Updated 08/24/2020
AUGUST 2020
ILLINOIS PRIORITY
LEARNING STANDARDS
Updated 08/24/2020
2
Table of Contents
3
Contents
Introduction ........................................................................................................................................................ 4
SEL/PE/Health Learning .................................................................................................................................... 6
English/Language Arts..................................................................................................................................... 31
English Language Learning ............................................................................................................................. 64
Mathematics Learning ..................................................................................................................................... 79
Science Learning ........................................................................................................................................... 142
Social Science Learning ................................................................................................................................ 157
Fine Arts Learning ......................................................................................................................................... 165
Acknowledgements ....................................................................................................................................... 185
Introduction
4
Introduction
In light of the many ways students have been, and continue to be, impacted by the global pandemic, remote
learning, and racial and social injustices that are being revealed during this moment in history, it is evident
schools, teachers, and students will need to maximize learning during the 2020-2021 school year and beyond.
Educators will need to contend with unfinished learning and learning loss compounded by trauma as they begin
instructional planning for the future. While school districts in Illinois are strongly encouraged to engage students
in-person to the greatest extent possible, implementing the necessary safety precautions and distancing
protocols may limit instructional time when students need it more than ever and some students may not be
able to return to school physically due to high risk or recent COVID-19 exposure. Every community, school, and
classroom in Illinois is unique and will look different, but what we must all have in common is a commitment to
delivering the highest quality instruction possible to each and every student as we work collectively toward
recovery.
To maximize learning and help students recover, we need to engage in deep and meaningful learning, not
shallow remediation. To support efforts which accelerate learning in classrooms across the state, the Illinois
State Board of Education assembled a diverse and skilled team of Illinois educators to identify the most Priority
Illinois Learning Standards. The educators who drafted the Priority Standards that comprise this document
carefully considered the full set of Illinois Learning Standards and selected standards which most effectively
engage students deeply and maximize learning. They specifically considered which learning standards:
• are the most foundational/essential knowledge, skills, and competencies for all students
• are the most critical for continued learning success at subsequent grade levels
• are best suited for interdisciplinary and/or project-based learning
• depict the knowledge, skills, and dispositions we want all students to possess to successfully
complete in given grade level or stage of their education
Their choices were made thoughtfully and methodically based on their own knowledge and experiences as
exceptional educators with full recognition that these same choices might not be right for every school,
classroom, or student. The Illinois State Board of Education Superintendent, Dr. Carmen Ayala, made the
following statement on the purpose of the Illinois Priority Learning Standards (IPLS):
"The Illinois Priority Learning Standards document is not intended to serve as a mandate from the State
or a replacement of the full set of learning standards. The purpose of the IPLS is to provide a starting
point for discussions on prioritization of learning standards at the local district level. This prioritization
can help to ensure learners are being met where they are at and moved along the continuum of learning
toward grade level proficiency and beyond."
These priority standards are meant to be a starting point for collaborative planning and discourse in every
local district and learning community and should be utilized as a guide to keep students and their learning at
the center of all planning.
• The Illinois State Board of Education and the educators with whom we collaborated on this project
recognize that all of the Illinois Learning Standards are essential to student achievement. However,
given the public health crisis with which we continue to grapple, we offer these prioritized standards to
Introduction
5
mitigate the added stress and pressure placed on educators and students and to support a focus on
the standards that will have the greatest positive impact on learning. In whatever context districts find
themselves as they prepare for the coming school year, teachers are encouraged to begin planning
with those content-specific, grade-level, vertically aligned critical standards and to work collaboratively
to make any adjustments necessary to best meet the needs of your students. As we engage in this
critical work, let us do so with the following aims in mind:
• All students must have equitable opportunities for meaningful, standards-based learning whether that
can occur in-person or in through blended or remote structures. In our new reality, students need to
learn more, in less time.
• Students and families need routines and structures to ensure they remain engaged and connected to
schools and teachers to maximize instructional time and student learning opportunities.
• The measurement of learning is not about how long a student spends in a classroom or in a seat. It is
measured by collections of evidence and demonstrations of proficiencies.
Updated 08/24/2020
SEL/PE/Health
6
SEL/PE/Health Learning
Group rationale for selecting the standards for SEL, PE, and Health
After careful review of the SEL standards, the committee has determined that all the SEL standards are of
critical importance for all students to grow and develop. We also firmly believe that SEL standards need to be
embedded in every content area as they apply for students to find relevant and meaningful applications to
real-world situations. We have taken into consideration that schools and districts are in different areas of
implementation of the SEL standards within the content areas.
Given that students were in a remote learning environment for two to three months at the end of 19-20, we
felt that the topic of safety and social-emotional learning were of the highest priority for all. Students, parents,
and school staff will need to contact safe as we return to any level of in-person learning. Through the course of
the year, all the SEL standards will need to be addressed; however, schools and districts are to consider how
they can create an environment that promotes student’s safety and assures them, so they are ready to learn
content.
In conjunction with the SEL standards, the PE and Health standards were included in our work. Physical
activity and health instruction are shown to promote student well-being. Students’ physical and emotional
health will benefit from several selected PE and Health standards. These selected standards will further assist
the students in their social-emotional growth and development.
Given this context, SEL standards should continue to be embedded in every content area and included in the
most relevant units of study, however, the table below is a recommendation for a starting point for schools
and districts.
Birth - 2
3 - 8
Priority
Standard
Goal 3 (Illinois Early Learning and Development Standards - IELDS 32): Demonstrate
decision-making skills and responsible behaviors in personal, school, and community
contexts.
Critical
Concepts
IELDS 32A: Begin to consider
ethical, safety, and societal
factors in making decisions.
3A: Consider ethical, safety,
and societal factors in
making decisions.
3A: Consider ethical, safety,
and societal factors in
making decisions.
Updated 08/24/2020
SEL/PE/Health
7
Social Emotional Learning Standards
Birth - 2
3 - 8
9 - 12
Priority
Standard
Goal 2 (IELDS 31): Use social-awareness and interpersonal skills to
establish and maintain positive relationships.
Critical
Concepts
IELDS 31.A:
Develop positive
relationships with peers and
adults.
IELDS 31.B:Use
communication and social
skills to interact effectively
with others.
IELDS 31.C Demonstrate an
ability to prevent, manage,
and resolve interpersonal
conflicts in constructive
ways.
2A: Recognize the feelings
and perspectives of others.
2B: Recognize individual and
group similarities and
2A: Recognize the feelings
and perspectives of others.
2B: Recognize individual and
group similarities and
differences.
2A: Recognize the feelings
and perspectives of others.
2B: Recognize individual
and group similarities and
differences.
Instructional
Guidance
Early Childhood/Pre-K
32.A.ECb Follow rules and
make good choices about
behavior.
Grades K-2
3A.1b. Identify social norms
and safety considerations
that guide behavior.
What Works Briefs
Grades 3-5
3A.1b. Identify social norms
and safety considerations
that guide behavior.
Grades 6-8
3A.3b. Analyze the reasons
for school and societal rules.
3rd Grade SEL Descriptors -.
Updated 08/24/2020
SEL/PE/Health
8
differences.
Instructional
Guidance
Early Childhood/Pre-K
31A.ECc Interact easily with
familiar adults.
31A.ECe Develop positive
relationships with peers.
31.B.ECa Interact verbally
and nonverbally with other
children.
31.B.ECc Use socially
appropriate behavior with
peers and adults, such as
helping, sharing, and taking
turns.
31.C.ECa Begin to share
materials and experiences
and take turns.
Grades K-2
2A.2a Identify verbal,
physical, and situational
cues that indicate how
others may feel.
2A.2b Describe the
expressed feelings and
perspectives of others.
2B.2a Identify differences
among and contributions of
various social and cultural
groups.
Illinois Early Learning
Project Tip sheet Separation
Anxiety
What Works Briefs
Grades 3-5
2A.2a. Identify verbal,
physical, and situational
cues that indicate how
others may feel.
2A.2b. Describe the
expressed feelings and
perspectives of others.
2B.2a. Identify differences
among and contributions of
various social and cultural
groups.
2B.2b. Demonstrate how to
work effectively with those
who are different from
oneself.
Grades 6-8
2A.3a. Predict others’
feelings and perspectives in
a variety of situations.
2A.3b. Analyze how one’s
behavior may
affect others.
2B.3a. Explain how
individual, social, and
cultural differences may
increase vulnerability to
bullying and identify ways to
address it.
2B.3b. Analyze the effects of
taking action to oppose
bullying based on individual
and group differences.
Grades 9-10
2A.4a. Analyze similarities
and differences between
one’s own and others’
perspectives.
2A.4b. Use conversation
skills to understand others’
feelings and perspectives.
2B.4a. Analyze the origins
and negative effects of
stereotyping and prejudice.
2B.4b. Demonstrate respect
for individuals from
different social and cultural
groups.
Grades 11-12
2A.5a. Demonstrate how to
express understanding of
those who hold different
opinions.
2A.5b. Demonstrate ways
to express empathy for
others.
2B.4b. Demonstrate respect
for individuals from
different social and cultural
groups.
2B.5a. Evaluate strategies
for being respectful of
others and opposing
stereotyping and prejudice.
Updated 08/24/2020
SEL/PE/Health
9
Birth - 2
3 - 8
9 - 12
SEL
Priority
Standard
Goal 1 (IELDS 30): Develop self-awareness and self-management skills to achieve
school and life success.
SEL
Critical
Concepts
IELDS GOAL 30A: Identify
and manage one’s emotions
and behavior.
1A. Identify and manage
one’s emotions and
behavior.
1A. Identify and manage
one’s emotions and
behavior.
SEL
Instructional
Guidance
Early Childhood/Pre-K
30.A.ECa Recognize and
label basic emotions.
30.A.ECd Begin to
understand and follow
rules.
30.A.ECe Use materials with
purpose, safety, and
respect.
Grades K-2
1A.2b. Describe and
demonstrate ways to
express emotions in a
socially acceptable manner.
Illinois Early Learning
Project Tip Sheet: Play and
Self-Regulation in Preschool
What Works Briefs
Grades 3-5
1A.2b. Describe and
demonstrate ways to
express emotions in a
socially acceptable manner.
Grades 6-8
1A.3b. Apply strategies to
manage stress and to
motivate successful
performance.
Grades 9-10
1A.4a. Analyze how
thoughts and emotions
affect decision making and
responsible behavior.
Grades 11-12
1A.5a. Evaluate how
expressing one’s emotions
in different situations
affects others.
Health Education Standards
Birth - 2
3 - 8
HEALTH
Priority
Standards
State Goal 22- Understand principles of health promotion and the prevention and
treatment of illness and injury. (K-12) IELDS 22 (EC)
State Goal 23-Understand human body systems and factors that influence growth and
development. (K-12)
Updated 08/24/2020
SEL/PE/Health
10
HEALTH
Critical
Concepts
22A Explain the basic
principles of health
promotion, illness
prevention and safety
including how to access
valid information, products,
and services.
23A. Describe and explain
the structure and functions
of the human body and how
they interrelate.
23B Explain the effects of
health-related actions on
the body systems.
22A Explain the basic
principles of health
promotion, illness
prevention and safety
including how to access
valid information, products,
and services.
23A. Describe and explain
the structure and functions
of the human body and how
they interrelate.
23B Explain the effects of
health-related actions on
the body systems.
23C. Describe factors that
affect growth and
development.
23D. Describe and explain
the structures and functions
of the brain and how they
are impacted by different
types of physical activity
and levels of fitness
HEALTH
Instructional
Guidance
Early Childhood/Pre-K
22.A.ECa Identify simple
practices that promote
healthy living and prevent
illness.
22.A.ECb Demonstrate
personal care and hygiene
skills, with adult reminders.
22.A.ECc Identify and follow
basic safety rules.
23.A.1a Identify basic parts
of the body.
Grades K-2
Grades 3-5
22.A.2a Describe benefits of
early detection and
treatment of illness.
22.A.2b Demonstrate
strategies for the
prevention and reduction of
communicable and non-
communicable disease (e.g.,
practicing cleanliness,
making healthy food
choices,
understanding the
importance of
immunizations, and regular
health screenings).
Updated 08/24/2020
SEL/PE/Health
11
22.A.1a Identify general
signs and symptoms of
illness (e.g., fever, rashes,
coughs, congestion).
22.A.1b Identify methods of
health promotion and
illness prevention (e.g.,
obtaining immunizations,
hand washing, brushing,
and flossing teeth, eating
practices, sleep,
cleanliness).
22.A.1c Identify dangerous
situations and safety
methods to reduce risks
(e.g., traffic, improper use
of medicine and poisons,
strangers).
23.A.1a Identify basic parts
of body systems and their
functions (e.g., heart, lungs,
eyes).
23.B.1a Identify healthy
actions that influence the
functions of the body (e.g.,
cleanliness, proper diet,
exercise).
22.A.2c Describe and
compare health and safety
methods that reduce the
risks associated with
dangerous situations (e.g.,
wearing seat belts and
helmets, using sunscreen).
23.A.2a Identify basic body
systems and their functions
(e.g., circulatory,
respiratory, nervous).
23.B.2a Differentiate
between positive and
negative effects of health-
related actions on body
systems (e.g., drug use,
exercise, diet).
Grades 6-8
22.A.3a Identify and
describe ways to reduce
health risks common to
adolescents (e.g., exercise,
diet, refusal of harmful
substances).
22.A.3b Identify how
positive health practices
and relevant health care can
help reduce health risks
(e.g., proper diet and
exercise reduce risks of
cancer and heart disease).
22.A.3c Explain routine
safety precautions in
practical situations (e.g., in
motor vehicles, on bicycles,
in and near water, as a
pedestrian).
22.A.3d Identify various
Updated 08/24/2020
SEL/PE/Health
12
careers in health promotion,
health care and injury
prevention.
23.A.3a Explain how body
systems interact with each
other (e.g., blood
transporting nutrients from
the digestive system and
oxygen from the respiratory
system, muscular/skeletal
systems [movement] and
structure of the brain).
23.B.3a Explain the effects
of health-related actions
upon body systems (e.g., fad
diets, orthodontics, avoiding
smoking, alcohol use, and
other drug use).
23.C.3a Describe the
relationships among
physical, mental, and social
health factors during
adolescence (e.g., the
effects of stress on physical
and mental performance,
effects of nutrition on
growth).
23. D.3a Explain how the
brain is affected by
movement.
Updated 08/24/2020
SEL/PE/Health
13
3 - 8
9 - 12
HEALTH
Priority
Standards
STATE GOAL 24 - Promote and enhance health and well-being through the use of
effective communication and decision-making skills.
HEALTH
Critical
Concepts
24A. Demonstrate
procedures for
communicating in positive
ways, resolving differences
and preventing conflict.
24A. Demonstrate
procedures for
communicating in positive
ways, resolving differences
and preventing conflict.
HEALTH
Instructional
Guidance
Grades 3-5
24.A.2a Identify causes and
consequences of conflict
among youth.
24.A.2b Demonstrate
positive verbal and
nonverbal communication
skills (e.g., polite
conversation, attentive
listening, body language).
Grades 6-8
24.A.3a Describe possible
causes and consequences of
conflict and violence among
youth in schools and
communities.
24.A.3b Demonstrate
methods for addressing
interpersonal differences
without harm (e.g.,
avoidance, compromise,
cooperation).
24.A.3c Explain how positive
communication helps to
Grades 9-10
24.A.4a Describe the effects
(e.g., economic losses,
threats to personal safety)
of conflict and violence
upon the health of
individuals, families, and
communities.
24.A.4b Formulate
strategies to prevent
conflict and resolve
differences.
Grades 11-12
24.A.5a Compare and
contrast strategies to
prevent conflict and resolve
differences.
Updated 08/24/2020
SEL/PE/Health
14
build and maintain
relationships at school, at
home and in the workplace.
3 - 8
9 - 12
HEALTH
Priority
Standards
State Goal 20 (IELDS 20) -Achieve and maintain a health-enhancing level of physical
fitness based upon continual self-assessment.
HEALTH
Critical
Concepts
IELDS 20.A Achieve and
maintain a health-
enhancing level of physical
fitness
20.A.ECa Participate in
activities to enhance
physical fitness.
20.A.ECb Exhibit increased
levels of physical activity.
20A Know and apply the
principles and components
of health-related and skill-
related fitness as applied to
learning and performance
of physical activities.
20A Know and apply the
principles and components
of health-related and skill-
related fitness as applied to
learning and performance of
physical activities.
HEALTH
Instructional
Guidance
Early Childhood/Pre-K
ECa Participate in activities
to enhance physical fitness.
Grades K-2
20.A.2b Regularly
participate in physical
activity for the purpose of
sustaining or improving
individual levels of health-
related and skill-related
fitness.
Illinois Early Learning
Project Tip sheet: Building
Endurance, Let’s Get
Physical
Grades 9-10
20.A.4a Interpret the effects
of exercise/physical activity
on the level of health-
related and skill-related
fitness.
20.A.4b Participate in
various types of fitness
training programs (e.g.,
circuit, cross and interval
training) and know the
implications of and the
benefits from participation
in those programs.
Grades 11-12
Updated 08/24/2020
SEL/PE/Health
15
Physical Fitness for
Preschool-Aged Children
20.A.5a Implement an
individualized health-related
fitness plan which includes
the principles of training.
20.A.5b Develop and
implement various types of
fitness training programs
(e.g., circuit, cross and
interval training) and
describe the characteristics,
implications and benefits of
each.
Physical Education Standards
Birth - 2
3 - 8
PHYSICAL
EDUCATION
Priority
Standards
STATE GOAL 19: Acquire movement and motor skills and understand concepts
necessary to engage in moderate to vigorous physical activity.
PHYSICAL
EDUCATION
Critical
Concepts
19A Demonstrate physical
competency in a variety of
motor skills and movement
patterns.
19C. Demonstrate
knowledge of rules, safety
and strategies during
physical activity.
IELDS 19A Demonstrate
physical competency and
control of large and small
muscles.
19A Demonstrate physical
competency in a variety of
motor skills and movement
patterns.
19C. Demonstrate
knowledge of rules, safety
and strategies during
physical activity.
PHYSICAL
EDUCATION
Instructional
Guidance
Early Childhood/Pre-K
19.A.ECa Engage in active
play using gross-and fine-
motor skills.
19.A.ECd Use eye-hand
Grades 3-5
19.A.2b Participate daily in
moderate to vigorous
physical activity while
performing multiple basic
movement patterns with
Updated 08/24/2020
SEL/PE/Health
16
coordination to perform
tasks.
19.A.ECe Use writing and
drawing tools with some
control.
Grades K-2
19.A.1b Participate daily in
moderate to vigorous
physical activity while
performing basic movement
patterns
19.C.1a - Demonstrate safe
movement in physical
activities.
Illinois Early Learning
Project Tip Sheet: Out and
About with Preschoolers
Illinois Early Learning
Project Tip Sheet: The
Power of the Pen
additional combination
movement patterns.
19.C.2a Identify and apply
rules and safety procedures
in physical activities.
Grades 6-8
19.A.3b Participate daily in
moderate to vigorous
physical activity while
performing multiple
movement patterns
consistently with additional
combination movement
patterns.
3 - 8
9 - 12
PHYSICAL
EDUCATION
Priority
Standards
STATE GOAL 21: Develop skills necessary to become a successful member of a team by
working with others during physical activity.
PHYSICAL
EDUCATION
Critical
Concepts
21A: Demonstrate personal
responsibility during group
physical activities.
21B: Demonstrate
cooperative skills during
structured group physical
activity.
21A: Demonstrate personal
responsibility during group
physical activities.
21B: Demonstrate
cooperative skills during
structured group physical
activity.
PHYSICAL
Grades 3-5
Grades 9-10
Updated 08/24/2020
SEL/PE/Health
17
EDUCATION
Instructional
Guidance
21.A.2a Accept
responsibility for one’s own
actions in group physical
activities.
21.A.2b Use identified
procedures and safe
practices without reminders
during group physical
activities.
21.A.2c Work independently
on task until completed.
21.B.2a Work cooperatively
with a partner or small
group to reach a shared
goal during physical activity.
Grades 6-8
21.A.3a Follow directions
and decisions of responsible
individuals (e.g., teachers,
peer leaders, squad
leaders).
21.A.3b Participate in
establishing procedures for
group physical activities.
21.A.3c Remain on task
independent of distraction
(e.g., peer pressure,
environmental stressors).
21.B.3a Work cooperatively
with others to accomplish a
set goal in both competitive
and non-competitive
situations (e.g., baseball,
choreographing a dance).
21.A.4a Demonstrate
decision-making skills both
independently and with
others during physical
activities.
21.A.4b Apply identified
procedures and safe
practices to all group
physical activity settings.
21.A.4c Complete a given
task on time.
21.B.4a Work cooperatively
with others to achieve
group goals in competitive
and non-competitive
situations (e.g., challenge
course, orienteering).
Grades 11-12
21.A.5a Demonstrate
individual responsibility
through use of various
team-building strategies in
physical activity settings
(e.g., etiquette, fair play,
self-officiating, coaching,
organizing a group activity).
21.B.5a Demonstrate when
to lead and when to be
supportive to accomplish
group goals.
Updated 08/24/2020
SEL/PE/Health
18
Birth - 2
3 - 8
9 - 12
PHYSICAL
EDUCATION
Priority
Standards
State Goal 20 -Achieve and maintain a health-enhancing level of physical fitness based
upon continual self-assessment.
PHYSICAL
EDUCATION
Critical
Concepts
20A Know and apply the
principles and components
of health-related and skill-
related fitness as applied to
learning and performance
of physical activities.
20A Know and apply the
principles and components
of health-related and skill-
related fitness as applied to
learning and performance
of physical activities.
20A Know and apply the
principles and components
of health-related and skill-
related fitness as applied to
learning and performance of
physical activities.
PHYSICAL
EDUCATION
Instructional
Guidance
Early Childhood/Pre-K
ECa Participate in activities
to enhance physical fitness.
Grades K-2
20.A.2b Regularly
participate in physical
activity for the purpose of
sustaining or improving
individual levels of health-
related and skill-related
fitness
Illinois Early Learning
Project Tip sheet: Building
Endurance, Let’s Get
Physical
Physical Fitness for
Preschool-Aged Children
Grades 3-5
20.A.2a Describe the
benefits of maintaining a
health-enhancing level of
fitness.
20.A.2b Regularly
participate in physical
activity for the purpose of
sustaining or improving
individual levels of health-
related and skill-related
fitness.
Grades 6-8
20.A.3a Identify the
principles of training:
frequency, intensity, time
and type (FITT).
20.A.3b Identify and
participate in activities
associated with the
components of health-
related and skill-related
fitness.
Grades 9-10
20.A.4a Interpret the effects
of exercise/physical activity
on the level of health-
related and skill-related
fitness.
20.A.4b Participate in
various types of fitness
training programs (e.g.,
circuit, cross and interval
training) and know the
implications of and the
benefits from participation
in those programs.
Grades 11-12
20.A.5a Implement an
individualized health-
related fitness plan which
includes the principles of
training.
20.A.5b Develop and
implement various types of
fitness training programs
(e.g., circuit, cross and
interval training) and
describe the characteristics,
implications, and benefits of
each.
Updated 08/24/2020
SEL/PE/Health
19
SEL Standards Mapped to the Health and PE Priorities
Birth - 2
3 - 8
SEL
Priority
Standard
Goal 3 (IELDS 32): Demonstrate decision-making skills and responsible behaviors in
personal, school, and community contexts.
SEL
Critical
Concepts
IELDS 32A: Begin to consider
ethical, safety, and societal
factors in making decisions.
3A: Consider ethical, safety,
and societal factors in
making decisions.
3A: Consider ethical, safety,
and societal factors in
making decisions.
SEL
Instructional
Guidance
Early Childhood/Pre-K
32.A.ECb Follow rules and
make good choices about
behavior.
Grades K-2
3A.1b. Identify social norms
and safety considerations
that guide behavior.
What Works Briefs
Grades 3-5
3A.1b. Identify social norms
and safety considerations
that guide behavior.
Grades 6-8
3A.3b. Analyze the reasons
for school and societal rules.
3rd Grade SEL Descriptors -.
HEALTH
Priority
Standards
State Goal 22- Understand principles of health promotion and the prevention and
treatment of illness and injury. (K-12) IELDS 22 (EC)
State Goal 23-Understand human body systems and factors that influence growth and
development. (K-12)
HEALTH
Critical
Concepts
22A Explain the basic
principles of health
promotion, illness
prevention and safety
including how to access
valid information, products,
and services.
23A. Describe and explain
22A Explain the basic
principles of health
promotion, illness
prevention and safety
including how to access
valid information, products,
and services.
23A. Describe and explain
Updated 08/24/2020
SEL/PE/Health
20
the structure and functions
of the human body and how
they interrelate.
23B Explain the effects of
health-related actions on
the body systems.
the structure and functions
of the human body and how
they interrelate.
23B Explain the effects of
health-related actions on
the body systems.
23C. Describe factors that
affect growth and
development.
23D. Describe and explain
the structures and functions
of the brain and how they
are impacted by different
types of physical activity
and levels of fitness
HEALTH
Instructional
Guidance
Early Childhood/Pre-K
22.A.ECa Identify simple
practices that promote
healthy living and prevent
illness.
22.A.ECb Demonstrate
personal care and hygiene
skills, with adult reminders.
22.A.ECc Identify and follow
basic safety rules.
23.A.1a Identify basic parts
of the body.
Grades K-2
22.A.1a Identify general
signs and symptoms of
illness (e.g., fever, rashes,
coughs, congestion).
22.A.1b Identify methods of
health promotion and
illness prevention (e.g.,
obtaining immunizations,
Grades 3-5
22.A.2a Describe benefits of
early detection and
treatment of illness.
22.A.2b Demonstrate
strategies for the
prevention and reduction of
communicable and non-
communicable disease (e.g.,
practicing cleanliness,
making healthy food
choices,
understanding the
importance of
immunizations, and regular
health screenings).
22.A.2c Describe and
compare health and safety
methods that reduce the
risks associated with
dangerous situations (e.g.,
wearing seat belts and
helmets, using sunscreen).
Updated 08/24/2020
SEL/PE/Health
21
hand washing, brushing,
and flossing teeth, eating
practices, sleep,
cleanliness).
22.A.1c Identify dangerous
situations and safety
methods to reduce risks
(e.g., traffic, improper use
of medicine and poisons,
strangers).
23.A.1a Identify basic parts
of body systems and their
functions (e.g., heart, lungs,
eyes).
23.B.1a Identify healthy
actions that influence the
functions of the body (e.g.,
cleanliness, proper diet,
exercise).
23.A.2a Identify basic body
systems and their functions
(e.g., circulatory,
respiratory, nervous).
23.B.2a Differentiate
between positive and
negative effects of health-
related actions on body
systems (e.g., drug use,
exercise, diet).
Grades 6-8
22.A.3a Identify and
describe ways to reduce
health risks common to
adolescents (e.g., exercise,
diet, refusal of harmful
substances).
22.A.3b Identify how
positive health practices
and relevant health care can
help reduce health risks
(e.g., proper diet and
exercise reduce risks of
cancer and heart disease).
22.A.3c Explain routine
safety precautions in
practical situations (e.g., in
motor vehicles, on bicycles,
in and near water, as a
pedestrian).
22.A.3d Identify various
careers in health promotion,
health care and injury
prevention.
23.A.3a Explain how body
systems interact with each
other (e.g., blood
transporting nutrients from
the digestive system and
Updated 08/24/2020
SEL/PE/Health
22
oxygen from the respiratory
system, muscular/skeletal
systems [movement] and
structure of the brain).
23.B.3a Explain the effects
of health-related actions
upon body systems (e.g., fad
diets, orthodontics, avoiding
smoking, alcohol use, and
other drug use).
23.C.3a Describe the
relationships among
physical, mental, and social
health factors during
adolescence (e.g., the
effects of stress on physical
and mental performance,
effects of nutrition on
growth).
23. D.3a Explain how the
brain is affected by
movement.
PHYSICAL
EDUCATION
Priority
Standards
STATE GOAL 19: Acquire movement and motor skills and understand concepts
necessary to engage in moderate to vigorous physical activity.
PHYSICAL
EDUCATION
Critical
19A Demonstrate physical
competency in a variety of
motor skills and movement
19A Demonstrate physical
competency in a variety of
motor skills and movement
Updated 08/24/2020
SEL/PE/Health
23
Concepts
patterns.
19C. Demonstrate
knowledge of rules, safety
and strategies during
physical activity.
IELDS 19A Demonstrate
physical competency and
control of large and small
muscles.
patterns.
19C. Demonstrate
knowledge of rules, safety
and strategies during
physical activity.
PHYSICAL
EDUCATION
Instructional
Guidance
Early Childhood/Pre-K
19.A.ECa Engage in active
play using gross-and fine-
motor skills.
19.A.ECd Use eye-hand
coordination to perform
tasks.
19.A.ECe Use writing and
drawing tools with some
control.
Grades K-2
19.A.1b Participate daily in
moderate to vigorous
physical activity while
performing basic movement
patterns.
19.C.1a - Demonstrate safe
movement in physical
activities.
Illinois Early Learning
Project Tip Sheet: Out and
About with Preschoolers
Illinois Early Learning
Project Tip Sheet: The
Power of the Pen
Grades 3-5
19.A.2b Participate daily in
moderate to vigorous
physical activity while
performing multiple basic
movement patterns with
additional combination
movement patterns.
19.C.2a Identify and apply
rules and safety procedures
in physical activities.
Grades 6-8
19.A.3b Participate daily in
moderate to vigorous
physical activity while
performing multiple
movement patterns
consistently with additional
combination movement
patterns.
Updated 08/24/2020
SEL/PE/Health
24
3 - 8
9 - 12
SEL
Priority
Standard
Goal 2 (IELDS 31): Use social-awareness and interpersonal skills to
establish and maintain positive relationships.
SEL
Critical
Concepts
2A: Recognize the feelings
and perspectives of others.
2B: Recognize individual and
group similarities and
differences.
2A: Recognize the feelings
and perspectives of others.
2B: Recognize individual and
group similarities and
differences.
SEL
Instructional
Guidance
Grades 3-5
2A.2a. Identify verbal,
physical, and situational
cues that indicate how
others may feel.
2A.2b. Describe the
expressed feelings and
perspectives of others.
2B.2a. Identify differences
among and contributions of
various social and cultural
groups.
2B.2b. Demonstrate how to
work effectively with those
Grades 9-10
2A.4a. Analyze similarities
and differences between
one’s own and others’
perspectives.
2A.4b. Use conversation
skills to understand others’
feelings and perspectives.
2B.4a. Analyze the origins
and negative effects of
stereotyping and prejudice.
2B.4b. Demonstrate respect
for individuals from
different social and cultural
Updated 08/24/2020
SEL/PE/Health
25
who are different from
oneself.
Grades 6-8
2A.3a. Predict others’
feelings and perspectives in
a variety of situations.
2A.3b. Analyze how one’s
behavior may
affect others.
2B.3a. Explain how
individual, social, and
cultural differences may
increase vulnerability to
bullying and identify ways
to address it.
2B.3b. Analyze the effects of
taking action to oppose
bullying based on individual
and group differences.
groups.
Grades 11-12
2A.5a. Demonstrate how to
express understanding of
those who hold different
opinions.
2A.5b. Demonstrate ways to
express empathy for others.
2B.4b. Demonstrate respect
for individuals from
different social and cultural
groups.
2B.5a. Evaluate strategies
for being respectful of
others and opposing
stereotyping and prejudice.
HEALTH
Priority
Standards
STATE GOAL 24 - Promote and enhance health and well-being through the use of
effective communication and decision-making skills.
HEALTH
Critical
Concepts
24A. Demonstrate
procedures for
communicating in positive
ways, resolving differences
and preventing conflict.
24A. Demonstrate
procedures for
communicating in positive
ways, resolving differences
and preventing conflict.
HEALTH
Instructional
Guidance
Grades 3-5
24.A.2a Identify causes and
consequences of conflict
among youth.
24.A.2b Demonstrate
Grades 9-10
24.A.4a Describe the effects
(e.g., economic losses,
threats to personal safety)
of conflict and violence
upon the health of
Updated 08/24/2020
SEL/PE/Health
26
positive verbal and
nonverbal communication
skills (e.g., polite
conversation, attentive
listening, body language).
Grades 6-8
24.A.3a Describe possible
causes and consequences of
conflict and violence among
youth in schools and
communities.
24.A.3b Demonstrate
methods for addressing
interpersonal differences
without harm (e.g.,
avoidance, compromise,
cooperation).
24.A.3c Explain how positive
communication helps to
build and maintain
relationships at school, at
home and in the workplace.
individuals, families, and
communities.
24.A.4b Formulate
strategies to prevent
conflict and resolve
differences.
Grades 11-12
24.A.5a Compare and
contrast strategies to
prevent conflict and resolve
differences.
PHYSICAL
EDUCATION
Priority
Standards
STATE GOAL 21: Develop skills necessary to become a successful member of a team by
working with others during physical activity.
PHYSICAL
EDUCATION
Critical
Concepts
21A: Demonstrate personal
responsibility during group
physical activities.
21B: Demonstrate
cooperative skills during
structured group physical
activity.
21A: Demonstrate personal
responsibility during group
physical activities.
21B: Demonstrate
cooperative skills during
structured group physical
activity.
PHYSICAL
EDUCATION
Instructional
Guidance
Grades 3-5
21.A.2a Accept
responsibility for one’s own
actions in group physical
activities.
Grades 9-10
21.A.4a Demonstrate
decision-making skills both
independently and with
others during physical
Updated 08/24/2020
SEL/PE/Health
27
21.A.2b Use identified
procedures and safe
practices without reminders
during group physical
activities.
21.A.2c Work independently
on task until completed.
21.B.2a Work cooperatively
with a partner or small
group to reach a shared
goal during physical activity.
Grades 6-8
21.A.3a Follow directions
and decisions of responsible
individuals (e.g., teachers,
peer leaders, squad
leaders).
21.A.3b Participate in
establishing procedures for
group physical activities.
21.A.3c Remain on task
independent of distraction
(e.g., peer pressure,
environmental stressors).
21.B.3a Work cooperatively
with others to accomplish a
set goal in both competitive
and non-competitive
situations (e.g., baseball,
choreographing a dance).
activities.
21.A.4b Apply identified
procedures and safe
practices to all group
physical activity settings.
21.A.4c Complete a given
task on time.
21.B.4a Work cooperatively
with others to achieve
group goals in competitive
and non-competitive
situations (e.g., challenge
course, orienteering).
Grades 11-12
21.A.5a Demonstrate
individual responsibility
through use of various
team-building strategies in
physical activity settings
(e.g., etiquette, fair play,
self-officiating, coaching,
organizing a group activity).
21.B.5a Demonstrate when
to lead and when to be
supportive to accomplish
group goals.
Updated 08/24/2020
SEL/PE/Health
28
Birth - 2
3 - 8
9 - 12
SEL
Priority
Standard
Goal 1 (IELDS 30): Develop self-awareness and self-management skills to achieve
school and life success.
SEL
Critical
Concepts
IELDS GOAL 30A: Identify
and manage one’s emotions
and behavior.
1A. Identify and manage
one’s emotions and
behavior.
1A. Identify and manage
one’s emotions and
behavior
SEL
Instructional
Guidance
Early Childhood/Pre-K
30.A.ECa Recognize and
label basic emotions.
30.A.ECd Begin to
understand and follow
rules.
30.A.ECe Use materials with
purpose, safety, and
respect.
Grades K-2
1A.2b. Describe and
demonstrate ways to
express emotions in a
socially acceptable manner.
Illinois Early Learning
Project Tip Sheet: Play and
Self-Regulation in Preschool
What Works Briefs
Grades 3-5
1A.2b. Describe and
demonstrate ways to
express emotions in a
socially acceptable manner.
Grades 6-8
1A.3b. Apply strategies to
manage stress and to
motivate successful
performance.
Grades 9-10
1A.4a. Analyze how
thoughts and emotions
affect decision making and
responsible behavior.
Grades 11-12
1A.5a. Evaluate how
expressing one’s emotions
in different situations
affects others.
HEALTH
Priority
Standards
State Goal 20 (IELDS 20) -Achieve and maintain a health-enhancing level of physical
fitness based upon continual self-assessment.
HEALTH
Critical
Concepts
IELDS 20.A Achieve and
maintain a health-
enhancing level of physical
fitness.
20.A.ECa Participate in
activities to enhance
physical fitness.
20A Know and apply the
principles and components
of health-related and skill-
related fitness as applied to
learning and performance
of physical activities.
20A Know and apply the
principles and components
of health-related and skill-
related fitness as applied to
learning and performance of
physical activities.
Updated 08/24/2020
SEL/PE/Health
29
20.A.ECb Exhibit increased
levels of physical activity.
20A Know and apply the
principles and components
of health-related and skill-
related fitness as applied to
learning and performance
of physical activities.
HEALTH
Instructional
Guidance
Early Childhood/Pre-K
ECa Participate in activities
to enhance physical fitness.
Grades K-2
20.A.2b Regularly
participate in physical
activity for the purpose of
sustaining or improving
individual levels of health-
related and skill-related
fitness
Illinois Early Learning
Project Tip sheet: Building
Endurance, Let’s Get
Physical
Physical Fitness for
Preschool-Aged Children
Grades 3-5
20.A.2a Describe the
benefits of maintaining a
health-enhancing level of
fitness.
20.A.2b Regularly
participate in physical
activity for the purpose of
sustaining or improving
individual levels of health-
related and skill-related
fitness.
Grades 6-8
20.A.3a Identify the
principles of training:
frequency, intensity, time,
and type (FITT).
20.A.3b Identify and
participate in activities
associated with the
components of health-
related and skill-related
fitness.
Grades 9-10
20.A.4a Interpret the effects
of exercise/physical activity
on the level of health-
related and skill-related
fitness.
20.A.4b Participate in
various types of fitness
training programs (e.g.,
circuit, cross and interval
training) and know the
implications of and the
benefits from participation
in those programs.
Grades 11-12
20.A.5a Implement an
individualized health-
related fitness plan which
includes the principles of
training.
20.A.5b Develop and
implement various types of
fitness training programs
(e.g., circuit, cross and
interval training) and
describe the characteristics,
implications and benefits of
each.
PHYSICAL
EDUCATION
State Goal 20 -Achieve and maintain a health-enhancing level of physical fitness based
upon continual self-assessment.
Updated 08/24/2020
SEL/PE/Health
30
Priority
Standards
PHYSICAL
EDUCATION
Critical
Concepts
20A Know and apply the
principles and components
of health-related and skill-
related fitness as applied to
learning and performance
of physical activities.
20A Know and apply the
principles and components
of health-related and skill-
related fitness as applied to
learning and performance
of physical activities.
20A Know and apply the
principles and components
of health-related and skill-
related fitness as applied to
learning and performance of
physical activities.
PHYSICAL
EDUCATION
Instructional
Guidance
Early Childhood/Pre-K
ECa Participate in activities
to enhance physical fitness.
Grades K-2
20.A.2b Regularly
participate in physical
activity for the purpose of
sustaining or improving
individual levels of health-
related and skill-related
fitness.
Illinois Early Learning
Project Tip sheet: Building
Endurance, Let’s Get
Physical
Physical Fitness for
Preschool-Aged Children
Grades 3-5
20.A.2a Describe the
benefits of maintaining a
health-enhancing level of
fitness.
20.A.2b Regularly
participate in physical
activity for the purpose of
sustaining or improving
individual levels of health-
related and skill-related
fitness.
Grades 6-8
20.A.3a Identify the
principles of training:
frequency, intensity, time
and type (FITT).
20.A.3b Identify and
participate in activities
associated with the
components of health-
related and skill-related
fitness.
Grades 9-10
20.A.4a Interpret the effects
of exercise/physical activity
on the level of health-
related and skill-related
fitness.
20.A.4b Participate in
various types of fitness
training programs (e.g.,
circuit, cross and interval
training) and know the
implications of and the
benefits from participation
in those programs.
Grades 11-12
20.A.5a Implement an
individualized health-
related fitness plan which
includes the principles of
training.
20.A.5b Develop and
implement various types of
fitness training programs
(e.g., circuit, cross and
interval training) and
describe the characteristics,
implications, and benefits of
each.
ELA
English/Language Arts
The English/Language Arts standards were selected with the intent of addressing unfinished learning from
Spring 2020 and enhancing student skills moving forward in the 20-21 schoolyear and beyond. The strands of
foundational, reading information, reading literature, writing, speaking & listening, and language were vertically
aligned to determine the standards that were most critical to address equity, SEL, and academic readiness as
students master and transfer skillsets. Each strand was prioritized for each grade band.
For grades PreK, K, 1, 2, 9-10, and 11-12 the color coding shown in the chart below was used. The color coding
for grades 3, 4, 5, 6, 7, and 8 is different as these tables were formatted with specific alignment to the state
assessments. The Illinois state assessment evidence statements and learning standards were added with
points and percentages of scores so districts can align instruction and assessment with the priority standards
and evidence statements identified. The Illinois Assessment of Readiness ELA evidence tables should be
consulted for more information.
Foundational
Reading Information
Reading Literature
Writing
Speaking & Listening
Language
ELA
32
PreK ELA Priority Standards
4.A.ECa
Recognize the differences between print and pictures
4.A.ECb
Begin to follow words from left to right, top to bottom, and page by page.
4.A.ECe
Recognize that letters are grouped to form words.
4.A.ECf
Differentiate letters from numerals.
4.B.ECa
With teacher assistance, recite the alphabet.
4.B.ECb
Recognize and name some upper/lowercase letters of the alphabet, especially those in own name.
4.B.ECd
With teacher assistance, begin to form some letters of the alphabet, especially those in own name.
4.C.ECb
With teacher assistance, recognize and match words that rhyme.
4.C.ECc
Demonstrate ability to segment and blend syllables in words (e.g., “trac/tor, tractor”).
4.C.ECd
With teacher assistance, isolate and pronounce the initial sounds in words.
4.C.ECe
With teacher assistance, blend sounds (phonemes) in one‐syllable words (e.g., /c/ /a/ /t/ = cat).
4.C.ECf
With teacher assistance, begin to segment sounds (phonemes) in one-syllable words (e.g., cat = /c/ /a/ /t/).
4.D.ECa
Recognize own name and common signs and labels in the environment.
4.D.ECb
With teacher assistance, demonstrate understanding of the one-to-one correspondence of letters and sounds.
4.D.ECc
With teacher assistance, begin to use knowledge of letters and sounds to spell words phonetically.
3.A.ECa
With teacher assistance, ask and answer questions about details in a nonfiction book.
2.A.ECa
Engage in book-sharing experiences with purpose and understanding.
2.B.ECa
With teacher assistance, ask and answer questions about books read aloud.
2.B.ECb
With teacher assistance, retell familiar stories with three or more key events.
2.C.ECb
Identify the front and back covers of books and display the correct orientation of books and page-turning skills.
5.A.ECb
Use scribbles, letter like forms, or letters/words to represent written language.
5.A.ECc
With teacher assistance, write own first name using appropriate upper/lowercase letters.
ELA
33
5.C.ECb
With teacher assistance, recall factual information and share that information through drawing, dictation, or writing.
1.A.ECa
Follow simple one-, two- and three-step directions.
1.A.ECb
Respond appropriately to questions from others.
1.A.ECd
Identify emotions from facial expressions and body language.
1.B.ECa
Use language for a variety of purposes.
1.B.ECc
Continue a conversation through two or more exchanges.
1.C.ECa
Describe familiar people, places, things, and events and, with teacher assistance, provide additional detail.
1.D.ECb
Speak using age-appropriate conventions of Standard English grammar and usage.
Kindergarten ELA Priority Standards
RF.K.1
Demonstrate understanding of the organization and basic features of print.
RF.K.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.K.3
Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.4
Read emergent-reader texts with purpose and understanding.
RI.K.1
With prompting and support, ask and answer questions about key details in a text.
RI.K.2
With prompting and support, identify the main topic and retell key details of a text.
RI.K.3
With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
RI.K.5
Identify the front cover, back cover, and title page of a book.
RI.K.6
Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
RI.K.9
With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or
procedures).
RI.K.10
Actively engage in group reading activities with purpose and understanding.
RL.K.1
With prompting and support, ask and answer questions about key details in a text.
RL.K.2
With prompting and support, retell familiar stories, including key details.
ELA
34
RL.K.3
With prompting and support, identify characters, settings, and major events in a story.
RL.K.4
Ask and answer questions about unknown words in a text.
RL.K.6
With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
RL.K.7
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).
RL.K.10
Actively engage in group reading activities with purpose and understanding.
W.K.1
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 (e.g., My favorite book is…).
W.K.2
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.
W.K.3
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.
W.K.8
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
SL.K.2
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.
SL.K.3
Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
SL.K.4
Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
SL.K.5
Add drawings or other visual displays to descriptions as desired to provide additional detail.
SL.K.6
Speak audibly and express thoughts, feelings, and ideas clearly.
L.K.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.K.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
1st Grade ELA Priority Standards
RF.1.1
Demonstrate understanding of the organization and basic features of print.
RF.1.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.1.3
Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.4
Read with sufficient accuracy and fluency to support comprehension.
RI.1.1
Ask and answer questions about key details in a text.
ELA
35
RI.1.2
Identify the main topic and retell key details of a text.
RI.1.3
Describe the connection between two individuals, events, ideas, or pieces of information in a text.
RI.1.5
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.
RI.1.6
Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
RI.1.9
Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
RI.1.10
With prompting and support, read informational texts appropriately complex for grade 1.
RL.1.1
Ask and answer questions about key details in a text.
RL.1.2
Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL.1.3
Describe characters, settings, and major events in a story, using key details.
RL.1.5
Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text
types.
RL.1.7
Use illustrations and details in a story to describe its characters, setting, or events.
RL.1.1
0
With prompting and support, read prose and poetry of appropriate complexity for grade 1.
W.1.1
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.
W.1.2
Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
W.1.3
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.
SL.1.2
Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
SL.1.3
Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not
understood.
SL.1.4
Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
SL.1.6
Produce complete sentences when appropriate to task and situation.
L.1.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.1.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.1.6
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently
occurring conjunctions to signal simple relationships (e.g., because).
ELA
36
2nd Grade ELA Priority Standards
RF.2.3
Know and apply grade-level phonics and word analysis skills in decoding words.
RF.2.4
Read with sufficient accuracy and fluency to support comprehension.
RI.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RI.2.2
Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
RI.2.3
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
RI.2.10
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.
RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RL.2.2
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
RL.2.3
Describe how characters in a story respond to major events and challenges.
RL.2.7
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters,
setting, or plot.
RL.2.10
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.
W.2.1
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 (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or
section.
W.2.2
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a
concluding statement or section.
W.2.3
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.
W.2.5
With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
W.2.8
Recall information from experiences or gather information from provided sources to answer a question.
SL.2.3
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.
SL.2.6
Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
L.2.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.2.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.2.6
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives
and adverbs to describe (e.g., When other kids are happy that makes me happy).
ELA
37
***The English Language Arts priority standards and evidence statements for third grade are formatted for alignment to the state assessment.
Districts can determine priority through analysis of student performance and growth data in comparison to the domain points and percentages
presented below. The Illinois Assessment of Readiness ELA evidence tables should be consulted for more information.***
3
rd
Grade ELA Priority Standards & Evidence Statements
Sub-
Claim
Eligible Standards and Evidence Statements
Form A
Sub-
Claim #
of points
Form A
Sub-
Claim %
of points
Form B
Sub-
Claim #
of points
Form B
Sub-Claim
% of
points
Reading Informational Text (IAR Evidence Standards)
RI1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the
basis for the answers
11
20%
11
20%
RI2
Determine the main idea of a text; recount the key details and explain how they support the main idea.
RI3
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.
RI5
Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to
a given topic efficiently.
RI7
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).
RI8
Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison,
cause/effect, first/second/third in a sequence).
RI9
Compare and contrast the most important points and key details presented in two texts on the same topic.
Reading Literature (IAR Evidence Statements)
RL 1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the
basis for the answers.
11
20%
12
22%
RL 2
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.
RL 3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions
contribute to the sequence of events.
RL 5
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.
RL 7
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).
RL 9
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).
Vocabulary Interpretation and Use (IAR Evidence Statements)
ELA
38
RL 4
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from
nonliteral language.
8
15%
8
15%
RL4
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a
grade 3 topic or subject area.
L 4
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.
L 5
Demonstrate understanding of word relationships and nuances in word meanings.
L 6
Acquire and use accurately grade- appropriate conversational, general academic, and domain specific
words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that
night we went looking for them).
Written Expression (Writing Standards)
W 1
Write opinion pieces on topics or texts, supporting a point of view with reasons.
18
33%
18
33%
W 2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly
W 3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive
details, and clear event sequences
W 4
With guidance and support from adults, produce writing in which the development and organization are
appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–
3 above.)
W 5
With guidance and support from peers and adults, develop and strengthen writing as needed by planning,
revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3
up to and including grade 3.)
W 6
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.
W 7
Conduct short research projects that build knowledge about a topic.
W 8
Recall information from experiences or gather information from print and digital sources; take brief notes
on sources and sort evidence into provided categories.
W 10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Conventions and Knowledge of Language (Writing Standards)
W 1
Write opinion pieces on topics or texts, supporting a point of view with reasons.
a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists
reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases (e.g., because, therefore, since,
for example) to connect opinion and reasons. d. Provide a concluding statement or section.
6
11%
6
11%
W 2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic and group related information together; include illustrations when useful to aiding
comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases
ELA
39
(e.g., also, another, and, more, but) to connect ideas within categories of information. d. Provide a
concluding statement or section.
W 3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive
details, and clear event sequences.
a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that
unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop
experiences and events or show the response of characters to situations. c. Use temporal words and
phrases to signal event order. d. Provide a sense of closure.
W 4
With guidance and support from adults, produce writing in which the development and organization are
appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–
3 above.)
W 5
With guidance and support from peers and adults, develop and strengthen writing as needed by planning,
revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3
up to and including grade 3.)
W 6
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.
W 7
Conduct short research projects that build knowledge about a topic.
W 8
Recall information from experiences or gather information from print and digital sources; take brief notes
on sources and sort evidence into provided categories.
W 10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Total
54
100%
55
100%
***The English Language Arts priority standards and evidence statements for fourth grade are formatted for alignment to the state assessment.
Districts can determine priority through analysis of student performance and growth data in comparison to the domain points and percentages
presented below. The Illinois Assessment of Readiness ELA evidence tables should be consulted for more information.***
4th Grade ELA Priority Standards & Evidence Statements
Sub-
Claim
Eligible Standards and Evidence Statements
Form A
Sub-Claim
# of points
Form A
Sub-Claim
% of points
Form B Sub-
Claim # of
points
Form B Sub-
Claim % of
points
Reading Informational Text (IAR Evidence Statements)
RI 1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text.
16
22%
16
24%
ELA
40
RI 2
Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI 3
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.
RI 5
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.
RI 6
Compare and contrast a firsthand and secondhand account of the same event or topic; describe the
differences in focus and the information provided.
RI 7
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time
lines, animations, or interactive elements on Web pages) and explain how the information contributes
to an understanding of the text in which it appears.
RI 8
Explain how an author uses reasons and evidence to support particular points in a text.
RI 9
Integrate information from two texts on the same topic in order to write or speak about the subject
knowledgeably.
Reading Literature (IAR Evidence Statements)
RL 1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text.
18
24%
16
24%
RL 2
Determine a theme of a story, drama, or poem from details in the text; summarize the text.
RL 3
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).
RL 5
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.
RL 6
Compare and contrast the point of view from which different stories are narrated, including the
difference between first--‐ and third--‐person narrations.
RL 7
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
RL 9
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.
Vocabulary Interpretation and Use (IAR Evidence Statements)
RI 4
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).
10
14%
8
12%
RL 4
Determine the meaning of general academic and domain--‐specific words or phrases in a text relevant
to a grade 4 topic or subject area.
ELA
41
L 4
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.
L 5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L 6
Acquire and use accurately grade--‐appropriate general academic and domain--‐specific words and
phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined,
stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when
discussing animal preservation).
Written Expression (Writing Standards)
W 1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
24
32%
21
31%
W 2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly
W 3
Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.
W 4
Produce clear and coherent writing in which the development and organization are appropriate to task,
purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3
above.)
W 5
With guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, and editing. (Editing for conventions should demonstrate command of Language
standards 1–3 up to and including grade 4).
W 6
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.
W 7
Conduct short research projects that build knowledge through investigation of different aspects of a
topic.
W 8
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.
W 9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
W 10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Conventions and Knowledge of Language (Writing Standards)
W 1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
a. 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. b. Provide reasons that are supported by facts and details. c. Link
opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding
statement or section related to the opinion presented.
6
8%
6
9%
W 2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
ELA
42
a. 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.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples
related to the topic. c. Link ideas within categories of information using words and phrases (e.g., another, for
example, also, because). d. Use precise language and domain-specific vocabulary to inform about or explain the
topic. e. Provide a concluding statement or section related to the information or explanation presented.
W 3
Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event
sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the
responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of
events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e.
Provide a conclusion that follows from the narrated experiences or events.
W 4
Produce clear and coherent writing in which the development and organization are appropriate to task,
purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3
above.)
W 5
With guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, and editing. (Editing for conventions should demonstrate command of Language
standards 1–3 up to and including grade 4).
W 6
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.
W 7
Conduct short research projects that build knowledge through investigation of different aspects of a
topic.
W 8
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.
W 9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. 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].”). b. 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”).
W 10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Total
74
100%
67
100%
ELA
43
***The English Language Arts priority standards and evidence statements for fifth grade are formatted for alignment to the state assessment.
Districts can determine priority through analysis of student performance and growth data in comparison to the domain points and percentages
presented below. The Illinois Assessment of Readiness ELA evidence tables should be consulted for more information.***
5th Grade ELA Priority & Evidence Statements
Sub-
Claim
Eligible Standards & Evidence Statements
Form A
Sub-
Claim #
of points
Form A
Sub-
Claim %
of points
Form B
Sub-
Claim #
of points
Form B
Sub-
Claim %
of points
Reading Informational Text (IAR Evidence Statements)
RI 1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the
text.
16
22%
16
24%
RI 2
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
RI 3
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.
RI 5
Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of
events, ideas, concepts, or information in two or more texts.
RI 6
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of
view they represent.
RI 7
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.
RI 8
Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons
and evidence support which point(s).
RI 9
Integrate information from several texts on the same topic in order to write or speak about the subject
knowledgeably.
Reading Literature (IAR Evidence Statements)
RL 1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the
text.
18
24%
16
24%
RL 2
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.
RL 3
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).
RL 5
Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story,
drama, or poem
RL 6
Describe how a narrator’s or speaker’s point of view influences how events are described.
ELA
44
RL 7
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).
RL 9
Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to
similar themes and topics.
Vocabulary Interpretation and Use (IAR Evidence Statements)
RI 4
Determine the meaning of words and phrases as they are used in a text, including figurative language such as
metaphors and similes.
10
14%
8
12%
RL 4
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5
topic or subject area.
L 4
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.
L 5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret
figurative language, including similes and metaphors, in context.
L 6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including
those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly,
moreover, in addition).
Written Expression (Writing Standards)
W 1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
24
32%
21
31%
W 2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W 3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and
clear event sequences.
W 4
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose,
and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W 5
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language
standards 1–3 up to and including grade 5).
W 6
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.
W 7
Conduct short research projects that use several sources to build knowledge through investigation of different
aspects of a topic.
W 8
Recall relevant information from experiences or gather relevant information from print and digital sources;
summarize or paraphrase information in notes and finished work, and provide a list of sources.
W 9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
W 10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences
ELA
45
Conventions and Knowledge of Language (Writing Standards)
W 1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
a. 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. b. Provide logically ordered reasons that are supported by facts
and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide
a concluding statement or section related to the opinion presented.
6
8%
6
9%
W 2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. 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. b. Develop the topic
with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link
ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding
statement or section related to the information or explanation presented.
W 3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and
clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event
sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop
experiences and events or show the responses of characters to situations. c. Use a variety of transitional words,
phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to
convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or
events.
W 4
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose,
and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W 5
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language
standards 1–3 up to and including grade 5).
W 6
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.
W 7
Conduct short research projects that use several sources to build knowledge through investigation of different
aspects of a topic.
W 8
Recall relevant information from experiences or gather relevant information from print and digital sources;
summarize or paraphrase information in notes and finished work and provide a list of sources.
W 9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 5 Reading standards to literature. b. Apply grade 5 Reading standards to informational texts.
W 10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Total
74
100%
67
100%
ELA
46
ELA
47
***The English Language Arts priority standards and evidence statements for sixth grade are formatted for alignment to the state assessment.
Districts can determine priority through analysis of student performance and growth data in comparison to the domain points and percentages
presented below. The Illinois Assessment of Readiness ELA evidence tables should be consulted for more information.***
6th Grade ELA Priority Standards & Evidence Statements
Sub-Claim
Eligible Standards and Evidence Statements
Form A
Sub-Claim
# of
points
Form A
Sub-Claim
% of
points
Form B
Sub-
Claim #
of points
Form B
Sub-Claim
% of
points
Reading Informational Text (IAR Evidence Statements)
RI 1
(RST 1, RH 1)
RI 1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text.
RST 1: Cite specific textual evidence to support analysis of science and technical texts.
RH 1: Cite specific textual evidence to support analysis of primary and secondary sources.
16
22%
16
23%
RI 2
(RST 2, RH 2)
RI 2: 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.
RST 2: Determine the central ideas or conclusions of a text; provide an accurate summary of the text
distinct from prior knowledge or opinions.
RH 2: 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.
RI 3
(RST 3, RH 3)
RI 3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a
text (e.g., through examples or anecdotes).
RST 3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or
performing technical tasks.
RH 3: 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).
RI 5
(RST 5, RH 5)
RI 5: 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.
RST 5: 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.
RH 5: Describe how a text presents information (e.g., sequentially, comparatively, causally).
RI 6
(RST 6, RH 6)
RI 6: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
RST 6: Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an
experiment in a text.
RH 6: 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).
ELA
48
RI 7
(RST 7, RH 7)
RI 7: 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.
RST 7: 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).
RH 7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.
RI 8
(RST 8, RH 8)
RI 8: 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.
RST 8: Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
RH 8: Distinguish among fact, opinion, and reasoned judgment in a text.
RI 9
(RST 9, RH 9)
RI9: 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).
RST 9: Compare and contrast the information gained from experiments, simulations, video, or
multimedia sources with that gained from reading a text on the same topic.
RH9: Analyze the relationship between a primary and secondary source on the same topic.
Reading Literature (IAR Evidence Statements)
RL 1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text.
18
24%
16
23%
RL 2
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
RL 3
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.
RL 5
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.
RL 6
Explain how an author develops the point of view of the narrator or speaker in a text.
RL 7
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.
RL 9
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.
Vocabulary Interpretation and Use (IAR Evidence Statements)
RL 4
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.
10
14%
8
11%
RI 4
(RST 4, RH 4)
RI 4: Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings.
RH 4: Determine the meaning of words and phrases as they are used in a text, including vocabulary
specific to domains related to history/social studies.
ELA
49
RST 4: 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.
L 4
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.
L 5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L 6
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.
Written Expression (Writing Standards)
W 1
Write arguments to support claims with clear reasons and relevant evidence.
24
32%
24
34%
W 2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.
W 3
Write narratives to develop real or imagined experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.
W 4
Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3
above.)
W 5
With some guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should
demonstrate command of Language standards 1–3 up to and including grade 6).
W 6
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.
W 7
Conduct short research projects to answer a question, drawing on several sources and refocusing the
inquiry when appropriate.
W 8
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.
W 9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
W 10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Conventions and Knowledge of Language (Writing Standards)
W 1
Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s) and organize the reasons and evidence clearly. b. Support claim(s) with clear
reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic
or text. c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
6
8%
6
9%
ELA
50
d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from
the argument presented.
W 2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.
a. 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. b. Develop the topic with relevant
facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate
transitions to clarify the relationships among ideas and concepts. d. Use precise language and domain-
specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f.
Provide a concluding statement or section that follows from the information or explanation presented.
W 3
Write narratives to develop real or imagined experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.
a. 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. b. Use narrative techniques, such as
dialogue, pacing, and description, to develop experiences, events, and/or characters. c. Use a variety of
transition words, phrases, and clauses to convey sequence and signal shifts from one-time frame or
setting to another. d. Use precise words and phrases, relevant descriptive details, and sensory language
to convey experiences and events. e. Provide a conclusion that follows from the narrated experiences or
events.
W 4
Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3
above.)
W 5
With some guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should
demonstrate command of Language standards 1–3 up to and including grade 6).
W 6
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.
W 7
Conduct short research projects to answer a question, drawing on several sources and refocusing the
inquiry when appropriate.
W 8
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.
W 9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 6 Reading standards to literature. b. Apply grade 6 Reading standards to literary
nonfiction.
ELA
51
W 10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Total
74
100%
70
100%
***The English Language Arts priority standards and evidence statements for seventh grade are formatted for alignment to the state assessment.
Districts can determine priority through analysis of student performance and growth data in comparison to the domain points and percentages
presented below. The Illinois Assessment of Readiness ELA evidence tables should be consulted for more information.***
7th Grade ELA Priority Standards & Evidence Statements
Sub-Claim
Eligible Standards and Evidence Statements
Form A
Sub-
Claim #
of points
Form A
Sub-
Claim %
of points
Form B
Sub-
Claim #
of points
Form B
Sub-
Claim %
of points
Reading Informational Text (IAR Evidence Statements)
RI 1
(RST 1, RH 1)
RI 1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
RST 1: Cite specific textual evidence to support analysis of science and technical texts.
RH 1: Cite specific textual evidence to support analysis of primary and secondary sources.
16
22%
16
23%
RI 2
(RST 2, RH 2)
RI 2: 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.
RST 2: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct
from prior knowledge or opinions.
RH 2: 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.
RI 3
(RST 3, RH 3)
RI 3: 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).
RST 3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or
performing technical tasks.
RH 3: 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).
RI 5
(RST 5, RH 5)
RI 5: 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.
RST 5: 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.
RH 5: Describe how a text presents information (e.g., sequentially, comparatively, causally).
ELA
52
RI 6
(RST 6, RH 6)
RI 6: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his
or her position from that of others.
RST 6: Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an
experiment in a text.
RH 6: 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).
RI 7
(RST 7, RH 7)
RI 7: 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).
RST 7: 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).
RH 7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.
RI 8
(RST 8, RH 8)
RI 8: 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.
RST 8: Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
RH 8: Distinguish among fact, opinion, and reasoned judgment in a text.
RI 9
(RST 9, RH 9)
RI9: 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.
RST 9: Compare and contrast the information gained from experiments, simulations, video, or multimedia
sources with that gained from reading a text on the same topic.
RH 9: Analyze the relationship between a primary and secondary source on the same topic.
Reading Literature (IAR Evidence Statements)
RL 1
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
18
24%
16
23%
RL 2
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.
RL 3
Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or
plot).
RL 5
Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
RL 6
Analyze how an author develops and contrasts the points of view of different characters or narrators in a
text.
RL 7
Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version,
analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and
angles in a film).
RL 9
Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same
period as a means of understanding how authors of fiction use or alter history.
ELA
53
Vocabulary Interpretation and Use (IAR Evidence Statements)
RL 4
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.
10
14%
8
11%
RI 4
(RST 4, RH 4)
RI 4: 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.
RH4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific
to domains related to history/social studies.
RST 4: 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
L 4
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.
L 5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings
L 6
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.
Written Expression (Writing Standards)
W 1
Write arguments to support claims with clear reasons and relevant evidence.
24
32%
24
34%
W 2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.
W 3
Write narratives to develop real or imagined experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.
W 4
Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3
above.)
W 5
With some guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience
have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up
to and including grade 7).
W 6
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.
W 7
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.
W 8
Conduct short research projects to answer a question, drawing on several sources and generating additional
related, focused questions for further research and investigation
W 9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
ELA
54
W 10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences
Conventions and Knowledge of Language (Writing Standards)
W 1
Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence
logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources
and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create
cohesion and clarify the relationships among claim(s), reasons, and evidence. d. Establish and maintain a
formal style. e. Provide a concluding statement or section that follows from and supports the argument
presented.
6
8%
6
9%
W 2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; 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. b. Develop
the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c.
Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. d.
Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and
maintain a formal style. f. Provide a concluding statement or section that follows from and supports the
information or explanation presented.
W 3
Write narratives to develop real or imagined experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.
a. 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. b. Use narrative
techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. c.
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one-time
frame or setting to another. d. Use precise words and phrases, relevant descriptive details, and sensory
language to capture the action and convey experiences and events. e. Provide a conclusion that follows from
and reflects on the narrated experiences or events.
W 4
Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3
above.)
W 5
With some guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience
have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up
to and including grade 7).
W 6
Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as
to interact and collaborate with others, including linking to and citing sources.
ELA
55
W 7
Conduct short research projects to answer a question, drawing on several sources and generating additional
related, focused questions for further research and investigation.
W 8
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.
W 9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 7 Reading standards to literature. b. Apply grade 7 Reading standards to literary nonfiction.
W 10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Total
74
100%
70
100%
ELA
56
***The English Language Arts priority standards and evidence statements for eighth grade are formatted for alignment to the state assessment.
Districts can determine priority through analysis of student performance and growth data in comparison to the domain points and percentages
presented below. The Illinois Assessment of Readiness ELA evidence tables should be consulted for more information.***
8th Grade ELA Priority Standards and Evidence Statements
Sub-Claim
Eligible Standards and Evidence Statements
Form A
Sub-
Claim #
of points
Form A
Sub-
Claim %
of points
Form B
Sub-
Claim #
of points
Form B
Sub-
Claim %
of points
Reading Informational Text (IAR Evidence Statements)
RI 1
(RST 1, RH 1)
RI 1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well
as inferences drawn from the text.
RST 1: Cite specific textual evidence to support analysis of science and technical texts.
RH 1: Cite specific textual evidence to support analysis of primary and secondary sources.
16
22%
16
23%
RI 2
(RST 2, RH 2)
RI 2: 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.
RST 2: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct
from prior knowledge or opinions.
RH 2: 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.
RI 3
(RST 3, RH 3)
RI 3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events
(e.g., through comparisons, analogies, or categories).
RST 3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or
performing technical tasks.
RH 3: 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).
RI 5
(RST 5, RH 5)
RI 5: 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.
RST 5: 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.
RH 5: Describe how a text presents information (e.g., sequentially, comparatively, causally).
RI 6
(RST 6, RH 6)
RI 6: 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.
RST 6: Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an
experiment in text.
ELA
57
RH 6: 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).
RI 7
(RST 7, RH 7)
RI 7: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video,
multimedia) to present a particular topic or idea.
RST 7: 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).
RH 7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.
RI 8
(RST 8, RH 8)
RI 8: 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.
RST 8: Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
RH 8: Distinguish among fact, opinion, and reasoned judgment in a text.
RI 9
(RST 9, RH 9)
RI 9: 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.
RST 9: Compare and contrast the information gained from experiments, simulations, video, or multimedia
sources with that gained from reading a text on the same topic.
RH 9: Analyze the relationship between a primary and secondary source on the same topic.
Reading Literature (IAR Evidence Statements)
RL 1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as
inferences drawn from the text.
18
24%
16
23%
RL 2
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.
RL 3
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.
RL 5
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.
RL 6
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.
RL 7
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.
RL 9
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.
Vocabulary Interpretation and Use (IAR Evidence Statements)
RL 4
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.
10
14%
8
11%
ELA
58
RI 4
(RST 4, RH 4)
RI 4: 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.
RH 4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific
to domains related to history/social studies.
RST 4: 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.
L 4
Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8
reading and content, choosing flexibly from a range of strategies.
L 5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L 6
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
Written Expression (Writing Standards)
W 1
Write arguments to support claims with clear reasons and relevant evidence.
24
32%
24
34%
W 2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.
W 3
Write narratives to develop real or imagined experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.
W 4
Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3
above.)
W 5
With some guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience
have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up
to and including grade 8).
W 6
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.
W 7
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.
W 8
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.
W 9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
W 10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Conventions and Knowledge of Language (Writing Standards)
ELA
59
W 1
Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and
organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence,
using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words,
phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons,
and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that
follows from and supports the argument presented.
6
8%
6
9%
W 2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.
a. 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. b. Develop the topic with relevant, well-chosen facts, definitions, concrete
details, quotations, or other information and examples. c. Use appropriate and varied transitions to create
cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-
specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a
concluding statement or section that follows from and supports the information or explanation presented.
W 3
Write narratives to develop real or imagined experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.
a. 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. b. Use narrative
techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or
characters. c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from
one-time frame or setting to another and show the relationships among experiences and events. d. Use
precise words and phrases, relevant descriptive details, and sensory language to capture the action and
convey experiences and events. e. Provide a conclusion that follows from and reflects on the narrated
experiences or events.
W 4
Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3
above.)
W 5
With some guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience
have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up
to and including grade 8).
W 6
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.
W 7
Conduct short research projects to answer a question (including a self-generated question), drawing on
several sources and generating additional related, focused questions that allow for multiple avenues of
exploration.
ELA
60
W 8
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.
W 9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 8 Reading standards to literature. b. Apply grade 8 Reading standards to literary nonfiction.
W 10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Total
74
100%
70
100%
9th & 10th Grade ELA Priority Standards
RI.9-
10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-
10.2
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.
RI.9-
10.5
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).
RI.9-
10.6
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.
RI.9-
10.8
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.
RL.9-
10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.9-
10.2
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.
RL.9-
10.6
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.
W.9-
10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
ELA
61
W.9-
10.5
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.
W.9-
10.6
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.
W.9-
10.7
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.
W.9-
10.8
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.
SL.9-
10.1
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.
SL.9-
10.5
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.
L.9-
10.3
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.
L.9-
10.6
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.
11th & 12th Grade ELA Priority Standards
RI.11-
12.1
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.
RI.11-
12.2
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.
RI.11-
12.5
Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the
structure makes points clear, convincing, and engaging.
ELA
62
RI.11-
12.6
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.
RI.11-
12.8
Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal
reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public
advocacy (e.g., The Federalist, presidential addresses).
RL.11-
12.1
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.
RL.11-
12.2
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.
RL.11-
12.6
Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g.,
satire, sarcasm, irony, or understatement).
W.11-
12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.11-
12.5
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.
W.11-
12.6
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.
W.11-
12.7
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.
W.11-
12.8
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 over-reliance on any one source and following a standard format for citation.
SL.11-
12.1
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.
SL.11-
12.5
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.
L.11-
12.3
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.
L.11-
12.6
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and
listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a
word or phrase important to comprehension or expression.
ELA
63
Updated 08/24/2020
[Type here] ELA 64
English Language Learning
Intro
The Priority Learning Standards for English Learners was developed to provide educators with a tool to assist
in prioritizing and planning for English language development in all four language domains within all content
areas. We understand language must be embedded in meaningful, authentic context, and that the
dimensions, intricacies and nuances of language are complex. To support language acquisition in content
areas, the Priority Learning Standards for English Learners can be used alongside the Priority Learning
Standards identified for each content area.
Educators are encouraged to refer to the following resources to provide additional support for individual
learners:
• WIDA 2012 English Language Development Standards
• WIDA Can Do Descriptors
• ISBE Priority Learning Standards for all content areas
While developing this tool, consideration was given to key uses that could be implemented in a flexible
learning environment, could be easily supported by families, and had the potential for integration within and
across content areas.
Updated 08/24/2020
[Type here] ELL 65
Kindergarten
Receptive Language Skills
Expressive Language Skills
Listening
Reading
Speaking
Writing
Level 1
Process recounts by pointing to pictures
described orally in context (e.g., “the
big dog”) and finding familiar people,
places, or objects named orally (e.g.,
“Where’s a chair?”)
Process explanations by identifying
illustrated activities described orally
Process arguments by classifying
everyday objects by descriptive features
(e.g., red ones, blue ones)
Discuss by following routines,
chants, and songs
Process recounts by matching icons and
symbols to corresponding pictures
Process explanations by identifying
steps in procedures from illustrations
and icons (e.g., “It goes
up. It comes down.”)
Process arguments by matching
illustrations to words of personal
interest as modeled
Recount by repeating words, simple
phrases or expressions from familiar
stories as a whole class
Explain by identifying familiar objects
used in everyday routines and
activities with a partner (e.g., in the
home language and English)
Argue by stating personal likes from
oral prompts (e.g., sports, food,
animals)
Recount by dictating personal information scribed
by adults (e.g., about self and family members)
Explain by describing familiar routines by drawing
pictures and dictating to adults (e.g., in one or more
languages)
Argue by illustrating likes or dislikes from real-life
objects or pictures
Level 2
Process recounts by responding with
gestures to songs, chants, or stories
modeled by teachers
Process explanations by identifying
people and places associated with
everyday events described orally (e.g.,
“It is Monday. You are at school.”)
Process arguments by identifying oral
preferences stated by others (e.g.,
choosing pictures or objects)
Process recounts by reproducing
content-related information in oral text
through drawings
Process explanations by identifying
illustrated words or icons to show why
(e.g., in play-based activities)
Process arguments by classifying
labeled pictures of personal choices
from stories according to different
character traits
Recount by restating some language
associated with illustrated short
stories or informational text (e.g., “I
see.” “I hear.”)
Explain by describing uses of everyday
objects or roles of familiar people
(e.g., “Teacher reads.”)
Argue by stating personal preferences
(e.g., “I like this.”)
Discuss by addressing others
according to relationship (e.g.,
student-student, student-teacher)
Recount by drawing and labeling familiar people,
objects, or events from models (e.g., word walls,
posters, cards)
Explain by connecting oral language to print (e.g.,
through language experience)
Argue by drawing and reproducing words about
preferences (e.g., from charts or posters)
Level 3
Process recounts by following
Process recounts by identifying familiar
Recount by describing attributes of
Recount by reproducing familiar words from labeled
Updated 08/24/2020
[Type here] ELL 66
sequential language for oral directions
one step at a time (e.g., “Walk to the
door. Now, come to the circle.”)
Process explanations by identifying
language associated with features of
objects or print (e.g., “Show me a word
in the title.”)
Process arguments by acting out
opposites using gestures (e.g., through
songs or chants)
words in context (e.g., in Big Books or
wall charts) in small groups
Process explanations by showing
relationships depicted in informational
text with real-life objects (e.g., “5 is
more than 3.”)
Process arguments by predicting next
steps, actions, or events in
informational text and stories read
aloud (e.g., by pointing to pictures)
familiar objects, people, and places
Explain by comparing sizes of familiar
phenomena (e.g., bigger than/ smaller
than, longer/ wider)
Argue by stating personal preferences
or opinions (e.g., “Recess is best.”)
Discuss by using language and
body movement to
include others in
conversations
models or illustrations (e.g., labeled dioramas)
Explain by describing familiar events or phenomena
using
sentence starters and drawings
Argue by completing text about personal opinions
on different topics (e.g., “I like .”)
Level 4
Process recounts by matching extended
oral descriptions of content-related
topics to illustrations or graphics (e.g.,
“The bright yellow ball is shining in the
sky.”)
Process explanations by drawing
individual phases or steps to “how”
questions (e.g., “How does a caterpillar
change into a butterfly?”
Process arguments by drawing to make
predictions from illustrated stories read
aloud (e.g., “What happens next?”)
Process recounts by identifying words
in picture dictionaries (e.g., in multiple
languages
Process explanations by demonstrating
the relationship between objects,
people, or animals from detailed
descriptions read aloud using gestures
(e.g., “the big tall giraffe and the teeny
tiny mouse”)
Process arguments by comparing
choices of different characters in
illustrated text read aloud (e.g., using T
charts)
Recount by sharing personal stories or
experiences with others (e.g., in
multiple languages)
Explain by comparing and contrasting
placement of real-life objects and
phenomena (e.g., “on the table” v.
“under the table”)
Argue by expressing likes, dislikes, or
preferences with reasons (e.g., “I like
___ because___.”)
Discuss by asking questions to request
clarification
Recount by producing familiar words and phrases
from environmental print and illustrated text
Explain by describing how to do something through
a sequence of pictures and words
Argue by producing statements about choices using
different models as examples (e.g., “I want to
____.”)
Level 5
Process recounts by making patterns
from real objects or pictures based on
detailed oral descriptions from a model
(e.g., “Follow me. Put two blue crayons
on your table. Then put two red
crayons. Now put two more crayons of
another color.”)
Process explanations by identifying
illustrations related to cause and
effect from oral information
Process arguments by agreeing or
disagreeing with oral claims using
Process recounts by ordering words to
form short sentences from oral models
(e.g., using pocket charts, cards)
Process explanations by matching
familiar descriptive phrases to objects
or illustrations with a partner (e.g.,
steps in morning routines)
Process arguments by evaluating
situations in picture books and
matching them to related reasons for
choices
Recount by relating school- based
content and personal experiences with
peers and adults
Explain by describing steps in familiar
cycles and processes (e.g., getting in a
circle to play a game)
Argue by giving reasons for content-
related information when modeled
(e.g., “These animals go together
because they have spots.”)
Discuss by asking questions to
Recount by describing everyday experiences using
illustrated phrases and short sentences
Explain by sequencing content- related processes
by drawing and describing objects (e.g., from seeds
to plants)
Argue by listing reasons for content-related choices
with guidance and support (e.g., “Why do you like
number 5?”)
Updated 08/24/2020
[Type here] ELL 67
gestures (e.g., “Tomorrow will be hotter
than today.”)
extend conversations
Level 6
x
x
x
x
Grade 1
Receptive Language Skills
Expressive Language Skills
Listening
Reading
Speaking
Writing
Level 1
Process recounts by pointing to pictures
described orally in context (e.g., “the
big dog”) and finding familiar people,
places, or objects named orally (e.g.,
“Where’s a chair?”)
Process explanations by identifying
illustrated activities described orally
Process arguments by classifying
everyday objects by descriptive features
(e.g., red ones, blue ones)
Discuss by following routines,
chants, and songs
Process recounts by matching icons and
symbols to corresponding pictures
Process explanations by identifying
steps in procedures from illustrations
and icons (e.g., “It goes
up. It comes down.”)
Process arguments by matching
illustrations to words of personal
interest as modeled
Recount by repeating words, simple
phrases or expressions from familiar
stories as a whole class
Explain by identifying familiar objects
used in everyday routines and
activities with a partner (e.g., in the
home language and English)
Argue by stating personal likes from
oral prompts (e.g., sports, food,
animals)
Recount by dictating personal information scribed
by adults (e.g., about self and family members)
Explain by describing familiar routines by drawing
pictures and dictating to adults (e.g., in one or more
languages)
Argue by illustrating likes or dislikes from real-life
objects or pictures
Level 2
Process recounts by responding with
gestures to songs, chants, or stories
modeled by teachers
Process explanations by identifying
people and places associated with
everyday events described orally (e.g.,
“It is Monday. You are at school.”)
Process arguments by identifying oral
preferences stated by others (e.g.,
choosing pictures or objects)
Process recounts by reproducing
content-related information in oral text
through drawings
Process explanations by identifying
illustrated words or icons to show why
(e.g., in play-based activities)
Process arguments by classifying
Recount by restating some language
associated with illustrated short
stories or informational text (e.g., “I
see.” “I hear.”)
Explain by describing uses of everyday
objects or roles of familiar people
(e.g., “Teacher reads.”)
Argue by stating personal preferences
(e.g., “I like this.”)
Recount by drawing and labeling familiar people,
objects, or events from models (e.g., word walls,
posters, cards)
Explain by connecting oral language to print (e.g.,
through language experience)
Argue by drawing and reproducing words about
preferences (e.g., from charts or posters)
Updated 08/24/2020
[Type here] ELL 68
labeled pictures of personal choices
from stories according to different
character traits
Discuss by addressing others
according to relationship (e.g.,
student-student, student-teacher)
Level 3
Process recounts by following
sequential language for oral directions
one step at a time (e.g., “Walk to the
door. Now, come to the circle.”)
Process explanations by identifying
language associated with features of
objects or print (e.g., “Show me a word
in the title.”)
Process arguments by acting out
opposites using gestures (e.g., through
songs or chants)
Process recounts by identifying familiar
words in context (e.g., in Big Books or
wall charts) in small groups
Process explanations by showing
relationships depicted in informational
text with real-life objects (e.g., “5 is
more than 3.”)
Process arguments by predicting next
steps, actions, or events in
informational text and stories read
aloud (e.g., by pointing to pictures)
Recount by describing attributes of
familiar objects, people, and places
Explain by comparing sizes of familiar
phenomena (e.g., bigger than/ smaller
than, longer/ wider)
Argue by stating personal preferences
or opinions (e.g., “Recess is best.”)
Discuss by using language and
body movement to
include others in
conversations
Recount by reproducing familiar words from labeled
models or illustrations (e.g., labeled dioramas)
Explain by describing familiar events or phenomena
using
sentence starters and drawings
Argue by completing text about personal opinions
on different topics (e.g., “I like .”)
Level 4
Process recounts by matching extended
oral descriptions of content-related
topics to illustrations or graphics (e.g.,
“The bright yellow ball is shining in the
sky.”)
Process explanations by drawing
individual phases or steps to “how”
questions (e.g., “How does a caterpillar
change into a butterfly?”
Process arguments by drawing to make
predictions from illustrated stories read
aloud (e.g., “What happens next?”)
Process recounts by identifying words
in picture dictionaries (e.g., in multiple
languages
Process explanations by demonstrating
the relationship between objects,
people, or animals from detailed
descriptions read aloud using gestures
(e.g., “the big tall giraffe and the teeny
tiny mouse”)
Process arguments by comparing
choices of different characters in
illustrated text read aloud (e.g., using T
charts)
Recount by sharing personal stories or
experiences with others (e.g., in
multiple languages)
Explain by comparing and contrasting
placement of real-life objects and
phenomena (e.g., “on the table” v.
“under the table”)
Argue by expressing likes, dislikes, or
preferences with reasons (e.g., “I like
___ because___.”)
Discuss by asking questions to request
clarification
Recount by producing familiar words and phrases
from environmental print and illustrated text
Explain by describing how to do something through
a sequence of pictures and words
Argue by producing statements about choices using
different models as examples (e.g., “I want to
____.”)
Level 5
Process recounts by making patterns
from real objects or pictures based on
detailed oral descriptions from a model
(e.g., “Follow me. Put two blue crayons
on your table. Then put two red
crayons. Now put two more crayons of
another color.”)
Process recounts by ordering words to
form short sentences from oral models
(e.g., using pocket charts, cards)
Process explanations by matching
familiar descriptive phrases to objects
or illustrations with a partner (e.g.,
steps in morning routines)
Recount by relating school- based
content and personal experiences with
peers and adults
Explain by describing steps in familiar
cycles and processes (e.g., getting in a
circle to play a game)
Recount by describing everyday experiences using
illustrated phrases and short sentences
Explain by sequencing content- related processes
by drawing and describing objects (e.g., from seeds
to plants)
Argue by listing reasons for content-related choices
Updated 08/24/2020
[Type here] ELL 69
Process explanations by identifying
illustrations related to cause and
effect from oral information
Process arguments by agreeing or
disagreeing with oral claims using
gestures (e.g., “Tomorrow will be hotter
than today.”)
Process arguments by evaluating
situations in picture books and
matching them to related reasons for
choices
Argue by giving reasons for content-
related information when modeled
(e.g., “These animals go together
because they have spots.”)
Discuss by asking questions to
extend conversations
with guidance and support (e.g., “Why do you like
number 5?”)
Level 6
x
x
x
x
Grades 2 & 3
Receptive Language Skills
Expressive Language Skills
Listening
Reading
Speaking
Writing
Level 1
Process recounts by showing what
happens next based on familiar oral
stories (e.g., by pointing or drawing)
Process explanations by pairing objects,
pictures, or equations as directed by a
partner
Process arguments by indicating
personal points of view in response to
oral phrases or short sentences (e.g., by
thumbs up/thumbs down;
agree/disagree cards)
Discuss by Expressing agreement/
disagreement nonverbally (e.g., thumbs
up or down)
Process recounts by Process recounts
by identifying key words and phrases in
illustrated text
Process explanations by matching
pictures with graphic information from
illustrated texts
Process arguments by identifying
language related to likes, needs, and
wants in labeled illustrations
Recount by responding to questions
related to stories or experiences (e.g.,
“Who came to the door?”)
Explain by describing the outcomes of
experiments or stories with guidance
and visual support
Argue by sharing facts as evidence
using sentence starters or sentence
frames
Discuss by • Expressing own ideas
through drawings, gestures, words
and phrases •
Recount by creating and labeling visual
representations of ideas or stories
Explain by stating facts associated with images or
illustrations
Argue by indicating decisions or preferences
through labeled pictures, words, or phrases
Level 2
Process recounts by identifying the
“who,” “where” and “when” of
illustrated statements
Process explanations by matching oral
Process recounts by identifying
timerelated language in context (e.g., in
biographies)
Process explanations by interpreting
Recount by participating in multi-
media presentations based on
research
Explain by naming steps in processes
or procedures
Recount by listing ideas using graphic organizers
Explain by stating how something happens using
illustrations and sequential language (e.g., eruption
of volcanoes)
Updated 08/24/2020
[Type here] ELL 70
descriptions to photos, pictures, or
icons
Process arguments by categorizing
content-based pictures or objects from
oral descriptions (e.g., “animals that
form groups to help members survive”)
images, illustrations, and graphics
Process arguments by identifying
claims or opinions in illustrated texts
Argue by sharing reasons for opinions
or claims (e.g., science experiments)
Discuss by asking yes or no questions
to request clarification
Argue by connecting preferences, choices, or
opinions to reasons
Level 3
Process recounts by iIllustrating events
in response to audio recordings of
stories or poems
Process explanations by completing
graphic organizers or representations
from oral comparisons
Process arguments by identifying
similarities and differences from oral
content-related materials or equipment
Process recounts by identifying
temporal-related words that signal
order of events (e.g., “In the
beginning…”)
Process explanations by sequencing
sentences descriptive of processes or
procedures in informational texts
Process arguments by identifying
general academic and content-related
words and phrases in text relevant to
the genre/key use (e.g., “once upon a
time” indicates a fairy tale)
Recount by stating information from
personal or school-related experiences
Explain by expressing cause and effect
of behaviors or events
Argue by describing organizing
categories for content-related
information (e.g., fish/birds, forests/
deserts)
Discuss by • Negotiating agreement in
small groups • Expressing own ideas
consistent with the topic discussed
Recount by expressing ideas in various genres (e.g.,
poetry, interactive journals)
Explain by stating ideas about content-related topics
Argue by describing pros and cons related to social
issues or familiar topics
Level 4
Process recounts by re-enacting
content-related situations or events
from oral descriptions
Process explanations by identifying
content-related ideas and details in oral
discourse
Process arguments by identifying
opposing sides of arguments in
dialogues
Process recounts by identifying main
ideas and details in illustrated texts
Process explanations by classifying
main ideas and details in informational
or explanatory texts
Process arguments by sorting content-
related information according to
specific criteria (e.g., pros and cons)
Recount by describing situations and
events from school and the
community
Explain by stating details of processes
or procedures
Argue by posing different solutions to
content-related issues or problems
Discuss by expressing own ideas and
supporting ideas of others
Recount by creating stories with details about
characters and events
Explain by describing strategies to solve problems
Argue by supporting main ideas or opinions with
evidence from texts
Updated 08/24/2020
[Type here] ELL 71
Level 5
Process recounts by identifying details
of content-related topics from oral
discourse
Process explanations by following a
series of short oral directions to create
models of content-area phenomena or
processes
Process arguments by identifying claims
in oral presentations
Process recounts by highlighting
relevant information in grade-level
texts to produce summaries
Process explanations by (e.g., in open
sorts) identifying the main purpose of
texts
Process arguments by matching
opinions to reasons in informational
texts and literature
Recount by asking and answering
questions about information from
speakers
Explain by connecting ideas in
content-related presentations
Argue by expressing and supporting
different ideas with examples
Discuss by • Initiating and maintaining
conversations • Challenging ideas
respectfully • Listening to, building,
and extending ideas
Recount by describing the sequence of content-
related ideas
Explain by describing details of processes,
procedures, and events
Argue by producing persuasive pieces supported by
multiple reasons or details
Level 6
x
x
x
x
Grades 4 & 5
Receptive Language Skills
Expressive Language Skills
Listening
Reading
Speaking
Writing
Level 1
Process recounts by matching oral
words and phrases to content-related
pictures or objects
Process explanations by distinguishing
key words and phrases related to
phenomena
Process arguments by matching
illustrations with oral points of view
Process recounts by highlighting
previewed or familiar phrases
Process explanations by matching
illustrated words/ phrases to causal or
sequential language
Process arguments by identifying key
words and phrases of claims
Recount by stating key words and
phrases associated with the content
using visual or graphic support
Explain by demonstrating procedures
using realia
Argue by answering yes/no or choice
questions across content or personal
preferences
Discuss by expressing own ideas in a
variety of ways (e.g., drawing, using
gestures, graphing)
Recount by communicating personal experiences
through drawings and words
Explain by producing short-answer responses to
questions using word/ phrase banks
Argue by using key words or phrases related to the
topic
Level 2
Process recounts by connecting the
context of narratives (e.g., the who,
Process recounts by identifying the
“who,” “what,” “where,” and “when” in
Recount by retelling short stories or
content-related events
Recount by listing procedural steps across content
areas
Updated 08/24/2020
[Type here] ELL 72
what, when, & where) to illustrations
Process explanations by following oral
directions to show recurring steps in
cycles or problem solving
Process arguments by distinguishing
words and phrases related to opinions
or facts from oral statements
narrative text with a partner
Process explanations by identifying key
words and phrases that describe the
topic or phenomena
Process arguments by differentiating
between claims and evidence
Explain by giving reasons why or how
something works using diagrams,
charts or images
Argue by stating opinions based on
experiences
Discuss by taking turns and applying
conventions specific to particular
conversations
Explain by using key terms related to phenomena
Argue by stating reasons for particular points of
view
Level 3
Process recounts by identifying the
beginning, middle and end in oral
retelling of a text
Process explanations by interpreting
cause and effect relationships in
conversations
Process arguments by identifying
different perspectives, stances, or
points of view
Process recounts by identifying main
ideas in narrative and informational
text
Process explanations by matching
causes with effects
Process arguments by identifying
evidence from multiple places within
text
Recount by stating main ideas in
classroom conversations on social and
academic topics
Explain by stating clear sequential
procedures to peers
Argue by presenting content-based
facts that support a position
Discuss by answering questions to
contribute to a topic
Recount by using key words and phrases reflective
of main ideas
Explain by answering “how” or “why questions (e.g.,
“How does the water cycle work?” “Why are there
three branches of government?”
Argue by connecting reasons to opinions supported
by facts and details
Level 4
Process recounts by sequencing events
or steps based on oral reading of
informational text
Process explanations by identifying
precise details, descriptions, or
comparisons that support conversation
Process arguments by identifying
evidence that supports predictions or
hypotheses
Process recounts by connecting details
to main ideas or themes
Process explanations by identifying the
different words or phrases that are
used to describe the same topic or
phenomena
Process arguments by hypothesizing or
predicting based on evidence
Recount by giving content-related oral
reports
Explain by connecting the sequential,
cyclical, or causal relationships of
content-related issues and concepts
Argue by stating relevant evidence for
claims
Discuss by elaborating on statements
of others to extend ideas
Recount by relating a sequence of events using a
variety of transitional words, phrases, and clauses
Explain by elaborating topics with facts, definitions,
concrete details, or quotations and examples
Argue by providing reasons and evidence which
support particular points
Level 5
Process recounts by identifying related
information from multiple sources
presented orally
Process recounts by summarizing
information from multiple related
sources
Recount by conveying personal and
content-related experiences in a team
Recount by creating narratives that connect
personal experiences and content
Explain by describing how factors contribute to
Updated 08/24/2020
[Type here] ELL 73
Process explanations by identifying
components of systems (e.g.,
ecosystems, branches of government)
in small group interactions
Process arguments by distinguishing
certainty from uncertainty of spoken
words or phrases in context
Process explanations by identifying
how text provides clear details of the
topic or phenomena
Process arguments by evaluating the
strength of evidence as support for
claims
Explain by elaborating by adding
precision and details to content-
related sequence or causal
phenomena
Argue by supporting claims with
evidence from various sources
Discuss by challenging ideas
respectfully
events or outcomes
Argue by including evidence from multiple sources
Level 6
x
x
x
x
Updated 08/24/2020
[Type here] ELL 74
Grades 6 & 8
Receptive Language Skills
Expressive Language Skills
Listening
Reading
Speaking
Writing
Level 1
Process recounts by identifying familiar
objects or places from oral statements
Process explanations by matching
instructional language, given orally,
with visual representation
Process arguments by identifying points
of view from short statements (1st or
3rd)
Process recounts by identifying icons in
graphs, charts, and environmental print
related to familiar topics
Process explanations by matching
content related objects, pictures, or
media to words and phrases
Process arguments by identifying words
or phrases associated with topic
choices
Recount by answering select Wh-
questions
Explain by showing how to solve real-
world problems using symbols,
numerals, graphs, or diagrams
Argue by responding yes or no to
short statements or questions related
to a claim
Discuss by contributing to
conversations by sharing own work
(e.g., pictures, posters, graphics)
Recount by producing labeled illustrations of
conclusions reached in problem-solving
Explain by (drawing and) labeling pictures, diagrams,
and graphs to show relationships, processes in
content
Argue by generating words and phrases that
represent opinions (e.g., “I think…”)
Level 2
Process recounts by sequencing labeled
visuals per oral directions
Process explanations by matching oral
sentences of cause and effect to
illustrations (e.g., weather or climate
conditions)
Process arguments by identifying claims
from a series of oral statements
Process recounts by locating main ideas
in a series of simple sentences
Process explanations by comparing
ideas on the same topic in a series of
simple sentences
Process arguments by distinguishing
facts from opinions in text
Recount by stating main ideas or
points of classroom conversations
Explain by connecting two content-
related ideas that define “how” or
“why”
Argue by stating evidence to support
claims (in home language and English)
Discuss by answering Whquestions in
conversations
Recount by producing statements related to main
ideas on familiar topics in home language and
English
Explain by comparing illustrated descriptions of
content-related concepts (e.g., mitosis v. meiosis
Argue by connecting simple sentences to form
content-related ideas
Level 3
Process recounts by matching main
ideas of familiar text with visuals
Process explanations by matching main
ideas of familiar text read aloud with
visuals
Process arguments by illustrating claims
or reasons from oral narratives
Process recounts by identifying topic
sentences, main ideas, and details in
paragraphs
Process explanations by sequencing
steps or events to describe processes
(e.g. solving math problems)
Process arguments by identifying the
Recount by relating a series of events
by expressing time in multiple tenses
Explain by demonstrating how to
conduct experiments, engage in
processes, or solve problems with
supports
Argue by evaluating the value of
Recount by producing short paragraphs with main
ideas and some details
Explain by producing descriptive paragraphs around
a central idea
Argue by substantiating opinions with content-
related examples and evidence
Updated 08/24/2020
[Type here] ELL 75
claims and the reason for each claim
options in content-based situations
Discuss by supporting ideas with
examples
Level 4
Process recounts by identifying main
ideas and details in oral discourse
Process explanations by matching
complex oral descriptions to images,
graphs, or formulas
Process arguments by matching
evidence to claims in oral discourse
Process recounts by identifying
summaries of passages in a variety of
genres
Process explanations by matching
content-related cause to effect in
graphically-supported text
Process arguments by classifying pros
and cons of claims and evidence
presented within written texts
Recount by paraphrasing and
summarizing content-related ideas
presented orally
Explain by comparing content-related
concepts
Argue by connecting ideas with
supporting details or evidence
Discuss by demonstrating awareness
of personal bias when defending one’s
point of view
Recount by producing content-related reports
Explain by describing relationships between details
or examples and supporting ideas
Argue by crafting persuasive pieces (e.g., editorials)
with a series of substantiated content-related claims
Level 5
Process recounts by sequencing a series
of illustrated events from oral passages
(e.g. historical recaps)
Process explanations by carrying out a
series of oral directions to construct
mathematical or scientific models
Process arguments by establishing
connections among claims, arguments,
and supporting evidence within oral
discourse
Process recounts by matching details of
content-related topics to main idea
Process explanations by sequencing
events based on cause and effect (e.g.,
how machines operate)
Process arguments by evaluating
evidence presented in support of
claims
Recount by producing oral
multimedia, content-related reports
based on research from multiple
sources
Explain by giving demonstrations with
step-by-step details (e.g. converting
Fahrenheit to Celsius)
Argue by defending points of view
with specific claims
Discuss by building on the ideas of
others
Recount by summarizing conclusions reached from
steps in problem-solving or conducting experiments
Explain by producing informational text around
graphs and charts
Argue by justifying ideas using multiple sources
Level 6
x
x
x
x
Updated 08/24/2020
[Type here] ELL 76
Grades 9 - 12
Receptive Language Skills
Expressive Language Skills
Listening
Reading
Speaking
Writing
Level 1
Process recounts by matching everyday
oral content- related words and phrases
to pictures, diagrams, or photographs
Process explanations by identifying
words and phrases related to sequence
Process arguments by distinguishing
words and phrases related to opinions
or facts from oral statements
Process recounts by matching key
content-related terms and ideas to
images, graphs, icons, or diagrams
Process explanations by identifying key
words and phrases that describe the
topics or phenomena
Process arguments by matching media
(e.g., posters, photos, banners) with
point of view words and phrases
Recount by naming and briefly
describing content topics using visual
support (e.g., posters, diagrams,
pictures) and answering select yes/no
or Wh- questions
Explain by ordering events or stages of
phenomena with sequential language
(e.g., first, next, step 1)
Argue by stating pros and cons listed
visually on a topic
Discuss by representing one’s
ideas using various media
Recount by listing content words or phrases and
including images, diagrams, and charts that relate to
the topic
Explain by producing short responses to questions
using word/phrase banks
Argue by listing pros and cons of issues
Level 2
Process recounts by matching oral
descriptions of characters or main
events in content-related topics
Process explanations by comparing
information, symbols, or icons on charts
or tables described orally
Process arguments by identifying claims
in oral statements
Process recounts by locating main ideas
in a series of related sentences
Process explanations by identifying
different types of connectors that show
relationships between topics and
phenomena
Process arguments by making
connections between statements that
make claims and those providing
evidence
Recount by providing examples of
content-related information
previously studied
Explain by posing and responding to
Wh-questions that relate to
phenomena
Argue by responding to oral or written
claims
Discuss by asking and answering
questions
Recount by following patterns specific to narrative
or informational text (e.g., orientation, presentation
of events, conclusion)
Explain by using transitions and connectors to show
causal relationships or procedures
Argue by expressing claims with evidence (e.g.,
“Socialism is a good government system because...”)
Level 3
Process recounts by identifying main
ideas from short content-related oral
presentations
Process explanations by recognizing
Process recounts by identifying detailed
descriptions, procedures, and
information in paragraphs
Process explanations by summarizing
Recount by posing and responding to
questions in small group discussions
Explain by connecting causes to
effects in a series of statements
Recount by summarizing content-related material
Explain by choosing words and phrases to provide
precise details, descriptions, comparisons, and
ordered procedures
Updated 08/24/2020
[Type here] ELL 77
relationships in a series of oral
statements
Process arguments by identifying
language choices that represent specific
points of view from a series of oral
statements
information with diagrams, models,
flow charts, or illustrations
Process arguments by identifying their
purposes and audiences
Argue by stating claims matched to
evidence using a series of related
sentences
Discuss by clarifying one’s
own ideas using a variety of strategies
Argue by justifying reasons or opinions with
evidence
Level 4
Process recounts by following the steps
of content-related tasks or assignments
given orally
Process explanations by interpreting
cause and effect from oral discourse
Process arguments by differentiating
multiple perspectives presented orally
Process recounts by reflecting on
various accounts of a subject told in
different media (e.g., print and
multimedia)
Process explanations by comparing
information on phenomena across a
variety of multimedia sources
Process arguments by identifying
persuasive language across content
areas
Recount by paraphrasing and
summarizing content-related ideas in
large and small groups
Explain by providing precise words and
phrases to provide details,
descriptions, classifications,
comparisons, causes/effects, or
procedures
Argue by taking stances and defending
them with evidence (e.g., using data
or citations)
Discuss by sorting through one’s own
ideas to determine relevant ones
Recount by creating narrative or informational
extended text of past events or experiences (e.g.,
lab reports, current events)
Explain by integrating images, diagrams, formulas,
or charts to describe phenomena
Argue by creating persuasive essays or reports
making adjustments for specific audiences
Level 5
Process recounts by reconstructing past
experiences or series of events based
on oral discourse
Process explanations by identifying
effects and consequences of events and
phenomena from class discussions
Process arguments by evaluating the
purpose of arguments presented by
others
Process recounts by identifying the
central idea or theme and how it is
supported by clear descriptions and
extended details
Process explanations by tracing the
central idea of text and how it
develops, including how it is shaped by
specific details, extended definitions,
facts, quotes, or examples
Process arguments by recognizing
multiple perspectives and points of
view on any given issue
Recount by giving multimedia oral
presentations on content-related
material learned from various sources
Explain by presenting information
using an objective, neutral tone in
extended discourse
Argue by convincing audiences of
personal points of view using
persuasive language
Discuss by generating new ideas or
questions to sustain conversations
Recount by sequencing using language that creates
coherence
Explain by organizing information and details
logically and cohesively
Argue by integrating multiple perspectives and
evidence from a variety of sources
Updated 08/24/2020
[Type here] ELL 78
Level 6
x
x
x
x
Updated 08/24/2020
Mathematics
79
Mathematics Learning
MATHEMATICS – Pre-K
GOAL 6 - Demonstrate and apply a knowledge and sense of numbers, including numeration and operations.
LEARNING STANDARD 6.A Demonstrate beginning understanding of numbers, number names, and numerals.
Benchmarks
6.A.ECa
Count with understanding and recognize “how many” in small sets up to 5.
6.A.ECd
Connect numbers to quantities they represent using physical models and informal representations.
6.A.ECe
Differentiate numerals from letters and recognize some single-digit written numerals.
6.A.ECf
Verbally recite numbers from 1 to 10.
Example Performance Descriptors
Exploring
Developing
Building
Recognize how many there are in a set of 1 or
2 without counting them (e.g., one car or two
blue crayons).
Recognize how many there are in a set of 3
without counting them (e.g., three yellow
beads).
Recognize how many there are in sets of 4 and
5 when presented in a nonlinear, organized
fashion (like a die face).
Point to or move objects around as though to
organize without necessarily counting out
loud.
Point to or move objects when counting out
loud without effectively tracking items
counted (may skip items or count items more
than once).
Point to or move each object to make sure
each is counted once and only once when
counting in sets up to 5.
Confuse numerals and letters, saying number
names occasionally when pointing to letters.
Say number names when pointing to numerals
(but not letters), even if they don’t match.
Correctly identify the numerals 1, 2, and 3.
Say some counting words when “counting.”
Recite counting words from 1-10, with 2-4
errors (e.g., skip numbers, mix up order) but
also some number names in words in
consecutive order (e.g., “one, two, five, four,
six, seven, nine, ten”).
Recite counting words in order from 1-10
(with an occasional error).
Updated 08/24/2020
Mathematics
80
GOAL 7 - Explore measurement of objects and quantities.
LEARNING STANDARD 7.A Measure objects and quantities using direct comparison methods and nonstandard units.
Benchmarks
7.A.ECc
Use vocabulary that describes and compares length, height, weight, capacity, and size.
Example Performance Descriptors
Exploring
Developing
Building
Use appropriate vocabulary when making
measurements, such as “small”, “big”.
Use appropriate vocabulary when making
measurements, such as “small”, “big”, “short”,
“tall”.
Use a wider appropriate vocabulary when
making measurements, such as “small”, “big”,
“short”, “tall”, “empty”, “full”, “heavy”, and
“light”.
GOAL 8 - Identify and describe common attributes, patterns, and relationships in objects.
LEARNING STANDARD 8.A Explore objects and patterns.
Benchmarks
8.A.ECb
Recognize, duplicate, extend, and create simple patterns in various formats.
Example Performance Descriptors
Exploring
Developing
Building
Attempt to create a simple A-B repeating
pattern using early childhood materials but
without maintaining the repeating pattern
(e.g., makes colored marks on the white board
beginning with black, green, black, then adds
red, green, black, blue, black).
Successfully create a simple A-B repeating
pattern using classroom objects (e.g., build a
tower of alternating blue and red cubes).
Create a simple A-B-C or A-B-B repeating
pattern using classroom objects (e.g., lines up
people figure with small, medium, large as the
repeating pattern; strings beads on a necklace
with one yellow, two orange in a repeating
pattern).
Updated 08/24/2020
Mathematics
81
Replicate a simple pattern in music following
the beat by clapping or tapping foot lightly.
Replicate patterns in music by playing finger
games such as “Open, Shut Them.”
Replicate patterns in music by singing
repetitive songs such as “B-I-N-G-O.”
MATHEMATICS – Kindergarten
MP.1
Make sense of problems and persevere in solving them.
MP.2
Reason abstractly and quantitatively.
MP.3
Construct viable arguments and critique the reasoning of others.
MP.4
Model with mathematics.
MP.5
Use appropriate tools strategically.
MP.6
Attend to precision.
MP.7
Look for and make use of structure.
MP.8
Look for and express regularity in repeated reasoning.
K.CC.3
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
K.CC.5
Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as
10 things in a scattered configuration; given a number from 1-20, count out that many objects.
K.CC.7
Compare two numbers between 1 and 10 presented as written numerals.
K.OA.2
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the
problem.
K.OA.4
For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and
record the answer with a drawing or equation.
K.CC.6
Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g.,
by using matching and counting strategies. Include groups with up to ten objects.
MATHEMATICS – 1st GRADE
MP.1
Make sense of problems and persevere in solving them.
MP.2
Reason abstractly and quantitatively.
MP.3
Construct viable arguments and critique the reasoning of others.
MP.4
Model with mathematics.
MP.5
Use appropriate tools strategically.
Updated 08/24/2020
Mathematics
82
MP.6
Attend to precision.
MP.7
Look for and make use of structure.
MP.8
Look for and express regularity in repeated reasoning.
1.OA.1
Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking
apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown
number to represent the problem.
1.OA.7
Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.
1.NBT.2
Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
1.NBT.4
Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using
concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition
and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers,
one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
1.NBT.6
Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models
or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction;
relate the strategy to a written method and explain the reasoning used.
1.MD.3
Tell and write time in hours and half-hours using analog and digital clocks.
MATHEMATICS – 2nd GRADE
MP.1
Make sense of problems and persevere in solving them.
MP.2
Reason abstractly and quantitatively.
MP.3
Construct viable arguments and critique the reasoning of others.
MP.4
Model with mathematics.
MP.5
Use appropriate tools strategically.
MP.6
Attend to precision.
MP.7
Look for and make use of structure.
MP.8
Look for and express regularity in repeated reasoning.
2.OA.1
Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting
together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the
unknown number to represent the problem.
Updated 08/24/2020
Mathematics
83
2.OA.2
Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.
2.OA.4
Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation
to express the total as a sum of equal addends.
2.NBT.5
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between
addition and subtraction.
2.MD.5
Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using
drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.
2.MD.7
Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
2.MD.8
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
2.NBT.9
Explain why addition and subtraction strategies work, using place value and the properties of operations. Explanations may be
supported by drawings or objects.
***The mathematics priority standards for third grade are formatted for alignment to the state assessment. Districts can
determine priority through analysis of student performance and growth data in comparison to the domain points and
percentages presented below.***
MATHEMATICS – 3rd GRADE
Eligible Evidence Statements
Domain # of
points
Domain %
3. NBT.2
Fluently add and subtract within 1000 using strategies and algorithms based on place
value, properties of operations, and/or the relationship between addition and
subtraction.
2-6
4-12%
3.NBT.3
Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 x 80, 5 x
60) using strategies based on place value and properties of operations
3.Int.1*
Given a two-step problem situation with the four operations, round the values in the
problem, then use the rounded values to produce an approximate solution. Content
Scope: 3.OA.8, 3.NBT.1, 3.NBT.2, 3.NBT.3
Updated 08/24/2020
Mathematics
84
3.Int.2*
Solve two-step word problems using the four operations requiring a substantial
addition, subtraction, or multiplication step, drawing on knowledge and skills
articulated in 3.NBT. Content Scope: 3.OA.8, 3.NBT.2, and 3.NBT.3
3.Int.3*
Solve real world and mathematical problems involving perimeters of polygons
requiring a substantial addition, subtraction, or multiplication step, drawing on
knowledge and skills articulated in 3.NBT. Content Scope: 3.MD.8, 3.NBT.2, and
3.NBT.3
3.Int.4*
Use information presented in a scaled bar graph to solve a two-step “how many more”
or “how many less” problem requiring a substantial addition, subtraction, or
multiplication step, drawing on knowledge and skills articulated in 3.NBT. Content
Scope: 3.MD.3, 3.NBT.2, and 3.NBT.3
3.Int.5*
Add, subtract, or multiply to solve a one-step word problem involving masses or
volumes that are given in the same units, where a substantial addition, subtraction, or
multiplication step is required drawing on knowledge and skills articulated in 3.NBT,
e.g., by using drawings (such as a beaker with a measurement scale) to represent the
problem. Content Scope: 3.MD.2, 3.NBT.2, and 3.NBT.3
3.NF.1
Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned
into b equal parts; understand a fraction a/b as the quantity formed by a parts of size
1/b.
5-7
10-13%
3.NF.2
Understand a fraction as a number on the number line; represent fractions on a
number line diagram.
a. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to
1 as the whole and partitioning it into b equal parts. Recognize that each part has size
1/b and that the endpoint of the part based at 0 locates the number 1/b on the
number line.
b. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from
0. Recognize that the resulting interval has size a/b and that its endpoint locates the
number a/b on the number line.
3.NF.3a-1
Explain equivalence of fractions in special cases, and compare fractions by reasoning
about their size.
a. Understand two fractions as equivalent (equal) if they are the same size.
Updated 08/24/2020
Mathematics
85
3.NF.3a-2
Explain equivalence of fractions in special cases, and compare fractions by reasoning
about their size.
b. Understand two fractions as equivalent (equal) if they are the same point on a
number line.
3.NF.3b-1
Explain equivalence of fractions in special cases, and compare fractions by reasoning
about their size.
b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3.
3.NF.3c
Explain equivalence of fractions in special cases, and compare fractions by reasoning
about their size.
c. Express whole numbers as fractions, and recognize fractions that are equivalent to
whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate
4/4 and 1 at the same point of a number line diagram.
3.NF.3d
Explain equivalence of fractions in special cases, and compare fractions by reasoning
about their size.
d. Compare two fractions with the same numerator or the same denominator by
reasoning about their size. Recognize that comparisons are valid only when the two
fractions refer to the same whole. Record the results of comparisons with the symbols
>, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
3.NF.A.Int.1
In a contextual situation involving a whole number and two fractions not equal to a
whole number, represent all three numbers on a number line diagram, then choose
the fraction closest in value to the whole number.
3.OA.1
Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of
objects in 5 groups of 7 objects each. For example, describe a context in which a total
number of objects can be expressed as 5 × 7.
9-11
17-21%
3.OA.2
Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the
number of objects in each share when 56 objects are partitioned equally into 8 shares,
or as a number of shares when 56 objects are partitioned into equal shares of 8 objects
each. For example, describe a context in which a number of shares or a number of
groups can be expressed as 56 ÷ 8.
3.OA.3-1
Use multiplication within 100 (both factors less than or equal to 10) to solve word
problems in situations involving equal groups, arrays, or area, e.g., by using drawings
and equations with a symbol for the unknown number to represent the problem.
Updated 08/24/2020
Mathematics
86
3.OA.3-2
Use multiplication within 100 (both factors less than or equal to 10) to solve word
problems in situations involving measurement quantities other than area, e.g., by using
drawings and equations with a symbol for the unknown number to represent the
problem.
3.OA.3-3
Use division within 100 (quotients related to products having both factors less than or
equal to 10) to solve word problems in situations involving equal groups, arrays, or
area, e.g., by using drawings and equations with a symbol for the unknown number to
represent the problem.
3.OA.3-4
Use division within 100 (quotients related to products having both factors less than or
equal to 10) to solve word problems in situations involving measurement quantities
other than area, e.g., by using drawings and equations with a symbol for the unknown
number to represent the problem.
3.OA.4
Determine the unknown whole number in a multiplication or division equation relating
three whole numbers. For example, determine the unknown number that makes the
equation true in each of the equations 8 × ? = 48, 5 =
�
÷ 3, 6 × 6 = ?.
3.OA.6
Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding
the number that makes 32 when multiplied by 8.
3.OA.7-1
Fluently multiply and divide within 25. By end of Grade 3, know from memory all
products of two one-digit numbers.
3.OA.7-2
Fluently multiply and divide within 100. By the end of Grade 3, know from memory all
products of two one-digit numbers.
3.OA.8
Solve two-step word problems using the four operations. Represent these problems
using equations with a letter standing for the unknown quantity. Assess the
reasonableness of answers using mental computation and estimation strategies
including rounding.
*3.Int.1
Given a two-step problem situation with the four operations, round the values in the
problem, then use the rounded values to produce an approximate solution. Content
Scope: 3.OA.8, 3.NBT.1, 3.NBT.2, 3.NBT.3
Updated 08/24/2020
Mathematics
87
*3.Int.2
Solve two-step word problems using the four operations requiring a substantial
addition, subtraction, or multiplication step, drawing on knowledge and skills
articulated in 3.NBT. Content Scope: 3.OA.8, 3.NBT.2, and 3.NBT.3
3.MD.1-1
Tell and write time to the nearest minute and measure time intervals in minutes.
7-11
13-21%
3.MD.1-2
Solve word problems involving addition and subtraction of time intervals in minutes,
e.g., by representing the problem on a number line diagram.
3.MD.2-1
Measure and estimate liquid volumes and masses of objects using standard units of
grams (g), kilograms (kg), and liters (l).
3.MD.2-2
Add, subtract, multiply, or divide to solve one-step word problems involving masses or
volumes that are given in the same units, e.g., by using drawings (such as a beaker with
a measurement scale) to represent the problem.
3.MD.2-3
Measure or estimate liquid volumes or masses of objects using standard units of grams
(g), kilograms (kg), and liters (l), then use the estimated value(s) to estimate the answer
to a one-step word problem by using addition, subtraction, multiplication, or division.
Content Scope: 3.MD.2
3.MD.3-1
Draw a scaled picture graph and a scaled bar graph to represent a data set with several
categories. For example, draw a bar graph in which each square in the bar graph might
represent 5 pets.
3.MD.3-3
Solve a put-together problem using information presented in a scaled bar graph, then
use the result to answer a “how many more” or “how many less” problem using
information presented in the scaled bar graph. Content Scope: 3.MD.3
3.MD.4
Generate measurement data by measuring lengths using rulers marked with halves and
fourths of an inch. Show the data by making a line plot, where the horizontal scale is
marked off in appropriate units— whole numbers, halves, or quarters.
3.MD.5
Recognize area as an attribute of plane figures and understand concepts of area
measurement.
a. A square with side length 1 unit, called “a unit square,” is said to have “one square
unit” of area, and can be used to measure area.
b. A plane figure which can be covered without gaps or overlaps by n unit squares is
said to have an area of n square units.
Updated 08/24/2020
Mathematics
88
3.MD.6
Measure areas by counting unit squares (square cm, square m, square in, square ft,
and improvised units).
3.MD.7b-1
Relate area to the operations of multiplication and addition.
b. Multiply side lengths to find areas of rectangles with whole-number side lengths in
the context of solving real-world and mathematical problems.
3.MD.7d
Relate area to the operations of multiplication and addition.
d. Recognize area as additive. Find areas of rectilinear3 figures by decomposing them
into non-overlapping rectangles and adding the areas of the non-overlapping parts,
applying this technique to solve real world problems.
3.MD.8
Solve real world and mathematical problems involving perimeters of polygons,
including finding the perimeter given the side lengths, finding an unknown side length,
and exhibiting rectangles with the same perimeter and different areas or with the
same area and different perimeters.
*3.Int.3
Solve real world and mathematical problems involving perimeters of polygons
requiring a substantial addition, subtraction, or multiplication step, drawing on
knowledge and skills articulated in 3.NBT. Content Scope: 3.MD.8, 3.NBT.2, and
3.NBT.3
*3.Int.4
Use information presented in a scaled bar graph to solve a two-step “how many more”
or “how many less” problem requiring a substantial addition, subtraction, or
multiplication step, drawing on knowledge and skills articulated in 3.NBT. Content
Scope: 3.MD.3, 3.NBT.2, and 3.NBT.3
*3.Int.5
Add, subtract, or multiply to solve a one-step word problem involving masses or
volumes that are given in the same units, where a substantial addition, subtraction, or
multiplication step is required drawing on knowledge and skills articulated in 3.NBT,
e.g., by using drawings (such as a beaker with a measurement scale) to represent the
problem. Content Scope: 3.MD.2, 3.NBT.2, and 3.NBT.3
3.G.1
Understand that shapes in different categories (e.g., rhombuses, rectangles, and
others) may share attributes (e.g., having four sides), and that the shared attributes
can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles,
and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do
not belong to any of these subcategories.
3
6%
Updated 08/24/2020
Mathematics
89
3.G.2
Partition shapes into parts with equal areas. Express the area of each part as a unit
fraction of the whole. For example, partition a shape into 4 parts with equal area, and
describe the area of each part as 1/4 of the area of the shape.
3.C.1-1
Base explanations/reasoning on the properties of operations. Content Scope:
Knowledge and skills articulated in 3.OA.5
10
19%
3.C.1-2
Base explanations/reasoning on the properties of operations. Content Scope:
Knowledge and skills articulated in 3.OA.9
3.C.1-3
Base explanations/reasoning on the properties of operations. Content Scope:
Knowledge and skills articulated in 3.MD.7
3.C.2
Base explanations/reasoning on the relationship between multiplication and division.
Content Scope: Knowledge and skills articulated in 3.OA.6
3.C.3-1
Base arithmetic explanations/reasoning on concrete referents such as diagrams
(whether provided in the prompt or constructed by the student in her response),
connecting the diagrams to a written (symbolic) method. Content Scope: Knowledge
and skills articulated in 3.NF.3b, 3.NF.3d
3.C.3-2
Base explanations/reasoning on concrete referents such as diagrams (whether
provided in the prompt or constructed by the student in her response). Content Scope:
Knowledge and skills articulated in 3.MD.5, 3.MD.6, 3.MD.7
3.C.4-1
Distinguish correct explanation/reasoning from that which is flawed, and – if there is a
flaw in the argument – present corrected reasoning. (For example, some flawed
‘student’ reasoning is presented and the task is to correct and improve it.) Content
Scope: Knowledge and skills articulated in 3.OA.5
3.C.4-2
Distinguish correct explanation/reasoning from that which is flawed, and – if there is a
flaw in the argument – present corrected reasoning. (For example, some flawed
‘student’ reasoning is presented and the task is to correct and improve it.) Content
Scope: Knowledge and skills articulated in 3.OA.6
3.C.4-3
Distinguish correct explanation/reasoning from that which is flawed, and – if there is a
flaw in the argument – present corrected reasoning. (For example, some flawed
Updated 08/24/2020
Mathematics
90
‘student’ reasoning is presented and the task is to correct and improve it.) Content
Scope: Knowledge and skills articulated in 3.OA.8
3.C.4-4
Distinguish correct explanation/reasoning from that which is flawed, and – if there is a
flaw in the argument – present corrected reasoning. (For example, some flawed
‘student’ reasoning is presented and the task is to correct and improve it.) Content
Scope: Knowledge and skills articulated in 3.NF.3b, 3.NF.3d
3.C.4-5
Distinguish correct explanation/reasoning from that which is flawed, and – if there is a
flaw in the argument – present corrected reasoning. (For example, some flawed
‘student’ reasoning is presented and the task is to correct and improve it.) Content
Scope: Knowledge and skills articulated in 3.MD.7
3.C.4-6
Distinguish correct explanation/reasoning from that which is flawed, and – if there is a
flaw in the argument – present corrected reasoning. (For example, some flawed
‘student’ reasoning is presented and the task is to correct and improve it.) Content
Scope: Knowledge and skills articulated in 3.OA.9
3.C.4-7
Distinguish correct explanation/reasoning from that which is flawed, and – if there is a
flaw in the argument – present corrected reasoning. (For example, some flawed
‘student’ reasoning is presented and the task is to correct and improve it.) Content
Scope: Knowledge and skills articulated in 2.NBT
3.C.5-1
Present solutions to two-step problems in the form of valid chains of reasoning, using
symbols such as equals signs appropriately (for example, rubrics award less than full
credit for the presence of nonsense statements such as 1 + 4 = 5 + 7 = 12, even if the
final answer is correct), or identify or describe errors in solutions to two-step problems
and present corrected solutions. Content Scope: Knowledge and skills articulated in
3.OA.8
3.C.5-2
Present solutions to multi-step problems in the form of valid chains of reasoning, using
symbols such as equals signs appropriately (for example, rubrics award less than full
credit for the presence of nonsense statements such as 1 + 4 = 5 + 7 = 12, even if the
final answer is correct), or identify or describe errors in solutions to multi-step
problems and present corrected solutions. Content Scope: Knowledge and skills
articulated in 3.MD.7b, 3.MD.7d
Updated 08/24/2020
Mathematics
91
3.C.6-1
Base explanations/reasoning on a number line diagram (whether provided in the
prompt or constructed by the student in her response). Content scope: Knowledge and
skills articulated in 3.NF.2
3.C.6-2
Base explanations/reasoning on a number line diagram (whether provided in the
prompt or constructed by the student in her response). Content scope: Knowledge and
skills articulated in 3.MD.1
3.D.1
Solve multi-step contextual word problems with degree of difficulty appropriate to
Grade 3, requiring application of knowledge and skills articulated in Type I, Sub-Claim A
Evidence Statements.
12
23%
3.D.2
Solve multi-step contextual problems with degree of difficulty appropriate to Grade 3,
requiring application of knowledge and skills articulated in 2.OA.A, 2.OA.B, 2.NBT,
and/or 2.MD.B.
Total Number of Points
52
Note: Evidence Statements with * indicate content scope across multiple domains
Updated 08/24/2020
Mathematics
92
***The mathematics priority standards for fourth grade are formatted for alignment to the state assessment. Districts can
determine priority through analysis of student performance and growth data in comparison to the domain points and
percentages presented below.***
MATHEMATICS – 4th GRADE
Eligible Evidence Statements
Domain # of
points
Domain %
4.NBT.1
Recognize that in a multi-digit whole number, a digit in one place
represents ten times what it represents in the place to its right. For
example, recognize that 700 ÷ 70 = 10 by applying concepts of place
value and division.
5-8
10-15%
4.NBT.2
Read and write multi-digit whole numbers using base-ten numerals,
number names, and expanded form. Compare two multi-digit numbers
based on meanings of the digits in each place, using >, =, and < symbols
to record the results of comparisons.
4.NBT.3
Use place value understanding to round multi-digit whole numbers to
any place.
4.NBT.4-1
Fluently add multi-digit whole numbers using the standard algorithm.
4.NBT.4-2
Fluently subtract multi-digit whole numbers using the standard
algorithm.
4.NBT.5-1
Multiply a whole number of up to four digits by a one-digit whole
number using strategies based on place value and the properties of
operations.
4.NBT.5-2
Multiply two two-digit numbers, using strategies based on place value
and the properties of operations.
4.NBT.6-1
Find whole-number quotients and remainders with three-digit
dividends and one-digit divisors, using strategies based on place value,
Updated 08/24/2020
Mathematics
93
the properties of operations, and/or the relationship between
multiplication and division.
4.NBT.6-2
Find whole-number quotients and remainders with four-digit dividends
and one-digit divisors, using strategies based on place value, the
properties of operations, and/or the relationship between
multiplication and division.
4.NBT.Int.1
Perform computations by applying conceptual understanding of place
value, rather than by applying multi-digit algorithms.
*4.Int.2
Solve one-step word problems involving multiplying two two-digit
numbers.
*4.Int.3
Solve one-step word problems involving multiplying a four-digit
number by a one-digit number.
*4.Int.4
Solve one-step word problems involving dividing a four-digit number by
a one-digit number.
*4.Int.7
Solve one-step word problems involving adding or subtracting two
four-digit numbers.
4.NF.1-2
Use the principle a/b = (nxa)/(nxb) to recognize and generate
equivalent fractions.
10
19%
4.NF.2-1
Compare two fractions with different numerators and different
denominators, e.g., by creating common denominators or by
comparing to a benchmark fraction such as 1/2. Record the results of
comparisons with symbols >, =, or <.
4.NF.3a
Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
a. Understand addition and subtraction of fractions as joining and
separating parts referring to the same whole.
4.NF.3b-1
Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
b. Decompose a fraction into a sum of fractions with the same
denominator in more than one way, recording each decomposition by
an equation. Examples: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8; 2 1/8 = 1
+ 1 + 1/8 = 8/8 + 8/8 + 1/8.
Updated 08/24/2020
Mathematics
94
4.NF.3c
Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
c. Add and subtract mixed numbers with like denominators, e.g., by
replacing each mixed number with an equivalent fraction, and/or by
using properties of operations and the relationship between addition
and subtraction.
4.NF.3d
Understand a fraction a/b with a>1 as a sum of fractions 1/b.
d. Solve word problems involving addition and subtraction of fractions
referring to the same whole and having like denominators, e.g., by
using visual fraction models and equations to represent the problem.
4.NF.4a
Apply and extend previous understandings of multiplication to multiply
a fraction by a whole number.
a. Understand a fraction a/b as a multiple of 1/b. For example, use a
visual fraction model to represent 5/4 as the product 5 x (1/4),
recording the conclusion by the equation 5/4 = 5 x (1/4).
4.NF.4b-1
Apply and extend previous understandings of multiplication to multiply
a fraction by a whole number.
b. Understand a multiple of a/b as a multiple of 1/b. For example, use a
visual fraction model to express 3 x (2/5) as 6 x (1/5).
4.NF.4b-2
Apply and extend previous understandings of multiplication to multiply
a fraction by a whole number.
b. Use the understanding that a multiple of a/b is a multiple of 1/b to
multiply a fraction by a whole number. For example, use a visual
fraction model to express 3 x (2/5) as 6/5. (In general, n x (a/b) =
(nxa)/b.)
4.NF.4c
Apply and extend previous understandings of multiplication to multiply
a fraction by a whole number.
c. Solve word problems involving multiplication of a fraction by a whole
number, e.g., by using visual fraction models and equations to
represent the problem. For example, if each person at a party will eat
3/8 of a pound of roast beef, and there will be 5 people at the party,
how many pounds of roast beef will be needed? Between what two
whole numbers does your answer lie?
Updated 08/24/2020
Mathematics
95
4.NF.5
Express a fraction with denominator 10 as an equivalent fraction with
denominator 100, and use this technique to add two fractions with
respective denominators 10 and 100. For example, express 3/10 as
30/100, and add 3/10 + 4/100 = 34/100.
4.NF.6
Use decimal notation for fractions with denominators 10 or 100. For
example, rewrite 0.62 as 62/100; describe a length as 0.62 meters;
locate 0.62 on a number line diagram.
4.NF.7
Compare two decimals to hundredths by reasoning about their size.
Recognize that comparisons are valid only when the two decimals refer
to the same whole. Record the results of comparisons with the symbols
>, =, or <, and justify the conclusions, e.g., by using a visual model.
4.NF.A.Int.1
Apply conceptual understanding of fraction equivalence and ordering
to solve simple word problems requiring fraction comparison. Content
Scope: 4.NF.A
4.NF.Int.1
Solve one-step word problems requiring integration of knowledge and
skills articulated in 4.NF. Content Scope: 4.NF
4.NF.Int.2
Solve one-step addition word problems. Content Scope: 4.NF.5, 4.NF.6
4.OA.1-1
Interpret a multiplication equation as a comparison, e.g., interpret 35 =
5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as
many as 5.
3-8
6-16%
4.OA.1-2
Represent verbal statements of multiplicative comparisons as
multiplication equations.
4.OA.2
Multiply or divide to solve word problems involving multiplicative
comparison, e.g., by using drawings and equations with a symbol for
the unknown number to represent the problem, distinguishing
multiplicative comparison from additive comparison.
4.OA.3-1
Solve multi-step word problems posed with whole numbers and having
whole-number answers using the four operations.
4.OA.3-2
Solve multi-step word problems posed with whole numbers and having
whole-number answers using the four operations, in which remainders
must be interpreted.
Updated 08/24/2020
Mathematics
96
4.OA.4-1
Find all factor pairs for a whole number in the range 1–100.
4.OA.4-2
Recognize that a whole number is a multiple of each of its factors.
4.OA.4-3
Determine whether a given whole number in the range 1–100 is a
multiple of a given one-digit number.
4.OA.4-4
Determine whether a given whole number in the range 1–100 is prime
or composite.
4.OA.5
Generate a number or shape pattern that follows a given rule. Identify
apparent features of the pattern that were not explicit in the rule itself.
For example, given the rule “Add 3” and the starting number 1,
generate terms in the resulting sequence and observe that the terms
appear to alternate between odd and even numbers. Explain informally
why the numbers will continue to alternate in this way.
*4.Int.2
Solve one-step word problems involving multiplying two two-digit
numbers.
*4.Int.3
Solve one-step word problems involving multiplying a four-digit
number by a one-digit number.
*4.Int.4
Solve one-step word problems involving dividing a four-digit number by
a one-digit number.
4.MD.1
Know relative sizes of measurement units within one system of units
including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single
system of measurement, express measurements in a larger unit in
terms of a smaller unit. Record measurement equivalents in a two
column table. For example, know that 1 ft is 12 times as long as 1 in.
Express the length of a 4 ft snake as 48 in. Generate a conversion table
for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36)
6-7
12-13%
4.MD.2-1
Use the four operations to solve word problems involving distances,
intervals of time, liquid volumes, masses of objects, and money, in
problems that require expressing measurements given in a larger unit
in terms of a smaller unit. Represent measurement quantities using
diagrams such as number line diagrams that feature a measurement
scale.
Updated 08/24/2020
Mathematics
97
4.MD.2-2
Use the four operations to solve word problems involving distances,
intervals of time, liquid volumes, masses of objects, and money, in
problems involving simple fractions. Represent measurement
quantities using diagrams such as number line diagrams that feature a
measurement scale.
4.MD.3
Apply the area and perimeter formulas for rectangles in real world and
mathematical problems. For example, find the width of a rectangular
room given the area of the flooring and the length, by viewing the area
formula as a multiplication equation with an unknown factor
4.MD.4-1
Make a line plot to display a data set of measurements in fractions of a
unit (1/2, 1/4, 1/8).
4.MD.4-2
Solve problems involving addition and subtraction of fractions by using
information presented in line plots. For example, from a line plot find
and interpret the difference in length between the longest and shortest
specimens in an insect collection.
4.MD.5
Recognize angles as geometric shapes that are formed wherever two
rays share a common endpoint, and understand concepts of angle
measurement:
a. An angle is measured with reference to a circle with its center at the
common endpoint of the rays, by considering the fraction of the
circular arc between the points where the two rays intersect the circle.
An angle that turns through 1/360 of a circle is called a “one-degree
angle,” and can be used to measure angles.
b. An angle that turns through n one-degree angles is said to have an
angle measure of n degrees.
4.MD.6
Measure angles in whole-number degrees using a protractor. Sketch
angles of specified measure.
4.MD.7
Recognize angle measure as additive. When an angle is decomposed
into non-overlapping parts, the angle measure of the whole is the sum
of the angle measures of the parts. Solve addition and subtraction
problems to find unknown angles on a diagram in real world and
Updated 08/24/2020
Mathematics
98
mathematical problems, e.g., by using an equation with a symbol for
the unknown angle measure.
*4.Int.3
Solve one-step word problems involving multiplying a four-digit
number by a one-digit number.
*4.Int.4
Solve one-step word problems involving dividing a four-digit number by
a one-digit number.
*4.Int.7
Solve one-step word problems involving adding or subtracting two
four-digit numbers.
4.G.1
Draw points, lines, line segments, rays, angles (right, acute, obtuse),
and perpendicular and parallel lines. Identify these in two-dimensional
figures.
1-3
2-6%
4.G.2
Classify two-dimensional figures based on the presence or absence of
parallel or perpendicular lines, or the presence or absence of angles of
a specified size. Recognize right triangles as a category, and identify
right triangles.
4.G.3
Recognize a line of symmetry for a two-dimensional figure as a line
across the figure such that the figure can be folded along the line into
matching parts. Identify line-symmetric figures and draw lines of
symmetry
4.C.1-1
Base explanations/reasoning on the properties of operations. Content
Scope: Knowledge and skills articulated in 4.NBT.5
10
19%
4.C.1-2
Base explanations/reasoning on the properties of operations. Content
Scope: Knowledge and skills articulated in 4.NBT.6
4.C.2
Base explanations/reasoning on the relationship between
multiplication and division. Content Scope: Knowledge and skills
articulated in 4.NBT.6
4.C.3
Reason about the place value system itself. Content Scope: Knowledge
and skills articulated in 4.NBT.A
4.C.4-1
Base arithmetic explanations/reasoning on concrete referents such as
diagrams (whether provided in the prompt or constructed by the
student in her response), connecting the diagrams to a written
Updated 08/24/2020
Mathematics
99
(symbolic) method. Content Scope: Knowledge and skills articulated in
4.NF.A
4.C.4-2
Base arithmetic explanations/reasoning on concrete referents such as
diagrams (whether provided in the prompt or constructed by the
student in her response), connecting the diagrams to a written
(symbolic) method. Content Scope: Knowledge and skills articulated in
4.NF.3a, 4.NF.3b
4.C.4-3
Base arithmetic explanations/reasoning on concrete referents such as
diagrams (whether provided in the prompt or constructed by the
student in her response), connecting the diagrams to a written
(symbolic) method. Content Scope: Knowledge and skills articulated in
4.NF.4a
4.C.4-4
Base arithmetic explanations/reasoning on concrete referents such as
diagrams (whether provided in the prompt or constructed by the
student in her response), connecting the diagrams to a written
(symbolic) method. Content Scope: Knowledge and skills articulated in
4.NF.4b
4.C.4-5
Base arithmetic explanations/reasoning on concrete referents such as
diagrams (whether provided in the prompt or constructed by the
student in her response), connecting the diagrams to a written
(symbolic) method. Content Scope: Knowledge and skills articulated in
4.NF.C
4.C.5-1
Distinguish correct explanation/reasoning from that which is flawed,
and – if there is a flaw in the argument – present corrected reasoning.
(For example, some flawed ‘student’ reasoning is presented and the
task is to correct and improve it.) Content Scope: Knowledge and skills
articulated in 4.OA.3
4.C.5-2
Distinguish correct explanation/reasoning from that which is flawed,
and – if there is a flaw in the argument – present corrected reasoning.
(For example, some flawed ‘student’ reasoning is presented and the
task is to correct and improve it.) Content Scope: Knowledge and skills
articulated in 4.NF.1
Updated 08/24/2020
Mathematics
100
4.C.5-3
Distinguish correct explanation/reasoning from that which is flawed,
and – if there is a flaw in the argument – present corrected reasoning.
(For example, some flawed ‘student’ reasoning is presented and the
task is to correct and improve it.) Content Scope: Knowledge and skills
articulated in 4.NF.2
4.C.5-4
Distinguish correct explanation/reasoning from that which is flawed,
and – if there is a flaw in the argument – present corrected reasoning.
(For example, some flawed ‘student’ reasoning is presented and the
task is to correct and improve it.) Content Scope: Knowledge and skills
articulated in 4.NF.B
4.C.5-5
Distinguish correct explanation/reasoning from that which is flawed,
and – if there is a flaw in the argument – present corrected reasoning.
(For example, some flawed ‘student’ reasoning is presented and the
task is to correct and improve it.) Content Scope: Knowledge and skills
articulated in 4.NF.C
4.C.5-6
Distinguish correct explanation/reasoning from that which is flawed,
and – if there is a flaw in the argument – present corrected reasoning.
(For example, some flawed ‘student’ reasoning is presented and the
task is to correct and improve it.) Content Scope: Knowledge and skills
articulated in 3.OA.B, 3.NF, 3.MD.C
4.C.6-1
Present solutions to multi-step problems in the form of valid chains of
reasoning, using symbols such as equals signs appropriately (for
example, rubrics award less than full credit for the presence of
nonsense statements such as 1 + 4 = 5 + 7 = 12, even if the final answer
is correct), or identify or describe errors in solutions to multi-step
problems and present corrected solutions. Content Scope: Knowledge
and skills articulated in 4.OA.3
4.C.6-2
Present solutions to multi-step problems in the form of valid chains of
reasoning, using symbols such as equals signs appropriately (for
example, rubrics award less than full credit for the presence of
nonsense statements such as 1 + 4 = 5 + 7 = 12, even if the final answer
is correct), or identify or describe errors in solutions to multi-step
Updated 08/24/2020
Mathematics
101
problems and present corrected solutions. Content Scope: Knowledge
and skills articulated in 4.NF.3c
4.C.6-3
Present solutions to multi-step problems in the form of valid chains of
reasoning, using symbols such as equals signs appropriately (for
example, rubrics award less than full credit for the presence of
nonsense statements such as 1 + 4 = 5 + 7 = 12, even if the final answer
is correct), or identify or describe errors in solutions to multi-step
problems and present corrected solutions. Content Scope: Knowledge
and skills articulated in 4.NF.3d,4.NF.4c
4.C.7-1
Base explanations/reasoning on a number line diagram (whether
provided in the prompt or constructed by the student in her response)
Content Scope: Knowledge and skills articulated in 4.NF.1
4.C.7-2
Base explanations/reasoning on a number line diagram (whether
provided in the prompt or constructed by the student in her response)
Content Scope: Knowledge and skills articulated in 4.NF.2
4.C.7-3
Base explanations/reasoning on a number line diagram (whether
provided in the prompt or constructed by the student in her response)
Content Scope: Knowledge and skills articulated in 4.NF.3a
4.C.7-4
Base explanations/reasoning on a number line diagram (whether
provided in the prompt or constructed by the student in her response)
Content Scope: Knowledge and skills articulated in 4.NF.4a, 4.NF.4b
4.D.1
Solve multi-step contextual word problems with degree of difficulty
appropriate to Grade 4, requiring application of knowledge and skills
articulated in Type I, Sub-Claim A Evidence Statements.
12
23%
4.D.2
Solve multi-step contextual problems with degree of difficulty
appropriate to Grade 4, requiring application of knowledge and skills
articulated in 3.OA.A, 3.OA.8, 3.NBT, and/or 3.MD.
Total Number of Points
52
Note: Evidence Statements with * indicate content scope across
multiple domains
Updated 08/24/2020
Mathematics
102
***The mathematics priority standards for fifth grade are formatted for alignment to the state assessment. Districts can
determine priority through analysis of student performance and growth data in comparison to the domain points and
percentages presented below.***
MATHEMATICS – 5th GRADE
Domain
Eligible Evidence Statements
Domain # of
points
Domain %
5.NBT.1
Recognize that in a multi-digit number, a digit in one place represents
10 times as much as it represents in the place to its right and 1/10 of
what it represents in the place to its left.
7
13%
5.NBT.2-2
Use whole-number exponents to denote powers of 10.
5.NBT.3a
Read, write and compare decimals to the thousandths.
a. Read and write decimals to thousandths using base-ten numerals,
number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 +
7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000).
5.NBT.3b
Read, write and compare decimals to the thousandths.
b. Compare two decimals to thousandths based on meanings of the
digits in each place, using >, =, and < symbols to record the results of
comparisons.
5.NBT.4
Use place value understanding to round decimals to any place.
5.NBT.5
Fluently multiply multi-digit whole numbers using the standard
algorithm.
5.NBT.6
Find whole-number quotients of whole numbers with up to four-digit
dividends and two-digit divisors, using strategies based on place value,
the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by
using equations, rectangular arrays, and/or area models.
Updated 08/24/2020
Mathematics
103
5.NBT.7-1
Add two decimals to hundredths, using concrete models or drawings
and strategies based on place value, properties of operations, and/or
the relationship between addition and subtraction; relate the strategy
to a written method and explain the reasoning used.
5.NBT.7-2
Subtract two decimals to hundredths, using concrete models or
drawings and strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction;
relate the strategy to a written method and explain the reasoning
used.
5.NBT.7-3
Multiply tenths with tenths or tenths with hundredths, using concrete
models or drawings and strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction;
relate the strategy to a written method and explain the reasoning
used.
5.NBT.7-4
Divide in problems involving tenths and/or hundredths, using concrete
models or drawings and strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction;
relate the strategy to a written method and explain the reasoning
used.
5.NBT.A.Int.1
Demonstrate understanding of the place value system by combining
or synthesizing knowledge and skills articulated in 5.NBT.A.
5.NBT.Int.1
Perform exact or approximate multiplications and/or divisions that are
best done mentally by applying concepts of place value, rather than by
applying multi-digit algorithms or written strategies.
5.NF.1-1
Add two fractions with unlike denominators, or subtract two fractions
with unlike denominators, by replacing given fractions with equivalent
fractions in such a way as to produce an equivalent sum or difference
of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 +
15/12 = 23/12. (In general, a/b + c/d = (ad+bc)/bd.)
7-11
13-21%
5.NF.1-2
Add three fractions with no two denominators equal by replacing
given fractions with equivalent fractions in such a way as to produce
an equivalent sum of fractions with like denominators. For example,
Updated 08/24/2020
Mathematics
104
1/2 + 1/3 + 1/4 = (3/6 + 2/6) + 1/4 = 5/6 + 1/4 = 10/12 + 3/12 = 13/12
or alternatively 1/2 + 1/3 + 1/4 = 6/12 + 4/12 + 3/12 = 13/12.
5.NF.1-3
Compute the result of adding two fractions and subtracting a third,
where no two denominators are equal, by replacing given fractions
with equivalent fractions in such a way as to produce an equivalent
sum or difference of fractions with like denominators. For example,
1/2 + 1/3 – 1/4 or 7/8 – 1/3 + 1/2.
5.NF.1-4
Add two mixed numbers with unlike denominators, expressing the
result as a mixed number, by replacing given fractions with equivalent
fractions in such a way as to produce an equivalent sum with like
denominators. For example, 3 1/2 + 2 2/3 = (3 + 2) + (1/2 + 2/3) = 5 +
(3/6 + 4/6) = 5 + 7/6 = 5 + 1 + 1/6 = 6 1/6.
5.NF.1-5
Subtract two mixed numbers with unlike denominators, expressing
the result as a mixed number, by replacing given fractions with
equivalent fractions in such a way as to produce an equivalent
difference with like denominators.
5.NF.2-1
Solve word problems involving addition and subtraction of fractions
referring to the same whole, in cases of unlike denominators, e.g., by
using visual fraction models or equations to represent the problem.
5.NF.2-2
Use benchmark fractions and number sense of fractions to estimate
mentally and assess the reasonableness of answers to word problems
involving addition and subtraction of fractions referring to the same
whole in cases of unlike denominators. For example, recognize an
incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.
5.NF.3-1
Interpret a fraction as division of the numerator by the denominator
(a/b = a ÷ b).
5.NF.3-2
Solve word problems involving division of whole numbers leading to
answers in the form of fractions or mixed numbers, e.g., by using
visual fraction models or equations to represent the problem. For
example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4
multiplied by 4 equals 3, and that when 3 wholes are shared equally
Updated 08/24/2020
Mathematics
105
among 4 people each person has a share of size 3/4. If 9 people want
to share a 50-pound sack of rice equally by weight, how many pounds
of rice should each person get? Between what two whole numbers
does your answer lie?
5.NF.4a-1
Apply and extend previous understandings of multiplication to
multiply a fraction or whole number by a fraction.
a. For a whole number q, interpret the product (a/b) × q as a parts of a
partition of q into b equal parts; equivalently, as the result of a
sequence of operations a × q ÷ b. For example, use a visual fraction
model to show (2/3) × 4 = 8/3, and create a story context for this
equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) ×
(c/d) = ac/bd.)
5.NF.4a-2
Apply and extend previous understandings of multiplication to
multiply a fraction or whole number by a fraction.
a. For a fraction q, interpret the product (a/b) × q as a parts of a
partition of q into b equal parts; equivalently, as the result of a
sequence of operations a × q ÷ b. For example, use a visual fraction
model to show (2/3) × 4 = 8/3, and create a story context for this
equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) ×
(c/d) = ac/bd.)
5.NF.4b-1
Apply and extend previous understandings of multiplication to
multiply a fraction or whole number by a fraction.
b. Multiply fractional side lengths to find areas of rectangles, and
represent fraction products as rectangular areas.
5.NF.5a
Interpret multiplication as scaling (resizing), by: a. Comparing the size
of a product to the size of one factor on the basis of the size of the
other factor, without performing the indicated multiplication.
5.NF.6-1
Solve real world problems involving multiplication of fractions, e.g., by
using visual fraction models or equations to represent the problem.
5.NF.6-2
Solve real world problems involving multiplication of fractions and
mixed numbers, e.g., by using visual fraction models or equations to
represent the problem.
Updated 08/24/2020
Mathematics
106
5.NF.7a
Apply and extend previous understandings of division to divide unit
fractions by whole numbers and whole numbers by unit fractions.
a. Interpret division of a unit fraction by a non-zero whole number,
and compute such quotients. For example, create a story context for
(1/3) ÷ 4, and use a visual fraction model to show the quotient. Use
the relationship between multiplication and division to explain that
(1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.
5.NF.7b
Apply and extend previous understandings of division to divide unit
fractions by whole numbers and whole numbers by unit fractions.
b. Interpret division of a whole number by a unit fraction, and
compute such quotients. For example, create a story context for 4 ÷
(1/5), and use a visual fraction model to show the quotient. Use the
relationship between multiplication and division to explain that 4 ÷
(1/5) = 20 because 20 × (1/5) = 4.
5.NF.7c
Apply and extend previous understandings of division to divide unit
fractions by whole numbers and whole numbers by unit fractions.
c. Solve real world problems involving division of unit fractions by non-
zero whole numbers and division of whole numbers by unit fractions,
e.g., by using visual fraction models and equations to represent the
problem. For example, how much chocolate will each person get if 3
people share 1/2 lb of chocolate equally? How many 1/3-cup servings
are in 2 cups of raisins?
5.NF.A.Int.1
Solve word problems involving knowledge and skills articulated in
5.NF.A.
5.OA.1
Use parentheses, brackets, or braces in numerical expressions, and
evaluate expressions with these symbols.
2
4%
5.OA.2-1
Write simple expressions that record calculations with numbers. For
example, express the calculation “add 8 and 7, then multiply by 2” as
2 x (8 + 7).
5.OA.2-2
Interpret numerical expressions without evaluating them. For
example, recognize that 3 x (18932 + 921) is three times as large as
18932 + 921 without having to calculate the indicated sum or product.
Updated 08/24/2020
Mathematics
107
5.OA.3
Generate two numerical patterns using two given rules. Identify
apparent relationships between corresponding terms. Form ordered
pairs consisting of corresponding terms from the two patterns, and
graph the ordered pairs on a coordinate plane. For example, given the
rule “Add 3” and the starting number 0, and given the rule “Add 6”
and the starting number 0, generate terms in the resulting sequences,
and observe that the terms in one sequence are twice the
corresponding terms in the other sequence. Explain informally why
this is so.
5.MD.1-1
Convert among different-sized standard measurement units within a
given measurement system (e.g., convert 5 cm to 0.05 m).
5-9
10-17%
5.MD.1-2
Solve multi-step, real world problems requiring conversion among
different-sized standard measurement units within a given
measurement system.
5.MD.2-2
Use operations on fractions for this grade (knowledge and skills
articulated in 5.NF) to solve problems involving information in line
plots. For example, given different measurements of liquid in identical
beakers, find the amount of liquid each beaker would contain if the
total amount in all the beakers were redistributed equally.
5.MD.3
Recognize volume as an attribute of solid figures and understand
concepts of volume measurement.
a. A cube with side length 1 unit, called a “unit cube,” is said to have
“one cubic unit” of volume, and can be used to measure volume.
b. A solid figure which can be packed without gaps or overlaps using n
unit cubes is said to have a volume of n cubic units.
5.MD.4
Measure volumes by counting unit cubes, using cubic cm, cubic in,
cubic ft, and improvised units.
5.MD.5b
Relate volume to the operations of multiplication and addition and
solve real world and mathematical problems involving volume.
b. Apply the formulas V = l × w × h and V = B × h for rectangular prisms
to find volumes of right rectangular prisms with whole-number edge
Updated 08/24/2020
Mathematics
108
lengths in the context of solving real world and mathematical
problems.
5.MD.5c
Relate the operations of multiplication and addition and solve real
world and mathematical problems involving volume.
c. Recognize volume as additive. Find volumes of solid figures
composed of two non-overlapping right rectangular prisms by adding
the volumes of the non-overlapping parts, applying this technique to
solve real world problems.
5.G.1
Use a pair of perpendicular number lines, called axes, to define a
coordinate system, with the intersection of the lines (the origin)
arranged to coincide with the 0 on each line and a given point in the
plane located by using an ordered pair of numbers, called its
coordinates. Understand that the first number indicates how far to
travel from the origin in the direction of one axis, and the second
number indicates how far to travel in the direction of the second axis,
with the convention that the names of the two axes and the
coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-
coordinate).
5
10%
5.G.2
Represent real world and mathematical problems by graphing points
in the first quadrant of the coordinate plane, and interpret coordinate
values of points in the context of the situation.
5.G.3
Understand that attributes belonging to a category of two-
dimensional figures also belong to all subcategories of that category.
For example, all rectangles have four right angles and squares are
rectangles, so all squares have four right angles.
5.G.4
Classify two-dimensional figures in a hierarchy based on properties.
5.C.1-1
Base explanations/reasoning on place value and/or understanding of
operations. Content Scope: Knowledge and skills articulated in
5.NBT.6
10
19%
5.C.1-2
Base explanations/reasoning on the properties of operations. Content
Scope: Knowledge and skills articulated in 5.NBT.7
Updated 08/24/2020
Mathematics
109
5.C.1-3
Base explanations/reasoning on the properties of operations. Content
Scope: Knowledge and skills articulated in 5.MD.5a
5.C.2-1
Base explanations/reasoning on the relationship between
multiplication and division. Content Scope: Knowledge and skills
articulated in 5.NBT.6
5.C.2-2
Base explanations/reasoning on the relationship between addition
and subtraction or the relationship between multiplication and
division. Content Scope: Knowledge and skills articulated in 5.NBT.7
5.C.2-3
Base explanations/reasoning on the relationship between
multiplication and division. Content Scope: Knowledge and skills
articulated in 5.NF.3, 5.NF.4a
5.C.2-4
Base explanations/reasoning on the relationship between
multiplication and division. Content Scope: Knowledge and skills
articulated in 5.NF.7
5.C.3
Reason about the place value system itself. Content Scope: Knowledge
and skills articulated in 5.NBT.A
5.C.4-1
Base arithmetic explanations/reasoning on concrete referents such as
diagrams (whether provided in the prompt or constructed by the
student in her response), connecting the diagrams to a written
(symbolic) method. Content Scope: Knowledge and skills articulated in
5.NF.2
5.C.4-2
Base arithmetic explanations/reasoning on concrete referents such as
diagrams (whether provided in the prompt or constructed by the
student in her response), connecting the diagrams to a written
(symbolic) method. Content Scope: Knowledge and skills articulated in
5.NF.4b
5.C.4-3
Base arithmetic explanations/reasoning on concrete referents such as
diagrams (whether provided in the prompt or constructed by the
student in her response), connecting the diagrams to a written
(symbolic) method. Content Scope: Knowledge and skills articulated in
5.NBT.6
Updated 08/24/2020
Mathematics
110
5.C.4-4
Base arithmetic explanations/reasoning on concrete referents such as
diagrams (whether provided in the prompt or constructed by the
student in her response), connecting the diagrams to a written
(symbolic) method. Content Scope: Knowledge and skills articulated in
5.NBT.7
5.C.5-1
Base explanations/reasoning on a number line diagram (whether
provided in the prompt or constructed by the student in her
response). Content Scope: Knowledge and skills articulated in 5.NF.2
5.C.5-2
Base explanations/reasoning on a number line diagram (whether
provided in the prompt or constructed by the student in her
response). Content Scope: Knowledge and skills articulated in 5.NF.4a
5.C.5-3
Base explanations/reasoning on a number line diagram (whether
provided in the prompt or constructed by the student in her
response). Content Scope: Knowledge and skills articulated in 5.NF.7a,
5.NF.7b
5.C.6
Base explanations/reasoning on concrete referents such as diagrams
(whether provided in the prompt or constructed by the student in her
response). Content Scope: Knowledge and skills articulated in 5.MD.C
5.C.7-1
Distinguish correct explanation/reasoning from that which is flawed,
and – if there is a flaw in the argument – present corrected reasoning.
(For example, some flawed ‘student’ reasoning is presented and the
task is to correct and improve it.) Content Scope: Knowledge and skills
articulated in 5.NF.5b
5.C.7-2
Distinguish correct explanation/reasoning from that which is flawed,
and – if there is a flaw in the argument – present corrected reasoning.
(For example, some flawed ‘student’ reasoning is presented and the
task is to correct and improve it.) Content Scope: Knowledge and skills
articulated in 5.NF.2
5.C.7-3
Distinguish correct explanation/reasoning from that which is flawed,
and – if there is a flaw in the argument – present corrected reasoning.
(For example, some flawed ‘student’ reasoning is presented and the
Updated 08/24/2020
Mathematics
111
task is to correct and improve it.) Content Scope: Knowledge and skills
articulated in 5.NF.1
5.C.7-4
Distinguish correct explanation/reasoning from that which is flawed,
and – if there is a flaw in the argument – present corrected reasoning.
(For example, some flawed ‘student’ reasoning is presented and the
task is to correct and improve it.) Content Scope: Knowledge and skills
articulated in 4.NBT, 4.NF.A, 4.NF.B
5.C.8-2
Present solutions to multi-step problems in the form of valid chains of
reasoning, using symbols such as equals signs appropriately (for
example, rubrics award less than full credit for the presence of
nonsense statements such as 1 + 4 = 5 + 7 = 12, even if the final
answer is correct), or identify or describe errors in solutions to multi-
step problems and present corrected solutions. Content Scope:
Knowledge and skills articulated in 5.MD.5c
5.D.1
Solve multi-step contextual word problems with degree of difficulty
appropriate to Grade 5, requiring application of knowledge and skills
articulated in Type I, Sub-Claim A Evidence Statements.
12
23%
5.D.2
Solve multi-step contextual problems with degree of difficulty
appropriate to Grade 5, requiring application of knowledge and skills
articulated in 4.OA, 4.NBT, 4.NF, 4.MD
Total Number of Points
52
***The mathematics priority standards for sixth grade are formatted for alignment to the state assessment. Districts can
determine priority through analysis of student performance and growth data in comparison to the domain points and
percentages presented below.***
MATHEMATICS – 6th GRADE
Updated 08/24/2020
Mathematics
112
Domain
Eligible Evidence Statements
Domain # of
points
Domain %
6.RP.1
Understand the concept of a ratio and use ratio language to describe
a ratio relationship between two quantities. For example, “The ratio
of wings to beaks in the bird house at the zoo was 2:1, because for
every 2 wings there was 1 beak.” “For every vote candidate A
received, candidate C received nearly three votes.”
7-11
13-21%
6.RP.2
Understand the concept of a unit rate a/b associated with a ratio a:b
with b ≠ 0, and use rate language in the context of a ratio
relationship. For example, “This recipe has a ratio of 3 cups of flour to
4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.”
“We paid $75 for 15 hamburgers, which is a rate of $5 per
hamburger.”
6.RP.3a
Use ratio and rate reasoning to solve real-world and mathematical
problems, e.g., by reasoning about tables of equivalent ratios, tape
diagrams, double number line diagrams, or equations.
a. Make tables of equivalent ratios relating quantities with whole-
number measurements, find missing values in the tables, and plot the
pairs of values on the coordinate plane. Use tables to compare ratios.
6.RP.3b
Use ratio and rate reasoning to solve real-world and mathematical
problems, e.g., by reasoning about tables of equivalent ratios, tape
diagrams, double number line diagrams, or equations.
b. Solve unit rate problems including those involving unit pricing and
constant speed. For example, if it took 7 hours to mow 4 lawns, then
at that rate, how many lawns could be mowed in 35 hours? At what
rate were lawns being mowed?
6.RP.3c-1
Use ratio and rate reasoning to solve real-world and mathematical
problems, e.g., by reasoning about tables of equivalent ratios, tape
diagrams, double number line diagrams, or equations.
c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a
quantity means 30/100 times the quantity).
Updated 08/24/2020
Mathematics
113
6.RP.3c-2
Use ratio and rate reasoning to solve real-world and mathematical
problems, e.g., by reasoning about tables of equivalent ratios, tape
diagrams, double number line diagrams, or equations.
c. Solve problems involving finding the whole, given a part and the
percent.
6.RP.3d
Use ratio and rate reasoning to solve real-world and mathematical
problems, e.g., by reasoning about tables of equivalent ratios, tape
diagrams, double number line diagrams, or equations.
d. Use ratio reasoning to convert measurement units; manipulate
and transform units appropriately when multiplying or dividing
quantities.
6.EE.1-1
Write numerical expressions involving whole-number exponents.
4-8
8-15%
6.EE.1-2
Evaluate numerical expressions involving whole-number exponents.
6.EE.2a
Write, read, and evaluate expressions in which letters stand for
numbers.
a. Write expressions that record operations with numbers and with
letters standing for numbers. For example, express the calculation
“Subtract y from 5” as 5 – y.
6.EE.2b
Write, read, and evaluate expressions in which letters stand for
numbers.
b. Identify parts of an expression using mathematical terms (sum,
term, product, factor, quotient, coefficient); view one or more parts
of an expression as a single entity. For example, describe the
expression 2(8 + 7) as a product of two factors; view (8 + 7) as both a
single entity and a sum of two terms.
6.EE.2c-1
Write, read, and evaluate expressions in which letters stand for
numbers.
c. Evaluate expressions at specific values of their variables. Perform
arithmetic operations, including those involving whole-number
exponents, in the conventional order when there are no parentheses
to specify a particular order (Order of Operations).
Updated 08/24/2020
Mathematics
114
6.EE.2c-2
Write, read, and evaluate expressions in which letters stand for
numbers.
c. Evaluate expressions that arise from formulas used in real-world
problems at specific values of their variables. For example, use the
formulas V = s3 and A = 6s2 to find the volume and surface area of a
cube with sides of length s = 1/2.
6.EE.4
Identify when two expressions are equivalent (i.e., when the two
expressions name the same number regardless of which value is
substituted into them). For example, the expressions y + y + y and 3y
are equivalent because they name the same number regardless of
which number y stands for.
6.EE.5-1
Understand solving an equation as a process of answering a question:
which values from a specified set, if any, make the equation true?
6.EE.5-2
Use substitution to determine whether a given number in a specified
set makes an inequality true.
6.EE.6
Use variables to represent numbers and write expressions when
solving a real-world or mathematical problem; understand that a
variable can represent an unknown number, or, depending on the
purpose at hand, any number in a specified set.
6.EE.7
Solve real-world and mathematical problems by writing and solving
equations of the form x +p = q and px = q for cases in which p, q and x
are all nonnegative rational numbers.
6.EE.8
Write an inequality of the form x > c or x < c to represent a constraint
or condition in a real-world or mathematical problem. Recognize that
inequalities of the form x > c or x < c have infinitely many solutions;
represent solutions of such inequalities on number line diagrams.
6.EE.9
Use variables to represent two quantities in a real-world problem
that change in relationship to one another; write an equation to
express one quantity, thought of as the dependent variable, in terms
of the other quantity, thought of as the independent variable.
Analyze the relationship between the dependent and independent
variables using graphs and tables, and relate these to the equation.
Updated 08/24/2020
Mathematics
115
For example, in a problem involving motion at constant speed, list
and graph ordered pairs of distances and times, and write the
equation d = 65t to represent the relationship between distance and
time.
6.G.1
Find the area of right triangles, other triangles, special quadrilaterals,
and polygons by composing into rectangles or decomposing into
triangles and other shapes; apply these techniques in the context of
solving real-world and mathematical problems.
3
6%
6.G.2-1
Find the volume of a right rectangular prism with fractional edge
lengths by packing it with unit cubes of the appropriate unit fraction
edge lengths, and show that the volume is the same as would be
found by multiplying the edge lengths of the prism.
6.G.2-2
Apply the formulas V = l w h and V = B h to find volumes of right
rectangular prisms with fractional edge lengths in the context of
solving real-world and mathematical problems.
6.G.3
Draw polygons in the coordinate plane given coordinates for the
vertices; use coordinates to find the length of a side joining points
with the same first coordinate or the same second coordinate. Apply
these techniques in the context of solving real-world and
mathematical problems.
6.G.4
Represent three-dimensional figures using nets made up of
rectangles and triangles, and use the nets to find the surface area of
these figures. Apply these techniques in the context of solving real-
world and mathematical problems.
6.NS.1-2
Solve word problems involving division of fractions by fractions. For
example, How much chocolate will each person get if 3 people share
1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of
a cup of yogurt? How wide is a rectangular strip of land with length
3/4 mi and area 1/2 square mi?
8
15%
6.NS.2
Fluently divide multi-digit numbers using the standard algorithm.
6.NS.3-1
Fluently add multi-digit decimals using the standard algorithm.
6.NS.3-2
Fluently subtract multi-digit decimals using the standard algorithm.
Updated 08/24/2020
Mathematics
116
6.NS.3-3
Fluently multiply multi-digit decimals using the standard algorithm.
6.NS.3-4
Fluently divide multi-digit decimals using the standard algorithm.
6.NS.4-1
Find the greatest common factor of two whole numbers less than or
equal to 100 and the least common multiple of two whole numbers
less than or equal to 12.
6.NS.4-2
Use the distributive property to express a sum of two whole numbers
1–100 with a common factor as a multiple of a sum of two whole
numbers with no common factor. For example, express 36 + 8 as 4(9
+ 2).
6.NS.5
Understand that positive and negative numbers are used together to
describe quantities having opposite directions or values (e.g.,
temperature above/below zero, elevation above/below sea level,
credits/debits, positive/negative electric charge); use positive and
negative numbers to represent quantities in real-world contexts,
explaining the meaning of 0 in each situation.
6.NS.6a
Understand a rational number as a point on the number line. Extend
number line diagrams and coordinate axes familiar from previous
grades to represent points on the line and in the plane with negative
number coordinates.
a Recognize opposite signs of numbers as indicating locations on
opposite sides of 0 on the number line; recognize that the opposite
of the opposite of a number is the number itself, e.g., –(–3) = 3, and
that 0 is its own opposite.
6.NS.6b-1
Understand a rational number as a point on the number line. Extend
number line diagrams and coordinate axes familiar from previous
grades to represent points on the line and in the plane with negative
number coordinates.
b. Understand signs of numbers in ordered pairs as indicating
locations in quadrants of the coordinate plane.
Updated 08/24/2020
Mathematics
117
6.NS.6b-2
Understand a rational number as a point on the number line. Extend
number line diagrams and coordinate axes familiar from previous
grades to represent points on the line and in the plane with negative
number coordinates.
b. Recognize that when two ordered pairs differ only by signs, the
locations of the points are related by reflections across one or both
axes
6.NS.6c-1
Understand a rational number as a point on the number line. Extend
number line diagrams and coordinate axes familiar from previous
grades to represent points on the line and in the plane with negative
number coordinates.
c. Find and position integers and other rational numbers on a
horizontal or vertical number line diagram
6.NS.6c-2
Understand a rational number as a point on the number line. Extend
number line diagrams and coordinate axes familiar from previous
grades to represent points on the line and in the plane with negative
number coordinates.
c. Find and position pairs of integers and other rational numbers on a
coordinate plane.
6.NS.7a
Understand ordering and absolute value of rational numbers.
a. Interpret statements of inequality as statements about the relative
position of two numbers on a number line diagram. For example,
interpret –3 > –7 as a statement that –3 is located to the right of –7
on a number line oriented from left to right.
6.NS.7b
Understand ordering and absolute value of rational numbers.
b. Write, interpret, and explain statements of order for rational
numbers in real-world contexts. For example, write –3
o
C > –7
o
C to
express the fact that –3
o
C is warmer than –7
o
C.
6.NS.7c-1
Understand ordering and absolute value of rational numbers.
c. Understand the absolute value of a rational number as its distance
from 0 on the number line.
Updated 08/24/2020
Mathematics
118
6.NS.7c-2
Understand ordering and absolute value of rational numbers.
c. Interpret absolute value as magnitude for a positive or negative
quantity in a real-world situation. For example, for an account
balance of –30 dollars, write |–30| = 30 to describe the size of the
debt in dollars.
6.NS.7d
Understand ordering and absolute value of rational numbers.
d. Distinguish comparisons of absolute value from statements about
order. For example, recognize that an account balance less than –30
dollars represents a debt greater than 30 dollars.
6.NS.8
Solve real-world and mathematical problems by graphing points in all
four quadrants of the coordinate plane. Include use of coordinates
and absolute value to find distances between points with the same
first coordinate or the same second coordinate.
6.Int.1
Solve two-step word problems requiring operations on multi-digit
whole numbers or decimals.
6.SP.1
Recognize a statistical question as one that anticipates variability in
the data related to the question and accounts for it in the answers.
For example, “How old am I?” is not a statistical question, but “How
old are the students in my school?” is a statistical question because
one anticipates variability in students’ ages.
4
8%
6.SP.2
Understand that a set of data collected to answer a statistical
question has a distribution, which can be described by its center,
spread, and overall shape.
6.SP.3
Recognize that a measure of center for a numerical data set
summarizes all of its values with a single number, while a measure of
variation describes how its values vary with a single number.
6.SP.4
Display numerical data in plots on a number line, including dot plots,
histograms, and box plots.
6.SP.5
Summarize numerical data sets in relation to their context, such as
by:
a. Reporting the number of observations.
Updated 08/24/2020
Mathematics
119
b. Describing the nature of the attribute under investigation,
including how it was measured and its units of measurement.
c. Giving quantitative measures of center (median and/or mean) and
variability (interquartile range and/or mean absolute deviation), as
well as describing any overall pattern and any striking deviations
from the overall pattern with reference to the context in which the
data were gathered.
d. Relating the choice of measures of center and variability to the
shape of the data distribution and the context in which the data were
gathered.
6.C.1.1
Base explanations/reasoning on the properties of operations.
Content Scope: Knowledge and skills articulated in 6.EE.3, 6.EE.4
10
19%
6.C.2
Base explanations/reasoning on the relationship between addition
and subtraction or the relationship between multiplication and
division. Content Scope: Knowledge and skills articulated in 6.NS.1
6.C.3
Base arithmetic explanations/reasoning on concrete referents such
as diagrams (whether provided in the prompt or constructed by the
student in her response), connecting the diagrams to a written
(symbolic) method. Content Scope: Knowledge and skills articulated
in 6.NS.1
6.C.4
Base explanations/reasoning on a number line diagram (whether
provided in the prompt or constructed by the student in her
response). Content Scope: Knowledge and skills articulated in 6.NS.6,
6.NS.7
6.C.5
Base explanations/reasoning on a coordinate plane diagram (whether
provided in the prompt or constructed by the student in her
response). Content Scope: Knowledge and skills articulated in 6.NS.6,
6.NS.8
6.C.6
Given an equation, present the solution steps as a logical argument
that concludes with a solution. Content Scope: Knowledge and skills
articulated in 6.EE.B
Updated 08/24/2020
Mathematics
120
6.C.7
Construct, autonomously, chains of reasoning that will justify or
refute propositions or conjectures. Content Scope: Knowledge and
skills articulated in 6.EE.4
6.C.8.1
Present solutions to multi-step problems in the form of valid chains
of reasoning, using symbols such as equals signs appropriately (for
example, rubrics award less than full credit for the presence of
nonsense statements such as 1 + 4 = 5 + 7 = 12, even if the final
answer is correct), or identify or describe errors in solutions to multi-
step problems and present corrected solutions. Content Scope:
Knowledge and skills articulated in 6.RP.A
6.C.8.2
Present solutions to multi-step problems in the form of valid chains
of reasoning, using symbols such as equals signs appropriately (for
example, rubrics award less than full credit for the presence of
nonsense statements such as 1 + 4 = 5 + 7 = 12, even if the final
answer is correct), or identify or describe errors in solutions to multi-
step problems and present corrected solutions. Content Scope:
Knowledge and skills articulated in 6.EE.9
6.C.9
Distinguish correct explanation/reasoning from that which is flawed,
and – if there is a flaw in the argument – present corrected
reasoning. (For example, some flawed ‘student’ reasoning is
presented and the task is to correct and improve it.) Content Scope:
Knowledge and skills articulated in 5.NBT, 5.MD.C
6.D.1
Solve multi-step contextual word problems with degree of difficulty
appropriate to Grade 6, requiring application of knowledge and skills
articulated in Type I, Sub-Claim A Evidence Statements.
12
23%
6.D.2
Solve multi-step contextual problems with degree of difficulty
appropriate to Grade 6, requiring application of knowledge and skills
articulated in 5.NBT.B, 5.NF, 5.MD, and 5.G.A.
6.D.3
Reasoned estimates: Use reasonable estimates of known quantities
in a chain of reasoning that yields an estimate of an unknown
quantity. Content Scope: Knowledge and skills articulated in Type I,
Sub-Claim A Evidence Statements.
Updated 08/24/2020
Mathematics
121
Total Number of Points
52
***The mathematics priority standards for seventh grade are formatted for alignment to the state assessment. Districts can
determine priority through analysis of student performance and growth data in comparison to the domain points and
percentages presented below.***
MATHEMATICS – 7th GRADE
Domain
Eligible Evidence Statements
Domain # of
points
Domain %
7.RP.1
Compute unit rates associated with ratios of fractions, including
ratios of lengths, areas and other quantities measured in like or
different units. For example, if a person walks 1/2 mile in each 1/4
hour, compute the unit rate as the complex fraction 1/2/1/4 miles
per hour, equivalently 2 miles per hour.
9
17%
7.RP.2a
Recognize and represent proportional relationships between
quantities:
a. Decide whether two quantities are in a proportional relationship,
e.g., by testing for equivalent ratios in a table or graphing on a
coordinate plane and observing whether the graph is a straight line
through the origin.
7.RP.2b
Recognize and represent proportional relationships between
quantities:
b. Identify the constant of proportionality (unit rate) in tables,
graphs, equations, diagrams, and verbal descriptions of proportional
relationships.
7.RP.2c
Recognize and represent proportional relationships between
quantities:
Updated 08/24/2020
Mathematics
122
c. Represent proportional relationships by equations. For example, if
total cost t is proportional to the number n of items purchased at a
constant price p, the relationship between the total cost and the
number of items can be expressed as t = pn.
7.RP.2d
Recognize and represent proportional relationships between
quantities. d. Explain what a point (x, y) on the graph of a
proportional relationship means in terms of the situation, with
special attention to the points (0, 0) and (1, r) where r is the unit rate.
7.RP.3-1
Use proportional relationships to solve multistep ratio problems.
7.RP.3-2
Use proportional relationships to solve multistep percent problems.
Examples: simple interest, markups and markdowns, gratuities and
commissions, fees, percent increase and decrease, percent error.
7.EE.1
Apply properties of operations as strategies to add, subtract, factor,
and expand linear expressions with rational coefficients.
6
12%
7.EE.2
Understand that rewriting an expression in different forms in a
problem context can shed light on the problem and how the
quantities in it are related. For example, a + 0.05a = 1.05a means that
"increase by 5%" is the same as "multiply by 1.05."
7.EE.3
Solve multi-step real-life and mathematical problems posed with
positive and negative rational numbers in any form (whole numbers,
fractions, and decimals), using tools strategically. Apply properties of
operations to calculate with numbers in any form; convert between
forms as appropriate; and assess the reasonableness of answers
using mental computation and estimation strategies. For example: If
a woman making $25 an hour gets a 10% raise, she will make an
additional 1/10 of her salary an hour, or $2.50, for a new salary of
$27.50. If you want to place a towel bar 9 3/4 inches long in the
center of a door that is 27 1/2 inches wide, you will need to place the
bar about 9 inches from each edge; this estimate can be used as a
check on the exact computation.
Updated 08/24/2020
Mathematics
123
7.EE.4a-1
Use variables to represent quantities in a real-world or mathematical
problem, and construct simple equations and inequalities to solve
problems by reasoning about the quantities.
a. Solve word problems leading to equations of the form px + q = r
and p(x + q) = r, where p, q, and r are specific rational numbers.
7.EE.4a-2
Use variables to represent quantities in a real-world or mathematical
problem, and construct simple equations and inequalities to solve
problems by reasoning about the quantities.
a. Fluently solve equations of the form px + q = r and p(x+q) = r,
where p, q, and r are specific rational numbers.
7.EE.4b
Use variables to represent quantities in a real-world or mathematical
problem, and construct simple equations and inequalities to solve
problems by reasoning about the quantities.
b. Solve word problems leading to inequalities of the form px + q > r
or px + q < r, where p, q and r are specific rational numbers. Graph
the solution set of the inequality and interpret it in the context of the
problem. For example: As a salesperson, you are paid $50 per week
plus $3 per sale. This week you want your pay to be at least $100.
Write an inequality for the number of sales you need to make, and
describe the solutions.
7.G.1
Solve problems involving scale drawings of geometric figures,
including computing actual lengths and areas from a scale drawing
and reproducing a scale drawing at a different scale.
5
10%
7.G.2
Draw (freehand, with ruler and protractor, and with technology)
geometric shapes with given conditions. Focus on constructing
triangles from three measures of angles or sides, noticing when the
conditions
7.G.3
Describe the two-dimensional figures that result from slicing three-
dimensional figures, as in plane sections of right rectangular prisms
and right rectangular pyramids.
7.G.4-1
Know the formulas for the area and circumference of a circle and use
them to solve problems.
Updated 08/24/2020
Mathematics
124
7.G.4-2
Give an informal derivation of the relationship between the
circumference and area of a circle
7.G.5
Use facts about supplementary, complementary, vertical, and
adjacent angles in a multi-step problem to write and solve simple
equations for an unknown angle in a figure.
7.G.6
Solve real-world and mathematical problems involving area, volume,
and surface area of two- and three-dimensional objects composed of
triangles, quadrilaterals, polygons, cubes, and right prisms.
7.NS.1a
Apply and extend previous understandings of addition and
subtraction to add and subtract rational numbers; represent addition
and subtraction on a horizontal or vertical number line diagram.
a. Describe situations in which opposite quantities combine to make
0. For example, a hydrogen atom has 0 charge because its two
constituents are oppositely charged.
5
10%
7.NS.1b-1
Apply and extend previous understandings of addition and
subtraction to add and subtract rational numbers; represent addition
and subtraction on a horizontal or vertical number line diagram.
b. Understand p + q as the number located a distance |q| from p, in
the positive or negative direction depending on whether q is positive
or negative.
7.NS.1b-2
Apply and extend previous understandings of addition and
subtraction to add and subtract rational numbers; represent addition
and subtraction on a horizontal or vertical number line diagram. b.
Interpret sums of rational numbers by describing real-world contexts.
7.NS.1c-1
Apply and extend previous understandings of addition and
subtraction to add and subtract rational numbers; represent addition
and subtraction on a horizontal or vertical number line diagram.
c. Understand subtraction of rational numbers as adding the additive
inverse, p – q = p + (–q). Apply this principle in real-world contexts.
7.NS.1d
Apply and extend previous understandings of addition and
subtraction to add and subtract rational numbers; represent addition
and subtraction on a horizontal or vertical number line diagram.
Updated 08/24/2020
Mathematics
125
d. Apply properties of operations as strategies to add and subtract
rational numbers
7.NS.2a-1
Apply and extend previous understandings of multiplication and
division and of fractions to multiply and divide rational numbers.
a. Understand that multiplication is extended from fractions to
rational numbers by requiring that operations continue to satisfy the
properties of operations, particularly the distributive property,
leading to products such as (–1)(–1) = 1 and the rules for multiplying
signed numbers.
7.NS.2a-2
Apply and extend previous understandings of multiplication and
division and of fractions to multiply and divide rational numbers.
a. Interpret products of rational numbers by describing real-world
contexts.
7.NS.2b-1
Apply and extend previous understandings of multiplication and
division and of fractions to multiply and divide rational numbers.
b. Understand that integers can be divided, provided that the divisor
is not zero, and every quotient of integers (with non-zero divisor) is a
rational number. If p and q are integers, then -(p/q) = (–p)/q =p/(–q).
7.NS.2b-2
Apply and extend previous understandings of multiplication and
division and of fractions to multiply and divide rational numbers.
b. Interpret quotients of rational numbers by describing real-world
contexts.
7.NS.2c
Apply and extend previous understandings of multiplication and
division and of fractions to multiply and divide rational numbers.
c. Apply properties of operations as strategies to multiply and divide
rational numbers.
7.NS.3
Solve real-world and mathematical problems involving the four
operations with rational numbers.
7.SP.1
Understand that statistics can be used to gain information about a
population by examining a sample of the population; generalizations
about a population from a sample are valid only if the sample is
5
10%
Updated 08/24/2020
Mathematics
126
representative of that population. Understand that random sampling
tends to produce representative samples and support valid
inferences.
7.SP.2
Use data from a random sample to draw inferences about a
population with an unknown characteristic of interest. Generate
multiple samples (or simulated samples) of the same size to gauge
the variation in estimates or predictions. For example, estimate the
mean word length in a book by randomly sampling words from the
book; predict the winner of a school election based on randomly
sampled survey data. Gauge how far off the estimate or prediction
might be.
7.SP.3
Informally assess the degree of visual overlap of two numerical data
distributions with similar variabilities, measuring the difference
between the centers by expressing it as a multiple of a measure of
variability. For example, the mean height of players on the basketball
team is 10cm greater than the mean height of players on the soccer
team, about twice the variability (mean absolute deviation) on either
team; on a dot plot, the separation between the two distributions of
heights is noticeable.
7.SP.4
Use measures of center and measures of variability for numerical
data from random samples to draw informal comparative inferences
about two populations. For example, decide whether the words in a
chapter of a seventh grade science book are generally longer than
the words in a chapter of a fourth grade science book.
7.SP.5
Understand that the probability of a chance event is a number
between 0 and 1 that expresses the likelihood of the event occurring.
Larger numbers indicate greater likelihood. A probability near 0
indicates an unlikely event, a probability around 1/2 indicates an
event that is neither unlikely nor likely, and a probability near 1
indicates a likely event.
7.SP.6
Approximate the probability of a chance event by collecting data on
the chance process that produces it and observing its long-run
relative frequency, and predict the approximate relative frequency
Updated 08/24/2020
Mathematics
127
given the probability. For example, when rolling a number cube 600
times, predict that a 3 or 6 would be rolled roughly 200 times, but
probably not exactly 200 times.
7.SP.7a
Develop a probability model and use it to find probabilities of events.
Compare probabilities from a model to observed frequencies; if the
agreement is not good, explain possible sources of the discrepancy.
a. Develop a uniform probability model by assigning equal probability
to all outcomes, and use the model to determine probabilities of
events. For example, if a student is selected at random from a class,
find the probability that Jane will be selected and the probability that
a girl will be selected.
7.SP.7b
Develop a probability model and use it to find probabilities of events.
Compare probabilities from a model to observed frequencies; if the
agreement is not good, explain possible sources of the discrepancy.
b. Develop a probability model (which may not be uniform) by
observing frequencies in data generated from a chance process. For
example, find the approximate probability that a spinning penny will
land heads up or that a tossed paper cup will land open-end down.
Do the outcomes for the spinning penny appear to be equally likely
based on the observed frequencies?
7.SP.8a
Find probabilities of compound events using organized lists, tables,
tree diagrams, and simulation.
a. Understand that, just as with simple events, the probability of a
compound event is the fraction of outcomes in the sample space for
which the compound event occurs.
7.SP.8b
Find probabilities of compound events using organized lists, tables,
tree diagrams, and simulation.
b. Represent sample spaces for compound events using methods
such as organized lists, tables and tree diagrams. For an event
described in everyday language (e.g., “rolling double sixes”), identify
the outcomes in the sample space, which compose the event.
Updated 08/24/2020
Mathematics
128
7.SP.8c
Find probabilities of compound events using organized lists, tables,
tree diagrams, and simulation.
c. Design and use a simulation to generate frequencies for compound
events. For example, use random digits as a simulation tool to
approximate the answer to the question: If 40% of donors have type
A blood, what is the probability that it will take at least 4 donors to
find one with type A blood?
7.C.1.1
Base explanations/reasoning on the properties of operations.
Content Scope: Knowledge and skills articulated in 7.NS.1 and 7.NS.2.
10
19%
7.C.1.2
Base explanations/reasoning on the properties of operations.
Content Scope: Knowledge and skills articulated in 7.EE.1.
7.C.2
Base explanations/reasoning on the relationship between addition
and subtraction or the relationship between multiplication and
division. Content Scope: Knowledge and skills articulated in 7.NS.1
and 7.NS.2.
7.C.3
Base explanations/reasoning on a number line diagram (whether
provided in the prompt or constructed by the student in her
response). Content Scope: Knowledge and skills articulated in 7.NS.A.
7.C.4
Base explanations/reasoning on a coordinate plane diagram (whether
provided in the prompt or constructed by the student in her
response). Content Scope: Knowledge and skills articulated in 7.RP.A.
7.C.5
Given an equation, present the solution steps as a logical argument
that concludes with the set of solutions (if any). Content Scope:
Knowledge and skills articulated in 7.EE.4a.
7.C.7.1
Construct, autonomously, chains of reasoning that will justify or
refute propositions or conjectures. Content Scope: Knowledge and
skills articulated in 7.RP.2.
7.C.7.2
Present solutions to multi-step problems in the form of valid chains
of reasoning, using symbols such as equals signs appropriately (for
example, rubrics award less than full credit for the presence of
nonsense statements such as 1 + 4 = 5 + 7 = 12, even if the final
Updated 08/24/2020
Mathematics
129
answer is correct), or identify or describe errors in solutions to multi-
step problems and present corrected solutions. Content Scope:
Knowledge and skills articulated in 7.RP.3.
7.C.7.3
Present solutions to multi-step problems in the form of valid chains
of reasoning, using symbols such as equals signs appropriately (for
example, rubrics award less than full credit for the presence of
nonsense statements such as 1 + 4 = 5 + 7 = 12, even if the final
answer is correct), or identify or describe errors in solutions to multi-
step problems and present corrected solutions. Content Scope:
Knowledge and skills articulated in 7.NS.2d.
7.C.7.4
Present solutions to multi-step problems in the form of valid chains
of reasoning, using symbols such as equals signs appropriately (for
example, rubrics award less than full credit for the presence of
nonsense statements such as 1 + 4 = 5 + 7 = 12, even if the final
answer is correct), or identify or describe errors in solutions to multi-
step problems and present corrected solutions. Content Scope:
Knowledge and skills articulated in 7.NS.3.
7.C.8
Construct, autonomously, chains of reasoning that will justify or
refute propositions or conjectures. Content Scope: Knowledge and
skills articulated in 6.NS.C, 6.EE.A, 6.EE.B.
7.D.1
Solve multi-step contextual word problems with degree of difficulty
appropriate to Grade 7, requiring application of knowledge and skills
articulated in Type I, Sub-Claim A Evidence Statements.
12
23%
7.D.2
Solve multi-step contextual problems with degree of difficulty
appropriate to grade 7, requiring application of knowledge and skills
articulated in 6.RP.A, 6.EE.C, and 6.G.
7.D.3
Micro-models: Autonomously apply a technique from pure
mathematics to a real-world situation in which the technique yields
valuable results even though it is obviously not applicable in a strict
mathematical sense (e.g., profitably applying proportional
relationships to a phenomenon that is obviously nonlinear or
Updated 08/24/2020
Mathematics
130
statistical in nature). Content Scope: Knowledge and skills articulated
in Type I, Sub-Claim A Evidence Statements.
7.D.4
Reasoned estimates: Use reasonable estimates of known quantities
in a chain of reasoning that yields an estimate of an unknown
quantity. Content Scope: Knowledge and skills articulated in Type I,
Sub-Claim A Evidence Statements.
Total Number of Points
52
***The mathematics priority standards for eighth grade are formatted for alignment to the state assessment. Districts can
determine priority through analysis of student performance and growth data in comparison to the domain points and
percentages presented below.***
MATHEMATICS – 8th GRADE
Domain
Eligible Evidence Statements
Domain # of
points
Domain %
8.EE.1
Know and apply the properties of integer exponents to generate
equivalent numerical expressions. For example, 32 x 3-5 = 1/33 =
1/27.
12
23%
8.EE.2
Use square root and cube root symbols to represent solutions to
equations of the form x2=p and x3 = p, where p is a positive rational
number. Evaluate square roots of small perfect squares and cube
roots of small perfect cubes. Know that √2 is irrational.
8.EE.3
Use numbers expressed in the form of a single digit times an integer
power of 10 to estimate very large or very small quantities, and to
express how many times as much one is than the other. For example,
estimate the population of the United States as 3 x 108 and the
Updated 08/24/2020
Mathematics
131
population of the world as 7 x 109, and determine that the world
population is more than 20 times larger.
8.EE.4-1
Perform operations with numbers expressed in scientific notation,
including problems where both decimal and scientific notation are
used.
8.EE.4-2
Use scientific notation and choose units of appropriate size for
measurements of very large or very small quantities (e.g., use
millimeters per year for seafloor spreading). Interpret scientific
notation that has been generated by technology.
8.EE.5-1
Graph proportional relationships, interpreting the unit rate as the
slope of the graph.
8.EE.5-2
Compare two different proportional relationships represented in
different ways. For example, compare a distance-time graph to a
distance-time equation to determine which of two moving objects
has a greater speed.
8.EE.6
Use similar triangles to explain why the slope m is the same between
any two distinct points on a non-vertical line in the coordinate plane.
8.EE.7b
Solve linear equations in one variable.
b. Solve linear equations with rational number coefficients, including
equations whose solutions require expanding expressions using the
distributive property and collecting like terms
8.EE.8a
Analyze and solve pairs of simultaneous linear equations.
a. Understand that solutions to a system of two linear equations in
two variables correspond to points of intersections of their graphs,
because points of intersection satisfy both equations simultaneously.
8.EE.8b-1
Analyze and solve pairs of simultaneous linear equations.
b. Solve systems of two linear equations in two variables
algebraically.
Updated 08/24/2020
Mathematics
132
8.EE.8b-2
Analyze and solve pairs of simultaneous linear equations.
b. Estimate solutions [to systems of two linear equations in two
variables] by graphing the equations.
8.EE.8b-3
Analyze and solve pairs of simultaneous linear equations.
b. Solve simple cases [of systems of two linear equations in two
variables] by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have
no solution because 3x + 2y cannot simultaneously be 5 and 6.
8.EE.8c
Analyze and solve pairs of simultaneous linear equations.
c. Solve real-world and mathematical problems leading to two linear
equations in two variables. For example, given coordinates for two
pairs of points, determine whether the line through the first pair of
points intersects the line through the second pair.
8.EE.C.Int.1
Solve word problems leading to linear equations in one variable
whose solutions require expanding expressions using the distributive
property and collecting like terms.
8.FF.1-1
Understand that a function is a rule that assigns to each input exactly
one output.
5-7
10-13%
8.FF.1-2
[Understand that] the graph of a function is the set of ordered pairs
consisting of an input and the corresponding output.
8.F.2
Compare properties of two functions each represented in a different
way (algebraically, graphically, numerically in tables, or by verbal
descriptions). For example, given a linear function represented by a
table of values and a linear function represented by an algebraic
expression, determine which function has the greatest rate of
change.
8.F.3-1
Interpret the equation, y=mx + b as defining a linear function, whose
graph is a straight line.
8.F.3-2
Give examples of functions that are not linear and prove that they
are not linear.
8.F.4
Construct a function to model a linear relationship between two
quantities. Determine the rate of change and initial value of the
Updated 08/24/2020
Mathematics
133
function from a description of a relationship or from two (x, y) values,
including reading these from a table or from a graph.
8.F.5-1
Describe qualitatively the functional relationship between two
quantities by analyzing a graph (e.g., where the function is increasing
or decreasing, linear or nonlinear).
8.F.5-2
Sketch a graph that exhibits the qualitative features of a function that
has been described verbally.
8.NS.1
Know that numbers that are not rational are called irrational.
Understand informally that every number has a decimal expansion;
for rational numbers show that the decimal expansion repeats
eventually, and convert a decimal expansion, which repeats
eventually into a rational number.
2
4%
8.NS.2
Use rational approximations of irrational numbers, locate them
approximately on a number line diagram, and estimate the value of
expressions (e.g. 𝜋2). For example, by truncating the decimal
expansion of √2, show that √2 is between 1 and 2, then between 1.4
and 1.5, and explain how to continue on to get better
approximations.
8.G.1a
Verify experimentally the properties of rotations, reflections, and
translations:
a. Lines are taken to lines, and line segments to line segments of the
same length.
4-8
8-15%
8.G.1b
Verify experimentally the properties of rotations, reflections, and
translations:
b. Angles are taken to angles of the same measure.
8.G.1c
Verify experimentally the properties of rotations, reflections, and
translations:
c. Parallel lines are taken to parallel lines.
8.G.2
Understand that a two-dimensional figure is congruent to another if
the second can be obtained from the first by a sequence of rotations,
reflections, and translations; given two congruent figures, describe a
sequence that exhibits the congruence between them.
Updated 08/24/2020
Mathematics
134
8.G.3
Describe the effect of dilations, translations, rotations, and
reflections on two-dimensional figures using coordinates.
8.G.4
Understand that a two-dimensional figure is similar to another if the
second can be obtained from the first by a sequence of rotations,
reflections, translations, and dilations; given two similar two-
dimensional figures, describe a sequence that exhibits the similarity
between them.
8.G.7-1
Apply the Pythagorean Theorem in a simple planar case.
8.G.7-2
Apply the Pythagorean Theorem in a simple three-dimensional case.
8.G.8
Apply the Pythagorean Theorem to find the distance between two
points in a coordinate system.
8.G.9
Know the formulas for the volumes of cones, cylinders, and spheres
and use them to solve real-world and mathematical problems.
8.SP.1
Construct and interpret scatter plots for bivariate measurement data
to investigate patterns of association between two quantities.
Describe patterns such as clustering, outliers, positive or negative
association, linear association, and nonlinear association.
3-5
6-10%
8.SP.2
Know that straight lines are widely used to model relationships
between two quantitative variables. For scatter plots that suggest a
linear association, informally fit a straight line, and informally assess
the model fit by judging the closeness of the data points to the line.
8.SP.3
Use the equation of a linear model to solve problems in the context
of bivariate measurement data, interpreting the slope and intercept.
For example, in a linear model for a biology experiment, interpret a
slope of 1.5 cm/hr as meaning that an additional hour of sunlight
each day is associated with an additional 1.5 cm in mature plant
height.
8.SP.4
Understand that patterns of association can also be seen in bivariate
categorical data by displaying frequencies and relative frequencies in
a two-way table. Construct and interpret a two-way table
summarizing data on two categorical variables collected from the
Updated 08/24/2020
Mathematics
135
same subjects. For example, collect data from students in your class
on whether or not they have a curfew on school nights and whether
or not they have assigned chores at home. Is there evidence that
those who have a curfew also tend to have chores?
8.C.1.1
Base reasoning on the principle that the graph of an equation in two
variables is the set of all its solutions plotted in the coordinate plane.
Content Scope: Knowledge and skills articulated in 8.EE.6.
10
19%
8.C.1.2
Base reasoning on the principle that the graph of an equation in two
variables is the set of all its solutions plotted in the coordinate plane.
Content Scope: Knowledge and skills articulated in 8.EE.8a.
8.C.2
Given an equation or system of equations, present the solution steps
as a logical argument that concludes with the set of solutions (if any).
Content Scope: Knowledge and skills articulated in 8.EE.7a, 8.EE.7b,
8.EE.8b.
8.C.3.1
Construct, autonomously, chains of reasoning that will justify or
refute propositions or conjectures. Content Scope: Knowledge and
skills articulated in 8.F.3-2.
8.C.3.2
Construct, autonomously, chains of reasoning that will justify or
refute propositions or conjectures. Content Scope: Knowledge and
skills articulated in 8.G.2, 8.G.4.
8.C.3.3
Construct, autonomously, chains of reasoning that will justify or
refute propositions or conjectures. Content Scope: Knowledge and
skills articulated in 8.G.5.
8.C.4.1
Present solutions to multi-step problems in the form of valid chains
of reasoning, using symbols such as equals signs appropriately (for
example, rubrics award less than full credit for the presence of
nonsense statements such as 1 + 4 = 5 + 7 = 12, even if the final
answer is correct), or identify or describe errors in solutions to multi-
step problems and present corrected solutions. Content Scope:
Knowledge and skills articulated in 8.EE.8c.
Updated 08/24/2020
Mathematics
136
8.C.5.1
Apply geometric reasoning in a coordinate setting, and/or use
coordinates to draw geometric conclusions. Content Scope:
Knowledge and skills articulated in 8.EE.6.
8.C.5.2
Apply geometric reasoning in a coordinate setting, and/or use
coordinates to draw geometric conclusions. Content Scope:
Knowledge and skills articulated in 8.G.2, 8.G.4.
8.C.5.3
Apply geometric reasoning in a coordinate setting, and/or use
coordinates to draw geometric conclusions. Content Scope:
Knowledge and skills articulated in 8.G.B.
8.C.6
Construct, autonomously, chains of reasoning that will justify or
refute propositions or conjectures. Content Scope: Knowledge and
skills articulated in 7.RP.A, 7.NS.A, 7.EE.A.
8.D.1
Solve multi-step contextual word problems with degree of difficulty
appropriate to Grade 8, requiring application of knowledge and skills
articulated in Type I, Sub-Claim A Evidence Statements.
12
23%
8.D.2
Solve multi-step contextual problems with degree of difficulty
appropriate to grade 8, requiring application of knowledge and skills
articulated in 7.RP.A, 7.NS.3, 7.EE, 7.G, and 7.SP.B.
8.D.3
Micro-models: Autonomously apply a technique from pure
mathematics to a real-world situation in which the technique yields
valuable results even though it is obviously not applicable in a strict
mathematical sense (e.g., profitably applying proportional
relationships to a phenomenon that is obviously nonlinear or
statistical in nature). Content Scope: Knowledge and skills articulated
in Type I, Sub-Claim A Evidence Statements.
8.D.4
Reasoned estimates: Use reasonable estimates of known quantities
in a chain of reasoning that yields an estimate of an unknown
quantity. Content Scope: Knowledge and skills articulated in Type I,
Sub-Claim A Evidence Statements
Total Number of Points
52
Updated 08/24/2020
Mathematics
137
MATHEMATICS – HIGH SCHOOL
STANDARDS FOR MATHEMATICAL PRACTICE MP
MP.1
Make sense of problems and persevere in solving them.
MP.2
Reason abstractly and quantitatively.
MP.3
Construct viable arguments and critique the reasoning of others.
MP.4
Model with mathematics.
MP.5
Use appropriate tools strategically.
MP.6
Attend to precision.
MP.7
Look for and make use of structure.
MP.8
Look for and express regularity in repeated reasoning.
MATHEMATICS CONTENT – HIGH SCHOOL
Traditional
Sequence
Course
(CCSSM
Appendix A)
Integrated
Sequence
Course
(CCSSM
Appendix A)
N.Q.1
Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units
consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
A1
M1
N.Q.2
Define appropriate quantities for the purpose of descriptive modeling.
A1
M1
N.Q.3
Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
A1
M1
N.VM.4.a
Add vectors end-to-end, component-wise, and by the parallelogram rule. Understand that the magnitude of
a sum of two vectors is typically not the sum of the magnitudes.
4th
4th
N.VM.4.b
Given two vectors in magnitude and direction form, determine the magnitude and direction of their sum.
4th
4th
A.SSE.1.a
Interpret parts of an expression, such as terms, factors, and coefficients.
A1/A2
M1/M2/M3
A.SSE.1.b
Interpret complicated expressions by viewing one or more of their parts as a single entity.
A1/A2
M1/M2/M3
A.SSE.2
Use the structure of an expression to identify ways to rewrite it.
A1/A2
M2/M3
A.SSE.3
Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by
the expression.
Updated 08/24/2020
Mathematics
138
A.APR.1
Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of
addition, subtraction, and multiplication; add, subtract, and multiply polynomials.
A1/A2
M2/M3
A.CED.1
Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear
and quadratic functions, and simple rational and exponential functions.
A1/A2
M1/M2/M3
A.CED.2
Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate
axes with labels and scales.
A1/A2
M1/M2/M3
A.CED.3
Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret
solutions as viable or nonviable options in a modeling context.
A1/A2
M1/M3
A.REI.1
Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step,
starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution
method.
A1
M1
A.REI.3
Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
A1
M1
A.REI.4
Solve quadratic equations in one variable.
A.REI.6
Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in
two variables.
A1
M1
A.REI.10
Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane,
often forming a curve (which could be a line).
A1
M1
A.REI.12
Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict
inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the
corresponding half-planes.
A1
M1
F.IF.4
For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of
the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features
include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and
minimums; symmetries; end behavior; and periodicity.
A1/A2
M1/M2/M3
F.IF.5
Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.
A1/A2
M1/M2/M3
F.IF.7
Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using
technology for more complicated cases.
F.IF.7.a
Graph linear and quadratic functions and show intercepts, maxima, and minima.
A1
M1/M2
F.IF.9
Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in
tables, or by verbal descriptions).
A1/A2
M2/M3
F.BF.1
Write a function that describes a relationship between two quantities.
F.BF.1.b
Combine standard function types using arithmetic operations.
A1/A2
M1/M2/M3
F.BF.1.c
Compose functions.
4th
4th
Updated 08/24/2020
Mathematics
139
F.BF.3
Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive
and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on
the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for
them.
A1/A2
M1/M2/M3
F.LE.1
Distinguish between situations that can be modeled with linear functions and with exponential functions.
F.LE.1.a
Prove that linear functions grow by equal differences over equal intervals, and that exponential functions
grow by equal factors over equal intervals.
A1
M1
F.LE.1.b
Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.
A1
M1
F.LE.1.c
Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval
relative to another.
A1
M1
F.LE.2
Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description
of a relationship, or two input-output pairs (include reading these from a table).
A1
M1
F.LE.3
Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing
linearly, quadratically, or (more generally) as a polynomial function.
A1
M1/M2
F.LE.5
Interpret the parameters in a linear or exponential function in terms of a context.
A1
M1
F.TF.1
Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle.
A2
M2
G.CO.2
Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as
functions that take points in the plane as inputs and give other points as outputs. Compare transformations that
preserve distance and angle to those that do not (e.g., translation versus horizontal stretch).
Geo
M1
G.CO.5
Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper,
tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another.
Geo
M1
G.CO.6
Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a
given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent.
Geo
M1
G.CO.10
Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180°; base angles
of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side
and half the length; the medians of a triangle meet at a point.
Geo
M2
G.SRT.2
Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar;
explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of
angles and the proportionality of all corresponding pairs of sides.
Geo
M2
G.SRT.5
Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures.
Geo
M2
G.SRT.6
Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to
definitions of trigonometric ratios for acute angles.
Geo
M2
G.SRT.8
Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.
Geo
M2
Updated 08/24/2020
Mathematics
140
G.C.2
Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship between central,
inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is
perpendicular to the tangent where the radius intersects the circle.
Geo
M2
G.GPE.1
Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find
the center and radius of a circle given by an equation.
Geo
M2
S.ID.1
Represent data with plots on the real number line (dot plots, histograms, and box plots).
A1
M1
S.ID.2
Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread
(interquartile range, standard deviation) of two or more different data sets.
A1
M1
S.ID.3
Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of
extreme data points (outliers).
A1
M1
S.ID.6
Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
S.ID.6.a
Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given
functions or choose a function suggested by the context. Emphasize linear, quadratic, and exponential
models.
A1
M1
S.ID.7
Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
A1
M1
S.ID.9
Distinguish between correlation and causation.
A1
M1
S.IC.1
Understand statistics as a process for making inferences about population parameters based on a random sample from
that population.
A2
M3
S.IC.3
Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain
how randomization relates to each.
A2
M3
N.RN.2
Rewrite expressions involving radicals and rational exponents using the properties of exponents.
A1
M2
N.CN.1
Know there is a complex number i such that i² = -1, and every complex number has the form a + bi with a and b real.
A2
M2
N.CN.2
Use the relation i² = -1 and the commutative, associative, and distributive properties to add, subtract, and multiply
complex numbers.
A2
M2
N.CN.7
Solve quadratic equations with real coefficients that have complex solutions.
A2
M2
A.SSE.1
Interpret expressions that represent a quantity in terms of its context.
A.SSE.3.a
Factor a quadratic expression to reveal the zeros of the function it defines.
A1
M2
A.SSE.3.b
Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it
defines.
A1
M2
A.SSE.3.c
Use the properties of exponents to transform expressions for exponential functions.
A1
M2
A.SSE.4
Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to
solve problems.
A2
M3
Updated 08/24/2020
Mathematics
141
A.APR.3
Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of
the function defined by the polynomial.
A2
M3
A.REI.11
Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the
solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make
tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational,
absolute value, exponential, and logarithmic functions.
A1/A2
M1/M3
F.IF.1
Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of
the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the
output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).
A1
M1
F.IF.2
Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation
in terms of a context.
A1
M1
F.IF.6
Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified
interval. Estimate the rate of change from a graph.
A1/A2
M1/M2/M3
F.IF.7.c
Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end
behavior.
A2
M3
F.IF.7.d
Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and
showing end behavior.
4th
4th
F.IF.7.e
Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric
functions, showing period, midline, and amplitude.
A1/A2
M1/M3
F.IF.8
Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of
the function.
F.IF.8.a
Use the process of factoring and completing the square in a quadratic function to show zeros, extreme
values, and symmetry of the graph, and interpret these in terms of a context.
A1/A2
M2/M3
F.IF.8.b
Use the properties of exponents to interpret expressions for exponential functions.
A1/A2
M2/M3
G.CO.1
Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined
notions of point, line, distance along a line, and distance around a circular arc.
Geo
M1
G.CO.9
Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses
parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular
bisector of a line segment are exactly those equidistant from the segment’s endpoints.
Geo
M2
Updated 08/24/2020
[Type here] Science 142
Science Learning
Foreword
The purpose of this document is to support educators in engaging students in authentic science learning
during remote or blended learning. Children are naturally curious; during this unprecedented time, we need to
foster these curiosities through the use of real-world phenomena. Effective science learning should involve
students figuring out science instead of learning about facts. Sensemaking, actively investigating how the
world works, and designing solutions to problems, are the main goals of the Illinois Learning Standards for
Science (NGSS). Engaging students in the science and engineering practices, rather than pre-teaching
information and lecturing, should be the focus of learning whether in the classroom or during remote
instruction. Through the use of the science and engineering practices students figure out science concepts and
design solutions, as well as engage in science as a scientist and engineering as an engineer.
Students should be working to make sense of phenomena in the world around them and make connections
between the different scientific concepts that help to explain these phenomena. Presenting or observing
phenomena can take on many forms: students may make observations outside or in their home, they may
watch a live demonstration, they may watch a video clip of a phenomena, or they may observe images. The
primary goal is to allow students to observe a phenomenon in order to figure it out. How students figure out
the phenomena requires a focus on the Science & Engineering Practices so students are thinking and doing
science in different ways (e.g. investigations, data analysis and sense-making, etc.). The eight science and
engineering practices are:
1. Asking Questions and Defining Problems- A practice of science is to ask and refine questions that lead to
descriptions and explanations of how the natural and designed world(s) works and which can be
empirically tested.
2. Planning and Carrying out Investigations- Scientists and engineers plan and carry out investigations in the
field or laboratory, working collaboratively as well as individually. Their investigations are systematic and
require clarifying what counts as data and identifying variables or parameters.
3. Using Mathematical and Computational Thinking- In both science and engineering, mathematics and
computation are fundamental tools for representing physical variables and their relationships. They are
used for a range of tasks such as constructing simulations; solving equations exactly or approximately;
and recognizing, expressing, and applying quantitative relationships.
4. Developing and Using Models- A practice of both science and engineering is to use and construct models
as helpful tools for representing ideas and explanations. These tools include diagrams, drawings, physical
replicas, mathematical representations, analogies, and computer simulations.
5. Analyzing and Interpreting Data- Scientific investigations produce data that must be analyzed in order to
derive meaning. Because data patterns and trends are not always obvious, scientists use a range of
tools—including tabulation, graphical interpretation, visualization, and statistical analysis—to identify the
significant features and patterns in the data. Scientists identify sources of error in the investigations and
calculate the degree of certainty in the results.
6. Constructing Explanations and Designing Solutions- The end-products of science are explanations and the
end-products of engineering are solutions. The goal of science is the construction of theories that provide
Updated 08/24/2020
[Type here] Science 143
explanatory accounts of the world. A theory becomes accepted when it has multiple lines of empirical
evidence and greater explanatory power of phenomena than previous theories.
7. Engaging in Argument from Evidence- Argumentation is the process by which evidence-based conclusions
and solutions are reached. In science and engineering, reasoning and argument based on evidence are
essential to identifying the best explanation for a natural phenomenon or the best solution to a design
problem.
8. Obtaining, Evaluating, and Communication of Information- Scientists and engineers must be able to
communicate clearly and persuasively the ideas and methods they generate. Critiquing and
communicating ideas individually and in groups is a critical professional activity.
Students in grades K-12 should engage in all eight practices over each grade band. Practices grow in
complexity and sophistication across the grades. The eight practices are not separate; they intentionally
overlap and interconnect. As explained by Bell, et al. (2012), the practice of asking questions may lead to the
practice of modeling or planning and carrying out an investigation, which may lead to analyzing and interpreting
data. Just as it is important for students to carry out each of the individual practices, it is important for them to
see the connections among the eight practices. Due to the complicated nature of remote and blended learning,
the elements of the Science and Engineering practices are able to be meaningfully utilized across all
environments. For a more detailed description of the Science and Engineering Practices, and to view their
progressions across grade bands, please review NGSS Appendix F.
The intent of these recommendations is to stay in line with the integrity of three-dimensional learning. The
Three Dimensions of the NGSS were designed to be used together. The overarching goal of the NGSS is to
engage students in using the Science and Engineering Practices (SEP) through the lens of a Cross-Cutting
Concept (CCC) in order to figure out the content within the Disciplinary Core Ideas (DCI). Districts and teachers
should select the Disciplinary Core Ideas from the overarching standards that best support student conceptual
learning.
Science Education Shifts
During blended or classroom learning, science instructional practices should continue to engage students with
doing science much like a scientist does. The table below illustrates examples of such instructional practices.
Science Learning Should look Less
Like
Science Learning Will Look More Like
Rote memorization of facts and
terminology
Facts and terminology learned as needed while developing
explanations and designing solutions supported by
evidence-based arguments and reasoning
Learning of ideas disconnected
from questions about phenomena
Systems thinking and modeling to explain phenomena and
to give a context for the ideas to be learned
Teachers providing information to
the whole class
Students conducting investigations, solving problems, and
engaging in discussions with teachers’ guidance
Updated 08/24/2020
[Type here] Science 144
Teachers posing questions with
only one right answer
Students discussing open-ended questions that focus on the
strength of the evidence used to generate claims
Students reading textbooks and
answering questions at the end of
the chapter
Students reading multiple sources, including science-related
magazine and journal and web-based resources; students
developing summaries of information.
Pre-planned outcome for
“cookbook” laboratories or hands-
on activities
Multiple investigations driven by students’ questions with a
range of possible outcomes that collectively lead to a deep
understanding of established core scientific ideas
Worksheets
Students writing of journals, reports, posters, and media
presentations that explain and argue
Oversimplification of activities for
students who are perceived to be
less able to do science and
engineering
Provisions of supports so that all students can engage in
sophisticated science and engineering practices
Priority Standards - PreK
Whether in the classroom or engaged in distance learning, teachers should prioritize Goal 11 and select the
core ideas under goal 12 that best support student conceptual learning. In the example that follows, a segment of a
unit is presented to illustrate how teachers can lead students through the use of the Science and Engineering Practices outlined
in Goal 11.
Overarching Standards
Goal 12 Explore concepts and information about the physical, earth, and life sciences.
Example:
Disciplinary Core
Ideas and Elements
Phenomenon-
based Key
Questions
Science and Engineering
Practices (Goal 11)
Interdisciplinary Connections
12.F Explore changes
related to the weather
and seasons.
Why do the leaves
change color?
Why do leaves fall
to the ground?
Do all leaves
fall off?
Plan and Carry Out
Investigations
Work with students to create a
fair investigation observing local
trees.
Observe
Using a graphic organizer, collect,
and describe information from
student observations.
3.A.ECa
With teacher assistance, ask and answer
questions about details in a nonfiction book
10.A.ECb
Gather data about themselves and their
surroundings to answer meaningful questions.
Updated 08/24/2020
[Type here] Science 145
Generate Conclusions
Generate explanations and
communicate ideas and/or
conclusions about their
investigations.
Priority Standards - Kindergarten
Whether in the classroom or engaged in distance learning, teachers should select elements from the
Disciplinary Core Ideas under each of the following overarching standards that best support student conceptual
learning. Performance Expectations can be used as examples of assessment scaffolds. In the example that follows,
a segment of a storyline is presented to illustrate how teachers can lead students through the use of the Science and
Engineering Practices.
Overarching Standards
K-PS2: Motion and Stability: Forces & Interactions
K-PS3: Energy
K-LS1: From Molecules to Organisms: Structures & Processes
K-ESS2: Earth’s Systems
K-ESS3: Earth and Human Activity
Example
Disciplinary Core
Ideas and Elements
Phenomenon-
based Key
Questions
Science and Engineering
Practices
Interdisciplinary Connections
PS2.A: Forces and
Motion
Pushes and pulls can have
different strengths and
directions.
Why does the
soccer ball
change directions
when it is kicked?
Planning and Carrying out
Investigations
Plan an investigation to figure out
the relationship between kick
strength and how much the ball
changes direction.
Modeling
Students draw models of the paths
a soccer ball follows when kicked
with different strengths. They use
arrows to show relative speed.
SL.K.3
Students ask questions about differences in a
soccer ball’s behavior when kicked with
different forces.
K.MD.A.1
Students can describe measurable aspects of
the soccer ball, such as its speed or direction
of motion.
Priority Standards - 1st
Updated 08/24/2020
[Type here] Science 146
Whether in the classroom or engaged in distance learning, teachers should select elements from the Disciplinary
Core Ideas under each of the following overarching standards that best support student conceptual learning.
Performance Expectations can be used as examples of assessment scaffolds. In the example that follows, a segment of
a storyline is presented to illustrate how teachers can lead students through the use of the Science and Engineering Practices.
Overarching Standards
1-PS4: Waves and their Applications in Technologies for Information Transfer
1-LS1: From Molecules to Organisms: Structures & Processes
1-LS3: Heredity: Inheritance and Variation of Traits
1-ESS1: Earth’s Place in the Universe
Example
Disciplinary Core
Ideas and
Elements
Phenomenon-
based Key
Questions
Science and Engineering
Practices
Interdisciplinary Connections
LS3.A Inheritance
of traits
Young animals are
very much, but not
exactly like, their
parents. Plants are
also very much, but
not exactly, like their
parents.
Why is the puppy
tan when one of his
parents is white
and one of his
parents is black?
Constructing Explanation
and Designing Solutions
Using a venn diagram students
explain the similarities and
differences between offspring and
their parents.
RI.1.3
Describe the connection between two
individuals, events, ideas, or pieces of
information in a text.
MP.2
Reason abstractly and quantitatively. Students
can look at the puppy family history (data) to
notice that many more dogs have had floppy
ears than pointy ears and write an explanation
for which type of ears puppies are likely to
have.
Priority Standards - 2nd
Whether in the classroom or engaged in distance learning, teachers should select the Disciplinary Core Ideas under
each of the following standards that best support student conceptual learning. Performance Expectations can be
used as examples of assessment scaffolds. In the example that follows, a segment of a storyline is presented to illustrate how
teachers can lead students through the use of the Science and Engineering Practices.
Overarching Standards
2-PS1: Matter and its Interactions
2-LS2: Ecosystems: Interactions, Energy, and Dynamics
2-LS4: Biological Evolution: Unity Diversity
2-ESS1: Earth’s Place in the Universe
2-ESS2: Earth’s Systems
Example
Updated 08/24/2020
[Type here] Science 147
Disciplinary Core
Ideas and
Elements
Phenomenon-
based Key
Questions
Science and Engineering
Practices
Interdisciplinary Connections
ESS1.C: The
History of Planet
Earth
Some events happen
very quickly; others
occur very slowly, over
a time period much
longer than one can
observe.
Why does the
earth form large
cracks?
How is a valley
formed?
Constructing Explanations
and Designing Solutions
Students construct an explanation
of how the earth changes overtime,
by explaining the effects of erosion.
RI.2.3
Describe the connection between a series of
historical events. Students can read texts
about the stages of volcano formation and
describe the cause and effect relationship
between the tectonic plates moving and lava
entering the Earth’s crust.
MP.4
Model with mathematics.
Put volcano formation events on a timeline to
model how slowly the Earth changes over
time.
Priority Standards - 3rd
Whether in the classroom or engaged in distance learning, teachers should select the Disciplinary Core Ideas
under each of the following standards that best support student conceptual learning. Performance
Expectations can be used as examples of assessment scaffolds. In the example that follows, a segment of a storyline is
presented to illustrate how teachers can lead students through the use of the Science and Engineering Practices.
Overarching Standards
3-PS2: Motion and Stability: Forces and Interactions
3-LS1: From Molecules to Organisms: Structure and Processes
3-LS2: Ecosystems: Interactions, Energy, and Dynamics
3-LS3: Heredity: Inheritance and Variation of Traits
3-LS4: Biological Evolution: Unity and Diversity
3-ESS2: Earth’s Systems
3-ESS3: Earth and Human Activity
Example
Disciplinary Core
Ideas and Elements
Phenomenon-
based Key
Questions
Science and Engineering
Practices
Interdisciplinary Connections
PS2.B: Types of
Interactions
How does the
distance between
Asking Questions and
Defining Problems
RI.3.1
Ask and answer questions to demonstrate
Updated 08/24/2020
[Type here] Science 148
Electric and magnetic
forces between a pair
of objects do not
require that the object
be in contact. The
sizes of the forces in
each situation depend
on the properties of
the objects and their
distance apart and, for
forces between two
magnets, on their
orientation relative to
each other.
magnets change
the strength of
the force?
How does the
location of
magnets affect
the direction of
the magnetic
force?
Students engage with magnets and
various materials to make
observations and ask questions
about the different properties of
magnets.
Planning and Carrying out
Investigations
Students plan and conduct an
investigation to determine different
properties of magnets based off of
their initial observations.
understanding of a text, referring explicitly to
the text as the basis for the answers.
RI.3.3
Describe the relationship between a series of
scientific ideas or concepts using language that
pertains to cause and effect.
Priority Standards - 4th
Whether in the classroom or engaged in distance learning, teachers should select the Disciplinary Core Ideas under
each of the following standards that best support student conceptual learning. Performance Expectations can be
used as examples of assessment scaffolds. In the example that follows, a segment of a storyline is presented to illustrate how
teachers can lead students through the use of the Science and Engineering Practices.
Overarching Standards
4-PS3: Energy
4-PS4: Waves and their Applications in Technologies for Information Transfer
4-LS1: From Molecules to Organisms: Structures and Processes
4-ESS1: Earth’s Place in the Universe
4-ESS2: Earth’s Systems
4-ESS3: Earth and Human Activity
Example
Disciplinary Core
Ideas and
Elements
Phenomenon-
based Key
Questions
Science and Engineering
Practices
Interdisciplinary Connections
ESS2.B: Plate
Tectonics and
Large-Scale
System
interactions
The locations of deep
ocean trenches,
ocean floor
Why have I never
seen a volcano in
my town?
Analyze and Interpret Data
Students will work to plot a data
set from recent volcanic eruptions
around the world to reveal
patterns that suggest
relationships.
Engage in Arguments from
RI.4.7
Interpret information presented visually, orally,
or quantitatively and explain how the
information contributes to an understanding.
MP4
Model with mathematics.
Updated 08/24/2020
[Type here] Science 149
structures,
earthquakes, and
volcanoes occur in
patterns. Most
earthquakes and
volcanoes occur in
bands that are often
along the boundaries
between continents
and oceans. Major
mountain chains
form inside
continents or near
their edges.
Evidence
Students will use their findings to
explain and predict where they
think a volcano may begin to form
next.
Priority Standards - 5th
Whether in the classroom or engaged in distance learning, teachers should select the Disciplinary Core Ideas under
each of the following standards that best support student conceptual learning. Performance Expectations can be
used as examples of assessment scaffolds. In the example that follows, a segment of a storyline is presented to illustrate how
teachers can lead students through the use of the Science and Engineering Practices.
Overarching Standards
5-PS1: Matter and its Interactions
5-PS2: Motion and Stability: Forces and Interactions
5-PS3: Energy
5-LS1: From Molecules to Organisms: Structures and Processes
5-LS2: Ecosystems: Interactions, Energy, and Dynamics
5-ESS1: Earth’s Place in the Universe
5-ESS2: Earth’s Systems
5-ESS3: Earth and Human Activity
Example
Disciplinary Core
Ideas and Elements
Phenomenon-
based Key
Questions
Science and Engineering
Practices
Interdisciplinary Connections
ESS2.C The Roles of
Water in Earth’s
Surface Processes
Nearly all of Earth’s
available water is in the
ocean. Most fresh
water is in glaciers or
Why do we need
to conserve
water?
How much water
is in the world?
Developing and Using
Modes
Students will use various materials
to develop a model, to illustrate
the amounts of fresh water in the
world.
RI.5.7
Draw on information from multiple print or
digital resources, demonstrating the ability to
locate an answer to a question quickly or to
solve a problem efficiently.
MP.2
Updated 08/24/2020
[Type here] Science 150
underground; only a
tiny fraction is in
streams, lakes,
wetlands, and the
atmosphere.
How much fresh
water is in the
world?
Analyzing and Interpreting
Data
Students will use data from world
maps to determine the relative
amounts of fresh, salt, and frozen
water.
Reason abstractly and quantitatively.
MP.4
Model with mathematics.
Science Learning: Middle School
Priority Standards - Physical Science
Whether in the classroom or engaged in distance learning, teachers should select Elements of Disciplinary Core
Ideas under each of the following overarching standards that best support student conceptual learning.
Performance Expectations can be used as examples of assessment frameworks.
Overarching Standards
MS-PS1: Matter and Its Interactions
MS-PS2: Motion and Stability: Forces and Interactions
MS-PS3: Energy
MS-PS4: Waves and their Applications in Technologies for Information Transfer
Example: Thermal Energy
Getting Started by
Observing Phenomena
Photo:https://www.openscied.org/6-2-
thermal-energy-overview/
Students engage in an investigation to collect observational data.
Students make observations about the rate at which ice melts in a
typical fast food cup vs a double walled “fancy” cup.
Students discuss their observations and include other related
phenomena in which they have noticed the temperature change.
Students generate and share a list of these phenomena.
Generating
Questions to
Investigate
After exploring phenomena, students ask questions to investigate
in their teams. Students begin by brainstorming a list of questions.
The students collaboratively select essential questions.
Making Sense of Initial
Thoughts
Students create initial models explaining the how and why of the
phenomenon of temperature changes in the cups. Students are
asked to represent their initial thinking by writing, drawing, and
sharing their own initial models.
Gathering Evidence to
Answer Questions
Using students’ questions and initial models, students plan and
carry out investigations to gather more evidence regarding the
phenomena.
Updated 08/24/2020
[Type here] Science 151
● Students design and evaluate different cup designs to test
the effects of specific features when compared to the
control cups.
● Students analyze temperature data in order to find
patterns and relationships between temperature change
and cup design.
● Students utilize simulations to visualize particle behavior.
● Students use digital resources to collect evidence through
research.
Making Sense of
Evidence
Students make sense of the phenomena by discussing the evidence
they collected through investigations, data analysis, simulations,
and research. These discussions enable the students to engage in
argument from evidence and take place after each learning
experience. Students discuss and make revisions to their model in
order to help them make sense of the phenomena from the
evidence collected. During these discussions, students revise their
initial models and ask new questions to drive learning forward.
These new questions may require further investigation in order to
reach a sufficient explanation of the phenomenon.
Communicate
Findings and
Conclusions
Students complete a gallery walk where they critique and provide
feedback on the models and explanations of their peers. After
students provide and receive feedback from others, they revise
their models and construct a final explanation of the
phenomenon.
Priority Standards - Life Science
Whether in the classroom or engaged in distance learning, teachers should select Elements of Disciplinary Core
Ideas under each of the following overarching standards that best support student conceptual learning.
Performance Expectations can be used as examples of assessment frameworks.
Overarching Standards
MS-LS1: From Molecules to Organisms: Structures and Processes
MS-LS2: Ecosystems: Interactions, Energy, and Dynamics
MS-LS3: Heredity: Inheritance and Variation of Traits
MS-LS4: Biological Evolution: Unity and Diversity
Example: Cells and Development
Getting Started by
Observing Phenomena
Students engage in an investigation to collect observational data.
To do this, students make observations of chicken eggs that hatch
into chicks and eggs that do not hatch.
Updated 08/24/2020
[Type here] Science 152
Photo:
https://www.nextgenstorylines.org/how-do-
eggs-become-chickens-and-other-living-things
Students discuss their observations of a hen caring for her eggs.
Generating
Questions to
Investigate
After exploring phenomena, students ask questions about what
chicken eggs need in order to hatch and what is happening inside
of the eggs. Students begin by brainstorming a list of questions.
The students collaboratively select essential questions for
investigation.
Making Sense of Initial
Thoughts
Students create initial models explaining what is occurring in an
egg that hatches into a chick and an egg that does not hatch.
Students represent this initial thinking by writing, drawing, and
sharing their own initial models to create a class consensus model.
Gathering Evidence to
Answer Questions
Using students’ questions and initial models, students decide how
and what they will investigate.
● Students collect evidence through print research and digital
resources by reading about the conditions necessary for
eggs to hatch.
● Students conduct an investigation by completing egg
dissection of a store-bought egg.
● Students utilize simulations to explore the embryonic
development of chickens and other living organisms.
● Students use microscopes and/or digital resources to
observe cellular structures and analyze data about cell
division.
Making Sense of
Evidence
Students make sense of the phenomena by discussing the evidence
they collected through investigations, data analysis, simulations,
and research. These discussions enable the students to engage in
argument from evidence and take place after each learning
experience. Students discuss and make revisions to their model in
order to help them make sense of the phenomena from the
evidence collected. During these discussions, students revise their
initial models and ask new questions to drive learning forward.
These new questions may require further investigation in order to
reach a sufficient explanation of the phenomenon.
Communicate
Findings and
Conclusions
Based on the evidence from their learning experiences, students
modify their initial models to generate final models that explain
how chickens grow and hatch from eggs.
Updated 08/24/2020
[Type here] Science 153
Priority Standards - Earth and Space Science
Whether in the classroom or engaged in distance learning, teachers should select Elements of Disciplinary Core
Ideas under each of the following overarching standards that best support student conceptual learning.
Performance Expectations can be used as examples of assessment frameworks.
Overarching Standards
MS-ESS1: Earth’s Place in the Universe
MS-ESS2: Earth’s Systems
MS-ESS3: Earth and Human Activity
Example: Earth in Space
Getting Started by
Observing Phenomena
Students engage in an investigation to collect observational data.
Students observe the sky noticing patterns in the moon, sun, and
stars.
Students discuss their observations and include other curious
phenomena found in the sky such as eclipses, seasons, asteroids,
planets, and so on. Students generate and share a list of these
phenomena.
Generating
Questions to
Investigate
After exploring phenomena, students ask questions to investigate
in their teams. Students begin by brainstorming a list of questions.
The students collaboratively select essential questions.
Making Sense of Initial
Thoughts
Students create initial models explaining the how and why of
phenomena related to the moon, Earth, and sun. Students are
asked to represent their initial thinking by writing, drawing, and
sharing their own initial models.
Gathering Evidence to
Answer Questions
Using students’ questions and initial models, students decide how
and what they will investigate.
● Students analyze data collected from sky observations.
● Students conduct an investigation to model patterns of
motion in the Earth, Moon, Sun System in order to explain
the phenomena.
● Students utilized simulations to analyze patterns of motion
in the Earth, Moon, Sun System.
● Students collect evidence through print research and digital
resources in order to explain the phenomena. .
Making Sense of
Evidence
Students make sense of the phenomena by discussing the evidence
they collected through investigations, data analysis, simulations,
and research. These discussions enable the students to engage in
argument from evidence and take place after each learning
Updated 08/24/2020
[Type here] Science 154
experience. Students discuss and make revisions to their model in
order to help them make sense of the phenomena from the
evidence collected. During these discussions, students revise their
initial models and ask new questions to drive learning forward.
These new questions may require further investigation in order to
reach a sufficient explanation of the phenomenon.
Communicate
Findings and
Conclusions
Based on the evidence from their learning experiences, students
modify their initial models to explain phenomena related to the
moon, Earth, and sun.
Science Learning: High School
Priority Standards - Physical Science
Whether in the classroom or engaged in distance learning, teachers should select Elements of Disciplinary
Core Ideas under each of the following overarching standards that best support student conceptual learning.
Performance Expectations can be used as examples of assessment frameworks. In the example that follows, a
segment of a storyline is presented to illustrate how teachers can lead students through the use of the Science and
Engineering Practices.
Overarching Standards
HS-PS1 Matter and its Interactions
HS-PS2: Motion and Stability: Forces and Interactions
HS-PS3: Energy
HS-PS4: Waves and their Applications in Technologies in Information Transfer
Example
PS 1.B Chemical Reactions
1) Phenomenon: An endothermic reaction (lab demo) https://www.youtube.com/watch?v=GQkJI-
Nq3Os
2) Asking questions: Students ask questions about phenomenon and share questions with others via a
driving question board or an online sharing tool of your choice. Students will pose questions that ask
about how mixing two liquids can make something freeze or if the substances are dangerous by
themselves. Discuss what signs indicate a chemical reaction, rather than a physical change. This can
lead to the concept of chemical processes, energy, collisions of molecules and the rearrangements of
atoms into new molecules.
3) Planning and Carrying Out an Investigation: Students can use basic household items to model the
reaction they saw in the video using baking soda, pink lemonade powder, salt and water.
4) Obtaining, Evaluating, and Communicating Information: Students use collected data to support their
claim and share with their peers. Teachers may pose new questions regarding their findings such as:
Does the amount of salt affect the temperature at the end of the experiment? Do all salts react to
absorb heat when mixed with water? Students may then revise their experiment to determine whether
these variables had an impact on their results and share this new information.
Updated 08/24/2020
[Type here] Science 155
5) Continuing the story: This may lead to activities that involve developing and using models (using
materials at home or technology tools) to explain the structure and function of molecules involved in
these reactions and explain how they may change.
Priority Standards - Life Science
Whether in the classroom or engaged in distance learning, teachers should select Elements of Disciplinary Core
Ideas under each of the following overarching standards that best support student conceptual learning.
Performance Expectations can be used as examples of assessment frameworks. In the example that follows, a
segment of a storyline is presented to illustrate how teachers can lead students through the use of the Science and Engineering
Practices.
Overarching Standards
HS-LS1: From Molecules to Organisms: Structure & Processes
HS-LS2: Ecosystems: Interactions, Energy, and Dynamics
HS-LS3: Heredity: Inheritance and Variation of Traits
HS-LS4: Biological Evolution: Unity and Diversity
Example
LS 2.D Social Interactions and Group Behavior
1) Phenomenon: Lions versus Water Buffalo https://youtu.be/LU8DDYz68kM
2) Asking questions: Students ask questions about phenomenon and share questions with others via a
driving question board or an online sharing tool of your choice. Students will pose questions that ask
about the lions or water buffalo and how they are behaving in the clip. This can lead to the concept of
some organisms living in groups.
3) Planning and Carrying Out an Investigation: Students may go outside to make observations of
organisms that also live in groups (insects, birds, etc). Students should consider whether these
organisms are living in groups for the same reasons as the lions or water buffalo. Teachers may offer
methods for collecting data or allow students to create their own. What patterns do they see? What
claims can students make about their behavior of the animals they observed outside?
4) Engaging in Argument from Evidence: Students share their observations and any data collected to
explain how their data supports their claim. Students may present their evidence and explain how
their evidence supports their claim in a myriad of ways using the technology available to the teacher.
5) Continuing the story: This may lead to activities around genetics that enable students to figure out
how the lions are related to one another and/or activities around macromolecules and energy where
students can distinguish what these different species consume.
Priority Standards - Earth and Space Science
Whether in the classroom or engaged in distance learning, teachers should select Elements of Disciplinary Core
Ideas under each of the following overarching standards that best support student conceptual learning.
Performance Expectations can be used as examples of assessment frameworks. In the example that follows, a
segment of a storyline is presented to illustrate how teachers can lead students through the use of the Science and Engineering
Practices.
Updated 08/24/2020
[Type here] Science 156
Overarching Standards
HS-ESS1: Earth’s Place in the Universe
HS-ESS2: Earth’s Systems
HS-ESS3: Earth and Human Activity
Example
ESS 2.C The Roles of Water in Earth’s Surface Processes
1) Phenomenon: Time Lapse: The Power of Water https://youtu.be/N8C9OaBRW2g
2) Asking questions: Students ask questions about phenomenon and share questions with others via a
driving question board or an online sharing tool of your choice. Students will pose questions that ask
about the effects of weathering. This can lead to the concept of water properties and erosion. What
did they observe? Why did that happen?
3) Planning and Carrying Out an Investigation: Students will fill a plastic water bottle or hard plastic
container completely full of water and put a lid on tightly. They will freeze it overnight and make
observations the next day. What did they observe? Why did that happen?
4) Engaging in Argument from Evidence: Students share their observations and any data collected to
explain how their data supports their claim. Students may present their evidence and explain how
their evidence supports their claim in a myriad of ways using the technology available to the teacher
and students.
5) Continuing the story: This may lead to activities around modeling land formation as seen on a walk
with their family and a discussion of the role water plays in the weather or human sustainability when
it comes to water use in the home.
Updated 08/24/2020
[Type here] Social Science 157
Social Science Learning
Civic Standards Birth-8th Grade
IL EARLY LEARNING & DEVELOPMENT STANDARDS: 14C Understand ways groups makes choices and
decisions
Benchmark: 14.C.ECa Participate in voting as a way of making choice.
Kindergarten
1
st
Grade
2
nd
Grade
Civics Process, Rules and Laws
SS.CV.2.K:
Explain the need for and purposes of
rules in various settings, inside and
outside of school.
Civic and Political Institutions SS.CS.1.1:
Explain how all people, not just official leaders,
play important roles in a community
Civics Process, Rules, and Laws SS.CV.2.1:
Identify and explain how rules function in various
settings, inside and outside of school
Civics Process, Rules, and Laws
SS.CV.2.2
Describe how communities work to
accomplish common tasks, establish
3
rd
Grade
4
th
Grade
5
th
Grade
Civic and Political Institutions
SS.CV.2.3: Explain how groups of
people make rules to create
responsibilities and protect
freedoms
Civic and Political Institutions SS.CV.1.4:
Distinguish the responsibilities and powers of
government officials at the local, state, and
national levels
Civic and Political Institutions
SS.CV.2.5: Examine the origins and
purposes of rules, laws, and key U.S.
Constitutional provisions.
Processes, Rules and Laws
SS.CV.4.3: Describe how people
have tried to improve their
communities over time
Participation and Deliberation: Applying Civic
Virtues and Democratic Processes SS.CV.3.4:
Identify core civic virtues (such as honesty,
mutual respect, cooperation, and attentiveness
to multiple perspectives) and democratic
principles (such as equality, freedom, liberty, and
respect for individual rights) that guide our state
and nation.
Processes, Rules, and Laws SS.CV.4.5:
Explain how policies are developed to
address public problems
6th- 8th Grade
SS.CV.5.6-8.LC, MdC, MC : Apply civic virtues and democratic principles in school and community settings.
SS.CV.3.6-8.LC, MdC, MC: Compare the means by which individuals and groups change societies, promote the common good, and
protect rights.
SS.CV.6.6-8.LC: Determine whether specific rules and laws (both actual and proposed) resolve the problems they were meant to
address.
SS.CV.4.6-8.MdC: Analyze the ideas and principles contained in the founding documents of the United States and other countries,
and explain how they influence the social and political system.
SS.CV.2.6-8.MC: Analyze the power and limits of governments, public officials, and bureaucracies at different levels in the United
States and other countries.
SS.CV.1.6-8.MC: Evaluate the powers and responsibilities of citizens, political parties, interest groups, and the media.
SS.CV.4.6-8.LC: Explain the connection between interests and perspectives, civic virtues, and democratic principles when
addressing issues in government and society.
Updated 08/24/2020
[Type here] Social Science 158
SS.CV.6.6-8.MdC; Analyze the purposes, implementation, and consequences of public policies in historic and contemporary
settings
K-8th Inquiry Skills
Developing Questions and Planning Inquiries
K-2
nd
Grade
3-5
th
Grade
6-8
th
Grade
Creating Essential Questions
SS.IS.1.K-2: Create questions to help
guide inquiry about a topic with
guidance from adults and/or peers
SS.IS.1.3-5. Develop essential questions and
explain the importance of the questions to self
and others.
SS.IS.6-8. Create essential questions
to help guide inquiry about a topic
Creating Supporting Questions
Begins in 3rd grade
SS.IS.2.3.5. Create supporting question to help
answer essential questions in an inquiry
SS.IS.2.6-8. Ask essential and
focusing questions that will lead to
independent research
Determining Helpful Sources
SS.IS.2.K-2: Explore facts from various
sources that can be used to answer
the developed questions
SS.IS.3.3.5. Determine sources representing
multiple points of view that will assist in
answering essential questions.
SS.IS.3.6-8. Determine sources
representing multiple points of view
that will assist in organizing a research
plan.
Evaluating Sources and Using Evidence
K-2th Grade
3-5
th
Grade
6-8
th
Grade
Gathering and Evaluating Sources
SS.IS.3.K-2: Gather information from
one or two sources with guidance and
support from adults and/or peers.
SS.IS.4.3-5. Gather relevant information and
distinguish among fact and opinion to
determine credibility of multiple sources.
SS.IS.4.6-8.L.C. Determine the value of
sources by evaluating their relevance
and intended use.
SS.IS.4.6-8.Md.C. Determine credibility
of sources based upon their origin,
authority, and context.
SS.IS.4.6-8.MC. Gather relevant
information from credible sources and
determine whether they support each
other.
Developing Claims and Using Evidence
SS.IS.4.K-2 Evaluate a sources by
distinguishing between fact and
opinion
SS.IS.5.3.5. Develop claims using evidence
from multiple sources to answer essential
questions
SS.IS.5.6-8.L.C. Appropriately cite all
sources utilized.
SS.IS.5.6-8.MdC.Identify evidence
from multiple sources to support
claims, noting its limitations.
SS.IS.5-6.8.MC. Develop claims and
counterclaims while pointing out the
strengths and limitations of both.
Communicating Conclusion and Taking Informed Action
K-2
nd
Grade
3-5
th
Grade
6-8
th
Grade
Communicating Conclusions
SS.IS.5.K-2: Ask and answer questions
about arguments and explanations.
SS.IS.6.6-8LC. Construct arguments
using claims and evidence from
Updated 08/24/2020
[Type here] Social Science 159
SS.IS.6.3.5. Construct and critique arguments
and explanations using reasoning, examples,
and details from multiple sources.
multiple sources, while acknowledging
their strengths and limitations.
SS.IS.6.6-8 MdC. Construct
explanations using reasoning, correct
sequence, examples, and details, while
acknowledging their strengths and
weaknesses.
SS.IS.6.6-8 MC. Present arguments and
explanations that would appeal to
audiences and venues outside the
classroom using a variety of media.
Critiquing Conclusions
Begins in 3-5
SS.IS.7.3.5. Identify a range of local problems
and some ways in which people are trying to
address these problems
SS.IS.7.6-8. Critique the structure and
credibility of arguments and
explanations (self and others).
Taking Informed Action
SS.IS. 6.K-12 Use listening, consensus
building, and voting procedures to
decide on and take action in their
classrooms.
SS.IS.8.3.3-5. Use listening, consensus
building, and voting procedures to decide on
and take action in their classrooms and school.
SS.IS.8.6-8.L.C. Analyze how a problem
can manifest itself and the challenges
and opportunities faced by those
trying to address it.
SS.IS.8.6-8.MdC. Assess individual and
collective capacities to take action to
address problems and identify
potential outcomes.
SS.IS.8.6-8 MC. Apply a range of
deliberative and democratic
procedures to make decisions and take
action in schools and community
contexts.
Economics and Personal Finance Standards Birth-8th Grade
IL EARLY LEARNING & DEVELOPMENT STANDARDS: Explore roles in the economic system and workforce
Benchmarks: 15.A.ECa- Describe some common jobs and what is needed to perform those jobs; 15.A.ECb-
Discuss why people work
Kindergarten
1
st
Grade
2
nd
Grade
Economic Decision Making SS.EC.2.1:
Describe the skills and knowledge
required to produce certain goods and
services
Financial Literacy SS.EC.FL4.2: Explain
that money can be saved or spent on
goods and services
3
rd
Grade
4
th
Grade
5
th
Grade
Exchange and Markets SS.EC. 2.3:
Generate examples of the goods and
services that governments provide.
Financial Literacy SS.EC.FL.3.4: Analyze
how spending choices are influenced by
price as well as many other factors (e.g.
advertising, peer pressure, options).
National and Global Economy
SS.EC.3.5: Determine the ways in which
the government pays for the goods and
services it provides.
Financial Literacy SS.EC.FL.3.3: Describe
the role of banks and other financial
institutions in an economy.
Exchange and Markets SS.EC. 2.4:
Describe how goods and services are
produced using human, natural, and
capital resources (e.g. tools and
machines).
Exchange and Markets SS.EC.1.5:
Analyze why and how individuals,
businesses, and nations around the
world specialize and trade.
Updated 08/24/2020
[Type here] Social Science 160
6
th
- 8
th
Grade
SS.EC.1.6-8.LC: Explain how economic decisions affect the wellbeing of individuals, businesses and society
SS.EC.2.6-8.MdC: Describe the roles of institutions, such as corporations, non-profits, and labor unions in a market economy.
SS.EC.3.6-8.MC: Evaluate employment, unemployment, inflation, total production, income and economic growth data and how
they affect different groups.
SS.EC.2.6-8.MC: Explain how changes in supply and demand cause changes in prices and quantities of goods and services, labor,
credit, and foreign currencies
SS.EC.FL.2.6-8.LC: Explain the roles and relationships between savers, borrowers, interest, time, and the purposes for saving.
SS.EC.FL.1.6-8.LC: Analyze the relationship between skills, education, jobs, and income.
SS.EC.3.6-8.MdC: Explain barriers to trade and how those barriers influence trade among nations.
Geography Standards Birth-8th Grade
IL EARLY LEARNING & DEVELOPMENT STANDARDS: 17A Explore environment and where people live
Benchmarks: 17.A.ECa- Locate objects and places in familiar environments; 17.A.ECb- Express beginning
geographic thinking.
Kindergarten
1
st
Grade
2
nd
Grade
Human-Environment Interactions
SS.G.1.K: Explain how weather, climate,
and other environmental characteristics
affect people’s lives
Geographical Representations SS.G.1.1:
Construct and interpret maps and other
representations to navigate to a familiar
place
Geographical Representations SS.G.1.2:
Construct and interpret maps and other
graphic representations of both familiar
and unfamiliar places
Human Environment Interaction SS.G.
2.2
Identify some cultural and
environmental characteristics of your
community and compare to other places
3
rd
Grade
4
th
Grade
5
th
Grade
Human-Environment Interaction: Place,
Regions, and Culture SS.G.2.3: Compare
how people modify and adapt to the
environment and culture in our
community to other places.
Geographic Representations: Spatial
Views of the World SS.G.1.4: Construct
and interpret maps of Illinois and the
United States using various media.
Human-Environment Interaction: Place,
Regions, and Culture SS.G.1.5:
Investigate how the cultural and
environmental characteristics of places
within the United States change over
time.
Geographic Representations: Spatial
Views of the World SS.G.1.3: Locate
major landforms and bodies of water on
a map or other representation.
Human Population: Spatial Patterns and
Movements SS.G.3.4: Describe some of
the current movements of goods, people,
jobs, or information to, from, or within
Illinois, and explain reasons for the
movements.
Global Interconnections: Changing
Spatial Patterns SS.G.4.5: Compare the
environmental characteristics of the
United States to other world regions.
6
th
- 8
th
Grade
SS.G.3.6-8.LC: Explain how environmental characteristics impact human migration and settlement.
SS.G.2.6-8.LC: Explain how humans and their environment affect one another.
SS.G.4.6-8.MdC: Explain how global changes in population distribution patterns affect changes in land use.
SS.G3.6-8.MdC: Explain how changes in transportation and communication influence the spatial connections among human
settlements and affect the spread of ideas and culture.
SS.G3.6-8.MC: Evaluate the influences of long-term human induced environmental change on spatial patterns of conflict and
cooperation.
Updated 08/24/2020
[Type here] Social Science 161
SS.G2.6-8.MC: Evaluate how cultural and economic decisions influence environments and the daily lives of people in both nearby
and distant places.
History Standards Birth-8th Grade
IL EARLY LEARNING & DEVELOPMENT STANDARDS: 18B Develop an awareness of self within the context of
the family
Benchmark: 18.B ECa- Understand that each of us belongs to a family and recognize that families vary
Kindergarten
1st Grade
2nd Grade
Change, Continuity, and Context
SS.H.1.K: Compare life in the past to life
today
Change, Continuity, and Context
SS.H.2.1: Describe individuals and groups
who have shaped a significant historical
change
Perspectives SS.H.3.1: Compare
perspectives of people in the past to
those of people in the present
Change, Continuity, and Context
SS.H.1.2:
Summarize changes that have occurred
in the local community over time
Perspectives SS.H.2.2:
Compare individuals and groups who
have shaped a significant historical
change
3rd
4th Grade
5th Grade
Perspectives SS.H.2.3: Describe how
significant people, events, and
developments have shaped their own
community and region.
Perspectives SS.H.1.4: Explain
connections among historical contexts
and why individuals and groups differed
in their perspectives during the same
historical period.
Historical Sources and Evidence
SS.H.2.5: Use information about a
historical source-including the maker,
date, place of origin, intended audience,
and purpose-to judge the extent to
which the source is useful for studying a
particular topic.
Historical Sources and Evidence
SS.H.3.3: Identify artifacts and
documents as either primary or
secondary sources of historical data from
which historical accounts are
constructed.
Causation and Argumentation SS.H.3.4:
Explain probable causes and effects of
events and developments in Illinois
history
Causation and Argumentation SS.H.3.5:
Explain probable causes and effects of
events and developments in U.S. history.
6-8 Grade
SS.H.2.6-8.LC: Explain how and why perspectives of people have changed over time.
SS.H.4.6-8.LC: Explain multiple causes and effects of historical events.
SS.H.1.6-8.MdC: Analyze connections among events and developments in broader historical contexts.
SS.H.2.6-8.MdC: Analyze multiple factors that influenced the perspectives of people during different historical eras.
SS.H.2.6-8.MC: Analyze how people’s perspectives influenced what information is available in the historical sources they created
SS.H.4.6-8.MC: Organize applicable evidence into a coherent argument about the past.
Social Science Learning: High School
Inquiry
Constructing Essential Questions SS.IS.1.9-12: Address essential questions that reflect an enduring issue in the field.
Constructing Supporting Questions SS.IS.2.9-12: Explain how supporting questions contribute to an inquiry.
Updated 08/24/2020
[Type here] Social Science 162
Determining Helpful Sources SS.IS.3.9-12: Develop new supporting and essential questions through investigation, collaboration,
and using diverse sources.
Gathering and Evaluating Sources SS.IS.4.9-12: Gather and evaluate information from multiple sources while considering the
origin, credibility, point of view, authority, structure, context, and corroborative value of the sources.
Developing Claims and Using Evidence SS.IS.5.9-12: Identify evidence that draws information from multiple sources to revise or
strengthen claims.
Communicating Conclusions SS.IS.6.9-12. Construct and evaluate explanations and arguments using multiple sources and
relevant, verified information.
Critiquing Conclusions SS.IS.7.9-12. Articulate explanations and arguments to a targeted audience in diverse settings.
Taking Informed Action SS.IS.8.9-12. Use interdisciplinary lenses to analyze the causes and effects of and identify solutions to
local, regional, or global concerns.
Taking Informed Action SS.IS.9.9-12. Use deliberative processes and apply democratic strategies and procedures to address local,
regional or global concerns and take action in or out of school.
Civics
SS.CV.1.9-12. Distinguish the rights, roles, powers, and responsibilities of individuals and institutions in the political system.
SS.CV.3.9-12. Analyze the impact of constitutions, laws, and agreements on the maintenance of order, justice, equality, and
liberty.
SS.CV.4.9-12. Explain how the U.S. Constitution established a system of government that has powers, responsibilities, and limits
that have changed over time and are still contested while promoting the common good and protecting rights.
SS.CV.5.9-12. Analyze the impact of personal interest and diverse perspectives on the application of civic dispositions, democratic
principles, constitutional rights, and human rights.
SS.CV.6.9-12: Describe how political parties, the media, and public interest groups both influence and reflect social and political
interests.
SS.CV.8.9-12: Analyze how individuals use and challenge laws to address a variety of public issues.
SS.CV.9.9-12: Evaluate public policies in terms of intended and unintended outcomes and related consequences.
Economics
SS.EC.1.9-12: Analyze how scarcity and incentives influence choices to consume or produce for different individuals and groups.
SS.EC.4.9-12: Evaluate the effectiveness of government policies to improve market outcomes, address inequality, or reduce
inefficiencies.
SS.EC.6.9-12: Use data and economic indicators to analyze past and current states of the economy and predict future trends.
SS.EC.7.9-12: Describe how government policies are influenced by and impact a variety of stakeholders.
SS.EC.8.9-12: Analyze how advances in technology and investment in capital goods and human capital affect economic growth
and standards of living.
SS.EC.10.9-12: Explain how globalization trends and policies affect social, political, and economic conditions in different nations.
Financial Literacy
SS.EC.FL.2.9-12: Explain how to make informed financial decisions by collecting information, planning, and budgeting.
SS.EC.FL.3.9-12: Explain how time, interest rates, and inflation influence saving patterns over a lifetime.
Updated 08/24/2020
[Type here] Social Science 163
SS.EC.FL.4.9-12: Analyze costs and benefits of different credit and payment options for goods and services, the role of lenders,
and interest.
SS.EC.FL.5.9-12: Evaluate the risk and returns on diversified investments.
Geography
SS.G.1.9-12: 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.G.2.9-12: 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.G.3.9-12: Analyze and explain how humans impact and interact with the environment and vice versa.
SS.G.4.9-12: Evaluate how political and economic decisions have influenced cultural and environmental characteristics of various
places and regions.
SS.G.8.9-12: Evaluate how short- and long-term climate variability impacts human migration and settlement patterns, resource
use, and land uses.
SS.G.9.9-12: Describe and explain the characteristics that constitute a particular culture.
SS.G.11.9-12: Explain how globalization impacts the cultural, political, economic, and environment characteristics of a place or
region.
History
SS.H.1.9-12: Evaluate how historical developments were shaped by time and place as well as broader historical context.
SS.H.2.9-12: Analyze change and continuity within and across historical eras.
SS.H.7.9-12: Identify the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.H.8.9-12: Analyze key historical events and contributions of individuals through a variety of perspectives, including those of
historically under represented groups.
SS.H.9.9-12: Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.H.11.9-12: Analyze multiple and complex causes and effects of events in the past.
Anthropology
SS.Anth.1.9-12: Analyze the elements of culture and explain the factors that shape these elements differently around the world.
SS.Anth.1.9-13: Explain how cultures develop and vary in response to their physical and social environment, including local,
national, regional, and global patterns.
SS.Anth.1.9-14: Explain why anthropologists study culture from a holistic perspective.
SS.Anth.4.9-12: Evaluate one's own cultural assumptions using anthropological concepts.
SS.Anth.5.9-12: Apply anthropological concepts and anthropological knowledge to a variety of everyday, real-world situations.
SS.Anth.6.9-12: Explain how local actions can have global consequences, and how global patterns and processes can affect
seemingly unrelated local actions.
Updated 08/24/2020
[Type here] Social Science 164
Psychology
SS.Psy.1.9-12: Identify scientific methodologies utilized in psychological research.
SS.Psy.2.9-12: Evaluate the conclusions made by psychological research, including ethical concerns.
SS.Psy.3.9-12: 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.Psy.4.9-12: Analyze how biological, psychological, and sociocultural factors and their interactions influence individuals'
behavior and mental processes.
SS.Psy.5.9-12: Evaluate the complexities of human thought and behavior, as well as the factors related to the individual
differences among people.
SS.Psy.6.9-12: Identify and apply psychological thinking to personal and societal experiences and issues.
SS.Psy.7.9-12: Apply psychological knowledge to their daily lives.
SS.Psy.8.9-12: Use appropriate psychological terminology with reference to psychologists, their experiments, and theories in
order to explain the possible causes of and impact on behavior and mental processes.
Sociology
SS.Soc.1.9-12: Identify and apply the sociological perspective and a variety of sociological theories.
SS.Soc.2.9-12: Analyze the impact of social structure, including culture, institutions, and societies.
SS.Soc.3.9-12: Hypothesize how primary agents of socialization influence the individual.
SS.Soc.4.9-12: Describe the impact of social relationships on the self, groups, and socialization processes
SS.Soc.5.9-12: Explain the social construction of self and groups and their impact on the life chances of individuals.
SS.Soc.6.9-12: Analyze the impact of stratification and inequality on groups and the individuals within them.
Updated 08/24/2020
Fine Arts
165
Fine Arts Learning
Introduction
In light of the ways students have been, and continue to be, impacted by the global pandemic, remote
learning in Spring 2020, and racial and social injustices that are being brought to light during this time, the
following document lists suggested prioritization for the “The Arts” section of the Illinois Early Learning and
Development Standards and the Illinois Fine Arts Learning Standards for the 2020-2021 academic year and
beyond.
Process
The committee used the following questions in determining the prioritization of the standards within each art
form:
1) Which Illinois Learning Standards represent the most foundational knowledge, skills, and
competencies for all students?
2) Which Illinois Learning Standards are the most critical for continued learning success at subsequent
grade levels?
3) Which Illinois Learning Standards are best suited for interdisciplinary and/or project-based learning?
4) Which Illinois Learning Standards depict the knowledge, skills, and dispositions we want all students
to possess to successfully complete a given grade level or stage of their education?
5) What Illinois Learning Standards best support our students’ social-emotional learning at this time?
The final guiding question was added by this committee. We see the social-emotional learning of students as
being the responsibility of all educators and believe that the arts provide a crucial catalyst for all components
of student social-emotional growth. We find that in this time of trauma, on a national scale that has not been
experienced for decades, our current students need the arts as a means of self-expression and a way to
process any emotions they are experiencing at this time. Further, though it looks different now during a
pandemic than it did before, we believe students need the opportunity to use the arts to communicate who
they are, what they believe, and the experiences they are having to their peers and teachers. Beyond self-
expression, we find that the arts provide students a means for social connection. This is desperately needed by
our students in a world that is physically distanced for their own safety. As an emphasis is rightly put on our
students' social-emotional learning in the 2020-2021 academic year, it is our hope that the virtual role the arts
play in this will not be forgotten. Our students need the arts in their lives to not only survive the ways in which
many of their lives have been upended, but to thrive.
Acknowledgement of the Importance of All the Arts Standards
Additionally, all of the Illinois Fine Arts Learning Standards and “The Arts” section of the Illinois Early Learning
and Development Standards provide objectives for important and meaningful arts learning and development
for students. Removing any one standard in the long term weakens a student’s learning experiences and
ability to engage in the arts. However, we also realize that meeting all of the standards may not be possible.
Teachers should strive to teach as many standards as possible while maintaining the integrity of each standard
and accounting for their students’ current academic and social-emotional needs.
Updated 08/24/2020
Fine Arts
166
Differences in Teaching Situations
This prioritization is suggested with the knowledge that each teaching situation is unique and the resources
available to each teacher and student can vary greatly. Teachers should take this as guidance only and use
their professional judgement and district or site guidance as they plan learning and instruction.
Grade Level Divisions
For the purposes of these recommendations, we are considering elementary school to comprise Kindergarten
through 5th Grade, middle school to comprise 6th Grade through 8th Grade, and high school to comprise 9th
Grade through 12th Grade.
Commonalities Between the Artistic Disciplines
The four artistic processes of Creating, Performing/Presenting, Responding, and Connecting are common
between the artistic disciplines. Additionally, the anchor standards underneath these processes are common
between the artistic disciplines. They are as follows:
Creating
Anchor 1: Generate and conceptualize artistic ideas and work.
Anchor 2: Organize and develop artistic ideas and work.
Anchor 3: Revise, refine, and complete artistic work.
Performing / Presenting
Anchor 4: Select, analyze, and interpret artistic work for presentation.
Anchor 5: Develop and refine artistic techniques and work for presentation
Anchor 6: Convey meaning through the presentation of artistic work.
Responding
Anchor 7: Perceive and analyze artistic work.
Anchor 8: Construct meaningful interpretations of artistic work.
Anchor 9: Apply criteria to evaluate artistic work.
Connecting
Anchor 10: Synthesize and relate knowledge and personal experiences to make art.
Anchor 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen
understanding.
Updated 08/24/2020
Fine Arts
167
A Note About Supplies Specific to Arts Education
The committee would like to highlight that the ability to meet many of these standards in meaningful ways is
dependent upon students having access to learning materials that they have regularly had access to in the
classroom. As educators, we are relieved to see that issues of access to the internet and devices have largely
been addressed. However, we are concerned that access to learning materials for the arts will be impacted in
the 2020-2021 academic year and beyond significantly hindering student learning.
We see access to learning materials potentially being impacted by remote learning outside of the school
building, as well as social distancing in school learning situations and the restrictions on sharing supplies
between students. Below is a list of examples of instructional materials we have concerns about in the coming
year. Please note that this list is NOT exhaustive.
Elementary Visual Art: Priority in group setting: In order to facilitate learning outcomes and meet students’
SEL needs, set new safety procedures along with cleaning guidelines for shared supplies including art
materials, tools, and classroom items such as sinks, chairs, or desks. It may be advisable for students to wear
masks/gloves and equipment should be cleaned routinely. Priority supplies for hybrid/remote learning: #2
Pencils, crayons, markers, colored pencils, drawing paper, construction paper, scissors, glue, watercolors,
paint brushes, and 3D medium. Highly recommended: Providing art kits (supply check-out), software, means
to photograph for digital submission of artwork, and/or art supplies pick-up/drop off days for remote learning
or hybrid models.
Elementary General Music: Small percussion instruments that are typically shared between students in many
classes throughout the day, rhythm and melody manipulatives used for composition are typically shared
between students in many classes throughout the day
Middle School Art: Priority in a group setting: Shared supplies such as pencils, markers, paint brushes,
printmaking supplies, clay tools, supply drawers and sink handles may need to be touched only when wearing
protective gloves. Wearing masks when accessing shared supplies that are wet or moist such as paints, inks,
various glues and pastes, polymer and natural clays may reduce the potential spread of the virus. Highly
recommended: Providing art kits or art supplies that remain at home for remote learning or hybrid models.
Middle School Instrumental Music: Priority: reeds, valve oil, slide oil, sheet music, instruments, rosins, bows.
Highly recommended: method books, internet access and a device (for remote lessons and making/sending
recordings), a musical assessment program (ex. Smart Music, Essential Elements Interactive), headphones.
Middle School Vocal Music: Priority: sheet music. Highly recommended: internet access and a device (for
remote lessons and making/sending recordings), headphones.
High School Art: Priority to group settings: provide art materials and supplies in order to facilitate learning
outcomes and new safety procedures and cleaning guidelines for art classrooms. For example, shared
supplies such as pencils, markers, painting supplies, printmaking supplies, clay tools, photography equipment,
and digital lab equipment should be routinely cleaned. It may be advisable to wear masks or goggles in
Updated 08/24/2020
Fine Arts
168
certain situations. Highly recommended: Providing art kits, cameras, software, or art supplies pick-up/drop off
days for remote learning or hybrid models.
High School Instrumental Music: Priority: reeds, valve oil, slide oil, sheet music, instruments, rosins, bows.
Highly recommended: method books, internet access and a device (for remote lessons and making/sending
recordings), a musical assessment program (ex. Smart Music, Priority Elements Interactive), headphones
High School Vocal Music: Priority: sheet music. Highly recommended: internet access and a device (for
remote lessons and making/sending recordings), headphones.
Early Childhood Arts Education
Introduction
Please look at the benchmarks and example performance descriptors in “The Arts” section of the Illinois Early
Learning and Development Standards for additional information on what meeting these standards may look
like in practice.
Early Childhood Arts Education Highest Priorities
Highest Priorities
Guiding Question Alignment
Additional Information
Learning Standard 25.A
Investigate, begin to appreciate,
and participate in the arts.
1. Which Illinois Learning
Standards represent the most
foundational knowledge, skills,
and competencies for all
students?
2. Which Illinois Learning
Standards are the most critical for
continued learning success at
subsequent grade levels?
5. What Illinois Learning Standards
best support our students’
social/emotional learning at this
time?
This standard develops a
foundational understanding of and
an active participation in music,
and has great potential for social-
emotional learning.
Learning Standard 25.B
Display an awareness of some
distinct characteristics of the arts.
1. Which Illinois Learning
Standards represent the most
foundational knowledge, skills,
and competencies for all
students?
2. Which Illinois Learning
Standards are the most critical for
This standard develops
foundational musical skills and has
great potential for social-
emotional learning.
Updated 08/24/2020
Fine Arts
169
continued learning success at
subsequent grade levels?
5. What Illinois Learning Standards
best support our students’
social/emotional learning at this
time?
Learning Standard 26.B
Understand ways to express
meaning through the arts.
1. Which Illinois Learning
Standards represent the most
foundational knowledge, skills,
and competencies for all
students?
5. What Illinois Learning Standards
best support our students’
social/emotional learning at this
time?
This standard develops an
essential relationship with music
as a means of expression and has
great potential for social-
emotional learning.
Early Childhood Arts Education Secondary Priorities
Secondary Priorities
Guiding Question Alignment
Additional Information
Learning Standard 26.A
Understand processes, traditional
tools, and modern technologies
used in the arts.
3. Which Illinois Learning
Standards are best suited for
interdisciplinary and/or project-
based learning?
While not as foundational when
compared to other standards, this
standard has direct
interdisciplinary connections.
Learning Standard 27.A
Analyze how the arts function in
history, society, and everyday life.
3. Which Illinois Learning
Standards are best suited for
interdisciplinary and/or project-
based learning?
While not as foundational when
compared to other standards, this
standard has direct
interdisciplinary connections.
This standard has some potential
for social-emotional learning.
Learning Standard 27.B
Understand how the arts shape
and reflect history, society, and
everyday life.
3. Which Illinois Learning
Standards are best suited for
interdisciplinary and/or project-
based learning?
While not as foundational when
compared to other standards, this
standard has direct
interdisciplinary connections.
This standard has some potential
for social-emotional learning.
Updated 08/24/2020
Fine Arts
170
Visual Arts
Illinois Visual Art Educators have utilized the Illinois Learning Standards to provide a rich curriculum for
students in our state. With these recommendations, we are not eliminating any standard that art educators
can utilize, but, rather focusing on what is most foundational in these unprecedented times.
Our decisions were guided by our goals of increasing student engagement and growth, no matter the learning
context. We also acknowledged that the social-emotional aspects of the student/teacher relationship is more
relevant and of highest priority for student motivation during the disruption caused by COVID-19.
Highest Priority Visual Arts Standards K-12 (Anchor Standards 1, 2, 7, 9, 10) and rationale.
We selected key anchor standards to:
- Support meaningful student engagement and student growth in the Visual Arts
- Meet the social-emotional needs of students
- Successfully instruct in a variety of settings (on-line, hybrid, or in-person) and with available art
supplies
Elementary
Middle
High School
Creating
● Anchor 1
● Anchor 2
Presenting
● Anchor 4*
Responding
● Anchor 7
● Anchor 9
Connecting
● Anchor 10
Creating
● Anchor 1
● Anchor 2
Presenting
● Anchor 6*
Responding
● Anchor 7
● Anchor 9
Connecting
● Anchor 10
● Anchor 11*
Creating
● Anchor 1
● Anchor 2
Presenting
● Anchor 6*
Responding
● Anchor 7
● Anchor 9
Connecting
● Anchor 10
● Anchor 11*
* The selection of different Presenting and Connecting Anchor Standards reflect developmental concerns and
remote learning contexts.
Highest Priorities
Guiding Question Alignment, Rationale, and Additional Information
Anchor Standard 1: Generate and
conceptualize artistic ideas and
work.
Represents the most foundational knowledge, skills, and
competencies for all students.
The most critical for continued learning success at subsequent grade
levels.
Updated 08/24/2020
Fine Arts
171
Best suited for interdisciplinary and/or project-based learning.
Depicts the knowledge, skills, and dispositions we want all students to
possess to successfully complete a given grade level or stage of their
education.
Best support for our students’ social/emotional learning at this time.
Anchor Standard 2: Organize and
develop artistic ideas and work.
Represents the most foundational knowledge, skills, and
competencies for all students.
The most critical for continued learning success at subsequent grade
levels.
Best suited for interdisciplinary and/or project-based learning.
Depicts the knowledge, skills, and dispositions we want all students to
possess to successfully complete a given grade level or stage of their
education.
Best support for our students’ social/emotional learning at this time.
*Anchor Standard 4:
(Elementary)
Select, analyze, and interpret
artistic work for presentation.
Represents the most foundational knowledge, skills, and
competencies for all students.
The most critical for continued learning success at subsequent grade
levels.
Best suited for interdisciplinary and/or project-based learning.
Depicts the knowledge, skills, and dispositions we want all students to
possess to successfully complete a given grade level or stage of their
education.
Best support for our students’ social/emotional learning at this time.
Best suited to meet the needs of the elementary developmental stage,
cross-curricular support, building knowledge/recall, basic
understanding of artistic value, and artistic abilities.
*Anchor Standard 6:
(Middle & High School)
Convey meaning through the
presentation of artistic work.
Represents the most foundational knowledge, skills, and
competencies for all students.
The most critical for continued learning success at subsequent grade
levels.
Updated 08/24/2020
Fine Arts
172
Best suited for interdisciplinary and/or project-based learning.
Depicts the knowledge, skills, and dispositions we want all students to
possess to successfully complete a given grade level or stage of their
education.
Best support for our students’ social/emotional learning at this time.
Best suited to meet the needs of middle and high school
developmental stages through expanded vocabulary, questioning,
understanding, cultural relevance, discussion/listening, and artistic
abilities
Anchor Standard 7:
Perceive and analyze artistic work.
Represents the most foundational knowledge, skills, and
competencies for all students.
The most critical for continued learning success at subsequent grade
levels.
Best suited for interdisciplinary and/or project-based learning.
Depicts the knowledge, skills, and dispositions we want all students to
possess to successfully complete a given grade level or stage of their
education.
Best support for our students’ social/emotional learning at this time.
Anchor Standard 9:
Apply criteria to evaluate artistic
work.
Represents the most foundational knowledge, skills, and
competencies for all students.
The most critical for continued learning success at subsequent grade
levels.
Best suited for interdisciplinary and/or project-based learning.
Depicts the knowledge, skills, and dispositions we want all students to
possess to successfully complete a given grade level or stage of their
education.
Best support for our students’ social/emotional learning at this time.
Anchor Standard 10:
Synthesize and relate knowledge
and personal experiences to make
art.
Represents the most foundational knowledge, skills, and
competencies for all students.
Updated 08/24/2020
Fine Arts
173
The most critical for continued learning success at subsequent grade
levels.
Best suited for interdisciplinary and/or project-based learning.
Depicts the knowledge, skills, and dispositions we want all students to
possess to successfully complete a given grade level or stage of their
education.
Best support for our students’ social/emotional learning at this time.
*Anchor Standard 11:
(Middle & High School)
Relate artistic ideas and works
with societal, cultural, and
historical context to deepen
understanding.
Represents the most foundational knowledge, skills, and
competencies for all students.
The most critical for continued learning success at subsequent grade
levels.
Best suited for interdisciplinary and/or project-based learning.
Depicts the knowledge, skills, and dispositions we want all students to
possess to successfully complete a given grade level or stage of their
education.
Best support for our students’ social/emotional learning at this time.
Best suited to meet the needs of middle and high school
developmental stages through expanded vocabulary, questioning,
understanding, cultural relevance, discussion/listening, and artistic
abilities
These Visual Arts Standards that may be more difficult during remote learning and rationale:
Anchor Standard 3: Revise, refine, and complete artistic work. Rationale: Though teachers will continue to
stress revising, refining and completion of all artwork, teachers are not able to intervene at critical moments
while students are working remotely. Feedback is often used as a springboard for growth in the next
assignment. However, as students work remotely, it is more challenging to provide real time feedback or model
how artists revise in most remote settings.
Anchor Standard 5: Develop and refine artistic techniques and work for presentation. Rationale: Timely and
critical feedback could prove difficult in a remote learning environment. In person instruction is more effective
for refining techniques. Most art shows and gallery presentations have moved into a digital format and rely on
teacher facilitation rather than student decision-making.
Anchor Standard 8: Construct meaningful interpretations of artistic work. Rationale: Less opportunity or an
inability to facilitate a group setting for an open and constructive dialogue about specific artists and works of
Updated 08/24/2020
Fine Arts
174
art. Students and teachers will need to find new ways to manage discussions in an on-line setting that is safe,
constructive, and sophisticated.
Updated 08/24/2020
Fine Arts
175
Elementary General Music
Introduction
This prioritization is suggested with the knowledge that each teaching situation is unique and the resources
available to each teacher and student can vary greatly. From technology to individual music kits - no two
teaching and learning situations will be the same. Teachers should take this as guidance only and use their
professional judgement and district guidance as they plan instruction.
Standards are currently prioritized so that the highest tier includes elements of Creating, Performing,
Responding, and Connecting. The second tier of prioritization also includes elements of Creating, Performing,
Responding, and Connecting. The lowest tier of prioritization includes elements of Creating, Performing, and
Responding. Even if teachers focus solely on the first tier of prioritization they will provide learning
experiences for students in all four areas.
Please look at the Music Standards portion of the Illinois Arts Learning Standards for more detailed
descriptions of what meeting these standards may look like in practice at each grade level.
Elementary General Music Education Highest Priorities
Highest Priorities
Guiding Question Alignment
Additional Information
Creating
Anchor Standard 1: Generate and
conceptualize artistic ideas and
work.
1. Which Illinois Learning
Standards represent the most
foundational knowledge, skills,
and competencies for all
students?
2. Which Illinois Learning
Standards are the most critical for
continued learning success at
subsequent grade levels?
5. What Illinois Learning Standards
best support our students’
social/emotional learning at this
time?
This standard develops a
foundational musical skill and has
the potential for social-emotional
learning.
Performing
Anchor Standard 4:
Select, analyze, and interpret
artistic work for presentation.
1. Which Illinois Learning
Standards represent the most
foundational knowledge, skills,
and competencies for all
students?
2. Which Illinois Learning
Standards are the most critical for
continued learning success at
subsequent grade levels?
This standard develops
foundational musical knowledge
and has great potential for social-
emotional learning.
Updated 08/24/2020
Fine Arts
176
5. What Illinois Learning Standards
best support our students’
social/emotional learning at this
time?
Responding
Anchor Standard 9:
Apply criteria to evaluate artistic
work.
1. Which Illinois Learning
Standards represent the most
foundational knowledge, skills,
and competencies for all
students?
5. What Illinois Learning Standards
best support our students’
social/emotional learning at this
time?
This standard develops a
foundational musical skill and has
great potential for social-
emotional learning.
Connecting
Anchor Standard 11:
Relate artistic ideas and works
with societal, cultural, and
historical context to deepen
understanding.
1. Which Illinois Learning
Standards represent the most
Foundational knowledge, skills,
and competencies for all
students?
3. Which Illinois Learning
Standards are best suited for
interdisciplinary and/or project-
based learning?
5. What Illinois Learning Standards
best support our students’
social/emotional learning at this
time?
This standard develops
foundational musical knowledge,
has potential for social-emotional
learning, and helps students gain a
global understanding and
perspective needed by today’s
learners.
Elementary General Music Education Secondary Priorities
Secondary Priorities
Guiding Question Alignment
Additional Information
Creating
Anchor Standard 2: Organize and
develop artistic ideas and work.
This standard is not as
foundational as Anchor Standard
1.
Performing
Anchor Standard 6:
Convey meaning through the
presentation of artistic work.
5. What Illinois Learning Standards
best support our students’
social/emotional learning at this
time?
For the foreseeable future
“audience” will not be what
audiences have been in the past.
This can be reframed to include
Updated 08/24/2020
Fine Arts
177
performing on a recording, over a
video conference, or for family at
home.
This standard has potential for
social-emotional learning.
Responding
Anchor Standard 7:
Perceive and analyze artistic work.
The ability to do this well will likely
be impacted by socially distant
learning environments and/or
remote learning.
Connecting
Anchor Standard 10:
Synthesize and relate knowledge
and personal experiences to make
art.
5. What Illinois Learning Standards
best support our students’
social/emotional learning at this
time?
This is likely to be less accessible
to students than Anchor Standard
11 and therefore is a lower
priority.
This standard has potential for
social-emotional learning.
Elementary General Music Education Lowest Priorities
Lowest Priorities for 2020-2021
Guiding Question Alignment
Additional Information
Creating
Anchor Standard 3:
Revise, refine, and complete
artistic work.
The ability to do this well is
significantly impacted by socially
distant learning environments
and/or remote learning.
Performing
Anchor Standard 5: Develop and
refine artistic techniques and work
for presentation.
The ability to do this well is
significantly impacted by socially
distant learning environments
and/or remote learning.
Responding
Anchor Standard 8:
Construct meaningful
interpretations of artistic work.
5. What Illinois Learning Standards
best support our students’
social/emotional learning at this
time?
The ability to do this well is
significantly impacted by socially
distant learning environments
and/or remote learning,
particularly when reflecting on the
performance of another and not
that of the student.
This standard has potential for
social-emotional learning.
Updated 08/24/2020
Fine Arts
178
Middle School and High School Instrumental Music
For instrumental music students, anchor standards 5, 6, 8, 10 are the most important. (5) Develop and refine
artistic techniques for presentation, (6) Convey meaning through the presentation of artistic work, (8)
Construct meaningful interpretations of artistic work, (10) Synthesize and relate knowledge and personal
experiences to make art.
Rationale: At a baseline level, it is important that students first learn HOW to produce sound and read
notation to direct that sound. Those skills are covered under the performance category (Anchor Standards 4,
5, 6). Students must first know how to produce the art form before they can begin to make other connections
with their art, and it is the most fundamental skill that is needed for continuation into high school. Standards
8 and 10 are important emotionally for students, and provide the means for musicians to experience an
emotional outlet through their art.
There are also different types of music classes at the 6th-12th grade levels. Some classes are ensemble based
(Band, jazz band, pep band, choir, show choir, acapella choir, orchestra, marching band, rock band, etc.), and
some are not ensemble based. Ensemble based classes typically are required to put on concerts, and the bare
minimum, these classes must naturally cover the performance domain and focus on the fundamentals of
music notation reading and tone production both individually and within an ensemble. The performance
domain in the absolute basic requirement for successfully putting on a presentation to an audience. All
ensembles should dig deeper than simply performing, and ensemble directors are encouraged to dig deeper
into the art form to unlock emotion, feeding the social/emotional needs of the students. Therefore, Standards
8 and 10 are also vital to classroom ensembles.
Music ensemble participation is a spiraling and scaffolded process, and students are typically in the classes for
multiple years. It is encouraged that, in subsequent years in the ensembles, students once again participate in
learning activities from the other standards.
Middle School and High School Vocal Music
For vocal music students, anchor standards 5, 6, 8, 10 are the most important. (5) Develop and refine artistic
techniques for presentation, (6) Convey meaning through the presentation of artistic work, (8) Construct
meaningful interpretations of artistic work, (10) Synthesize and relate knowledge and personal experiences to
make art.
Rationale: At the Middle School level the techniques of music production are covered with the standards in
the performance category (4, 5, 6). Students must learn the basic techniques of how to produce the art form
before they can begin to make other connections with their art, and10 are important emotionally for students,
and provide the means for musicians to experience an emotional outlet through their art.
There are also different types of music classes at the 6th-12th grade levels. Some classes are ensemble based
(Band, jazz band, pep band, choir, show choir, acapella choir, jazz choir, madrigals, orchestra, marching band,
rock band, etc.), and some are not ensemble based. Ensemble based classes typically are required to put on
concerts, and the bare minimum, these classes must naturally cover the performance domain and focus on the
Updated 08/24/2020
Fine Arts
179
fundamentals of music notation reading and tone production both individually and within an ensemble. The
performance domain in the absolute basic requirement for successfully putting on a presentation to an
audience. All ensembles should dig deeper than simply performing, and ensemble directors are encouraged
to dig deeper into the art form to unlock emotion, feeding the social/emotional needs of the students.
Therefore, Standards 8 and 10 are also vital to classroom ensembles.
Music ensemble participation is a spiraling and scaffolded process, and students are typically in the classes for
multiple years. It is encouraged that, in subsequent years in the ensembles, students once again participate in
learning activities from the other standards.
Middle School and High School Non-Performance Courses
There are many music classes in middle school and high school that aren’t ensemble based. For instance,
music theory, music history, music appreciation, general music, history of jazz, history of rock, and careers in
music. These courses require different core standards than the traditional ensemble classes.
Music Theory
In a music theory class, the primary focus is on the structure and design of musical compositions.
The most fundamental standard are anchor standards 1, 2 (composing), and at higher levels, 3
At a secondary level, we should include anchor Standard 11.
Appreciation and General Music Style Courses
These courses are heavy in the “responding” domain, therefore the “Priority Standards” are:
Primarily: Anchor Standards 7 and 8
Secondary: Anchor Standards 9 and 11
Theater
Guiding Questions:
1. Which Illinois Learning Standards represent the most foundational knowledge, skills, and
competencies for all students?
Creating:
Anchor 1: Generate and conceptualize artistic ideas and work.
Anchor 2: Organize and develop artistic ideas and work.
2. Which Illinois Learning Standards are the most critical for continued learning success at subsequent
grade levels?
Performing:
Anchor 6: Convey meaning through the presentation of artistic work.
Responding:
Anchor 7: Perceive and analyze artistic work.
Anchor 9: Apply criteria to evaluate artistic work.
Updated 08/24/2020
Fine Arts
180
3. Which Illinois Learning Standards are best suited for interdisciplinary and/or project-based learning?
Connecting:
Anchor 10: Synthesize and relate knowledge and personal experiences to make art.
4. Which Illinois Learning Standards depict the knowledge, skills, and dispositions we want all students
to possess to successfully complete a given grade level or stage of their education?
Creating:
Anchor 1: Generate and conceptualize artistic ideas and work.
Anchor 2: Organize and develop artistic ideas and work.
Performing:
Anchor 6: Convey meaning through the presentation of artistic work.
5. What Illinois Learning Standards best support our students’ social/emotional learning at this time?
Connecting:
Anchor 10: Synthesize and relate knowledge and personal experiences to make art.
Remote Learning or Social Distance Learning Suggestions (All Grades)
Theater
Creating:
Anchor 1: Generate and conceptualize artistic ideas and work.
Anchor 2: Organize and develop artistic ideas and work
Performing:
Anchor 6: Convey meaning through the presentation of artistic work.
Responding:
Anchor 7: Perceive and analyze artistic work.
Anchor 9: Apply criteria to evaluate artistic work.
Connecting:
Anchor 10: Synthesize and relate knowledge and personal experiences to make art.
In theater, before students can perform a piece, they must first go through the process of learning and
examining the skills of theater. Therefore, the skills of Creating and Connecting should be emphasized before
Performing. During remote learning or social distance learning, creativity is an important skill for both
foundation knowledge and social/emotional learning.
For the Standard of Creating, Anchor 1: Generate and conceptualize artistic ideas and work, and Anchor 2:
Organize and develop artistic ideas and work, should have more emphasis. These skills are the building blocks
of performance. Students must have time to be creative. This allows students to gain the basics of theater
while using imagination and creativity drawn from their own lives to create art. This goes hand in hand with
the standard, Connecting, Anchor 10: Synthesize and relate knowledge and personal experiences to make art.
Updated 08/24/2020
Fine Arts
181
Due to COVID and other issues, these may be troubling times for students, and creating in theater is one
outlet for a student to come to terms with his/her feelings.
While Performing and sharing one’s art is an ultimate goal of Theater, during remote learning or social
distance learning, Anchor 6: Convey meaning through the presentation of artistic work, may prove difficult.
Due to lack of ability to collaborate in large groups, it will be difficult to perform major pieces, thus small
works should be considered.
During remote learning or social distance learning, the standard, Responding, Anchor 7: Perceive and analyze
artistic work, and Anchor 9: Apply criteria to evaluate artistic work should take an active role. There are many
great pieces that students can observe to gain insight to the art of theater, including their own classmates. By
observing these works, and analyzing the works, students can begin to formulate how to create their own
work of art.
.
Media Arts
Preface
It is critical that districts which include Media Arts as regularly-offered curriculum in course catalogs survey all
enrolled pupils as soon as practical regarding off-campus access to hardware, software & supplies necessary
for replicating the classroom/lab experiences in the off-campus (home) setting.
Pupils/districts who are unable to provide this off-campus replication must heavily prioritize on-campus
attendance days and supportive scheduling to fulfill lab assignments.
CREATING
AS1 (Concepts for Ideas & Works)
CONCEIVE
PK-5
Tools, Methods, Results.
Brainstorm, Goal-set.
Traditional Execution.
Instructor & Peer Critiques.
6-8
Review previous Tools, Methods, Results.
Brainstorm, Goal-set.
Experimental Execution.
Instructor & Peer Critiques.
9-12
Review previous Tools, Methods, Results.
Problem-solving & Aesthetics.
Brainstorm, Goal-set.
Traditional Execution.
Instructor & Peer Critiques.
Updated 08/24/2020
Fine Arts
182
AS2 (Organize & Develop Ideas & Works)
DEVELOP
PK-5
Best Ideas to Plans, Models.
Goal-set & Audience-target.
Traditional & Experimental Incorporation.
6-8
Pre-production Targeting Multi-level Intent.
Impact of Toolset on Intent.
9-12
Public & Personal Aesthetics.
AS3 (Revise, Refine & Complete)
CONSTRUCT
PK-5
Expression & Meaning.
Pattern & Repetition.
Goal-setting.
Demo. Elements.
Alter & Clarify Elements as needed.
6-8
Identify Various Principles.
Tie Principles to Target Audiences.
9-12
Define Various Principles.
Tie Principles to Target Audiences.
PRODUCING
AS4 (Select, Analyze & Interpret)
INTEGRATE
PK-5
Experiment w/Multimedia Combos.
Tie Multimedia Combos to Target Audiences.
6-8
(Increase PK-5 Complexity.)
9-12
Target Audiences through Multimedia Combos.
AS5 (Develop & Refine)
PRACTICE
Updated 08/24/2020
Fine Arts
183
PK-5
Skillsets & Tools.
Explore Roles.
Experimentation.
6-8
Demo. Solo & Collaborative Skills.
Standard & Experimental Tools.
9-12
Mastery of Skills, Tool Combos.
Address Inquiry & Solution.
AS6 (Convey Meaning)
PRESENT
PK-5
Presentation Formats, Roles & Reactions.
Critique Presentations.
6-8
Critique Formats.
9-12
Curate, Improve, Promote Formats.
RESPONDING
AS7 (Perceive, Analyze Components' Impact on Audience Experiences)
PERCEIVE
PK-5
Guided discussions of components, messages & experiences.
Style's impact & differentiation on messaging.
6-8
Style's effect on experience, personal preferences & meaning.
9-12
Analyze components, meaning, persuasion, multimodal models, feedback & persuasion.
AS8 (Meaningful Interpretations)
INTERPRET
PK-5
How context affects purpose, reaction & interpretation.
Compare personal vs. group interpretations of works.
6-8
Use criteria to interpret & evaluate works.
9-12
Interpret works through personal, cultural, societal & historic context or bias.
Updated 08/24/2020
Fine Arts
184
AS9 (Criteria-based Evaluation)
EVALUATE
PK-5
(Same as previous 6-8.)
6-8
Apply relevant criteria for constructive feedback.
9-12
Evaluate through context, goals & stages.
apply defensible critiques.
CONNECT
AS10 (Synthesize & Relate Personal Knowledge, Experiences)
SYNTHESIZE
PK-5
Use experience & external resources to distill meaning & purpose.
6-8
Use internal & external resources and exemplary works to explore cultural experiences.
9-12
Gain new connections through the internet, local & global networks.
AS11 (Relate Ideas & Works with Societal, Cultural, Historical Context to Deepen Understanding)
RELATE
PK-5
Works reflecting everyday values, family, friends & community.
6-8
Works distributed through social media & virtual worlds.
9-12
Works reflecting social trends, power, equality & social identity.
Works representing copyright, ethics, fair use & media literacy.
Updated 08/24/2020
Acknowledgements
185
Acknowledgements
PE/Health Learning
Educator Names
School/ District
Susan Converse
Edwardsville Community Unit School District 7
Karin De La Paz
Community Unit School District 300
Dr. Jennifer Garrison
Vandalia Community Unit School
Raul Gaston
District 45 of DuPage County
Ben Leven
Kildeer Countryside School District 96
Teena Mackey
Cornerstone Services, INC.
Yesenia Maldonado
Archdiocese of Chicago - Office of Catholic Schools
Kari Smith
Elmwood Park CUSD 401
Jacob Thornton
Wellness Department, ISBE
Kate Ulmer
Wellness Department, ISBE
Chris VanDyken
Chicago Public Schools, PSD 299
English Language Arts Learning
Educator Names
School/ District
Agurann Bates
Elementary School District 159
Chris Bessey
Huntley Community School District 158
Cindy Dollman
Peoria Regional Office of Education
Tara Flint
Prophetstown-Lyndon-Tampico CUSD 3
Julie Hoffman, Ed.D.
Springfield School District 186
Felice Hybert
Kankakee School District 111
Cindi Koudelka, Ed.D.
Fieldcrest CUSD 6
Sara Fliehman Levinstein
Chicago Public Schools, PSD 299
Amy MacCrindle, Ed.D
Huntley Community School District 158
Sara Magnafichi
Community Consolidated School District 59
Nancy Oesterreich
Community Unit School District 300
Janice Pavelonis
Carbondale Elementary School District 95
Pam Reilly
Plano District #88
Denise Thul
Cicero School District 99
Virginia Valdez
Jamieson Elementary School, Chicago Public Schools PSD
299
Updated 08/24/2020
Acknowledgements
186
English Learning & Spanish Language Arts Learning
Educator Names
School/ District
Helen Brandon
District 87
Christine Gonzalez
District 219
Kim Taber
District 87
Math Learning
Educator Names
School/ District
Anji Garza
ROE 47
David Lerch
Marissa CUSD 40
Scott Leverentz
Antioch CHSD 117
Laura Raykiewicz
Waukegan District 60
Martha Reilly
Byron CUSD 226
Faith Skinner
Plano CUSD 88
Rebecca Wattleworth
Warrensburg-Latham CUSD 11
Melissa Wise
Waukegan District 60
Science Learning
Educator Names
School/ District
Suzanne Asaturian, NBCT
Carbondale Community High School District 165
Keith Book
Southwestern High School, CUSD 9
Carol K Baker
Lyons School District 103
Jason Crean
Lyons Township High School, District 204, Saint
Xavier University, Chicago
Allison Grandberry
Chicago Public Schools, PSD 299
Justin Harrison
Vandalia Junior High School, CUSD 203
Liz Martinez 
Illinois Math and Science Academy
Maggie Moore
Hononegah High School, CUSD 207
Aimee Park, NBCT
Lisle Junior High School, Lisle SD 202
Amelia Plunk
Chicago Public Schools, PSD 299
Kristin Rademaker
Illinois Science Teaching Association
Jennifer Smith, NBCT
Monticello Middle School, CUSD 25
Peggy Steffen
Illinois Math and Science Academy
Anne Zahn
West Northfield School District 31
Updated 08/24/2020
Acknowledgements
187
Social Science Learning
Educator Names
School/ District
Seth Brady
Naperville Community Unit School District 203
Nina Giannangeli
Winnebago High School, Winnebago CUSD 323
Karen McCarthy
Early Childhood Department, ISBE
Bill Polasky
Valley High School, Meridian CUSD 223
Tamara Sanders-Carter
Early Childhood Department, ISBE
Mathew Wdowiarz
Winfield Central School, Winfield District 34
Mathew Wood
Leman Middle School, West Chicago Elementary
Fine Arts Learning
Educator Names
School/ District
Eric Combs*
Richland County CUSD 1
Frank Rice
Southland College Prep
Tim Jones
Whittier Primary and Riley Intermediate, Berkeley 87
Jessica Kwasny
Field Elementary School and Emerson Middle School,
CCSD 64
Ruth Meissen
Harlem Middle School, District 122
Laura Milas
Hinsdale Township High School District 86
Leslie Norman
Kildeer Countryside District 96
Veronica Soria-Martinez
West Middle School / CAPA
Rockford Public Schools 205
Lisa Strain
Edison Middle School, Champaign U4SD
Jennifer Woodrow
North Ridge Middle School, Danville CCSD 118
*Working Group Lead