare how people live and work before
				  and after the implementation or adoption of new computing technology.
Social Interactions
K-2.IC.17 Work respectfully and responsibly with
				  others online.
Safety Law and Ethics
K-2.IC.18 Keep login information private and log
				  off of devices appropriately.
Emerging and Future Technologies
K-2.ET.A Explain that the field of emerging
				  technologies will be evolving and rapidly growing.
K-2.ET.B Compare existing and emerging
				  technologies, ideas, and concepts.
K-2.ET.C Describe how emerging technologies are
				  influencing current events at a local and global scale.
K-2.ET.D Predict the positive and negative
				  societal, cultural, and economic impacts that emerging and future technologies
				  may generate.
K-2.ET.E Create new or original work by applying
				  emerging technologies.
Grades 3-5 Standards
Computing Systems
Devices
3-5.CS.01 Describe how internal and external parts
				  of computing devices function to form a system.
Hardware and Software
3-5.CS.02 Model how computer hardware and software
				  work together as a system to accomplish tasks. Discuss task specific embedded
				  systems.
Troubleshooting
3-5.CS.03 Determine potential solutions to solve
				  simple hardware and software problems using common troubleshooting
				  strategies.
Networks and the Internet
Network Communication and Organization
3-5.NI.04 Model how information is broken down
				  into smaller pieces, transmitted as packets through multiple devices over
				  networks and the Internet, and reassembled at the destination.
Cybersecurity
3-5.NI.05 Discuss real-world cybersecurity
				  problems and how personal information can be protected.
Data and Analysis
Collection, Visualization, and
				  Transformation
3-5.DA.06 Organize and present collected data
				  visually to highlight relationships and support a claim.
Interference and Models
3-5.DA.07 Use data to highlight or propose
				  cause-and-effect relationships, predict outcomes, or communicate an
				  idea.
Algorithms and Programming
Algorithms
3-5.AP.08 Compare and refine multiple algorithms
				  for the same task and determine which is the most appropriate.
Variables
3-5.AP.09 Create programs that use variables to
				  store and modify data.
Control
3-5.AP.10 Create programs that include sequences,
				  events, loops, and conditionals.
Modularity
3-5.AP.11 Decompose (break down) problems into
				  smaller, manageable subproblems to facilitate the program development
				  process.
3-5.AP.12 Modify, remix, or incorporate portions
				  of an existing program into one's own work, to develop something new or add
				  more advanced features.
Program Development
3-5.AP.13 Use an iterative process to plan the
				  development of a program by including others' perspectives and considering user
				  preferences.
3-5.AP.14 Observe intellectual property rights and
				  give appropriate attribution when creating or remixing programs.
3-5.AP.15 Test and debug (identify and fix errors)
				  a program or algorithm to ensure it runs as intended.
3-5.AP.16 Take on varying roles, with teacher
				  guidance, when collaborating with peers during the design, implementation, and
				  review stages of program development.
3-5.AP.17 Describe choices made during program
				  development using code comments, presentations, and demonstrations.
Impacts of Computing
Culture
3-5.IC.18 Discuss computing technologies that have
				  changed the world and express how those technologies influence, and are
				  influenced by, cultural practices.
3-5.IC.19 Brainstorm ways to improve the
				  accessibility and usability of technology products for the diverse needs and
				  wants of users.
Social Interactions
3-5.IC.20 Seek diverse perspectives for the
				  purpose of improving computational artifacts.
Safety Law and Ethics
3-5.IC.21 Use public domain or Creative Commons
				  media and refrain from copying or using material created by others without
				  permission.
Emerging and Future Technologies
3-5.ET.A Explain that the field of emerging
				  technologies will be evolving and rapidly growing.
3-5.ET.B Compare existing and emerging
				  technologies, ideas, and concepts.
3-5.ET.C Describe how emerging technologies are
				  influencing current events at a local and global scale.
3-5.ET.D Predict the positive and negative
				  societal, cultural, and economic impacts that emerging and future technologies
				  may generate.
3-5.ET.E Create new or original work by applying
				  emerging technologies.
Grades 6-8 Standards
Computing Systems
Devices
6-8.CS.01 Recommend improvements to the design of
				  computing devices, based on an analysis of how users interact with the
				  devices.
Hardware and Software
6-8.CS.02 Design projects that combine hardware
				  and software components to collect and exchange data.
Troubleshooting
6-8.CS.03 Systematically identify and fix problems
				  with computing devices and their components.
Networks and the Internet
Network Communication and Organization
6-8.NI.04 Model the role of protocols in
				  transmitting data across networks and the Internet.
Cybersecurity
6-8.NI.05 Explain how physical and digital
				  security measures protect electronic information.
6-8.NI.06 Apply multiple methods of encryption to
				  model the secure transmission of information.
Data and Analysis
Storage
6-8.DA.07 Represent data using multiple encoding
				  schemes.
Collection Visualization and Transformation
6-8.DA.08 Collect data using computational tools
				  and transform the data to make it more useful and reliable.
Interference and Models
6-8.DA.09 Refine computational models based on the
				  data they have generated.
6-8.DA.10 Evaluate the misuse of data and impact
				  of distorted outcomes.
Algorithms and Programming
Algorithms
6-8.AP.11 Use flowcharts or pseudocode to address
				  complex problems as algorithms.
Variables
6-8.AP.12 Perform operations on student-created
				  variables that possess descriptive names and represent different data
				  types.
Control
6-8.AP.13 Design and iteratively develop programs
				  that combine control structures, including nested loops and compound
				  conditionals.
Modularity
6-8.AP.14 Decompose problems and subproblems into
				  parts to facilitate the design, implementation, and review of programs.
6-8.AP.15 Create procedures with parameters to
				  organize code and make it easier to reuse.
Program Development
6-8.AP.16 Seek and incorporate feedback from team
				  members and users to refine a solution that meets user needs.
6-8.AP.17 Incorporate existing code, media, and
				  libraries into original programs and give attribution.
6-8.AP.18 Systematically test and refine programs
				  using a range of test cases.
6-8.AP.19 Distribute tasks and maintain a project
				  timeline when collaboratively developing computational artifacts.
6-8.AP.20 Document programs to make them easier to
				  follow, test, and debug.
Impacts of Computing
Culture
6-8.IC.21 Compare tradeoffs associated with
				  computing technologies that affect people's everyday activities and career
				  options.
6-8.IC.22 Discuss issues of bias and accessibility
				  in the design of existing technologies.
Social Interactions
6-8.IC.23 Collaborate with many contributors
				  through strategies such as crowdsourcing or surveys when creating a
				  computational artifact.
Safety Law and Ethics
6-8.IC.24 Describe tradeoffs between allowing
				  information to be public and keeping information private and secure.
Emerging and Future Technologies
6-8.ET.A Explain that the field of emerging
				  technologies will be evolving and rapidly growing.
6-8.ET.B Compare existing and emerging
				  technologies, ideas, and concepts.
6-8.ET.C Describe how emerging technologies are
				  influencing current events at a local and global scale.
6-8.ET.D Predict the positive and negative
				  societal, cultural, and economic impacts that emerging and future technologies
				  may generate.
6-8.ET.E Create new or original work by applying
				  emerging technologies.
Grades 9-10 Standards
Computing Systems
Devices
9-10.CS.01 Explain how abstractions hide the
				  underlying implementation details of computing systems embedded in everyday
				  objects.
Hardware and Software
9-10.CS.02 Compare levels of abstraction and
				  interactions between application software, system software, and hardware
				  layers.
Troubleshooting
9-10.CS.03 Develop guidelines that convey
				  systematic troubleshooting strategies that others can use to identify and fix
				  errors.
Networks and the Internet
Network Communication and Organization
9-10.NI.04 Evaluate the scalability and
				  reliability of networks, by describing the relationship between routers,
				  switches, servers, topology, and addressing.
9-10.NI.05 Give examples to illustrate how
				  sensitive data can be affected by malware and other attacks.
9-10.NI.06 Compare various security measures,
				  considering tradeoffs between the usability and security of a computing
				  system.
Cybersecurity
9-10.NI.07 Recommend security measures to address
				  various scenarios based on factors such as efficiency, feasibility, and ethical
				  impacts.
9-10.NI.08 Explain tradeoffs when selecting and
				  implementing cybersecurity recommendations.
Data and Analysis
Storage
9-10.DA.09 Translate between different bit
				  representations of real-world phenomena, such as characters, numbers, and
				  images.
9-10.DA.10 Evaluate the tradeoffs in how data
				  elements are organized and stored.
Collection, Visualization, and
				  Transformation
9-10.DA.11 Create interactive data visualizations
				  using software tools to help others better understand real-world
				  phenomena.
Interference and Models
9-10.DA.12 Create computational models that
				  represent the relationships among different elements of data collected from a
				  phenomenon or process.
Algorithms and Programming
Algorithms
9-10.AP.13 Create prototypes that use algorithms
				  to solve computational problems by leveraging prior student knowledge and
				  personal interests.
Variables
9-10.AP.14 Use lists to simplify solutions,
				  generalizing computational problems instead of repeatedly using simple
				  variables.
Control
9-10.AP.15 Justify the selection of specific
				  control structures when tradeoffs involve implementation, readability, and
				  program performance, and explain the benefits and drawbacks of choices
				  made.
9-10.AP.16 Design and iteratively develop
				  computational artifacts for practical intent, personal expression, or to
				  address a societal issue by using events to initiate instructions.
9-10.AP.17 Decompose problems into smaller
				  components through systematic analysis, using constructs such as procedures,
				  modules, or objects.
Modularity
9-10.AP.18 Create artifacts by using procedures
				  within a program, combinations of data and procedures, or independent but
				  interrelated programs.
9-10.AP.19 Systematically design and develop
				  programs for broad audiences by incorporating feedback from users.
Program Development
9-10.AP.20 Evaluate licenses that limit or
				  restrict use of computational artifacts when using resources such as
				  libraries.
9-10.AP.21 Evaluate and refine computational
				  artifacts to make them more usable and accessible.
9-10.AP.22 Design and develop computational
				  artifacts working in team roles using collaborative tools.
9-10.AP.23 Document design decisions using text,
				  graphics, presentations, or demonstrations in the development of complex
				  programs.
9-10.AP.24 Describe the characteristics and
				  evaluate the impact of human computer interaction.
Impacts of Computing
Culture
9-10.IC.25 Evaluate the ways computing impacts
				  personal, ethical, social, economic, and cultural practices.
Evaluate the ways digital social interactions
				  impact personal, ethical, social, economic, and cultural practices.
9-10.IC.26 Test and refine computational artifacts
				  to reduce bias and equity deficits.
9-10.IC.27 Demonstrate ways a given algorithm
				  applies to problems across disciplines.
Social Interactions
9-10.IC.28 Use tools and methods for collaboration
				  on a project to increase connectivity of people in different cultures and
				  career fields.
Safety Law and Ethics
9-10.IC.29 Explain the beneficial and harmful
				  effects that intellectual property laws can have on innovation.
9-10.IC.30 Explain the privacy concerns related to
				  the collection and generation of data through automated processes that may not
				  be evident to users.
9-10.IC.31 Evaluate the social and economic
				  implications of privacy in the context of safety, law, or ethics.
Emerging and Future Technologies
9-10.ET.A Explain that the field of emerging
				  technologies will be evolving and rapidly growing.
9-10.ET.B Compare existing and emerging
				  technologies, ideas, and concepts.
9-10.ET.C Describe how emerging technologies are
				  influencing current events at a local and global scale.
9-10.ET.D Predict the positive and negative
				  societal, cultural, and economic impacts that emerging and future technologies
				  may generate.
9-10.ET.E Create new or original work by applying
				  emerging technologies.
Grades 11-12 Standards
Computing Systems
Devices
11-12.CS.01 Compare the characteristics and uses
				  of traditional and emerging computing devices and systems.
Hardware and Software
11-12.CS.02 Categorize the roles of operating
				  system software.
Troubleshooting
11-12.CS.03 Illustrate ways computing systems
				  implement logic, input, and output through hardware components.
Networks and the Internet
Network Communication and Organization
11-12.NI.04 Describe the issues that impact
				  network functionality (e.g., bandwidth, load, delay, topology).
Cybersecurity
11-12.NI.05 Compare ways software developers
				  protect devices and information from unauthorized access.
Data and Analysis
Collection, Visualization, and,
				  Transformation
11-12.DA.06 Use data analysis tools and techniques
				  to identify patterns in data representing complex systems.
11-12.DA.07 Select data collection tools and
				  techniques to generate data sets that support a claim or communicate
				  information.
11-12.DA.08 Analyze the ways in which automated
				  data collection is utilized in society.
Interference and Models
11-12.DA.09 Evaluate the ability of models and
				  simulations to test and support the refinement of hypotheses.
Algorithms and Programming
Algorithms
11-12.AP.10 Describe how artificial intelligence
				  drives many software and physical systems.
11-12.AP.11 Implement an artificial intelligence
				  algorithm to play a game against a human opponent or solve a problem.
11-12.AP.12 Use and adapt classic algorithms to
				  solve computational problems.
11-12.AP.13 Evaluate algorithms in terms of their
				  efficiency, correctness, and clarity.
Variables
11-12.AP.14 Compare and contrast fundamental data
				  structures and their uses.
Control
11-12.AP.15 Illustrate the flow of execution of a
				  recursive algorithm.
Modularity
11-12.AP.16 Construct solutions to problems using
				  student-created components, such as procedures, modules, or objects.
11-12.AP.17 Analyze a large-scale computational
				  problem and identify generalizable patterns that can be applied to a
				  solution.
11-12.AP.18 Demonstrate code reuse by creating
				  programming solutions using libraries and application programming interfaces
				  (APIs).
Program Development
11-12.AP.19 Plan and develop programs for broad
				  audiences using a software life cycle process.
11-12.AP.20 Demonstrate conversion of source code
				  into machine code using compliers or interpreters.
11-12.AP.21 Explain security issues that might
				  lead to compromised computer programs.
11-12.AP.22 Develop programs for multiple
				  computing platforms.
11-12.AP.23 Use version control systems,
				  integrated development environments, and collaborative tools and practices
				  (code documentation) in a group software project.
11-12.AP.24 Develop and use a series of test cases
				  to verify that a program performs according to its design
				  specifications.
11-12.AP.25 Discuss social, economic, and ethical
				  consequences of malfunctional software and software updates.
11-12.AP.26 Modify an existing program to add
				  additional functionality and discuss intended and unintended implications
				  (e.g., breaking other functionality).
11-12.AP.27 Evaluate key qualities of a program
				  through a process such as a code review.
11-12.AP.28 Compare multiple programming languages
				  and discuss how their features make them suitable for solving different types
				  of problems.
Impacts of Computing
Culture
11-12.IC.29 Evaluate computational artifacts to
				  maximize their beneficial effects and minimize harmful effects on
				  society.
11-12.IC.30 Evaluate the impact of equity, access,
				  and influence on the distribution of computing resources in a global
				  society.
11-12.IC.31 Predict how computational innovations
				  that have revolutionized aspects of our culture might evolve.
Safety Law and Ethics
11-12.IC.32 Debate laws and regulations that
				  impact the development and use of software.
Emerging and Future Technologies
11-12.ET.A Explain that the field of emerging
				  technologies will be evolving and rapidly growing.
11-12.ET.B Compare existing and emerging
				  technologies, ideas, and concepts.
11-12.ET.C Describe how emerging technologies are
				  influencing current events at a local and global scale.
11-12.ET.D Predict the positive and negative
				  societal, cultural, and economic impacts that emerging and future technologies
				  may generate.
11-12.ET.E Create new or original work by applying
				  emerging technologies.
SPANISH LANGUAGE ARTS
The Spanish Language Arts Standards consist of standards for
				  Reading; Writing; Speaking and Listening; Language; Range of Reading and Level
				  of Text Complexity. These standards correspond to the Illinois Language Arts
				  Standards. The Spanish language has specific features and nuances that do not
				  have a corresponding feature in English, and these unique features and nuances
				  are represented in the standards. The Spanish standard is not always a direct
				  translation of the English standard to reflect these features and nuances. In
				  some cases, there is not a corresponding English standard.
Reading Standards
Reading Standards for Literature
Key Ideas and Details
Kindergarten
With prompting and support, ask and answer
				  questions about key details in a text; retell familiar stories, including key
				  details; and identify characters, settings, and major events in a story.
First Grade
Ask and answer questions about key details in a
				  text.
Retell stories, including key details, and
				  demonstrate understanding of their central message or lesson.
Describe characters, settings, and major events in
				  a story, using key details.
Second Grade
Ask and answer such questions as who, what, where,
				  when, why, and how to demonstrate understanding of key details in a
				  text.
Recount stories, including fables and folktales
				  from diverse cultures, and determine their central message, lesson, or
				  moral.
Describe how the characters in a story respond to
				  major events and challenges.
Third Grade
Ask and answer questions to demonstrate
				  understanding of a text, referring explicitly to the text as the basis for the
				  answers.
Recount stories, including fables, folktales, and
				  myths from diverse cultures; determine the central message, lesson, or moral
				  and explain how it is conveyed through key details in the text.
Describe characters in a story (e.g., their
				  traits, motivations, or feelings) and explain how their actions contribute to
				  the sequence of events.
Fourth Grade
Refer to details and examples in a text when
				  explaining what the text says explicitly and when drawing inferences from the
				  text.
Determine a theme of a story, drama, or poem from
				  details in the text; summarize the text.
Describe in depth a character, setting, or event
				  in a story or drama, drawing on specific details in the text (e.g., a
				  character's thoughts, words, or actions).
Fifth Grade
Quote accurately from a text when explaining what
				  the text says explicitly and when drawing inferences from the text.
Determine a theme of a story, drama, or poem from
				  details in the text, including how characters in a story or drama respond to
				  challenges or how the speaker in a poem reflects upon a topic; summarize the
				  text.
Compare and contrast two or more characters,
				  settings, or events in a story or drama, drawing on specific details in the
				  text (e.g., how characters interact).
Sixth Grade
Cite textual evidence to support analysis of what
				  the text says explicitly as well as inferences drawn from the text.
Determine a theme or central idea of a text and
				  how it is conveyed through particular details; provide a summary of the text
				  distinct from personal opinions or judgments.
Describe how a particular story's or drama's plot
				  unfolds in a series of episodes as well as how the characters respond or change
				  as the plot moves toward a resolution.
Seventh Grade
Cite several pieces of textual evidence to support
				  analysis of what the text says explicitly as well as inferences drawn from the
				  text.
Determine a theme or central idea of a text and
				  analyze its development over the course of the text; provide an objective
				  summary of the text.
Analyze how particular elements of a story or
				  drama interact (e.g., how setting shapes the characters or plot).
Eighth Grade
Cite the textual evidence that most strongly
				  supports an analysis of what the text says explicitly as well as inferences
				  drawn from the text.
Determine a theme or central idea of a text and
				  analyze its development over the course of the text, including its relationship
				  to the characters, setting, and plot; provide an objective summary of the
				  text.
Analyze how particular lines of dialogue or
				  incidents in a story or drama propel the action, reveal aspects of a character,
				  or provoke a decision.
Ninth and Tenth Grade
Cite strong and thorough textual evidence that
				  most strongly supports an analysis of what the text says explicitly as well as
				  inferences drawn from the text.
Determine a theme or central idea of a text and
				  analyze in detail its development over the course of the text, including how it
				  emerges and is shaped and refined by specific details; provide an objective
				  summary of the text.
Analyze how complex characters (e.g., those with
				  multiple or conflicting motivations) develop over the course of a text,
				  interact with other characters, and advance the plot or develop the
				  theme.
Eleventh and Twelfth Grade
Cite strong and thorough textual evidence to
				  support analysis of what the text says explicitly as well as inferences drawn
				  from the text, including determining where the text leaves matters
				  uncertain.
Determine two or more themes or central ideas of a
				  text and analyze their development over the course of the text, including how
				  they interact and build on one another to produce a complex account; provide an
				  objective summary of the text.
Analyze the impact of the author's choices
				  regarding how to develop and relate elements of a story or drama (e.g., where a
				  story is set, how the action is ordered, how the characters are introduced and
				  developed).
Craft and Structure
Kindergarten
Ask and answer questions about unknown words in a
				  text.
Recognize common types of texts (e.g., storybooks,
				  poems).
With prompting and support, name the author and
				  illustrator of a story and define the role of each in telling the story.
First Grade
Identify words and phrases in stories or poems
				  that suggest feelings or appeal to the senses.
Explain major differences between books that tell
				  stories and books that give information, drawing on a wide reading of a range
				  of text types.
Identify who is telling the story at various
				  points in a text.
Second Grade
Describe how words and phrases (e.g., regular
				  beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a
				  story, poem, or song.
Describe the overall structure of a story,
				  including describing how the beginning introduces the story and the ending
				  concludes the action.
Acknowledge differences in the points of view of
				  characters, including by speaking in a different voice for each character when
				  reading dialogue aloud.
Third Grade
Determine the meaning of words and phrases as they
				  are used in a text, distinguishing literal from nonliteral language.
Refer to parts of stories, dramas, and poems when
				  writing or speaking about a text, using terms such as chapter, scene, and
				  stanza; describe how each successive part builds on earlier sections.
Distinguish their own point of view from that of
				  the narrator or those of the characters.
Fourth Grade
Determine the meaning of words and phrases as they
				  are used in a text, including those that allude to significant characters found
				  in mythology (e.g., Herculean).
Explain major differences between poems, drama,
				  and prose, and refer to the structural elements of poems (e.g., verse, rhythm,
				  meter) and drama (e.g., casts of characters, settings, descriptions, dialogue,
				  stage directions) when writing or speaking about a text.
Compare and contrast the point of view from which
				  different stories are narrated, including the difference between first- and
				  third-person narrations.
Fifth Grade
Determine the meaning of words and phrases as they
				  are used in a text, including figurative language such as metaphors and
				  similes.
Explain how a series of chapters, scenes, or
				  stanzas fits together to provide the overall structure of a particular story,
				  drama, or poem.
Describe how a narrator's or speaker's point of
				  view influences how events are described.
Sixth Grade
Determine the meaning of words and phrases as they
				  are used in a text, including figurative and connotative meanings; analyze the
				  impact of a specific word choice on meaning and tone.
Analyze how a particular sentence, chapter, scene,
				  or stanza fits into the overall structure of a text and contributes to the
				  development of the theme, setting, or plot.
Explain how an author develops the point of view
				  of the narrator or speaker in a text.
Seventh Grade
Determine the meaning of words and phrases as they
				  are used in a text, including figurative and connotative meanings; analyze the
				  impact of rhymes and other repetitions of sounds (e.g., alliteration) on a
				  specific verse or stanza of a poem or section of a story or drama.
Analyze how a drama's or poem's form or structure
				  (e.g., soliloquy, sonnet) contributes to its meaning.
Analyze how an author develops and contrasts the
				  points of view of different characters or narrators in a text.
Eighth Grade
Determine the meaning of words and phrases as they
				  are used in a text, including figurative and connotative meanings; analyze the
				  impact of specific word choices on meaning and tone, including analogies or
				  allusions to other texts.
Compare and contrast the structure of two or more
				  texts and analyze how the differing structure of each text contributes to its
				  meaning and style.
Analyze how differences in the points of view of
				  the characters and the audience or reader (e.g., created through the use of
				  dramatic irony) create such effects as suspense or humor.
Ninth and Tenth Grade
Determine the meaning of words and phrases as they
				  are used in the text, including figurative and connotative meanings; analyze
				  the cumulative impact of specific word choices on meaning and tone (e.g., how
				  the language evokes a sense of time and place; how it sets a formal or informal
				  tone).
Analyze how an author's choices concerning how to
				  structure a text, order events within it (e.g., parallel plots), and manipulate
				  time (e.g., pacing, flashbacks) create such effects as mystery, tension, or
				  surprise.
Analyze a particular point of view or cultural
				  experience reflected in a work of literature from outside the United States,
				  drawing on a wide reading of world literature.
Eleventh and Twelfth Grade
Determine the meaning of words and phrases as they
				  are used in the text, including figurative and connotative meanings; analyze
				  the impact of specific word choices on meaning and tone, including words with
				  multiple meanings or language that is particularly fresh, engaging, or
				  beautiful. (Including Cervantes as well as other Spanish language
				  authors.)
Analyze how an author's choices concerning how to
				  structure specific parts of a text (e.g., the choice of where to begin or end a
				  story, the choice to provide a comedic or tragic resolution) contribute to its
				  overall structure and meaning as well as its aesthetic impact.
Analyze a case in which grasping a point of view
				  requires distinguishing what is directly stated in a text from what is really
				  meant (e.g., satire, sarcasm, irony, or understatement).
Integration of Knowledge and Ideas
Kindergarten
With prompting and support, describe the
				  relationship between illustrations and the story in which they appear (e.g.,
				  what moment in a story an illustration depicts).
With prompting and support, compare and contrast
				  the adventures and experiences of characters in familiar stories.
First Grade
Use illustrations and details in a story to
				  describe its characters, setting, or events.
Compare and contrast the adventures and
				  experiences of characters in stories.
Second Grade
Use information gained from the illustrations and
				  words in a print or digital text to demonstrate understanding of its
				  characters, setting, or plot.
Compare and contrast two or more versions of the
				  same story (e.g., Cinderella stories) by different authors or from different
				  cultures.
Third Grade
Explain how specific aspects of a text's
				  illustrations contribute to what is conveyed by the words in a story (e.g.,
				  create mood, emphasize aspects of a character or setting).
Compare and contrast the themes, settings, and
				  plots of stories written by the same author about the same or similar
				  characters (e.g., in books from a series).
Fourth Grade
Make connections between the text of a story or
				  drama and a visual or oral presentation of the text, identifying where each
				  version reflects specific descriptions and directions in the text.
Compare and contrast the treatment of similar
				  themes and topics (e.g., opposition of good and evil) and patterns of events
				  (e.g., the quest) in stories, myths, and traditional literature from different
				  cultures.
Fifth Grade
Analyze how visual and multimedia elements
				  contribute to the meaning, tone, or beauty of a text (e.g., graphic novel,
				  multimedia presentation of fiction, folktale, myth, poem).
Compare and contrast stories in the same genre
				  (e.g., mysteries and adventure stories) on their approaches to similar themes
				  and topics.
Sixth Grade
Compare and contrast the experience of reading a
				  story, drama, or poem to listening to or viewing an audio, video, or live
				  version of the text, including contrasting what they "see" and "hear" when
				  reading the text to what they perceive when they listen or watch.
Compare and contrast texts in different forms or
				  genres (e.g., stories and poems; historical novels and fantasy stories) in
				  terms of their approaches to similar themes and topics.
Seventh Grade
Compare and contrast the experience of reading a
				  story, drama, or poem to listening to or viewing an audio, video, or live
				  version of the text, including contrasting what they "see" and "hear" when
				  reading the text to what they perceive when they listen or watch.
Compare and contrast a fictional portrayal of a
				  time, place, or character and a historical account of the same period as a
				  means of understanding how authors of fiction use or alter history.
Eighth Grade
Analyze the extent to which a filmed or live
				  production of a story or drama stays faithful to or departs from the text or
				  script, evaluating the choices made by the director or actors.
Analyze how a modern work of fiction draws on
				  themes, patterns of events, or character types from myths, traditional stories,
				  or religious works such as the Bible, including describing how the material is
				  rendered new.
Ninth and Tenth Grade
Analyze the representation of a subject or a key
				  scene in two different artistic mediums, including what is emphasized or absent
				  in each treatment.
Analyze how an author draws on and transforms
				  source material in a specific work.
Eleventh and Twelfth Grade
Analyze multiple interpretations of a story,
				  drama, or poem (e.g., recorded or live production of a play or recorded novel
				  or poetry), evaluating how each version interprets the source text. (Include at
				  least one play by Cervantes and one play by a Hispanic-American
				  dramatist.)
Demonstrate knowledge of
				  18th-, 19th- and
				  early-20th -century foundational works of
				  Hispanic-American literature, including how two or more texts from the same
				  period treat similar themes or topics.
Range of Reading and Level of Text
				  Complexity
Kindergarten
Actively engage in group reading activities with
				  purpose and understanding.
First Grade
With prompting and support, read prose and poetry
				  of appropriate complexity for grade 1.
Second Grade
By the end of the year, read and comprehend
				  literature, including stories and poetry, in the grades 2-3 text complexity
				  band proficiently, with scaffolding as needed at the high end of the
				  range.
Third Grade
By the end of the year, read and comprehend
				  literature, including stories, dramas, and poetry, at the high end of the
				  grades 2-3 text complexity band independently and proficiently.
Fourth Grade
By the end of the year, read and comprehend
				  literature, including stories, dramas, and poetry, in the grades 4-5 text
				  complexity band proficiently, with scaffolding as needed at the high end of the
				  range.
Fifth Grade
By the end of the year, read and comprehend
				  literature, including stories, dramas, and poetry, at the high end of the
				  grades 4-5 text complexity band independently and proficiently.
Sixth Grade
By the end of the year, read and comprehend
				  literature, including stories, dramas, and poems, in the grades 6-8 text
				  complexity band proficiently, with scaffolding as needed at the high end of the
				  range.
Seventh Grade
By the end of the year, read and comprehend
				  literature, including stories, dramas, and poems, in the grades 6-8 text
				  complexity band proficiently, with scaffolding as needed at the high end of the
				  range.
Eighth Grade
By the end of the year, read and comprehend
				  literature, including stories, dramas, and poems, at the high end of grades 6-8
				  text complexity band independently and proficiently.
Ninth and Tenth Grade
By the end of grade 9, read and comprehend
				  literature, including stories, dramas, and poems, in the grades 9-10 text
				  complexity band proficiently, with scaffolding as needed at the high end of the
				  range.
By the end of grade 10, read and comprehend
				  literature, including stories, dramas, and poems, at the high end of the grades
				  9-10 text complexity band independently and proficiently.
Eleventh and Twelfth Grade
By the end of grade 11, read and comprehend
				  literature, including stories, dramas, and poems, in the grades 11-12 text
				  complexity band proficiently, with scaffolding as needed at the high end of the
				  range.
By the end of grade 12, read and comprehend
				  literature, including stories, dramas, and poems, at the high end of the grades
				  11-12 text complexity band independently and proficiently.
Reading Standards for Informational Text
Key Ideas and Details
Kindergarten
With prompting and support, ask and answer
				  questions about key details in a text.
With prompting and support, identify the main
				  topic and retell key details of a text.
With prompting and support, describe the
				  connection between two individuals, events, ideas, or pieces of information in
				  a text.
First Grade
Ask and answer questions about key details in a
				  text.
Identify the main topic and retell key details of
				  a text.
Describe the connection between two individuals,
				  events, ideas, or pieces of information in a text.
Second Grade
Ask and answer such questions as who, what, where,
				  when, why, and how to demonstrate understanding of key details in a
				  text.
Identify the main topic of a multi-paragraph text
				  as well as the focus of specific paragraphs within the text.
Describe the connection between a series of
				  historical events, scientific ideas or concepts, or steps in technical
				  procedures in a text.
Third Grade
Ask and answer questions to demonstrate
				  understanding of a text, referring explicitly to the text as the basis for the
				  answers.
Determine the main idea of a text; recount the key
				  details and explain how they support the main idea.
Describe the relationship between a series of
				  historical events, scientific ideas or concepts, or steps in technical
				  procedures in a text, using language that pertains to time, sequence, and
				  cause/effect.
Fourth Grade
Refer to details and examples in a text when
				  explaining what the text says explicitly and when drawing inferences from the
				  text.
Determine the main idea of a text and explain how
				  it is supported by key details; summarize the text.
Explain events, procedures, ideas, or concepts in
				  a historical, scientific, or technical text, including what happened and why,
				  based on specific information in the text.
Fifth Grade
Quote accurately from a text when explaining what
				  the text says explicitly and when drawing inferences from the text.
Determine two or more main ideas of a text and
				  explain how they are supported by key details; summarize the text.
Explain the relationships or interactions between
				  two or more individuals, events, ideas, or concepts in a historical,
				  scientific, or technical text based on specific information in the text.
Sixth Grade
Cite textual evidence to support analysis of what
				  the text says explicitly as well as inferences drawn from the text.
Determine a central idea of a text and how it is
				  conveyed through particular details; provide a summary of the text distinct
				  from personal opinions or judgments.
Analyze in detail how a key individual, event, or
				  idea is introduced, illustrated, and elaborated in a text (e.g., through
				  examples or anecdotes).
Seventh Grade
Cite several pieces of textual evidence to support
				  analysis of what the text says explicitly as well as inferences drawn from the
				  text.
Determine two or more central ideas in a text and
				  analyze their development over the course of the text; provide an objective
				  summary of the text.
Analyze the interactions between individuals,
				  events, and ideas in a text (e.g., how ideas influence individuals or events,
				  or how individuals influence ideas or events).
Eighth Grade
Cite the textual evidence that most strongly
				  supports an analysis of what the text says explicitly as well as inferences
				  drawn from the text.
Determine a central idea of a text and analyze its
				  development over the course of the text, including its relationship to
				  supporting ideas; provide an objective summary of the text.
Analyze how a text makes connections among and
				  distinctions between individuals, ideas, or events (e.g., through comparisons,
				  analogies, or categories).
Ninth and Tenth Grade
Cite strong and thorough textual evidence to
				  support analysis of what the text says explicitly as well as inferences drawn
				  from the text.
Determine a central idea of a text and analyze its
				  development over the course of the text, including how it emerges and is shaped
				  and refined by specific details; provide an objective summary of the
				  text.
Analyze how the author unfolds an analysis or
				  series of ideas or events, including the order in which the points are made,
				  how they are introduced and developed, and the connections that are drawn
				  between them.
Eleventh and Twelfth Grade
Cite strong and thorough textual evidence to
				  support analysis of what the text says explicitly as well as inferences drawn
				  from the text, including determining where the text leaves matters
				  uncertain.
Determine two or more central ideas of a text and
				  analyze their development over the course of the text, including how they
				  interact and build on one another to provide a complex analysis; provide an
				  objective summary of the text.
Analyze a complex set of ideas or sequence of
				  events and explain how specific individuals, ideas, or events interact and
				  develop over the course of the text.
Craft and Structure
Kindergarten
With prompting and support, ask and answer
				  questions about unknown words in a text.
Identify the front cover, back cover, and title
				  page of a book.
Name the author and illustrator of a text and
				  define the role of each in presenting the ideas or information in a
				  text.
First Grade
Ask and answer questions to help determine or
				  clarify the meaning of words and phrases in a text.
Know and use various text features (e.g.,
				  headings, tables of contents, glossaries, electronic menus, icons) to locate
				  key facts or information in a text.
Distinguish between information provided by
				  pictures or other illustrations and information provided by the words in a
				  text.
Second Grade
Determine the meaning of words and phrases in a
				  text relevant to a grade 2 topic or subject area.
Know and use various text features (e.g.,
				  captions, bold print, subheadings, glossaries, indexes, electronic menus,
				  icons) to locate key facts or information in a text efficiently.
Identify the main purpose of a text, including
				  what the author wants to answer, explain, or describe.
Third Grade
Determine the meaning of general academic and
				  domain-specific words and phrases in a text relevant to a grade 3 topic or
				  subject area.
Use text features and search tools (e.g., key
				  words, sidebars, hyperlinks) to locate information relevant to a given topic
				  efficiently.
Distinguish their own point of view from that of
				  the author of a text.
Fourth Grade
Determine the meaning of general academic and
				  domain-specific words or phrases in a text relevant to a grade 4 topic or
				  subject area.
Describe the overall structure (e.g., chronology,
				  comparison, cause/effect, problem/solution) of events, ideas, concepts, or
				  information in a text or part of a text.
Compare and contrast a firsthand and secondhand
				  account of the same event or topic; describe the differences in focus and the
				  information provided.
Fifth Grade
Determine the meaning of general academic and
				  domain-specific words and phrases in a text relevant to a grade 5 topic or
				  subject area.
Compare and contrast the overall structure (e.g.,
				  chronology, comparison, cause/effect, problem/solution) of events, ideas,
				  concepts, or information in two or more texts.
Analyze multiple accounts of the same event or
				  topic, noting important similarities and differences in the point of view they
				  represent.
Sixth Grade
Determine the meaning of words and phrases as they
				  are used in a text, including figurative, connotative, and technical
				  meanings.
Analyze how a particular sentence, paragraph,
				  chapter, or section fits into the overall structure of a text and contributes
				  to the development of the ideas.
Determine an author's point of view or purpose in
				  a text and explain how it is conveyed in the text.
Seventh Grade
Determine the meaning of words and phrases as they
				  are used in a text, including figurative, connotative, and technical meanings;
				  analyze the impact of a specific word choice on meaning and tone.
Analyze the structure an author uses to organize a
				  text, including how the major sections contribute to the whole and to the
				  development of the ideas.
Determine an author's point of view or purpose in
				  a text and analyze how authors distinguish their position from that of
				  others.
Eighth Grade
Determine the meaning of words and phrases as they
				  are used in a text, including figurative, connotative, and technical meanings;
				  analyze the impact of specific word choices on meaning and tone, including
				  analogies or allusions to other texts.
Analyze in detail the structure of a specific
				  paragraph in a text, including the role of particular sentences in developing
				  and refining a key concept.
Determine an author's point of view or purpose in
				  a text and analyze how the author acknowledges and responds to conflicting
				  evidence or viewpoints.
Ninth and Tenth Grade
Determine the meaning of words and phrases as they
				  are used in a text, including figurative, connotative, and technical meanings;
				  analyze the cumulative impact of specific word choices on meaning and tone
				  (e.g., how the language of a court opinion differs from that of a
				  newspaper).
Analyze in detail how an author's ideas or claims
				  are developed and refined by particular sentences, paragraphs, or larger
				  portions of a text (e.g., a section or chapter).
Determine an author's point of view or purpose in
				  a text and analyze how an author uses rhetoric to advance that point of view or
				  purpose.
Eleventh and Twelfth Grade
Determine the meaning of words and phrases as they
				  are used in a text, including figurative, connotative, and technical meanings;
				  analyze how an author uses and refines the meaning of a key term or terms over
				  the course of a text.
Analyze and evaluate the effectiveness of the
				  structure an author uses in exposition or argument, including whether the
				  structure makes points clear, convincing, and engaging.
Determine an author's point of view or purpose in
				  a text in which the rhetoric is particularly effective, analyzing how style and
				  content contribute to the power, persuasiveness, or beauty of the text.
Integration of Knowledge and Ideas
Kindergarten
With prompting and support, describe the
				  relationship between illustrations and the text in which they appear (e.g.,
				  what person, place, thing, or idea in the text an illustration depicts).
With prompting and support, identify the reasons
				  an author gives to support points in a text.
With prompting and support, identify basic
				  similarities in and differences between two texts on the same topic (e.g., in
				  illustrations, descriptions, or procedures).
First Grade
Use the illustrations and details in a text to
				  describe its key ideas.
Identify the reasons an author gives to support
				  points in a text.
Identify basic similarities in and differences
				  between two texts on the same topic (e.g., in illustrations, descriptions, or
				  procedures).
Second Grade
Explain how specific images (e.g., a diagram
				  showing how a machine works) contribute to and clarify a text.
Describe how reasons support specific points the
				  author makes in a text.
Compare and contrast the most important points
				  presented by two texts on the same topic.
Third Grade
Use information gained from illustrations (e.g.,
				  maps, photographs) and the words in a text to demonstrate understanding of the
				  text (e.g., where, when, why, and how key events occur).
Describe the logical connection between particular
				  sentences and paragraphs in a text (e.g., comparison, cause/effect,
				  first/second/ third in a sequence).
Compare and contrast the most important points and
				  key details presented in two texts on the same topic.
Fourth Grade
Interpret information presented visually, orally,
				  or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or
				  interactive elements on Web pages) and explain how the information contributes
				  to an understanding of the text in which it appears.
Explain how an author uses reasons and evidence to
				  support particular points in a text.
Integrate information from two texts on the same
				  topic in order to write or speak about the subject knowledgeably.
Fifth Grade
Draw on information from multiple print or digital
				  sources, demonstrating the ability to locate an answer to a question quickly or
				  to solve a problem efficiently.
Explain how an author uses reasons and evidence to
				  support particular points in a text, identifying which reasons and evidence
				  support which points.
Integrate information from several texts on the
				  same topic in order to write or speak about the subject knowledgeably.
Sixth Grade
Integrate information presented in different media
				  or formats (e.g., visually, quantitatively) as well as in words to develop a
				  coherent understanding of a topic or issue.
Trace and evaluate the argument and specific
				  claims in a text, distinguishing claims that are supported by reasons and
				  evidence from claims that are not.
Compare and contrast one author's presentation of
				  events with that of another (e.g., a memoir written by and a biography on the
				  same person).
Seventh Grade
Compare and contrast a text to an audio, video, or
				  multimedia version of the text, analyzing each medium's portrayal of the
				  subject (e.g., how the delivery of a speech affects the impact of the
				  words).
Trace and evaluate the argument and specific
				  claims in a text, assessing whether the reasoning is sound and the evidence is
				  relevant and sufficient to support the claims.
Analyze how two or more authors writing about the
				  same topic shape their presentations of key information by emphasizing
				  different evidence or advancing different interpretations of facts.
Eighth Grade
Evaluate the advantages and disadvantages of using
				  different mediums (e.g., print or digital text, video, multimedia) to present a
				  particular topic or idea.
Delineate and evaluate the argument and specific
				  claims in a text, assessing whether the reasoning is sound and the evidence is
				  relevant and sufficient; recognize when irrelevant evidence is
				  introduced.
Analyze a case in which two or more texts provide
				  conflicting information on the same topic and identify where the texts disagree
				  on matters of fact or interpretation.
Ninth and Tenth Grade
Analyze various accounts of a subject told in
				  different mediums (e.g., a person's life story in both print and multimedia),
				  determining which details are emphasized in each account.
Delineate and evaluate the argument and specific
				  claims in a text, assessing whether the reasoning is valid and the evidence is
				  relevant and sufficient; identify false statements and fallacious
				  reasoning.
Analyze seminal documents of historical and
				  literary significance from Hispanic-American countries, including how they
				  address related themes and concepts.
Eleventh and Twelfth Grade
Integrate and evaluate multiple sources of
				  information presented in different media or formats (e.g., visually,
				  quantitatively) as well as in words in order to address a question or solve a
				  problem.
Delineate and evaluate the reasoning in seminal
				  Hispanic-American texts, including the application of constitutional principles
				  and use of legal reasoning (e.g., the works of Hispanic-American jurists and
				  statesmen) and the premises, purposes, and arguments in works of public
				  advocacy.
Analyze 17th-,
				  18th-, and 19th-century
				  foundational documents of historical and literary significance (including the
				  declarations of independence of Hispanic-American countries) for their themes,
				  purposes, and rhetorical features.
Range of Reading and Level of Text
				  Complexity
Kindergarten
Actively engage in group reading activities with
				  purpose and understanding.
First Grade
With prompting and support, read informational
				  texts appropriately complex for grade 1.
Second Grade
By the end of year, read and comprehend
				  informational texts, including history/social studies, science, and technical
				  texts, in the grades 2-3 text complexity band proficiently, with scaffolding as
				  needed at the high end of the range.
Third Grade
By the end of the year, read and comprehend
				  informational texts, including history/social studies, science, and technical
				  texts, at the high end of the grades 2-3 text complexity band independently and
				  proficiently.
Fourth Grade
By the end of year, read and comprehend
				  informational texts, including history/social studies, science, and technical
				  texts, in the grades 4-5 text complexity band proficiently, with scaffolding as
				  needed at the high end of the range.
Fifth Grade
By the end of the year, read and comprehend
				  informational texts, including history/social studies, science, and technical
				  texts, at the high end of the grades 4-5 text complexity band independently and
				  proficiently.
Sixth Grade
By the end of the year, read and comprehend
				  literary nonfiction in the grades 6-8 text complexity band proficiently, with
				  scaffolding as needed at the high end of the range.
Seventh Grade
By the end of the year, read and comprehend
				  literary nonfiction in the grades 6-8 text complexity band proficiently, with
				  scaffolding as needed at the high end of the range.
Eighth Grade
By the end of the year, read and comprehend
				  literary nonfiction at the high end of the grades 6-8 text complexity band
				  independently and proficiently.
Ninth and Tenth Grade
By the end of grade 9, read and comprehend
				  literary nonfiction in the grades 9-10 text complexity band proficiently, with
				  scaffolding as needed at the high end of the range.
By the end of grade 10, read and comprehend
				  literary nonfiction at the high end of the grades 9-10 text complexity band
				  independently and proficiently.
Eleventh and Twelfth Grade
By the end of grade 11, read and comprehend
				  literary nonfiction in the grades 11-12 text complexity band proficiently, with
				  scaffolding as needed at the high end of the range.
By the end of grade 12, read and comprehend
				  literary nonfiction at the high end of the grades 11-12 text complexity band
				  independently and proficiently.
Reading Standards for Foundational Skills
Print Concepts
Kindergarten
Demonstrate understanding of the organization and
				  basic features of print.
Follow words from left to right, top to bottom,
				  and page by page.
Recognize that spoken words are represented in
				  written language by specific sequences of letters.
Understand that words are separated by spaces in
				  print.
Recognize and name all upper and lowercase letters
				  of the alphabet.
Use of Accent Marks
Recognize that the written accent (spelling
				  accent) is a mark, called a tilde, placed on a vowel that indicates where the
				  emphasis of the word lies.
First Grade
Demonstrate understanding of the organization and
				  basic features of print.
Recognize the distinguishing features of a
				  sentence (e.g., first word, capitalization, ending punctuation, use of question
				  marks ([UPSIDE DOWN QUESTION MARK]?), exclamation marks (¡!) and the dash
				  (-) to open and close dialogue).
Use of Accent Marks
Recognize that the written accent (spelling
				  accent) is a mark, called a tilde, placed on a vowel that indicates where the
				  emphasis of the word lies.
Recognize that the written accent sometimes
				  indicates a different meaning in words that are written with the same letters;
				  in that case it is called a diacritical accent.
Phonological Awareness
Kindergarten
Demonstrate understanding of spoken words,
				  syllables, and sounds (phonemes).
Recognize and produce rhyming words.
Count, pronounce, blend, and segment syllables in
				  spoken words.
Combine and segment single syllable consonant and
				  vowel phonemes.
Isolate and pronounce the initial, medial vowel,
				  and final sounds (phonemes) in three-phonemes (consonant-vowel-consonant, or
				  CVC) words. Include words that end with /l/ and /r/.
Add or substitute individual sounds (phonemes) in
				  simple, one-syllable words to make new words of one or two syllables.
Combine two syllables to form familiar disyllabic
				  words.
Recognize spoken alliteration or groups of words
				  that begin with the same single syllable or initial sound.
Use of Accent Marks
Separate and count orally the syllables of a word.
				  In multi-syllabic words they point out the syllable on which the emphasis of
				  the voice falls (tonic accent).
First Grade
Demonstrate understanding of spoken words,
				  syllables, and sounds (phonemes).
Distinguish long from short vowels sounds in a
				  spoken, single-syllable word.
Orally produce single-syllable words by blending
				  sounds (phonemes), including consonant blends.
Isolate and pronounce initial, medial vowel, and
				  final sounds (phonemes), in spoken single-syllable words.
Segment spoken single-syllable words into their
				  complete sequence of individual sounds (phonemes).
Divide CVCV disyllabic words into their component
				  syllables.
Use of Accent Marks
Distinguish orally the sounds of vowels in a
				  single syllable that form a diphthong.
Recognize that a syllable can consist of only one
				  vowel.
Phonics and Word Recognition
Kindergarten
Know and apply grade-level phonics and word
				  analysis skills in decoding words both in isolation and in text.
Demonstrate basic knowledge of one-to-one
				  letter-sound correspondences by producing the primary or many of the most
				  frequent sound for each consonant.
Associate the long and short sounds with common
				  spellings (graphemes) for the five major vowels, including the use of y as an
				  equivalent to the vowel i.
Read common high-frequency words by sight.
Distinguish between similarly spelled words by
				  identifying the sounds of the letters that differ.
Recognize the two syllables CV that form
				  high-frequency words in everyday language.
Use of Accent Marks
Identify the letters that represent the vowels
				  (Aa, Ee, Ii, Oo, Uu, including the use of the y as equivalent to the i).
Recognize the use of the spelling accent to
				  distinguish the pronunciation between words that are spelled the same.
Recognize that the written accent (orthographic
				  accent) is a mark on a vowel that indicates the pronunciation of the word
				  according to the syllable that receives the emphasis when the word is
				  pronounced.
Decode words with "mute h" and consonant digraphs
				  like /ch/, /rr/, and /ll/.
First Grade
Know and apply grade-level phonics and word
				  analysis skills in decoding words both in isolation and in text.
Know the spelling-sound correspondences for the
				  three consonant digraphs: ch, ll, rr.
Distinguish between open syllables (ending in a
				  vowel) and closed syllables (ending in a consonant).
Distinguish between strong vowels (a, e, o) and
				  weak vowels (i, u) that are combined in a syllable to form a diphthong.
Use knowledge that every syllable must have a
				  vowel sound to determine the number of syllables in a printed word (for
				  example, syllables with one vowel, a diphthong, or a triphthong).
Decode two- or three-syllable words following
				  basic patterns by breaking the words into syllables.
Read words with inflectional endings (gender
				  -o/-a; number -os/-as; augmentatives -ote; and diminutives -ito).
Recognize and read grade-appropriate words with
				  complex spellings (b-v; c-s-z-x; c-k-qu; g-j; y-ll; r-rr; m-n).
Recognize consonant combinations (consonant + l;
				  consonant + r) in words already known that contain liquid letters.
Use of Accent Marks
Distinguish between vowels and consonants and
				  recognize that only vowels have a written accent.
Recognize that the written accent (orthographic
				  accent) is a mark placed on a vowel that indicates which syllable is the most
				  emphasized in the word and that it follows the rules of spelling.
Second Grade
Know and apply grade-level phonics and word
				  analysis skills in decoding words.
Distinguish vowel and diphthong sounds while
				  reading one syllable words with regular spelling.
Distinguish the sounds of vowels in triphthongs
				  while reading familiar words (Paraguay, Uruguay) paying attention to the use of
				  y as a vowel.
Decode multisyllable words.
Decode words with common prefixes and
				  suffixes.
Identify words that have the same phoneme but have
				  distinct graphemes (b-v; c-s-z-x; c-k-qu; g-j; y-ll; r-rr).
Recognize and read grade-appropriate irregularly
				  spelled words with h, which is always silent, except in the digraph ch, and
				  that the u is silent with the syllables que, qui, gue, gui.
Use of Accent Marks
Identify the last, penultimate, and
				  antepenultimate syllable in multi-syllabic words and recognize in which
				  syllable the tonic accent falls.
Classify words according to their tonic accent
				  into categories based on the written accent spelling rules of sharp, grave, and
				  stressed on the third-to-last syllable.
Recognize and use written accent to indicate that
				  there is hiatus and not diphthong in familiar words.
Third Grade
Know and apply grade-level phonics and word
				  analysis skills in decoding words both in isolation and in text.
Identify and know the meaning of the most common
				  prefixes and derivational suffixes.
Decode words with common Latin suffixes.
Decode multisyllable words.
Read grade-appropriate irregularly spelled words
				  (e.g., recognize that the h is silent, except in the digraph ch; and that the u
				  is silent in the syllables que, qui, gue, gui).
Recognize cognates between English and Spanish and
				  explain the differences in their pronunciation and spelling.
Know the masculine or feminine words that do not
				  agree with the common rules.
Know and use diminutives and augmentatives (e.g.,
				  -ito, -ote, -ón).
Know and use the endings for the agreement of
				  adjectives with nouns.
Recognize the degrees of comparative adjectives
				  (e.g., superlative adjectives).
Use of Accent Marks
Correctly use the written accent according to the
				  tonic accent in words already known by applying systematic analysis.
Count the number of syllables.
Name the syllable that carries the
				  emphasis.
Categorize the word according to its tonic
				  accent.
Determine the sound or letter in which the word
				  ends (vowel or consonant /n/ or /s/).
Write the spelling accent if necessary.
Recognize that some homophonic words have written
				  accents (diacritical accents) to distinguish their function and meaning.
Fourth Grade
Know and apply grade-level phonics and word
				  analysis skills in decoding words.
Use combined knowledge of all letter sound
				  correspondences, syllabication patterns, and morphology (e.g., roots and
				  affixes) to read accurately unfamiliar multisyllabic words in context and out
				  of context.
Distinguish homophonic words by their function and
				  meaning and recognize the use of the diacritical accent to distinguish
				  them.
Recognize the necessary changes in pronunciation
				  and spelling when an affix is added to the word.
Correctly use the diaresis to indicate the letter
				  u with sound in the syllables gue and gui.
Use of Accent Marks
Use the written accent correctly according to the
				  tonic accent in words appropriate to the grade level applying a systematic
				  analysis.
Count the number of syllables.
Name the syllable that carries the
				  emphasis.
Categorize the word according to its tonic
				  accent.
Determine the sound or letter in which the word
				  ends (vowel or consonant /n/ or /s/).
Write the spelling accent if necessary.
Justify the accentuation of words according to
				  spelling rules.
Recognize when a strong vowel (a, e, o) and a weak
				  vowel (i, u) or two weak vowels form hiatus and not diphthong. Correctly place
				  the written accent on the vowel where the tonic accent falls.
Fifth Grade
Know and apply grade-level phonics and word
				  analysis skills in decoding words.
Use combined knowledge of all letter sound
				  correspondences, syllabication patterns, paying attention to the written accent
				  according to morphology (e.g., roots and affixes) to accurately read unfamiliar
				  multisyllabic words in context and out of context.
Spell words correctly with enclics (verb + pronoun
				  or article or both).
Use of Accent Marks
Correctly use the written accent according to the
				  tonic accent in words at grade level by applying systematic analysis.
Count the number of syllables.
Name the syllable that carries the
				  emphasis.
Categorize the word according to its tonic
				  accent.
Determine the sound or letter in which the word
				  ends (vowel, consonant, or /n/).
Write the spelling accent if necessary.
Justify the accentuation of words according to
				  spelling rule.
Recognize when a strong vowel (a, e, o) and a weak
				  vowel (i, u) or two weak vowels form hiatus and not diphthong. Correctly place
				  the written accent on the vowel where the tonic accent falls according to its
				  meaning in context.
Fluency
Kindergarten
Read emergent-reader texts with purpose and
				  understanding.
First Grade
Read with sufficient accuracy and fluency to
				  support comprehension.
Read on-level text with purpose and
				  understanding.
Read on-level text orally with accuracy,
				  appropriate rate, and expression on successive readings.
Use context to confirm or self-correct word
				  recognition and understanding, rereading as necessary.
Second Grade
Read with sufficient accuracy and fluency to
				  support comprehension.
Read on-level text with purpose and
				  understanding.
Read on-level text orally with accuracy,
				  appropriate rate, and expression on successive readings.
Use context to confirm or self-correct word
				  recognition and understanding, rereading as necessary.
Third Grade
Read with sufficient accuracy and fluency to
				  support comprehension.
Read on-level text with purpose and understanding
				  rereading as necessary.
Read on-level prose and poetry orally with
				  accuracy, appropriate rate, and expression successive readings.
Use context to confirm or self-correct word
				  recognition and understanding, rereading as necessary.
Fourth Grade
Read with sufficient accuracy and fluency to
				  support comprehension.
Read on-level text with purpose and
				  understanding.
Read on-level prose and poetry orally with
				  accuracy, appropriate rate, and expression on successive readings.
Use context to confirm or self-correct word
				  recognition and understanding, rereading as necessary.
Fifth Grade
Read with sufficient accuracy and fluency to
				  support comprehension.
Read on-level text with purpose and
				  understanding.
Read on-level prose and poetry orally with
				  accuracy, appropriate rate, and expression on successive readings.
Use context to confirm or self-correct word
				  recognition and understanding, rereading as necessary.
Writing Standards
Text Types and Purposes
Kindergarten
Use a combination of drawing, dictating, and
				  writing to compose opinion pieces in which they tell a reader the topic or the
				  name of the book they are writing about and state an opinion or preference
				  about the topic or book.
Use a combination of drawing, dictating, and
				  writing to compose informative/explanatory texts in which they name what they
				  are writing about and supply some information about the topic.
Use a combination of drawing, dictating, and
				  writing to narrate a single event or several loosely linked events, tell about
				  the events in the order in which they occurred, and provide a reaction to what
				  happened.
First Grade
Write opinion pieces in which they introduce the
				  topic or name the book they are writing about, state an opinion, supply a
				  reason for the opinion, and provide some sense of closure.
Write informative/explanatory texts in which they
				  name a topic, supply some facts about the topic, and provide some sense of
				  closure.
Write narratives in which they recount two or more
				  appropriately sequenced events, include some details regarding what happened,
				  use temporal words to signal event order, and provide some sense of
				  closure.
Second Grade
Write opinion pieces in which they introduce the
				  topic or book they are writing about, state an opinion, supply reasons that
				  support the opinion, use linking words to connect opinion and reasons, and
				  provide a concluding statement or section.
Write informative/explanatory texts in which they
				  introduce a topic, use facts and definitions to develop points, and provide a
				  concluding statement or section.
Write narratives in which they recount a
				  well-elaborated event or short sequence of events, include details to describe
				  actions, thoughts, and feelings, use temporal words to signal event order, and
				  provide a sense of closure.
Third Grade
Write opinion pieces on topics or texts,
				  supporting a point of view with reasons.
Introduce the topic or text they are writing
				  about, state an opinion, and create an organizational structure that lists
				  reasons.
Provide reasons that support the opinion.
Use linking words and phrases to connect opinion
				  and reasons.
Provide a concluding statement or section.
Write informative/explanatory texts to examine a
				  topic and convey ideas and information clearly.
Introduce a topic and group related information
				  together; include illustrations when useful to aiding comprehension.
Develop the topic with facts, definitions, and
				  details.
Use linking words and phrases to connect ideas
				  within categories of information.
Provide a concluding statement or section.
Write narratives to develop real or imagined
				  experiences or events using effective technique, descriptive details, and clear
				  event sequences.
Establish a situation and introduce a narrator
				  and/or characters; organize an event sequence that unfolds naturally.
Use dialogue and descriptions of actions,
				  thoughts, and feelings to develop experiences and events or show the response
				  of characters to situations.
Use temporal words and phrases to signal event
				  order.
Provide a sense of closure.
Fourth Grade
Write opinion pieces on topics or texts,
				  supporting a point of view with reasons and information.
Introduce a topic or text clearly, state an
				  opinion, and create an organizational structure in which related ideas are
				  grouped to support the writer's purpose.
Provide reasons that are supported by facts and
				  details.
Link opinion and reasons using words and
				  phrases.
Provide a concluding statement or section related
				  to the opinion presented.
Write informative/explanatory texts to examine a
				  topic and convey ideas and information clearly.
Introduce a topic clearly and group related
				  information in paragraphs and sections; include formatting (e.g., headings),
				  illustrations, and multimedia when useful to aiding comprehension.
Develop the topic with facts, definitions,
				  concrete details, quotations, or other information and examples related to the
				  topic.
Link ideas within categories of information using
				  words and phrases.
Use precise language and domain-specific
				  vocabulary to inform about or explain the topic.
Provide a concluding statement or section related
				  to the information or explanation presented.
Write narratives to develop real or imagined
				  experiences or events using effective technique, descriptive details, and clear
				  event sequences.
Orient the reader by establishing a situation and
				  introducing a narrator and/or characters; organize an event sequence that
				  unfolds naturally.
Use dialogue and description to develop
				  experiences and events or show the responses of characters to
				  situations.
Use a variety of transitional words and phrases to
				  manage the sequence of events.
Use concrete words and phrases and sensory details
				  to convey experiences and events precisely.
Provide a conclusion that follows from the
				  narrated experiences or events.
Fifth Grade
Write opinion pieces on topics or texts,
				  supporting a point of view with reasons and information.
Introduce a topic or text clearly, state an
				  opinion, and create an organizational structure in which ideas are logically
				  grouped to support the writer's purpose.
Provide logically ordered reasons that are
				  supported by facts and details.
Link opinion and reasons using words phrases, and
				  clauses.
Provide a concluding statement or section related
				  to the opinion presented.
Write informative/explanatory texts to examine a
				  topic and convey ideas and information clearly.
Introduce a topic clearly, provide a general
				  observation and focus, and group related information logically; include
				  formatting (e.g., headings), illustrations, and multimedia when useful to
				  aiding comprehension.
Develop the topic with facts, definitions,
				  concrete details, quotations, or other information and examples related to the
				  topic.
Link ideas within and across categories of
				  information using words, phrases, and clauses.
Use precise language and domain-specific
				  vocabulary to inform about or explain the topic.
Provide a concluding statement or section related
				  to the information or explanation presented.
Write narratives to develop real or imagined
				  experiences or events using effective technique, descriptive details, and clear
				  event sequences.
Orient the reader by establishing a situation and
				  introducing a narrator and/or characters; organize an event sequence that
				  unfolds naturally.
Use narrative techniques, such as dialogue
				  description, and pacing, to develop experiences and events or show the
				  responses of characters to situations.
Use a variety of transitional words, phrases, and
				  clauses to manage the sequence of events.
Use concrete words and phrases and sensory details
				  to convey experiences and events precisely.
Provide a conclusion that follows from the
				  narrated experiences or events.
Sixth Grade
Write arguments to support claims with clear
				  reasons and relevant evidence.
Introduce claims and organize the reasons and
				  evidence clearly.
Support claims with clear reasons and relevant
				  evidence, using credible sources and demonstrating an understanding of the
				  topic or text.
Use words, phrases, and clauses to clarify the
				  relationships among claims and reasons.
Establish and maintain a formal style.
Provide a concluding statement or section that
				  follows from the argument presented.
Write informative/explanatory texts to examine a
				  topic and convey ideas, concepts, and information through the selection,
				  organization, and analysis of relevant content.
Introduce a topic or organize ideas, concepts, and
				  information, using strategies such as definition, classification,
				  comparison/contrast, and cause/effect; include formatting (e.g., headings),
				  graphics (e.g., charts, tables), and multimedia when useful to aiding
				  comprehension.
Develop the topic with relevant facts,
				  definitions, concrete details, quotations, or other information and
				  examples.
Use appropriate transitions to clarify the
				  relationships among ideas and concepts.
Use precise language and domain-specific
				  vocabulary to inform about or explain the topic.
Establish and maintain a formal style.
Provide a concluding statement or section that
				  follows from the information or explanation presented.
Write narratives to develop real or imagined
				  experiences or events using effective techniques, relevant descriptive details,
				  and well-structured event sequences.
Engage and orient the reader by establishing a
				  context and introducing a narrator and/or characters; organize an event
				  sequence that unfolds naturally and logically.
Use narrative techniques, such as dialogue,
				  pacing, and description, to develop experiences, events, and/or
				  characters.
Use a variety of transition words, phrases, and
				  clauses to convey sequence and signal shifts from one timeframe or setting to
				  another.
Use precise words and phrases, relevant
				  descriptive details, and sensory language to convey experiences and
				  events.
Provide a conclusion that follows from the
				  narrated experiences or events.
Seventh Grade
Write arguments to support claims with clear
				  reasons and relevant evidence.
Introduce claims, acknowledge alternate or
				  opposing claims, and organize the reasons and evidence logically.
Support claims with logical reasoning and relevant
				  evidence, using accurate, credible sources and demonstrating an understanding
				  of the topic or text.
Use words, phrases, and clauses to create cohesion
				  and clarify the relationships among claims, reasons, and evidence.
Establish and maintain a formal style.
Provide a concluding statement or section that
				  follows from and supports the argument presented.
Write informative/explanatory texts to examine a
				  topic and convey ideas, concepts, and information through the selection,
				  organization, and analysis of relevant content.
Introduce a topic organize ideas, concepts, and
				  information, using strategies such as definition, classification,
				  comparison/contrast, and cause/effect; include formatting (e.g., headings),
				  graphics (e.g., charts, tables), and multimedia when useful to aiding
				  comprehension.
Develop the topic with relevant facts,
				  definitions, concrete details, quotations, or other information and
				  examples.
Use appropriate transitions to create cohesion and
				  clarify the relationships among ideas and concepts.
Use precise language and domain-specific
				  vocabulary to inform about or explain the topic.
Establish and maintain a formal style.
Provide a concluding statement or section that
				  follows from and supports the information or explanation presented.
Write narratives to develop real or imagined
				  experiences or events using effective techniques, relevant descriptive details,
				  and well-structured event sequences.
Engage and orient the reader by establishing a
				  context and point of view and introducing a narrator and/or characters;
				  organize an event sequence that unfolds naturally and logically.
Use narrative techniques, such as dialogue,
				  pacing, and description, to develop experiences, events, and/or
				  characters.
Use a variety of transition words, phrases, and
				  clauses to convey sequence and signal shifts from one timeframe or setting to
				  another.
Use precise words and phrases, relevant
				  descriptive details, and sensory language to capture the action and convey
				  experiences and events.
Provide a conclusion that follows from and
				  reflects on the narrated experiences or events.
Eighth Grade
Write arguments to support claims with clear
				  reasons and relevant evidence.
Introduce claims, acknowledge and distinguish the
				  claims from alternate or opposing claims, and organize the reasons and evidence
				  logically.
Support claims with logical reasoning and relevant
				  evidence, using accurate, credible sources and demonstrating an understanding
				  of the topic or text.
Use words, phrases, and clauses to create cohesion
				  and clarify the relationships among claims, counterclaims, reasons, and
				  evidence.
Establish and maintain a formal style.
Provide a concluding statement or section that
				  follows from and supports the argument presented.
Write informative/explanatory texts to examine a
				  topic and convey ideas, concepts, and information through the selection,
				  organization, and analysis of relevant content.
Introduce a topic clearly, previewing what is to
				  follow; organize ideas, concepts, and information into broader categories;
				  include formatting (e.g., headings), graphics (e.g., charts, tables), and
				  multimedia when useful to aiding comprehension.
Develop the topic with relevant, well-chosen
				  facts, definitions, concrete details, quotations, or other information and
				  examples.
Use appropriate and varied transitions to create
				  cohesion and clarify the relationships among ideas and concepts.
Use precise language and domain specific
				  vocabulary to inform about or explain the topic.
Establish and maintain a formal style.
Provide a concluding statement or section that
				  follows from and supports the information or explanation presented.
Write narratives to develop real or imagined
				  experiences or events using effective technique, relevant descriptive details,
				  and well-structured event sequences.
Engage and orient the reader by establishing a
				  context and point of view and introducing a narrator and/or characters;
				  organize an event sequence that unfolds naturally and logically.
Use narrative techniques, such as dialogue,
				  pacing, description, and reflection, to develop experiences, events, and/or
				  characters.
Use a variety of transition words, phrases, and
				  clauses to convey sequence, signal shifts from one timeframe or setting to
				  another, and show the relationships among experiences and events.
Use precise words and phrases, relevant
				  descriptive details, and sensory language to capture the action and convey
				  experiences and events.
Provide a conclusion that follows from and
				  reflects on the narrated experiences or events.
Ninth and Tenth Grade
Write arguments to support claims in an analysis
				  of substantive topics or texts, using valid reasoning and relevant and
				  sufficient evidence.
Introduce precise claims, distinguish the claims
				  from alternate or opposing claims, and create an organization that establishes
				  clear relationships among claims, counterclaims, reasons, and evidence.
Develop claims and counterclaims fairly, supplying
				  evidence for each while pointing out the strengths and limitations of both in a
				  manner that anticipates the audience's knowledge level and concerns.
Use words, phrases, and clauses to link the major
				  sections of the text, create cohesion, and clarify the relationships between
				  claims and reasons, between reasons and evidence, and between claims and
				  counterclaims.
Establish and maintain a formal style and
				  objective tone while attending to the norms and conventions of the discipline
				  in which they are writing.
Provide a concluding statement or section that
				  follows from and supports the argument presented.
Write informative/explanatory texts to examine and
				  convey complex ideas, concepts, and information clearly and accurately through
				  the effective selection, organization, and analysis of content.
Introduce a topic, organize complex ideas,
				  concepts, and information to make important connections and distinctions;
				  include formatting (e.g., headings), graphics (e.g., figures, tables), and
				  multimedia when useful to aiding comprehension.
Develop the topic with well-chosen, relevant, and
				  sufficient facts, extended definitions, concrete details, quotations, or other
				  information and examples appropriate to the audience's knowledge of the
				  topic.
Use appropriate and varied transitions to link the
				  major sections of the text, create cohesion, and clarify the relationships
				  among complex ideas and concepts.
Use precise language and domain-specific
				  vocabulary to manage the complexity of the topic.
Establish and maintain a formal style and
				  objective tone while attending to the norms and conventions of the discipline
				  in which they are writing.
Provide a concluding statement or section that
				  follows from and supports the information or explanation presented (e.g.,
				  articulating implications or the significance of the topic).
Write narratives to develop real or imagined
				  experiences or events using effective technique, well-chosen details, and well-
				  structured event sequences.
Engage and orient the reader by setting out a
				  problem, situation, or observation, establishing one or multiple points of
				  view, and introducing a narrator and/or characters; create a smooth progression
				  of experiences or events.
Use narrative techniques, such as dialogue,
				  pacing, description, reflection, and multiple plot lines, to develop
				  experiences, events, and/or characters.
Use a variety of techniques to sequence events so
				  that they build on one another to create a coherent whole.
Use precise words and phrases, telling details,
				  and sensory language to convey a vivid picture of the experiences, events,
				  setting, and/or characters.
Provide a conclusion that follows from and
				  reflects on what is experienced, observed, or resolved over the course of the
				  narrative.
Eleventh and Twelfth Grade
Produce clear and coherent writing in which the
				  development, organization, and style are appropriate to task, purpose, and
				  audience.
Develop and strengthen writing as needed by
				  planning, revising, editing, rewriting, or trying a new approach, focusing on
				  addressing what is most significant for a specific purpose and audience.
Use technology, including the internet, to
				  produce, publish, and update individual or shared writing products in response
				  to ongoing feedback, including new arguments or information.
Production and Distribution of Writing
Kindergarten
With guidance and support from adults, respond to
				  questions and suggestions from peers and add details to strengthen writing as
				  needed.
With guidance and support from adults, explore a
				  variety of digital tools to produce and publish writing, including in
				  collaboration with peers.
First Grade
With guidance and support from adults, focus on a
				  topic, respond to questions and suggestions from peers, and add details to
				  strengthen writing as needed.
With guidance and support from adults, use a
				  variety of digital tools to produce and publish writing, including in
				  collaboration with peers.
Second Grade
With guidance and support from adults and peers,
				  focus on a topic and strengthen writing as needed by revising and
				  editing.
With guidance and support from adults, use a
				  variety of digital tools to produce and publish writing, including in
				  collaboration with peers.
Third Grade
With guidance and support from adults, produce
				  writing in which the development and organization are appropriate to task and
				  purpose.
With guidance and support from peers and adults,
				  develop and strengthen writing as needed by planning, revising, and
				  editing.
With guidance and support from adults, use
				  technology to produce and publish writing (using keyboarding skills) as well as
				  to interact and collaborate with others.
Fourth Grade
Produce clear and coherent writing in which the
				  development and organization are appropriate to task, purpose, and
				  audience.
With guidance and support from peers and adults,
				  develop and strengthen writing as needed by planning, revising, and
				  editing.
With some guidance and support from adults, use
				  technology, including the Internet, to produce and publish writing as well as
				  to interact and collaborate with others; demonstrate sufficient command of
				  keyboarding skills to type a minimum of one page in a single sitting.
Fifth Grade
Produce clear and coherent writing in which the
				  development and organization are appropriate to task, purpose, and
				  audience.
With guidance and support from peers and adults,
				  develop and strengthen writing as needed by planning, revising, editing,
				  rewriting, or trying a new approach.
With some guidance and support from adults, use
				  technology, including the Internet, to produce and publish writing as well as
				  to interact and collaborate with others; demonstrate sufficient command of
				  keyboarding skills to type a minimum of two pages in a single sitting.
Sixth Grade
Produce clear and coherent writing in which the
				  development, organization, and style are appropriate to task, purpose, and
				  audience.
With some guidance and support from peers and
				  adults, develop and strengthen writing as needed by planning, revising,
				  editing, rewriting, or trying a new approach.
Use technology, including the Internet, to produce
				  and publish writing as well as to interact and collaborate with others;
				  demonstrate sufficient command of keyboarding skills to type a minimum of three
				  pages in a single sitting.
Seventh Grade
Produce clear and coherent writing in which the
				  development, organization, and style are appropriate to task, purpose, and
				  audience.
With some guidance and support from peers and
				  adults, develop and strengthen writing as needed by planning, revising,
				  editing, rewriting, or trying a new approach, focusing on how well purpose and
				  audience have been addressed.
Use technology, including the Internet, to produce
				  and publish writing and link to and cite sources as well as to interact and
				  collaborate with others, including linking to and citing sources.
Eighth Grade
Produce clear and coherent writing in which the
				  development, organization, and style are appropriate to task, purpose, and
				  audience.
With some guidance and support from peers and
				  adults, develop and strengthen writing as needed by planning, revising,
				  editing, rewriting, or trying a new approach, focusing on how well purpose and
				  audience have been addressed.
Use technology, including the Internet, to produce
				  and publish writing and present the relationships between information and ideas
				  efficiently as well as to interact and collaborate with others.
Ninth and Tenth Grade
Produce clear and coherent writing in which the
				  development, organization, and style are appropriate to task, purpose, and
				  audience.
Develop and strengthen writing as needed by
				  planning, revising, editing, rewriting, or trying a new approach, focusing on
				  addressing what is most significant for a specific purpose and audience.
Use technology, including the Internet, to
				  produce, publish, and update individual or shared writing products, taking
				  advantage of technology's capacity to link to other information and to display
				  information flexibly and dynamically.
Eleventh and Twelfth Grade
Produce clear and coherent writing in which the
				  development, organization, and style are appropriate to task, purpose, and
				  audience.
Develop and strengthen writing as needed by
				  planning, revising, editing, rewriting, or trying a new approach, focusing on
				  addressing what is most significant for a specific purpose and audience.
Use technology, including the Internet, to
				  produce, publish, and update individual or shared writing products in response
				  to ongoing feedback, including new arguments or information.
Research to Build and Present Knowledge
Kindergarten
Participate in shared research and writing
				  projects (e.g., explore a number of books by a favorite author and express
				  opinions about them).
With guidance and support from adults, recall
				  information from experiences or gather information from provided sources to
				  answer a question.
First Grade
Participate in shared research and writing
				  projects (e.g., explore a number of "how-to" books on a given topic and use
				  them to write a sequence of instructions).
With guidance and support from adults, recall
				  information from experiences or gather information from provided sources to
				  answer a question.
Second Grade
Participate in shared research and writing
				  projects (e.g., read a number of books on a single topic to produce a report;
				  record science observations).
Recall information from experiences or gather
				  information from provided sources to answer a question.
Third Grade
Conduct short research projects that build
				  knowledge about a topic.
Recall information from experiences or gather
				  information from print and digital sources; take brief notes on sources and
				  sort evidence into provided categories.
Fourth Grade
Conduct short research projects that build
				  knowledge through investigation of different aspects of a topic.
Recall relevant information from experiences or
				  gather relevant information from print and digital sources; take notes and
				  categorize information; and provide a list of sources.
Draw evidence from literary or informational texts
				  to support analysis, reflection, and research.
Apply grade 4 Reading standards to literature
				  (e.g., "Describe in depth a character, setting, or event in a story or drama,
				  drawing on specific details in the text (e.g., a character's thoughts, words or
				  actions).").
Apply grade 4 Reading standards to informational
				  texts (e.g., "Explain how an author uses reasons and evidence to support
				  particular points in a text").
Fifth Grade
Conduct short research projects that build
				  knowledge through investigation of different aspects of a topic.
Recall relevant information from experiences or
				  gather relevant information from print and digital sources; take notes and
				  categorize information; and provide a list of sources.
Draw evidence from literary or informational texts
				  to support analysis, reflection, and research.
Apply grade 5 Reading standards to literature
				  (e.g., "Compare and contrast two or more characters, settings, or events in a
				  story or a drama, drawing on specific details in the text (e.g., how characters
				  interact)").
Apply grade 5 Reading standards to informational
				  texts (e.g., "Explain how an author uses reasons and evidence to support
				  particular points in a text, identifying which reasons and evidence support
				  which points").
Sixth Grade
Conduct short research projects to answer a
				  question, drawing on several sources and refocusing the inquiry when
				  appropriate.
Gather relevant information from multiple print
				  and digital sources; assess the credibility of each source; and quote or
				  paraphrase the data and conclusions of others while avoiding plagiarism and
				  providing basic bibliographic information for sources.
Draw evidence from literary or informational texts
				  to support analysis, reflection, and research.
Apply grade 6 Reading standards to literature
				  (e.g., "Compare and contrast texts in different forms or genres (e.g., stories
				  and poems; historical novels and fantasy stories) in terms of their approaches
				  to similar themes and topics").
Apply grade 6 Reading standards to literary
				  nonfiction (e.g., "Trace and evaluate the argument and specific claims in a
				  text, distinguishing claims that are supported by reasons and evidence from
				  claims that are not").
Seventh Grade
Conduct short research projects to answer a
				  question, drawing on several sources and generating additional related, focused
				  questions for further research and investigation.
Gather relevant information from multiple print
				  and digital sources, using search terms effectively; assess the credibility and
				  accuracy of each source; and quote or paraphrase the data and conclusions of
				  others while avoiding plagiarism and following a standard format for
				  citation.
Draw evidence from literary or informational texts
				  to support analysis, reflection, and research.
Apply grade 7 Reading standards to literature
				  (e.g., "Compare and contrast a fictional portrayal of a time, place, or
				  character and a historical account of the same period as a means of
				  understanding how authors of fiction use or alter history").
Apply grade 7 Reading standards to literary
				  nonfiction (e.g. "Trace and evaluate the argument and specific claims in a
				  text, assessing whether the reasoning is sound and the evidence is relevant and
				  sufficient to support the claims").
Eighth Grade
Conduct short research projects to answer a
				  question (including a self-generated question), drawing on several sources and
				  generating additional related, focused questions that allow for multiple
				  avenues of exploration.
Gather relevant information from multiple print
				  and digital sources, using search terms effectively; assess the credibility and
				  accuracy of each source; and quote or paraphrase the data and conclusions of
				  others while avoiding plagiarism and following a standard format for
				  citation.
Draw evidence from literary or informational texts
				  to support analysis, reflection, and research.
Apply grade 8 Reading standards to literature
				  (e.g., "Analyze how a modern work of fiction draws on themes, patterns of
				  events, or character types from myths, traditional stories, or religious works
				  such as the Bible, including describing how the material is rendered
				  new").
Apply grade 8 Reading standards to literary
				  nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a
				  text, assessing whether the reasoning is sound and the evidence is relevant and
				  sufficient; recognize when irrelevant evidence is introduced").
Ninth and Tenth Grade
Conduct short as well as more sustained research
				  projects to answer a question (including a self-generated question) or solve a
				  problem; narrow or broaden the inquiry when appropriate; synthesize multiple
				  sources on the subject, demonstrating understanding of the subject under
				  investigation.
Gather relevant information from multiple
				  authoritative print and digital sources, using advanced searches effectively;
				  assess the usefulness of each source in answering the research question;
				  integrate information into the text selectively to maintain the flow of ideas,
				  avoiding plagiarism and following a standard format for citation.
Draw evidence from literary or informational texts
				  to support analysis, reflection, and research.
Apply grades 9-10 Reading standards to literature
				  (e.g., "Analyze how an author draws on and transforms source material in a
				  specific work (e.g., how Cervantes treats a theme or topic from Cid Campeador
				  or Greco-Roman mythology or how a later author, like Jorge Luis Borges draws on
				  El Quijote by Cervantes)").
Apply grades 9-10 Reading standards to literary
				  nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a
				  text, assessing whether the reasoning is valid and the evidence is relevant and
				  sufficient; identify false statements and fallacious reasoning").
Eleventh and Twelfth Grade
Conduct short as well as more sustained research
				  projects to answer a question (including a self-generated question) or solve a
				  problem; narrow or broaden the inquiry when appropriate; synthesize multiple
				  sources on the subject, demonstrating understanding of the subject under
				  investigation.
Gather relevant information from multiple
				  authoritative print and digital sources, using advanced searches effectively;
				  assess the strengths and limitations of each source in terms of the task,
				  purpose, and audience; integrate information into the text selectively to
				  maintain the flow of ideas, avoiding plagiarism and overreliance on any one
				  source and following a standard format for citation.
Draw evidence from literary or informational texts
				  to support analysis, reflection, and research.
Apply grades 11-12 Reading standards to literature
				  (e.g., "Demonstrate knowledge of 18th-,
				  19th- and
				  early-20th-century foundational works of
				  Hispanic-American literature, including how two or more texts from the same
				  period treat similar themes or topics").
Apply grades 11-12 Reading standards to literary
				  nonfiction (e.g., "Delineate and evaluate the reasoning in seminal texts of
				  Hispanic America, including the application of constitutional principles and
				  use of legal reasoning and the premises, purposes, and arguments in works of
				  public advocacy.
Range of Writing
Kindergarten
(Begins in grade 3)
First Grade
(Begins in grade 3)
Second Grade
(Begins in grade 3)
Third Grade
Write routinely over extended timeframes (time for
				  research, reflection, and revision) and shorter timeframes (a single sitting or
				  a day or two) for a range of discipline-specific tasks, purposes, and
				  audiences.
Fourth Grade
Write routinely over extended timeframes (time for
				  research, reflection, and revision) and shorter timeframes (a single sitting or
				  a day or two) for a range of discipline-specific tasks, purposes, and
				  audiences.
Fifth Grade
Write routinely over extended timeframes (time for
				  research, reflection, and revision) and shorter timeframes (a single sitting or
				  a day or two) for a range of discipline-specific tasks, purposes, and
				  audiences.
Sixth Grade
Write routinely over extended timeframes (time for
				  research, reflection, and revision) and shorter timeframes (a single sitting or
				  a day or two) for a range of discipline-specific tasks, purposes, and
				  audiences.
Seventh Grade
Write routinely over extended timeframes (time for
				  research, reflection, and revision) and shorter timeframes (a single sitting or
				  a day or two) for a range of discipline-specific tasks, purposes, and
				  audiences.
Eighth Grade
Write routinely over extended timeframes (time for
				  research, reflection, and revision) and shorter timeframes (a single sitting or
				  a day or two) for a range of discipline-specific tasks, purposes, and
				  audiences.
Ninth and Tenth Grade
Write routinely over extended timeframes (time for
				  research, reflection, and revision) and shorter timeframes (a single sitting or
				  a day or two) for a range of tasks, purposes, and audiences.
Eleventh and Twelfth Grade
Write routinely over extended timeframes (time for
				  research, reflection, and revision) and shorter timeframes (a single sitting or
				  a day or two) for a range of tasks, purposes, and audiences.
Speaking and Listening Standards
Comprehension and Collaboration
Kindergarten
Participate in collaborative conversations with
				  diverse partners about kindergarten topics and texts with peers and adults in
				  small and larger groups.
Follow agreed-upon rules for discussions (e.g.,
				  listening to others and taking turns speaking about the topics and texts under
				  discussion).
Continue a conversation through multiple
				  exchanges.
Confirm understanding of a text read aloud or
				  information presented orally or through other media by asking and answering
				  questions about key details and requesting clarification if something is not
				  understood.
Ask and answer questions in order to seek help,
				  get information, or clarify something that is not understood.
First Grade
Participate in collaborative conversations with
				  diverse partners about grade 1 topics and texts with peers and adults in small
				  and larger groups.
Follow agreed-upon rules for discussions (e.g.,
				  listening to others with care, speaking one at a time about the topics and
				  texts under discussion).
Build on others' talk in conversations by
				  responding to the comments of others through multiple exchanges.
Ask questions to clear up any confusion about the
				  topics and texts under discussion.
Ask and answer questions about key details in a
				  text read aloud or information presented orally or through other media.
Ask and answer questions about what is said during
				  a conversation in order to obtain additional information or clarify something
				  that is not understood.
Second Grade
Participate in collaborative conversations with
				  diverse partners about grade 2 topics and texts with peers and adults in small
				  and larger groups.
Follow agreed-upon rules for discussions (e.g.,
				  gaining the floor in respectful ways, listening to others with care, speaking
				  one at a time about the topics and texts under discussion).
Build on others' talk in conversations by linking
				  their comments to the remarks of others.
Ask for further clarification and further
				  explanation as needed about the topics and texts under discussion.
Recount or describe key ideas or details from a
				  text read aloud or information presented orally or through other media.
Ask and answer questions about what a speaker says
				  in order to clarify comprehension, gather additional information, or deepen
				  understanding of a topic or issue.
Third Grade
Engage effectively in a range of collaborative
				  discussions (one-on-one, in groups, and teacher-led) with diverse partners on
				  grade 3 topics and texts, building on others' ideas and expressing their own
				  clearly.
Come to discussions prepared, having read or
				  studied required material; explicitly draw on that preparation and other
				  information know about the topic to explore ideas under discussion.
Follow agreed-upon rules for discussions (e.g.,
				  gaining the floor in respectful ways, listening to others with care, speaking
				  one at a time about the topics and texts under discussion).
Ask questions to check understanding of
				  information presented, stay on topic, and link their comments to the remarks of
				  others.
Explain their own ideas and understanding in light
				  of the discussion.
Determine the main ideas and supporting details of
				  a text read aloud or information presented in diverse media and formats,
				  including visually, quantitatively, and orally.
Ask and answer questions about information from a
				  speaker, offering appropriate elaboration and detail.
Fourth Grade
Engage effectively in a range of collaborative
				  discussions (one-on-one, in groups, and teacher-led) with diverse partners on
				  grade 4 topics and texts, building on others' ideas and expressing their own
				  clearly.
Come to discussions prepared, having read or
				  studied required material; explicitly draw on that preparation and other
				  information know about the topic to explore ideas under discussion.
Follow agreed-upon rules for discussions (e.g.,
				  gaining the floor in respectful ways, listening to others with care, speaking
				  one at a time about the topics and texts under discussion).
Ask questions to check understanding of
				  information presented, stay on topic, and link their comments to the remarks of
				  others.
Explain their own ideas and understanding in light
				  of the discussion.
Paraphrase portions of a text read aloud or
				  information presented in diverse media and formats, including visually,
				  quantitatively, and orally.
Identify the reasons and evidence a speaker
				  provides to support particular points.
Fifth Grade
Engage effectively in a range of collaborative
				  discussions (one-on-one, in groups, and teacher-led) with diverse partners on
				  grade 5 topics and texts, building on others' ideas and expressing their own
				  clearly.
Come to discussions prepared, having read or
				  studied required material; explicitly draw on that preparation and other
				  information know about the topic to explore ideas under discussion.
Follow agreed-upon rules for discussions (e.g.,
				  gaining the floor in respectful ways, listening to others with care, speaking
				  one at a time about the topics and texts under discussion).
Ask questions to check understanding of
				  information presented, stay on topic, and link their comments to the remarks of
				  others.
Explain their own ideas and understanding in light
				  of the discussion.
Summarize a written text read aloud or information
				  presented in diverse media and formats, including visually, quantitatively, and
				  orally.
Summarize the points a speaker makes and explain
				  how each claim is supported by reasons and evidence.
Sixth Grade
Engage effectively in a range of collaborative
				  discussions (one-on-one, in groups, and teacher led) with diverse partners on
				  grade 6 topics, texts, and issues, building on others' ideas and expressing
				  their own clearly.
Come to discussions prepared, having read or
				  studied required material; explicitly draw on that preparation by referring to
				  evidence on the topic, text, or issue to probe and reflect on ideas under
				  discussion.
Follow rules for collegial discussions, set
				  specific goals and deadlines, and define individual roles as needed.
Pose and respond to specific questions with
				  elaboration and detail by making comments that contribute to the topic, text,
				  or issue under discussion.
Review the key ideas expressed and demonstrate
				  understanding of multiple perspectives through reflection and
				  paraphrasing.
Interpret information presented in diverse media
				  and formats (e.g., visually, quantitatively, orally) and explain how it
				  contributes to a topic, text, or issue under study.
Delineate a speaker's argument and specific
				  claims, distinguishing claims that are supported by reasons and evidence from
				  claims that are not.
Seventh Grade
Engage effectively in a range of collaborative
				  discussions (one-on-one, in groups, and teacher led) with diverse partners on
				  grade 7 topics, texts, and issues, building on others' ideas and expressing
				  their own clearly.
Come to discussions prepared, having read or
				  researched material under study; explicitly draw on that preparation by
				  referring to evidence on the topic, text, or issue to probe and reflect on
				  ideas under discussion.
Follow rules for collegial discussions, track
				  progress toward specific goals and deadlines, and define individual roles as
				  needed.
Pose questions that elicit elaboration and respond
				  to others' questions and comments with relevant observations and ideas that
				  bring the discussion back on topic as needed.
Acknowledge new information expressed by others
				  and, when warranted, modify their own views.
Eighth Grade
Engage effectively in a range of collaborative
				  discussions (one-on-one, in groups, and teacher led) with diverse partners on
				  grade 8 topics and texts, building on others' ideas and expressing their own
				  clearly.
Come to discussions prepared, having read or
				  researched material under study; explicitly draw on that preparation by
				  referring to evidence on the topic, text, or issue to probe and reflect on
				  ideas under discussion.
Follow rules for collegial discussions and
				  decision-making, track progress toward specific goals and deadlines, and define
				  individual roles as needed.
Pose questions that connect the ideas of several
				  speakers and respond to others' questions and comments with relevant evidence,
				  observations, and ideas.
Acknowledge new information expressed by others,
				  and, when warranted, qualify or justify their own views in light of the
				  evidence presented.
Analyze the purpose of information presented in
				  diverse media and formats (e.g., visually, quantitatively, orally) and evaluate
				  the motives (e.g., social, commercial, political) behind its
				  presentation.
Delineate a speaker's argument and specific
				  claims, evaluating the soundness of the reasoning and relevance and sufficiency
				  of the evidence and identifying when irrelevant evidence is introduced.
Ninth and Tenth Grade
Initiate and participate effectively in a range of
				  collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
				  partners on grades 9-10 topics, texts, and issues, building on others' ideas
				  and expressing their own clearly and persuasively.
Come to discussions prepared, having read and
				  researched material under study; explicitly draw on that preparation by
				  referring to evidence from texts and other research on the topic or issue to
				  stimulate a thoughtful, well-reasoned exchange of ideas.
Work with peers to set rules for collegial
				  discussions and decision-making (e.g., informal consensus, taking votes on key
				  issues, presentation of alternate views), clear goals and deadlines, and
				  individual roles as needed.
Propel conversations by posing and responding to
				  questions that relate the current discussion to broader themes or larger ideas;
				  actively incorporate others into the discussion; and clarify, verify, or
				  challenge ideas and conclusions.
Respond thoughtfully to diverse perspectives,
				  summarize points of agreement and disagreement, and, when warranted, qualify or
				  justify their own views and understanding and make new connections in light of
				  the evidence and reasoning presented.
Integrate multiple sources of information
				  presented in diverse media or formats (e.g., visually, quantitatively, orally)
				  evaluating the credibility and accuracy of each source.
Evaluate a speaker's point of view, reasoning, and
				  use of evidence and rhetoric, identifying any fallacious reasoning or
				  exaggerated or distorted evidence.
Eleventh and Twelfth Grade
Initiate and participate effectively in a range of
				  collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
				  partners on grades 11-12 topics, texts, and issues, building on others' ideas
				  and expressing their own clearly and persuasively.
Come to discussions prepared, having read and
				  researched material under study; explicitly draw on that preparation by
				  referring to evidence from texts and other research on the topic or issue to
				  stimulate a thoughtful, well-reasoned exchange of ideas.
Work with peers to promote civil, democratic
				  discussions and decision-making, set clear goals and deadlines, and establish
				  individual roles as needed.
Propel conversations by posing and responding to
				  questions that probe reasoning and evidence; ensure a hearing for a full range
				  of positions on a topic or issue; clarify, verify, or challenge ideas and
				  conclusions; and promote divergent and creative perspectives.
Respond thoughtfully to diverse perspectives;
				  synthesize comments, claims, and evidence made on all sides of an issue;
				  resolve contradictions when possible; and determine what additional information
				  or research is required to deepen the investigation or complete the
				  task.
Integrate multiple sources of information
				  presented in diverse media or formats (e.g., visually, quantitatively, orally)
				  in order to make informed decisions and solve problems, evaluating the
				  credibility and accuracy of each source and noting any discrepancies among the
				  data.
Evaluate a speaker's point of view, reasoning, and
				  use of evidence and rhetoric, assessing the stance, premises, links among
				  ideas, word choice, points of emphasis, and tone used.
Presentation of Knowledge and Ideas
Kindergarten
Describe familiar people, places, things, and
				  events and, with prompting and support, provide additional detail.
Add drawings or other visual displays to
				  descriptions as desired to provide additional detail.
Speak audibly and express thoughts, feelings, and
				  ideas clearly.
First Grade
Describe people, places, things, and events with
				  relevant details, expressing ideas and feelings clearly.
Add drawings or other visual displays to
				  descriptions when appropriate to clarify ideas, thoughts, and feelings.
Produce complete sentences when appropriate to
				  task and situation.
Second Grade
Tell a story or recount an experience with
				  appropriate facts and relevant, descriptive details, speaking audibly in
				  coherent sentences.
Create audio recordings of stories or poems; add
				  drawings or other visual displays to stories or recounts of experiences when
				  appropriate to clarify ideas, thoughts, and feelings.
Produce complete sentences when appropriate to
				  task and situation in order to provide requested detail or
				  clarification.
Third Grade
Report on a topic or text, tell a story, or
				  recount an experience with appropriate facts and relevant, descriptive details,
				  speaking clearly at an understandable pace.
Create engaging audio recordings of stories or
				  poems that demonstrate fluid reading at an understandable pace; add visual
				  displays when appropriate to emphasize or enhance certain facts or
				  details.
Speak in complete sentences when appropriate to
				  task and situation in order to provide requested detail or
				  clarification.
Fourth Grade
Report on a topic or text, tell a story, or
				  recount an experience in an organized manner, using appropriate facts and
				  relevant, descriptive details to support main ideas or themes; speak clearly at
				  an understandable pace.
Add audio recordings and visual displays to
				  presentations when appropriate to enhance the development of main ideas or
				  themes.
Differentiate between contexts that call for
				  formal Spanish (e.g., presenting ideas) and situations where informal discourse
				  is appropriate (e.g., small-group discussion); use formal Spanish when
				  appropriate to task and situation.
Fifth Grade
Report on a topic or text or present an opinion,
				  sequencing ideas logically and using appropriate facts and relevant,
				  descriptive details to support main ideas or themes; speak clearly at an
				  understandable pace.
Include multimedia components (e.g., graphics,
				  sound) and visual displays in presentations when appropriate to enhance the
				  development of main ideas or themes.
Adapt speech to a variety of contexts and tasks,
				  using formal Spanish when appropriate to task and situation.
Sixth Grade
Present claims and findings, sequencing ideas
				  logically and using pertinent descriptions, facts, and details to accentuate
				  main ideas or themes; use appropriate eye contact, adequate volume, and clear
				  pronunciation.
Include multimedia components (e.g., graphics,
				  images, music, sound) and visual displays in presentations to clarify
				  information.
Adapt speech to a variety of contexts and tasks,
				  demonstrating command of formal Spanish when indicated or appropriate
Seventh Grade
Present claims and findings emphasizing salient
				  points in a focused, coherent manner with pertinent descriptions, facts,
				  details, and examples; use appropriate eye contact, adequate volume, and clear
				  pronunciation.
Include multimedia components and visual displays
				  in presentations to clarify claims and findings and emphasize salient
				  points.
Adapt speech to a variety of contexts and tasks,
				  demonstrating command of formal Spanish when indicated or appropriate.
Eighth Grade
Present claims and findings emphasizing salient
				  points in a focused, coherent manner with relevant evidence, sound valid
				  reasoning, and well-chosen details; use appropriate eye contact, adequate
				  volume, and clear pronunciation.
Integrate multimedia and visual displays into
				  presentations to clarify information, strengthen claims and evidence, and add
				  interest.
Adapt speech to a variety of contexts and tasks,
				  demonstrating command of formal Spanish when indicated or appropriate.
Ninth and Tenth Grade
Present information, findings, and supporting
				  evidence clearly, concisely, and logically such that listeners can follow the
				  line of reasoning and the organization, development, substance, and style are
				  appropriate to purpose audience, and task.
Make strategic use of digital media (e.g.,
				  textual, graphical, audio, visual, and interactive elements) in presentations
				  to enhance understanding of findings, reasoning, and evidence and to add
				  interest.
Adapt speech to a variety of contexts and tasks,
				  demonstrating command of formal Spanish when indicated or appropriate.
Eleventh and Twelfth Grade
Present information, findings, and supporting
				  evidence conveying a clear and distinct perspective such that listeners can
				  follow the line of reasoning, alternative or opposing perspectives are
				  addressed, and the organization, development, substance, and style are
				  appropriate to purpose, audience, and a range of formal and informal
				  tasks.
Make strategic use of digital media (e.g.,
				  textual, graphical, audio, visual, and interactive elements) in presentations
				  to enhance understanding of findings, reasoning, and evidence and to add
				  interest.
Adapt speech to a variety of contexts and tasks,
				  demonstrating command of formal Spanish when indicated or appropriate.
Language Standards
Conventions of Standard Spanish
Kindergarten
Demonstrate command of the conventions of standard
				  Spanish grammar and usage when writing or speaking.
Print many upper-and lowercase letters.
Use frequently occurring nouns and verbs using the
				  correct agreements.
Form regular plural nouns orally by adding /s/ or
				  /es/.
Understand and use question words
				  (interrogatives).
Use the most frequently occurring
				  prepositions.
Produce and expand complete sentences in shared
				  language activities.
Use the definite and indeterminate articles paying
				  attention to the agreement of gender and number with the noun.
Use of Accent Marks
Recognize the written accent (spelling accent) in
				  simple and already known words.
First Grade
Demonstrate command of the conventions of standard
				  Spanish grammar and usage when writing or speaking.
Print all uppercase and lowercase letters.
Use common, proper, and possessive nouns.
Use singular and plural nouns with matching verbs
				  in basic sentences.
Use personal, possessive, and indefinite pronouns.
				  Recognize formal and informal uses.
Use verbs to convey a sense of past, present, and
				  future.
Use frequently occurring adjectives noting the
				  agreement of gender and number with the noun.
Use frequently occurring conjunctions.
Use determiners (e.g., articles, demonstratives)
				  recognizing the agreement of gender and number.
Use frequently occurring prepositions.
Produce and expand complete simple and compound
				  declarative, interrogative, imperative, and exclamatory sentences in response
				  to prompts.
Read compound words and separate the two words
				  that make them up.
Recognize and explain the formation of the two
				  contractions of Spanish.
Demonstrate command of the conventions of standard
				  Spanish capitalization, punctuation, and spelling when writing.
Capitalize dates and names of people, places,
				  names of holidays, and important events.
Use correct punctuation to begin and/or end
				  sentences, including the correct use of question marks [UPSIDE DOWN QUESTION
				  MARK]?; and exclamation marks ¡!.
Recognize the function of the comma in order to
				  list and separate words in a series.
Use conventional spelling for words with common
				  spelling patterns and for frequently occurring irregular words.
Spell untaught words phonetically, drawing on
				  phonemic awareness and spelling conventions.
Use of Accent Marks
Recognize the written accent in simple and already
				  known words.
Second Grade
Demonstrate command of the conventions of standard
				  Spanish grammar and usage when writing or speaking.
Use collective nouns.
Form and use frequently occurring irregular plural
				  nouns that change z for c or the written accent or spelling.
Use reflexive pronouns.
Form and use the past tense of frequently
				  occurring irregular verbs.
Use adjectives and adverbs and choose between them
				  depending on what is to be modified.
Produce, expand, and rearrange complete simple and
				  compound sentences.
Demonstrate command of the conventions of standard
				  Spanish capitalization, punctuation, and spelling when writing.
Capitalize proper nouns, holidays, product names,
				  geographic names, and only the first letter of titles of book, movie,
				  theatrical works, etc.
Use a colon and a new paragraph in the greeting of
				  a letter; and a comma in the closings of letters written in Spanish. Recognize
				  that a comma is used in the greeting and closing of a letter written in
				  Spanish.
Use contractions correctly and recognize
				  prepositions that signal possession.
Generalize learned spelling patterns when writing,
				  forming, and using nouns that in the plural change spelling.
Consult reference materials, including beginning
				  dictionaries, as needed to check and correct spellings or consult
				  translations.
Use the short hyphen to separate the syllables of
				  a word (e.g., to indicate level, range or intervals 1:00 p.m. - 3:00 p.m.
				  (January-March)); the long hyphen to introduce a dialogue.
Use of Accent Marks
Categorize words according to their tonic accent
				  and use the written accent (orthographic accent) in words already
				  known)).
Third Grade
Demonstrate command of the conventions of standard
				  Spanish grammar and usage when writing or speaking.
Explain the function of nouns, pronouns, verbs,
				  adjectives, and adverbs in general and their functions in particular
				  sentences.
Form and use regular and irregular plural nouns
				  including forms that require spelling changes.
Use abstract nouns.
Form and use regular verbs that end in -ar, -er,
				  -ir and irregular verbs.
Form and use the simple and recognize the use of
				  verbs in the subjunctive mode (mandates, expressions of possibility)
Ensure subject-verb and pronoun-antecedent
				  agreement.
Recognize the use of verbal formal and informal
				  forms.
Form and use comparative and superlative
				  adjectives and adverbs and choose between them depending on what needs to be
				  modified.
Use coordinating and subordinating
				  conjunctions.
Produce simple, compound, and complex
				  sentences.
Recognize the change of meaning or emphasis by the
				  position of the adjective before or after the noun.
Demonstrate command of the conventions of standard
				  Spanish capitalization, punctuation, and spelling when writing.
Capitalize only on the first letter of the first
				  word in titles.
Use commas in addresses.
Use the dash ( - ) to indicate dialogue.
Use prepositions to indicate possession.
Use conventional spelling for high-frequency and
				  other studied words and for adding suffixes to base words.
Use spelling patterns and generalizations (e.g.,
				  word families, position-based spellings, syllable patterns, ending rules,
				  meaningful word parts) in writing words.
Consult reference materials, including beginning
				  dictionaries, or consult translations, as needed to check and correct
				  spellings.
Use of Accent Marks
Recognize and use spelling accents in acute words,
				  grave words, and words stressed on the third to last syllable at the grade
				  level.
Use the diacritical accent to distinguish
				  homophonic words by their meaning and function.
Fourth Grade
Demonstrate command of the conventions of standard
				  Spanish grammar and usage when writing or speaking.
Use interrogative, relative pronouns and relative
				  adverbs.
Form and use compound tenses of verbs and
				  recognize their limited use in Spanish (an action in progress).
Use auxiliary verbs with the infinitive of a verb
				  to express diverse conditions or to form the conditional of a verb.
Order adjectives within sentences according to
				  conventional patterns.
Form and use prepositional phrases.
Produce complete sentences, recognizing and
				  correcting inappropriate fragments and run-ons.
Correctly use frequently confused words.
Identify and correctly use the copreterite or
				  imperfect preterite.
Recognize the shortened form in the use of
				  adjectives.
Identify and correctly use regular verbs in the
				  preterite tense.
Identify and use copulative.
Demonstrate command of the conventions of standard
				  Spanish capitalization, punctuation, and spelling when writing.
Use correct capitalization.
Use commas and quotation marks to mark direct
				  speech and quotations from a text.
Use a comma before a coordinating conjunction in a
				  compound sentence.
Spell grade-appropriate words correctly,
				  consulting references as needed.
Identify and use verbs ending in -zar,- car and
				  -gar, changing the a to e and z to c.
Use the comma before and after an explanation that
				  is inserted in a sentence (e.g., She, among my friends, is the nicest
				  one).
Correctly write words that have a relationship
				  between phoneme and multiple graphemes. (b-v; c-s-z-x; c-k-qu; g-j; y-ll, r-rr)
				  and silent letters (H/h; u in the syllables gue, gui, que, qui) in grade-level
				  words.
Use of Accent Marks
Recognize that accent marks are used in all of the
				  words stressed on the third to last syllable and stressed on the fourth from
				  the last syllable.
Use the diacritical accent in interrogations,
				  exclamations, and to differentiate demonstrative from determinative
				  pronouns.
Fifth Grade
Demonstrate command of the conventions of standard
				  Spanish grammar and usage when writing or speaking.
Explain the function of conjunctions,
				  prepositions, and interjections in general and their function in particular
				  sentences.
Form and use the perfect verb tenses or compound
				  verbs with haber and the past participle.
Use verb tense to convey various times, sequences,
				  states, and conditions including the contrast between the uses of the preterite
				  and imperfect to express action in the past.
Recognize and correct inappropriate shifts in verb
				  tense. (e.g.: lack of agreement between subject and verb; incorrect use of
				  preterite vs. Imperfect; lack of use of the subjunctive).
Use correlative conjunctions with the appropriate
				  form of negation.
Recognize and correctly apply the agreement
				  between the subject, the verb and the indirect object.
Distinguish and explain the use of parallel forms
				  according to the context and meaning of the sentence.
Identify and use all sorts of conjunctions, such
				  as: concessive and final.
Identify and explain the use of personal "a" with
				  direct complements by naming people or pets.
Recognize when the subject pronoun is integrated
				  into the verb.
Recognize and correctly use irregular verbs in
				  their tenses and modes, such as future.
Correctly use pronouns and the singular or plural
				  of the verb to express the passive voice.
Demonstrate command of the conventions of standard
				  Spanish capitalization, punctuation, and spelling when writing.
Use punctuation to separate items in a
				  series.
Use a comma to separate an introductory element
				  from the rest of the sentence.
Use a comma to set off the words yes and no, to
				  set off a tag question from the rest of the sentence, and to indicate direct
				  address.
Use italics to indicate title of works.
Spell grade-appropriate words correctly, including
				  using the written accent, based in pronunciation and diacritical marks,
				  consulting references as needed.
Write without a capital letter the gentilic
				  adjectives.
Correctly write words that contain a relationship
				  between phonemes and multiple graphemes (b-v; c-s-z-x; c-k-qu; g-j; y-ll, r-rr)
				  and silent letters (H/h; u in the syllables gue, gui, que, qui) in grade-level
				  words.
Use of Accent Marks
Recognize and explain the change in spelling in
				  inflected words.
Use correct spelling in enclitic words (verb +
				  pronoun or article or both.
Sixth Grade
Demonstrate command of the conventions of standard
				  Spanish grammar and usage when writing or speaking.
Ensure that the different types of pronouns are
				  used appropriately (e.g., personal, possessive, demonstrative, relative,
				  interrogative, and reflexive).
Correctly use all pronouns.
Recognize and correct inappropriate shifts in
				  pronoun number and person and correct inappropriate changes in pronoun number
				  and person (e.g., feminine and masculine mixed).
Recognize and correct indefinite pronouns whose
				  identity or quantity are imprecise.
Recognize variations from standard Spanish in
				  their own and others' writing and speaking, and identify and use strategies to
				  improve expression in conventional language.
Demonstrate command of the conventions of standard
				  Spanish capitalization, punctuation, and spelling when writing, paying
				  particular attention the rules that differ from English.
Use punctuation (commas, parentheses, dashes) to
				  set off nonrestrictive/parenthetical elements.
Spell correctly.
Seventh Grade
Demonstrate command of the conventions of standard
				  Spanish grammar and usage when writing or speaking.
Explain the function of phrases and clauses in
				  general and their function in specific sentences.
Choose among simple, compound, complex, and
				  compound-complex sentences to signal differing relationships among
				  ideas.
Place phrases and clauses within a sentence,
				  recognizing and correcting misplaced and dangling modifiers.
Demonstrate command of the conventions of standard
				  Spanish capitalization, punctuation, and spelling when writing paying
				  particular attention to the rules that differ from English.
Use a comma to separate coordinate adjectives but
				  do not put a comma before certain conjunctions.
Spell correctly.
Eighth Grade
Demonstrate command of the conventions of standard
				  Spanish grammar and usage when writing or speaking.
Explain the function of impersonal verbs (gerunds,
				  participles, infinitives) in general and their function in particular
				  sentences.
Form and use verbs in the active and passive
				  voice.
Form and use verbs in the indicative, imperative,
				  interrogative, conditional, and subjunctive mood, as well as the conditional
				  tense and interrogative pronouns.
Recognize and correct inappropriate shifts in verb
				  voice and mood.
Demonstrate command of the conventions of standard
				  Spanish capitalization, punctuation, and spelling when writing paying
				  particular attention to the rules that are different from English.
Use punctuation (comma, ellipsis, dash) to
				  indicate a pause or break.
Use an ellipsis to indicate an omission.
Spell correctly.
Ninth and Tenth Grade
Demonstrate command of the conventions of standard
				  Spanish grammar and usage when writing or speaking.
Use parallel structure.
Use various types of phrases (noun, verb,
				  adjectival, adverbial, participial, prepositional, absolute) and clauses
				  (independent, dependent; noun, relative, adverbial) to convey specific meanings
				  and add variety and interest to writing or presentations.
Demonstrate command of the conventions of standard
				  Spanish capitalization, punctuation, and spelling when writing, paying
				  particular attention to the rules that are different from English.
Use a semicolon (and perhaps a conjunctive adverb)
				  to link two or more closely related independent clauses.
Use a colon to introduce a list or
				  quotation.
Spell correctly.
Eleventh and Twelfth Grade
Demonstrate command of the conventions of standard
				  Spanish grammar and usage when writing or speaking.
Apply the understanding that usage is a matter of
				  convention, can change over time, and is sometimes contested.
Resolve issues of complex or contested usage,
				  consulting references as needed.
Demonstrate command of the conventions of standard
				  Spanish capitalization, punctuation, and spelling when writing, paying
				  particular attention to the rules that are different from English.
Observe hyphenation conventions, recognizing the
				  difference between the use of the dash from English.
Spell correctly.
Knowledge of Language
Kindergarten
(Begins in grade 2)
First Grade
(Begins in grade 2)
Second Grade
Use knowledge of language and its conventions when
				  writing, speaking, reading, or listening.
Compare formal and informal uses of
				  Spanish.
Third Grade
Use knowledge of language and its conventions when
				  writing, speaking, reading, or listening.
Choose words and phrases for effect.
Recognize and observe differences between the
				  conventions of spoken and written standard Spanish.
Fourth Grade
Use knowledge of language and its conventions when
				  writing, speaking, reading, or listening.
Choose words and phrases to convey ideas
				  precisely.
Choose punctuation for effect.
Differentiate between contexts that call for
				  formal Spanish (e.g., presenting ideas) and situation where informal discourse
				  is appropriate (e.g., small-group discussion).
Fifth Grade
Use knowledge of language and its conventions when
				  writing, speaking, reading, or listening.
Expand, combine, and reduce sentences for meaning,
				  reader/listener interest, and style.
Compare and contrast the varieties of Spanish
				  (e.g., dialects, registers) used in stories, dramas, or poems.
Sixth Grade
Use knowledge of language and its conventions when
				  writing, speaking, reading, or listening.
Vary sentence patterns for meaning, reader/
				  listener interest, and style.
Maintain consistency in style and tone.
Seventh Grade
Use knowledge of language and its conventions when
				  writing, speaking, reading, or listening.
Choose language that expresses ideas precisely and
				  concisely, recognizing and eliminating wordiness and redundancy.
Eighth Grade
Use knowledge of language and its conventions when
				  writing, speaking, reading, or listening.
Use verbs in the active and passive voice and in
				  the indicative, subjunctive, and imperative moods to achieve particular effects
				  (e.g., emphasizing the actor or the action; expressing uncertainty, or
				  describing a state contrary to fact).
Ninth and Tenth Grade
Apply knowledge of language to understand how
				  language functions in different contexts, to make effective choices for meaning
				  or style, and to comprehend more fully when reading or listening.
Write and edit work so that it conforms to the
				  guidelines in a style manual appropriate for the discipline and writing
				  type.
Eleventh and Twelfth Grade
Apply knowledge of language to understand how
				  language functions in different contexts, to make effective choices for meaning
				  or style, and to comprehend more fully when reading or listening.
Vary syntax for effect, consulting references for
				  guidance as needed; apply an understanding of syntax to the study of complex
				  texts when reading.
Vocabulary Acquisition and Use
Kindergarten
Determine or clarify the meaning of unknown and
				  multiple-meaning words and phrases based on kindergarten reading and
				  content.
Identify new meanings for familiar words and apply
				  them accurately.
Use the most frequently occurring inflections and
				  affixes as a clue to the meaning of an unknown word.
With guidance and support from adults, explore
				  word relationships and nuances in word meanings.
Sort common objects into categories (e.g., shapes,
				  foods) to gain a sense of the concepts the categories represent.
Demonstrate understanding of frequently occurring
				  verbs and adjectives by relating them to their opposites (antonyms).
Identify real-life connections between words and
				  their use.
Distinguish shades of meaning among verbs
				  describing the same general action by acting out the meanings. Use words and
				  phrases acquired through conversations, reading and being read to, and
				  responding to texts.
First Grade
Determine or clarify the meaning of unknown and
				  multiple-meaning words and phrases based on grade 1 reading and content,
				  choosing flexibly from an array of strategies.
Use sentence-level context as a clue to the
				  meaning of a word or phrase.
Use frequently occurring affixes as a clue to the
				  meaning of a word.
Identify frequently occurring root words and their
				  inflectional forms.
With guidance and support from adults, demonstrate
				  understanding of word relationships and nuances in word meanings.
Sort words into categories (e.g., colors,
				  clothing) to gain a sense of the concepts the categories represent.
Define words by category and by one or more key
				  attributes.
Identify real-life connections between words and
				  their use.
Distinguish shades of meaning among verbs
				  differing in manner and adjectives differing in intensity by defining or
				  choosing them or by acting out the meanings.
Use words and phrases acquired through
				  conversations, reading and being read to, and responding to texts, including
				  using frequently occurring conjunctions to signal simple relationships.
Second Grade
Determine or clarify the meaning of unknown and
				  multiple-meaning words and phrases based on grade 2 reading and content,
				  choosing flexibly from an array of strategies.
Use sentence-level context as a clue to the
				  meaning of a word or phrase.
Determine the meaning of the new word formed when
				  a known prefix is added to a known word.
Use a known root word as a clue to the meaning of
				  an unknown word with the same root.
Use knowledge of the meaning of individual words
				  to predict the meaning of compound words.
Use glossaries and beginning dictionaries both
				  print and digital, to determine or clarify the meaning of words and
				  phrases.
Demonstrate understanding of word relationships
				  and nuances in word meanings.
Identify real-life connections between words and
				  their use.
Distinguish shades of meaning among closely
				  related verbs.
Use words and phrases acquired through
				  conversations, reading and being read to, and responding to texts, including
				  using adjectives and adverbs to describe.
Third Grade
Determine or clarify the meaning of unknown and
				  multiple-meaning word and phrases based on grade 3 reading and content,
				  choosing flexibly from a range of strategies.
Use sentence-level context as a clue to the
				  meaning of a word or phrase.
Determine the meaning of the new word formed when
				  a known affix is added to a known word.
Use a known root word as a clue to the meaning of
				  an unknown word with the same root.
Use glossaries or beginning dictionaries, both
				  print and digital, to determine or clarify the precise meaning of key words and
				  phrases.
Demonstrate understanding of word relationships
				  and nuances in word meanings.
Distinguish the literal and non-literal meanings
				  of words and phrases in context including the particular meaning of words in
				  idioms.
Identify real-life connections between words and
				  their use.
Distinguish shades of meaning among related words
				  that describe states of mind or degrees of certainty and use the subjunctive
				  mode to express doubt.
Acquire and use accurately grade-appropriate
				  conversational, general academic, and domain specific words and phrases,
				  including those that signal spatial and temporal relationships.
Fourth Grade
Determine or clarify the meaning of unknown and
				  multiple-meaning words and phrases based on grade 4 reading and content,
				  choosing flexibly from a range of strategies.
Use context (e.g., definitions, examples, or
				  restatements in text) as a clue to the meaning of a word or phrase.
Use common, grade-appropriate Greek and Latin
				  affixes and roots as clues to the meaning of a word.
Consult reference materials (e.g., dictionaries,
				  glossaries, thesauruses), both print and digital, to find the pronunciation and
				  determine or clarify the precise meaning of key words and phrases.
Demonstrate understanding of figurative language,
				  word relationships, and nuances in word meanings.
Explain the meaning of simple similes and
				  metaphors in context.
Recognize and explain the meaning of common
				  idioms, adages, and proverbs.
Demonstrate understanding of words by relating
				  them to their opposites (antonyms) and to words with similar but not identical
				  meanings (synonyms).
Acquire and use accurately grade-appropriate,
				  general academic and domain-specific words and phrases, including those that
				  signal precise actions, emotions, or states of being.
Fifth Grade
Determine or clarify the meaning of unknown and
				  multiple-meaning words and phrases based on grade 5 reading and content,
				  choosing flexibly from a range of strategies.
Use context (e.g., cause/effect relationships and
				  comparisons in text) as a clue to the meaning of a word or phrase.
Use common, grade-appropriate Greek and Latin
				  affixes and roots as clues to the meaning of a word.
Consult reference materials (e.g., dictionaries,
				  glossaries, thesauruses), both print and digital, to find the pronunciation and
				  determine or clarify the precise meaning of key words and phrases.
Demonstrate understanding of figurative language,
				  word relationships, and nuances in word meanings.
Interpret figurative language, including similes
				  and metaphors, in context.
Recognize and explain the meaning of common
				  idioms, adages, and proverbs.
Use the relationship between particular words
				  (e.g., synonyms, antonyms, homographs) to better understand each of the
				  words.
Acquire and use accurately grade-appropriate,
				  general academic and domain-specific words and phrases, including those that
				  signal contrast, addition, and other logical relationships.
Sixth Grade
Determine or clarify the meaning of unknown and
				  multiple-meaning words and phrases based on grade 6 reading and content,
				  choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a
				  sentence or paragraph; a word's position or function in a sentence) as a clue
				  to the meaning of a word or phrase.
Use common, grade-appropriate Greek or Latin
				  affixes and roots as clues to the meaning of a word (e.g., audience, auditory,
				  audible).
Consult reference materials (e.g., dictionaries,
				  glossaries, thesauruses), both print and digital, to find the pronunciation of
				  a word or determine or clarify its precise meaning or its part of
				  speech.
Verify the preliminary determination of the
				  meaning of a word or phrase (e.g., by checking the inferred meaning in context
				  or in a dictionary).
Demonstrate understanding of figurative language,
				  word relationships, and nuances in word meanings.
Interpret figures of speech (e.g.,
				  personification) in context.
Use the relationship between particular words
				  (e.g., cause/effect, part/whole, item/category) to better understand each of
				  the words.
Distinguish among the connotations (associations)
				  of words with similar denotations (definitions).
Acquire and use accurately grade-appropriate,
				  general academic and domain-specific words and phrases; gather vocabulary
				  knowledge when considering a word or phrase important to comprehension or
				  expression.
Seventh Grade
Determine or clarify the meaning of unknown and
				  multiple-meaning words and phrases based on grade 7 reading and content,
				  choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a
				  sentence or paragraph; a word's position or function in a sentence) as a clue
				  to the meaning of a word or phrase.
Use common, grade-appropriate Greek or Latin
				  affixes and roots as clues to the meaning of a word.
Consult general and specialized reference
				  materials (e.g., dictionaries, glossaries, thesauruses), both print and
				  digital, to find the pronunciation of a word or determine or clarify its
				  precise meaning or its part of speech.
Verify the preliminary determination of the
				  meaning of a word or phrase (e.g., by checking the inferred meaning in context
				  or in a dictionary).
Demonstrate understanding of figurative language,
				  word relationships, and nuances in word meanings.
Interpret figures of speech (e.g., literary,
				  biblical, and mythological allusions) in context.
Use the relationship between particular words
				  (e.g., synonym/antonym, analogy) to better understand each of the words.
Distinguish among the connotations (associations)
				  of words with similar denotations (definitions).
Acquire and use accurately grade-appropriate,
				  general academic and domain-specific words and phrases; gather vocabulary
				  knowledge when considering a word or phrase important to comprehension or
				  expression.
Eighth Grade
Determine or clarify the meaning of unknown and
				  multiple-meaning words and phrases based on grade 8 reading and content,
				  choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a
				  sentence or paragraph; a word's position or function in a sentence) as a clue
				  to the meaning of a word or phrase.
Use common, grade-appropriate Greek or Latin
				  affixes and roots as clues to the meaning of a word.
Consult general and specialized reference
				  materials (e.g., dictionaries, glossaries, thesauruses), both print and
				  digital, to find the pronunciation of a word or determine or clarify its
				  precise meaning or its part of speech.
Verify the preliminary determination of the
				  meaning of a word or phrase (e.g., by checking the inferred meaning in context
				  or in a dictionary).
Demonstrate understanding of figurative language,
				  word relationships, and nuances in word meanings.
Interpret figures of speech (e.g. verbal irony,
				  puns) in context.
Use the relationship between particular words to
				  better understand each of the words.
Distinguish among the connotations (associations)
				  of words with similar denotations (definitions).
Acquire and use accurately grade-appropriate,
				  general academic and domain-specific words and phrases; gather vocabulary
				  knowledge when considering a word or phrase important to comprehension or
				  expression.
Ninth and Tenth Grade
Determine or clarify the meaning of unknown and
				  multiple-meaning words and phrases based on grades 9-10 reading and content,
				  choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a
				  sentence, paragraph, or text; a word's position or function in a sentence) as a
				  clue to the meaning of a word or phrase.
Identify and correctly use patterns of word
				  changes that indicate different meanings or parts of speech.
Consult general and specialized reference
				  materials (e.g., dictionaries, glossaries, thesauruses), both print and
				  digital, to find the pronunciation of a word or determine or clarify its
				  precise meaning, its part of speech, or its etymology.
Verify the preliminary determination of the
				  meaning of a word or phrase (e.g., by checking the inferred meaning in context
				  or in a dictionary).
Demonstrate understanding of figurative language,
				  word relationships, and nuances in word meanings.
Interpret figures of speech (e.g., euphemism,
				  oxymoron) in context and analyze their role in the text.
Analyze nuances in the meaning of words with
				  similar denotations.
Acquire and use accurately general academic and
				  domain-specific words and phrases, sufficient for reading, writing, speaking,
				  and listening at the college and career readiness level; demonstrate
				  independence in gathering vocabulary knowledge when considering a word or
				  phrase important to comprehension or expression.
Eleventh and Twelfth Grade
Determine or clarify the meaning of unknown and
				  multiple-meaning words and phrases based on grades 11-12 reading and content,
				  choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a
				  sentence, paragraph, or text; a word's position or function in a sentence) as a
				  clue to the meaning of a word or phrase.
Identify and correctly use patterns of word
				  changes that indicate different meanings or parts of speech.
Consult general and specialized reference
				  materials (e.g., dictionaries, glossaries, thesauruses), both print and
				  digital, to find the pronunciation of a word or determine or clarify its
				  precise meaning, its part of speech, its etymology, or its standard
				  usage.
Verify the preliminary determination of the
				  meaning of a word or phrase (e.g., by checking the inferred meaning in context
				  or in a dictionary).
Demonstrate understanding of figurative language,
				  word relationships, and nuances in word meanings.
Interpret figures of speech (e.g., euphemism,
				  oxymoron) in context and analyze their role in the text.
Analyze nuances in the meaning of words with
				  similar denotations.
Acquire and use accurately general academic and
				  domain-specific words and phrases, sufficient for reading, writing, speaking,
				  and listening at the college and career readiness level; demonstrate
				  independence in gathering vocabulary knowledge when considering a word or
				  phrase important to comprehension or expression.
Reading Standards for Literacy in History and Social Studies
				  and Science and Technical Subjects
Reading Standards for Literacy in History and
				  Social Studies
Key Ideas and Details
Sixth - Eighth Grade
Cite specific textual evidence to support analysis
				  of primary and secondary sources.
Determine the central ideas or information of a
				  primary or secondary source; provide an accurate summary of the source distinct
				  from prior knowledge or opinions.
Identify key steps in a text's description of a
				  process related to history/social studies (e.g., how a bill becomes law, how
				  interest rates are raised or lowered).
Ninth - Tenth Grade
Cite specific textual evidence to support analysis
				  of primary and secondary sources, attending to such features as the date and
				  origin of the information.
Determine the central ideas or information of a
				  primary or secondary source; provide an accurate summary of how key events or
				  ideas develop over the course of the text.
Analyze in detail a series of events described in
				  a text; determine whether earlier events caused later ones or simply preceded
				  them.
Eleventh - Twelfth Grade
Cite specific textual evidence to support analysis
				  of primary and secondary sources, connecting insights gained from specific
				  details to an understanding of the text as a whole.
Determine the central ideas or information of a
				  primary or secondary source; provide an accurate summary that makes clear the
				  relationships among the key details and ideas.
Evaluate various explanations for actions or
				  events and determine which explanation best accords with textual evidence,
				  acknowledging where the text leaves matters uncertain.
Craft and Structure
Sixth - Eighth Grade
Determine the meaning of words and phrases as they
				  are used in a text, including vocabulary specific to domains related to
				  history/social studies. Describe how a text presents information (e.g.,
				  sequentially, comparatively, causally).
Identify aspects of a text that reveal an author's
				  point of view or purpose (e.g., loaded language, inclusion or avoidance of
				  particular facts).
Ninth - Tenth Grade
Determine the meaning of words and phrases as they
				  are used in a text, including vocabulary describing political, social, or
				  economic aspects of history/social studies.
Analyze how a text uses structure to emphasize key
				  points or advance an explanation or analysis.
Compare the point of view of two or more authors
				  for how they treat the same or similar topics, including which details they
				  include and emphasize in their respective accounts.
Eleventh - Twelfth Grade
Determine the meaning of words and phrases as they
				  are used in a text, including analyzing how an author uses and refines the
				  meaning of a key term over the course of a text.
Analyze in detail how a complex primary source is
				  structured, including how key sentences, paragraphs, and larger portions of the
				  text contribute to the whole.
Evaluate authors' differing points of view on the
				  same historical event or issue by assessing the authors' claims, reasoning, and
				  evidence.
Integration of Knowledge and Ideas
Sixth - Eighth Grade
Integrate visual information (e.g., in charts,
				  graphs, photographs, videos, or maps) with other information in print and
				  digital texts.
Distinguish among fact, opinion, and reasoned
				  judgment in a text.
Analyze the relationship between a primary and
				  secondary source on the same topic.
Ninth - Tenth Grade
Integrate quantitative or technical analysis
				  (e.g., charts, research data) with qualitative analysis in print or digital
				  text.
Assess the extent to which the reasoning and
				  evidence in a text support the author's claims.
Compare and contrast treatments of the same topic
				  in several primary and secondary sources.
Eleventh - Twelfth Grade
Integrate and evaluate multiple sources of
				  information presented in diverse formats and media (e.g., visually,
				  quantitatively, as well as in words) in order to address a question or solve a
				  problem.
Evaluate an author's premises, claims, and
				  evidence by corroborating or challenging them with other information.
Integrate information from diverse sources, both
				  primary and secondary, into a coherent understanding of an idea or event,
				  noting discrepancies among sources.
Range of Reading and Level of Text
				  Complexity
Sixth - Eighth Grade
By the end of grade 8, read and comprehend
				  history/social studies texts in the grades 6-8 text complexity band
				  independently and proficiently.
Ninth - Tenth Grade
By the end of grade 10, read and comprehend
				  history/social studies texts in the grades 9-10 text complexity band
				  independently and proficiently.
Eleventh - Twelfth Grade
By the end of grade 12, read and comprehend
				  history/social studies texts in the grades 11-12 text complexity band
				  independently and proficiently.
Reading Standards for Literacy in Science and Technical
				  Subjects
Key Ideas and Details
Sixth - Eighth Grade
Cite specific textual evidence to support analysis
				  of science and technical texts.
Determine the central ideas or conclusions of a
				  text; provide an accurate summary of the text distinct from prior knowledge or
				  opinions.
Follow precisely a multistep procedure when
				  carrying out experiments, taking measurements, or performing technical
				  tasks.
Ninth - Tenth Grade
Cite specific textual evidence to support analysis
				  of science and technical texts, attending to the precise details of
				  explanations or descriptions.
Determine the central ideas or conclusions of a
				  text; trace the text's explanation or depiction of a complex process,
				  phenomenon, or concept; provide an accurate summary of the text.
Follow precisely a complex multistep procedure
				  when carrying out experiments, taking measurements, or performing technical
				  tasks, attending to special cases or exceptions defined in the text.
Eleventh - Twelfth Grade
Cite specific textual evidence to support analysis
				  of science and technical texts, attending to important distinctions the author
				  makes and to any gaps or inconsistencies in the account.
Determine the central ideas or conclusions of a
				  text; summarize complex concepts, processes, or information presented in a text
				  by paraphrasing them in simpler but still accurate terms.
Follow precisely a complex multistep procedure
				  when carrying out experiments, taking measurements, or performing technical
				  tasks; analyze the specific results based on explanations in the text.
Craft and Structure
Sixth - Eighth Grade
Determine the meaning of symbols, key terms, and
				  other domain-specific words and phrases as they are used in a specific
				  scientific or technical context relevant to grades 6-8 texts and topics.
Analyze the structure an author uses to organize a
				  text, including how the major sections contribute to the whole and to an
				  understanding of the topic.
Analyze the author's purpose in providing an
				  explanation, describing a procedure, or discussing an experiment in a
				  text.
Ninth - Tenth Grade
Determine the meaning of symbols, key terms, and
				  other domain-specific words and phrases as they are used in a specific
				  scientific or technical context relevant to grades 9-10 texts and
				  topics.
Analyze the structure of the relationships among
				  concepts in a text, including relationships among key terms.
Analyze the author's purpose in providing an
				  explanation, describing a procedure, or discussing an experiment in a text,
				  defining the question the author seeks to address.
Eleventh - Twelfth Grade
Determine the meaning of symbols, key terms, and
				  other domain-specific words and phrases as they are used in a specific
				  scientific or technical context relevant to grades 11-12 texts and
				  topics.
Analyze how the text structures information or
				  ideas into categories or hierarchies, demonstrating understanding of the
				  information or ideas.
Analyze the author's purpose in providing an
				  explanation, describing a procedure, or discussing an experiment in a text,
				  identifying important issues that remain unresolved.
Integration of Knowledge and Ideas
Sixth - Eighth Grade
Integrate quantitative or technical information
				  expressed in words in a text with a version of that information expressed
				  visually (e.g., in a flowchart, diagram, model, graph, or table).
Distinguish among facts, reasoned judgment based
				  on research findings, and speculation in a text.
Compare and contrast the information gained from
				  experiments, simulations, video, or multimedia sources with that gained from
				  reading a text on the same topic.
Ninth - Tenth Grade
Translate quantitative or technical information
				  expressed in words in a text into visual form (e.g., a table or chart) and
				  translate information expressed visually or mathematically (e.g., in an
				  equation) into words.
Assess the extent to which the reasoning and
				  evidence in a text support the author's claim or a recommendation for solving a
				  scientific or technical problem.
Compare and contrast findings presented in a text
				  to those from other sources (including their own experiments), noting when the
				  findings support or contradict previous explanations or accounts.
Eleventh - Twelfth Grade
Integrate and evaluate multiple sources of
				  information presented in diverse formats and media (e.g., quantitative data,
				  video, multimedia) in order to address a question or solve a problem.
Evaluate the hypotheses, data, analysis, and
				  conclusions in a science or technical text, verifying the data when possible
				  and corroborating or challenging conclusions with other sources of
				  information.
Synthesize information from a range of sources
				  (e.g., texts, experiments, simulations) into a coherent understanding of a
				  process, phenomenon, or concept, resolving conflicting information when
				  possible.
Range of Reading and Level of Text
				  Complexity
Sixth - Eighth Grade
By the end of grade 8, read and comprehend
				  science/technical texts in the grades 6-8 text complexity band independently
				  and proficiently.
Ninth - Tenth Grade
By the end of grade 10, read and comprehend
				  science/technical texts in the grades 9-10 text complexity band independently
				  and proficiently.
Eleventh - Twelfth Grade
By the end of grade 12, read and comprehend
				  science/technical texts in the grades 11-12 text complexity band independently
				  and proficiently.
Writing Standards for History and Social Studies and Science
				  and Technical Subjects
Text Types and Purposes
Sixth - Eighth Grade
Write arguments focused on discipline-specific
				  content.
Introduce claims about a topic or issue,
				  acknowledge and distinguish the claims from alternate or opposing claims, and
				  organize the reasons and evidence logically.
Support claims with logical reasoning and
				  relevant, accurate data and evidence that demonstrate an understanding of the
				  topic or text, using credible sources.
Use words, phrases, and clauses to create cohesion
				  and clarify the relationships among claims, counterclaims, reasons, and
				  evidence.
Establish and maintain a formal style.
Provide a concluding statement or section that
				  follows from and supports the argument presented.
Write informative/explanatory texts, including the
				  narration of historical events, scientific procedures/ experiments, or
				  technical processes.
Introduce a topic clearly, previewing what is to
				  follow; organize ideas, concepts, and information into broader categories as
				  appropriate to achieving purpose; include formatting (e.g., headings), graphics
				  (e.g., charts, tables), and multimedia when useful to aiding
				  comprehension.
Develop the topic with relevant, well-chosen
				  facts, definitions, concrete details, quotations, or other information and
				  examples.
Use appropriate and varied transitions to create
				  cohesion and clarify the relationships among ideas and concepts.
Use precise language and domain-specific
				  vocabulary to inform about or explain the topic.
Establish and maintain a formal style and
				  objective tone.
Provide a concluding statement or section that
				  follows from and supports the information or explanation presented.
Ninth - Tenth Grade
Write arguments focused on discipline-specific
				  content.
Introduce precise claims, distinguish the claims
				  from alternate or opposing claims, and create an organization that establishes
				  clear relationships among the claims, counterclaims, reasons, and
				  evidence.
Develop claims and counterclaims fairly, supplying
				  data and evidence for each while pointing out the strengths and limitations of
				  both claims and counterclaims in a discipline-appropriate form and in a manner
				  that anticipates the audience's knowledge level and concerns.
Use words, phrases, and clauses to link the major
				  sections of the text, create cohesion, and clarify the relationships between
				  claims and reasons, between reasons and evidence, and between claims and
				  counterclaims.
Establish and maintain a formal style and
				  objective tone while attending to the norms and conventions of the discipline
				  in which they are writing.
Provide a concluding statement or section that
				  follows from or supports the argument presented.
Write informative/explanatory texts, including the
				  narration of historical events, scientific procedures/experiments, or technical
				  processes.
Introduce a topic and organize ideas, concepts,
				  and information to make important connections and distinctions; include
				  formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia
				  when useful to aiding comprehension.
Develop the topic with well-chosen, relevant, and
				  sufficient facts, extended definitions, concrete details, quotations, or other
				  information and examples appropriate to the audience's knowledge of the
				  topic.
Use varied transitions and sentence structures to
				  link the major sections of the text, create cohesion, and clarify the
				  relationships among ideas and concepts.
Use precise language and domain-specific
				  vocabulary to manage the complexity of the topic and convey a style appropriate
				  to the discipline and context as well as to the expertise of likely
				  readers.
Establish and maintain a formal style and
				  objective tone while attending to the norms and conventions of the discipline
				  in which they are writing.
Provide a concluding statement or section that
				  follows from and supports the information or explanation presented (e.g.,
				  articulating implications or the significance of the topic).
Eleventh - Twelfth Grade
Write arguments focused on discipline-specific
				  content.
Introduce precise, knowledgeable claims, establish
				  the significance of the claims, distinguish the claims from alternate or
				  opposing claims, and create an organization that logically sequences the
				  claims, counterclaims, reasons, and evidence.
Develop claims and counterclaims fairly and
				  thoroughly, supplying the most relevant data and evidence for each while
				  pointing out the strengths and limitations of both claims and counterclaims in
				  a discipline-appropriate form that anticipates the audience's knowledge level,
				  concerns, values, and possible biases.
Use words, phrases, and clauses as well as varied
				  syntax to link the major sections of the text, create cohesion, and clarify the
				  relationships between claims and reasons, between reasons and evidence, and
				  between claims and counterclaims.
Establish and maintain a formal style and
				  objective tone while attending to the norms and conventions of the discipline
				  in which they are writing.
Provide a concluding statement or section that
				  follows from or supports the argument presented.
Write informative/explanatory texts, including the
				  narration of historical events, scientific procedures/experiments, or technical
				  processes.
Introduce a topic and organize complex ideas,
				  concepts, and information so that each new element builds on that which
				  precedes it to create a unified whole; include formatting (e.g., headings),
				  graphics (e.g., figures, tables), and multimedia when useful to aiding
				  comprehension.
Develop the topic thoroughly by selecting the most
				  significant and relevant facts, extended definitions, concrete details,
				  quotations, or other information and examples appropriate to the audience's
				  knowledge of the topic.
Use varied transitions and sentence structures to
				  link the major sections of the text, create cohesion, and clarify the
				  relationships among complex ideas and concepts.
Use precise language, domain-specific vocabulary
				  and techniques such as metaphor, simile, and analogy to manage the complexity
				  of the topic; convey a knowledgeable stance in a style that responds to the
				  discipline and context as well as to the expertise of likely readers.
Provide a concluding statement or section that
				  follows from and supports the information or explanation provided (e.g.,
				  articulating implications or the significance of the topic).
Production and Distribution of Writing
Sixth - Eighth Grade
Produce clear and coherent writing in which the
				  development, organization, and style are appropriate to task, purpose, and
				  audience.
With some guidance and support from peers and
				  adults, develop and strengthen writing as needed by planning, revising,
				  editing, rewriting, or trying a new approach, focusing on how well purpose and
				  audience have been addressed.
Use technology, including the internet, to produce
				  and publish writing and present the relationships between information and ideas
				  clearly and efficiently.
Ninth - Tenth Grade
Produce clear and coherent writing in which the
				  development, organization, and style are appropriate to task, purpose, and
				  audience.
Develop and strengthen writing as needed by
				  planning, revising, editing, rewriting, or trying a new approach, focusing on
				  addressing what is most significant for a specific purpose and audience.
Use technology, including the Internet, to
				  produce, publish, and update individual or shared writing products, taking
				  advantage of technology's capacity to link to other information and display
				  information flexibly and dynamically.
Eleventh - Twelfth Grade
Produce clear and coherent writing in which the
				  development, organization, and style are appropriate to task, purpose, and
				  audience.
Develop and strengthen writing as needed by
				  planning, revising, editing, rewriting, or trying a new approach, focusing on
				  addressing what is most significant for a specific purpose and audience.
Use technology, including the Internet, to
				  produce, publish, and update individual or shared writing products in response
				  to ongoing feedback, including new arguments or information.
Research to Build and Present Knowledge
Sixth - Eighth Grade
Conduct short research projects to answer a
				  question (including a self-generated question), drawing on several sources and
				  generating additional related, focused questions that allow for multiple
				  avenues of exploration.
Gather relevant information from multiple print
				  and digital sources, using search terms effectively; assess the credibility and
				  accuracy of each source; and quote or paraphrase the data and conclusions of
				  others while avoiding plagiarism and following a standard format for
				  citation.
Draw evidence from informational texts to support
				  analysis reflection and research.
Ninth - Tenth Grade
Conduct short as well as more sustained research
				  projects to answer a question (including a self-generated question) or solve a
				  problem; narrow or broaden the inquiry when appropriate; synthesize multiple
				  sources on the subject, demonstrating understanding of the subject under
				  investigation.
Gather relevant information from multiple
				  authoritative print and digital sources, using advanced searches effectively;
				  assess the usefulness of each source in answering the research question;
				  integrate information into the text selectively to maintain the flow of ideas,
				  avoiding plagiarism and following a standard format for citation.
Draw evidence from informational texts to support
				  analysis reflection, and research.
Eleventh - Twelfth Grade
Conduct short as well as more sustained research
				  projects to answer a question (including a self-generated question) or solve a
				  problem; narrow or broaden the inquiry when appropriate; synthesize multiple
				  sources on the subject, demonstrating understanding of the subject under
				  investigation.
Gather relevant information from multiple
				  authoritative print and digital sources, using advanced searches effectively;
				  assess the strengths and limitations of each source in terms of the specific
				  task, purpose, and audience; integrate information into the text selectively to
				  maintain the flow of ideas, avoiding plagiarism and overreliance on any one
				  source and following a standard format for citation.
Draw evidence from informational texts to support
				  analysis reflection, and research.
Range of Writing
Sixth - Eighth Grade
Write routinely over extended time frames (time
				  for reflection and revision) and shorter time frames (a single sitting or a day
				  or two) for a range of discipline-specific tasks, purposes, and
				  audiences.
Ninth - Tenth Grade
Write routinely over extended time frames (time
				  for reflection and revision) and shorter time frames (a single sitting or a day
				  or two) for a range of discipline-specific tasks, purposes, and
				  audiences.
Eleventh - Twelfth Grade
Write routinely over extended time frames (time
				  for reflection and revision) and shorter time frames (a single sitting or a day
				  or two) for a range of discipline-specific tasks, purposes, and
				  audiences.
DRIVER EDUCATION
There are no State Goals for Learning in the area of Driver
				  Education.
Standards Beginning in the 2024-25 School Year.
The Illinois Learning Standards for Driver Education have
				  been adapted from the Novice Teen Driver Education and Training Administrative
				  Standards, developed and written by the Association of National Stakeholders in
				  Traffic Safety Education in affiliation with the National Highway
				  Transportation Safety Administration.
The Driver Education Standards consist of both classroom
				  standards and behind-the-wheel standards. The classroom standards should be
				  mastered by learners before the introduction of the corresponding
				  behind-the-wheel standards to ensure both comprehension and application of the
				  knowledge and skills are acquired by learners. The learning standards for
				  driver education shall be implemented with the most current version of the
				  Illinois Rules of the Road, published by the Illinois Secretary of State, as
				  the primary supporting text.
In addition to the learning standards for driver education,
				  there are State rules and regulations that may apply to driver education
				  coursework or curriculum. These rules and regulations can be found in the
				  Illinois Vehicle Code [625 ILCS 5 ] and 92 Ill. Adm.
				  Code 1030.
All standards are coded for ease of use and reference. The
				  code is keyed as follows:
"Content Area.Content Domain.Number of
				  Standard"
Classroom Instruction Standards
DE.C.1. Preparing To Operate a Vehicle
DE.C.1.1. Graduated Driver License
				  (GDL) Requirements and Responsibilities
DE.C.1.1.1. Identify the GDL requirements and
				  responsibilities.
DE.C.1.1.2.
				  Understand driving with temporary impairment and permanent disabilities,
				  including the use of controlled substances (i.e., illegal and legal drugs that
				  are controlled by the government and are more likely to be abused by
				  individuals) and the use of prescription and over-the-counter medicines.
DE.C.1.1.3. Identify
				  the risk of injury for drivers and passengers in a vehicle.
DE.C.1.2. Rules of the Road, State and Local
				  Requirements
DE.C.1.2.1. Identify and describe the purpose of
				  signs, signals, and road markings.
DE.C.1.2.2. Identify and describe legal stops and
				  speed regulations.
DE.C.1.2.3. Describe pedestrian and bicyclist
				  rights and responsibilities.
DE.C.1.3. Vehicle Operating Space
DE.C.1.3.1. Identify visual limitations to the
				  front, rear, and sides of the vehicle.
DE.C.1.3.2. Identify the length and width of the
				  vehicle's blind spot.
DE.C.1.3.3. Identify how to mitigate the impact of
				  blind spots through the use of enhanced mirror settings.
DE.C.1.4. Preparing to Drive a
				  Vehicle
DE.C.1.4.1. Describe the impact of mental and
				  physical well-being on the operation of a motor vehicle.
DE.C.1.4.2. Identify strategies for managing
				  emotions while operating a motor vehicle.
DE.C.1.4.3. Identify and describe proper use of
				  safety equipment to protect self and others (e.g., active/passive restraints
				  and guidelines for children, airbags, and impact protection).
DE.C.1.4.4. Describe pre-check procedures to
				  ensure personal safety (e.g., checking outside and inside vehicle before
				  opening door and locking doors after entry).
DE.C.1.4.5. Identify and describe how to make
				  basic vehicle adjustments necessary for safe operation (e.g., adjustments to
				  seats, mirrors, safety restraints, etc.).
DE.C.1.4.6. Identify and describe the functions of
				  basic gauges, alerts, and warning lights.
DE.C.1.4.7. Identify the purpose and use of a
				  vehicle's owner manual.
DE.C.1.4.8. Describe the importance of routine
				  vehicle checks and the importance of performing scheduled maintenance to ensure
				  tire and engine safety.
DE.C.2. Understanding Vehicle Controls
DE.C.2.1. Identify visual and mental
				  requirements.
DE.C.2.1.1. Identify the three basic visual fields
				  (i.e., central, fringe or focal, and peripheral) and how they are used in the
				  driving task.
DE.C.2.1.2. Compare visual skills to mental
				  perception.
DE.C.2.1.3. Identify techniques to improve visual
				  skills.
DE.C.2.1.4. Identify techniques to improve mental
				  perception of traffic events.
DE.C.2.1.5. Identify techniques to overcome visual
				  deficiencies.
DE.C.2.2. Define targeted line of
				  sight, target to end path of travel, and reference vehicle to path of
				  travel.
DE.C.2.3. Identify or describe basic
				  motion control techniques, maintaining suspension balance, and communication
				  techniques.
DE.C.2.3.1. Describe
				  how speed affects vehicle direction.
DE.C.2.3.2. Describe
				  basic concepts essential for maintaining suspension balance while placing a
				  vehicle into motion and maneuvering the vehicle in a variety of
				  conditions.
DE.C.2.3.3. Identify
				  the purpose of the dead pedal.
DE.C.2.3.4. Identify and describe appropriate use
				  for each communication technique, including the use of a turn signal before
				  turning or changing lanes, use of headlights for visibility, and use of the
				  horn.
DE.C.2.3.5. Describe how to apply a firm squeezing
				  braking force at the beginning of the braking process and how to bring the
				  vehicle to a smooth stop.
DE.C.3. Introducing Traffic Entry Skills
DE.C.3.1. Identify and describe all signs,
				  signals, and pavement markings featured in the Illinois Vehicle Code.
DE.C.3.2. Identify and describe roadway
				  characteristics, including intersection types, traffic calming devices, surface
				  conditions, slope/grade, traction potential, highway conditions, and lane
				  controls.
DE.C.3.3. Utilize the space management system
				  (i.e., the Identify, Predict, Decide, and Execute (IPDE) process).
DE.C.3.3.1. Identify conditions for searching
				  changes to path of travel, changes to the line of sight, and changes in road
				  surface and condition.
DE.C.3.3.2. Identify situations for evaluating
				  alternative paths of travel, appropriate position, appropriate speed, and
				  communication.
DE.C.3.3.3. Describe skills needed to execute
				  decisions, including speed changes, position changes, and communication
				  needs.
DE.C.4. Space Management and Vehicle Control
				  Skills in Moderate Risk Environments
DE.C.4.1. Identify and describe the
				  principles of the IPDE process for managed-risk vehicle operations.
DE.C.4.1.1. Practice commentary response to
				  identify speed and position adjustment development, reference points for
				  maneuvers, and rear space/zone view conditions.
DE.C.4.1.2. Identify blind spots and truck
				  no-zones for different types of vehicles.
DE.C.4.2. Identify and describe basic
				  procedures for reduced-risk speed management.
DE.C.4.2.1. Describe procedures for reduced-risk
				  speed management for a variety of driver, road, and vehicle positions.
DE.C.4.2.2. Identify or describe strategies, as
				  appropriate, for navigating roadway and traffic flow in varying contexts on
				  limited access roadways and roadways without limited access at speeds up to 55
				  m.p.h. (e.g., space management, intersection entry, curve navigation, and
				  planned passing).
DE.C.4.2.3. Identify or describe strategies, as
				  appropriate, for navigating roadway and traffic flow in varying contexts on
				  limited access roadways and roadways without limited access at maximum highway
				  speeds (to include, but not limited to space management, intersection entry,
				  curve navigation, and planned passing).
DE.C.5. Factors Affecting Driver
				  Performance
DE.C.5.1. Define legal responsibility
				  to not use alcohol, cannabis, and other substances that affect the ability to
				  operate a vehicle safely and develop strategies for alternative means of safe
				  transportation.
DE.C.5.2. Discuss the importance of
				  driver fitness to aid managed-risk driver performance and identify factors that
				  can cause inattention to task and may result in injury and physical damage
				  crashes (e.g., internal/external vehicle distractions, fatigue, and
				  aggression).
DE.C.5.3. Describe the impact of
				  temporary impairments and long-term disabilities and identify strategies to
				  compensate or enhance managed-risk driver performance.
DE.C.5.4. Describe the importance of
				  driver attentiveness and identify types of internal/external distractions that
				  could lead to inattentive and distracted driving (e.g., passengers, electronic
				  devices, and other tasks).
DE.C.6. Managing Adverse Conditions
DE.C.6.1. Describe the impact of
				  varying weather conditions on visibility and traction and identify appropriate
				  strategies to navigate roadways and maneuver a vehicle in varying
				  contexts.
DE.C.6.2. Describe the impact of
				  driving in low light or no light conditions on visibility and space management
				  and identify strategies to ensure safe operation of a vehicle.
DE.C.6.3. Describe the increased risk
				  of driving through road construction and maintenance zones and identify
				  appropriate strategies to navigate roadways and ensure safe operation of a
				  vehicle.
DE.C.7. Other Roadway Users
DE.C.7.1. Describe the
				  characteristics and limitations of a variety of motorized vehicles and identify
				  appropriate space management principles to apply in varying contexts (e.g.,
				  heavy commercial vehicles, passenger vehicles, trailers, motorcycles, farm
				  vehicles, snowmobiles/ATVs, and funeral processions).
DE.C.7.2. Describe the
				  characteristics and limitations of a variety of non-motorized vehicles and
				  pedestrians and identify appropriate space management principles to apply in
				  varying contexts (e.g., pedal/bicycles, personal transport, horse-drawn
				  equipment, and pedestrians).
DE.C.7.3. Describe the
				  characteristics and limitations of a variety of tracked vehicles and identify
				  appropriate space management principles to apply in varying contexts (e.g.,
				  freight trains, passenger trains, rapid transit, and cable/trolley
				  cars).
DE.C.8. Responding to Emergencies, Vehicle
				  Malfunctions, and Crashes, and Understanding Vehicle Technology
DE.C.8.1. Describe a variety of
				  vehicle malfunctions and identify appropriate managed-risk responses for
				  varying contexts (e.g., electronic, signals, engine/fuel/ignition systems,
				  steering/suspension systems, tires, and braking systems).
DE.C.8.2. Discuss applications and
				  limitations for current and emerging vehicle technologies as they become
				  available in the future.
DE.C.8.3. Discuss how the roadway
				  system is managed by law enforcement and other State agencies to assist with
				  emergencies, crashes, and vehicle malfunctions.
DE.C.8.4. Describe the
				  responsibilities for attending to a crash scene situation.
DE.C.8.5. Identify appropriate
				  responsibilities and responses when encountering emergency or disabled vehicles
				  on or near a roadway (see Section 11-907 of the Illinois Vehicle Code).
DE.C.8.6. Identify and describe law
				  enforcement procedures for traffic stops and appropriate interactions with law
				  enforcement, including a demonstration of the proper actions to be taken during
				  a traffic stop by drivers and passengers.
DE.C.8.7. Describe proper actions to
				  be taken following vehicle disablement for a variety of roadside emergencies in
				  varying roadway and environmental conditions.
DE.C.9. Making Informed Consumer Choices
DE.C.9.1. Perform map-reading and
				  trip planning exercises using current and emerging technology, including, but
				  not limited to, static maps and interactive maps.
DE.C.9.2. Identify factors to
				  consider when purchasing vehicle insurance and an automobile.
Behind-the-Wheel Instruction Learning Standards
DE.BTW.1. Preparing to Operate a Vehicle
DE.BTW.1.1. Identify the visual limitation to a
				  vehicle for the front, rear, right side, and left side.
DE.BTW.1.2. Describe the limited visual view in
				  the rear-view mirror.
DE.BTW.1.3. Identify how to appropriately apply
				  the traditional and enhanced mirror view settings for the rear and side view
				  mirrors in a variety of contexts.
DE.BTW.1.4. Adjust head restraints, seat position,
				  mirrors, safety restraints, and steering wheel position, as appropriate.
DE.BTW.1.5. Check
				  all occupants for appropriate safety restraint use.
DE.BTW.1.6. Identify
				  basic indicators and gauges that need attending before placing the vehicle into
				  motion.
DE.BTW.1.7. Follow
				  basic procedures to start the vehicle.
DE.BTW.1.7.1. Identify and place brake in set
				  position, as required by law and the vehicle's owner's manual.
DE.BTW.1.7.2. Identify and select proper gear for
				  starting the vehicle.
DE.BTW.1.7.3. Identify and secure foot brake
				  pedal.
DE.BTW.1.7.4. Identify and describe alert lights
				  for safety accessories.
DE.BTW.1.7.5. Demonstrate proper use of ignition
				  starting device.
DE.BTW.1.7.6. Select appropriate gear for
				  movement.
DE.BTW.1.7.7. Turn on headlights and identify
				  appropriate settings for automatic features and manual selection for a variety
				  of environmental factors.
DE.BTW.2. Placing the Vehicle into Motion
DE.BTW.2.1. Follow basic procedures to place the
				  vehicle into motion.
DE.BTW.2.1.1. Identify open space to enter before
				  moving foot from brake to accelerator.
DE.BTW.2.1.2. Place the vehicle into motion
				  smoothly.
DE.BTW.2.2. Follow basic procedures to
				  appropriately bring the moving vehicle to a stop.
DE.BTW.2.2.1. Identify braking needs after
				  searching ahead of the vehicle.
DE.BTW.2.2.2. Apply controlled braking with heel
				  of foot on the floorboard.
DE.BTW.2.2.3. Bring the vehicle to a smooth stop
				  by squeezing on and off brake pedal.
DE.BTW.2.2.4. Visually
				  check the rear zone/space before, during, and after braking actions.
DE.BTW.2.3. Follow basic procedures to
				  appropriately steer a vehicle in motion.
DE.BTW.2.3.1. Appropriately use targeting
				  procedures for intended path of travel.
DE.BTW.2.3.2. Utilize a balanced hand position on
				  the wheel, as appropriate for the vehicle.
DE.BTW.2.3.3. Maintain intended path of travel by
				  matching speed to steering for a variety of situations.
DE.BTW.2.3.4. Utilize
				  hand-over-hand, hand-to-hand, or evasive action steering methods, as
				  appropriate for a variety of situations.
DE.BTW.2.3.5. Utilize
				  a visual search pattern, including checking the rear-view mirror, side-view
				  mirrors, and mirror blind spot areas.
DE.BTW.2.4. Demonstrate appropriate vehicle
				  placement within typical lane positions with appropriate distance from curb or
				  lane lines for a variety of situations (i.e., backing, turning right, and
				  turning left).
DE.BTW.3. Securing the Vehicle
DE.BTW.3.1. Bring the vehicle to a stop in a safe
				  and legal position.
DE.BTW.3.2. Set the parking brake as required by
				  state law and the vehicle owner's manual.
DE.BTW.3.3. Shift vehicle into PARK before
				  removing foot from brake pedal.
DE.BTW.3.4. Visually check the flow of traffic
				  before opening the door to safely exit the vehicle.
DE.BTW.3.5. Ensure doors are locked and secure any
				  alarm system before leaving the vehicle unattended.
DE.BTW.4. Traffic Entry and Intersection
				  Approach
DE.BTW.4.1. Demonstrate appropriate use of
				  signals, visually check mirrors, and visually check blind spots before moving
				  into roadway.
DE.BTW.4.2. Demonstrate appropriate use of
				  visualization to identify a target, target area, and targeting path to maintain
				  the intended path of travel.
DE.BTW.4.3.
				  Demonstrate appropriate use of searching the target, target area, and targeting
				  path to determine appropriate strategies to maintain the intended path of
				  travel.
DE.BTW.4.4.
				  Demonstrate appropriate focal vision attention for multiple traffic
				  situations.
DE.BTW.4.5. Make
				  speed and lane position adjustments to maintain an appropriate minimum
				  following distance based on road conditions.
DE.BTW.4.6. Apply
				  appropriate strategies of adjustment when changes to the ability to see, line
				  of sight, or path of travel are presented.
DE.BTW.4.7. Identify
				  open, closed, or changing zones/spaces and apply appropriate strategies for a
				  variety of situations.
DE.BTW.4.8.
				  Demonstrate appropriate use of searching and evaluating intersection
				  zones/spaces before entering an intersection.
DE.BTW.4.9.
				  Demonstrate appropriate use of searching and evaluating to apply appropriate
				  speed and position adjustments before entering a curve or hill crest for a
				  variety of situations.
DE.BTW.4.10.
				  Demonstrate appropriate rearview and side view mirror usage for multiple
				  traffic situations.
DE.BTW.5. Vehicle Operation in Moderate Risk
				  Environments.
DE.BTW.5.1. As appropriate, utilize managed risk
				  strategies for navigating roadway and traffic flow in varying contexts on
				  limited access roadways and roadways without limited access at speeds up to 55
				  m.p.h. (e.g., space management, intersection entry, curve navigation, and
				  planned passing).
DE.BTW.5.2. As appropriate, utilize managed risk
				  strategies for navigating roadway and traffic flow in varying contexts on
				  limited access roadways and roadways without limited access at maximum highway
				  speeds (e.g., space management, intersection entry, curve navigation, and
				  planned passing).
DE.BTW.6. Vehicle Operation in Adverse
				  Conditions
DE.BTW.6.1. As appropriate, use managed-risk
				  strategies to navigate roadways and safely operate a vehicle in varying weather
				  conditions.
DE.BTW.6.2. As appropriate, use managed-risk
				  strategies to navigate roadways and safely operate a vehicle while driving in
				  low light or no light conditions.
DE.BTW.6.3. As appropriate, use managed-risk
				  strategies to navigate roadways and safely operate a vehicle when sharing a
				  roadway with other motorized vehicles (e.g., heavy commercial vehicles,
				  passenger vehicles, trailers, motorcycles, farm vehicles,
				  snowmobiles/all-terrain vehicles, or vehicles used during funeral processions),
				  non-motorized vehicles (e.g., pedal/bicycles, personal transport, or
				  horse-drawn equipment), pedestrians, and tracked vehicles (e.g., freight
				  trains, passenger trains, rapid transit, or cable/trolley cars).
DE.BTW.7. Demonstrate correct procedures for tasks
				  from the Cooperative Driver Testing Program exam, including uphill and downhill
				  parking, turnabouts, backing, lane changes, stop signs and traffic signals,
				  navigating intersections, and railroad tracks.