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27 topics · 285 matches. A skill can appear under more than one topic, because most of them do.
Putting together and taking away, from small facts you know by heart up to numbers within a thousand.
also called sums, take away
- Math · grade 1 1.3.D apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10
- Math · grade 1 1.3.E explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences
- Math · grade 1 1.3.F generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20
- Math · grade 1 1.5.D represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences
- Math · grade 1 1.5.F determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation
- Math · grade 1 1.5.G apply properties of operations to add and subtract two or three numbers
- Math · grade 2 2.4.A recall basic facts to add and subtract within 20 with automaticity
- Math · grade 2 2.4.B add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations
- Math · grade 2 2.4.C solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms
- Math · grade 2 2.4.D generate and solve problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000
- Math · grade 2 2.7.C represent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problem
- Math · grade 2 2.10.C write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one
- Math · grade 3 3.4.A solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction
- Math · grade 3 3.4.B round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems
- Math · grade 3 3.4.E represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting
- Math · grade 3 3.5.A represent one- and two-step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations
- Math · grade 3 3.7.C determine the solutions to problems involving addition and subtraction of time intervals in minutes using pictorial models or tools such as a 15-minute event plus a 30-minute event equals 45 minutes
Who is in a story, what happens to them, where it happens, and what the whole thing turns out to be about.
also called stories
- ELA · grade 1 1.8.A discuss topics and determine theme using text evidence with adult assistance;
- ELA · grade 1 1.8.B describe the main character(s) and the reason(s) for their actions;
- ELA · grade 1 1.8.C describe plot elements, including the main events, the problem, and the resolution, for texts read aloud and independently; and
- ELA · grade 1 1.8.D describe the setting.
- ELA · grade 1 1.9.C discuss elements of drama such as characters and setting;
- ELA · grade 2 2.8.A discuss topics and determine theme using text evidence with adult assistance;
- ELA · grade 2 2.8.B describe the main character's (characters') internal and external traits;
- ELA · grade 2 2.8.C describe and understand plot elements, including the main events, the conflict, and the resolution, for texts read aloud and independently; and
- ELA · grade 2 2.8.D describe the importance of the setting.
- ELA · grade 2 2.9.C discuss elements of drama such as characters, dialogue, and setting;
- ELA · grade 3 3.8.A infer the theme of a work, distinguishing theme from topic;
- ELA · grade 3 3.8.B explain the relationships among the major and minor characters;
- ELA · grade 3 3.8.C analyze plot elements, including the sequence of events, the conflict, and the resolution; and
- ELA · grade 3 3.8.D explain the influence of the setting on the plot.
- ELA · grade 3 3.9.C discuss elements of drama such as characters, dialogue, setting, and acts;
Following what a text is doing — predicting, inferring, retelling it back, and going back when it stops making sense.
also called understanding what they read
- ELA · grade 1 1.4 The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
- ELA · grade 1 1.6.C make and correct or confirm predictions using text features, characteristics of genre, and structures with adult assistance;
- ELA · grade 1 1.6.F make inferences and use evidence to support understanding with adult assistance;
- ELA · grade 1 1.6.I monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.
- ELA · grade 1 1.7.D retell texts in ways that maintain meaning;
- ELA · grade 2 2.4 The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
- ELA · grade 2 2.6.C make and correct or confirm predictions using text features, characteristics of genre, and structures;
- ELA · grade 2 2.6.F make inferences and use evidence to support understanding;
- ELA · grade 2 2.6.I monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.
- ELA · grade 2 2.7.D retell and paraphrase texts in ways that maintain meaning and logical order;
- ELA · grade 3 3.4 The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
- ELA · grade 3 3.6.C make and correct or confirm predictions using text features, characteristics of genre, and structures;
- ELA · grade 3 3.6.F make inferences and use evidence to support understanding;
- ELA · grade 3 3.6.I monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
- ELA · grade 3 3.7.D retell and paraphrase texts in ways that maintain meaning and logical order;
- ELA · grade 3 3.8.A infer the theme of a work, distinguishing theme from topic;
Counting in twos, fives and tens, and using it to total up a pile of coins or a grid of square tiles.
- Math · grade 1 1.4.C use relationships to count by twos, fives, and tens to determine the value of a collection of pennies, nickels, and/or dimes
- Math · grade 1 1.5.B skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set
- Math · grade 2 2.3.C use concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole
- Math · grade 2 2.9.F use concrete models of square units to find the area of a rectangle by covering it with no gaps or overlaps, counting to find the total number of square units, and describing the measurement using a number and the unit
- Math · grade 3 3.4.E represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting
Cutting a whole into fair shares. It starts as shapes and only later becomes numbers.
- Math · grade 1 1.6.G partition two-dimensional figures into two and four fair shares or equal parts and describe the parts using words
- Math · grade 2 2.3.A partition objects into equal parts and name the parts, including halves, fourths, and eighths, using words
- Math · grade 2 2.3.B explain that the more fractional parts used to make a whole, the smaller the part; and the fewer the fractional parts, the larger the part
- Math · grade 2 2.3.C use concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole
- Math · grade 3 3.3.A represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines
- Math · grade 3 3.3.B determine the corresponding fraction greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 given a specified point on a number line
- Math · grade 3 3.3.C explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number
- Math · grade 3 3.3.D compose and decompose a fraction a/b with a numerator greater than zero and less than or equal to b as a sum of parts 1/b
- Math · grade 3 3.3.E solve problems involving partitioning an object or a set of objects among two or more recipients using pictorial representations of fractions with denominators of 2, 3, 4, 6, and 8
- Math · grade 3 3.3.F represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines
- Math · grade 3 3.3.G explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model
- Math · grade 3 3.3.H compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models
- Math · grade 3 3.6.E decompose two congruent two-dimensional figures into parts with equal areas and express the area of each part as a unit fraction of the whole and recognize that equal shares of identical wholes need not have the same shape
- Math · grade 3 3.7.A represent fractions of halves, fourths, and eighths as distances from zero on a number line
The parts a sentence is built from and the marks that tell a reader how to take it — filed here inside editing a draft.
also called capital letters, full stops
Sorting what you collected into categories, drawing it, and getting it to answer a question.
also called charts, bar graphs
- Math · grade 1 1.1.D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
- Math · grade 1 1.8.A collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts
- Math · grade 1 1.8.B use data to create picture and bar-type graphs
- Math · grade 1 1.8.C draw conclusions and generate and answer questions using information from picture and bar-type graphs
- Math · grade 2 2.1.D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
- Math · grade 2 2.10.A explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category
- Math · grade 2 2.10.B organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more
- Math · grade 2 2.10.C write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one
- Math · grade 2 2.10.D draw conclusions and make predictions from information in a graph
- Math · grade 3 3.1.D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
- Math · grade 3 3.8.A summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals
- Math · grade 3 3.8.B solve one- and two-step problems using categorical data represented with a frequency table, dot plot, pictograph, or bar graph with scaled intervals
Forming letters legibly — printing at first, then all of it in cursive from the second year on.
- ELA · grade 1 1.2.F develop handwriting by printing words, sentences, and answers legibly leaving appropriate spaces between words.
- ELA · grade 2 2.2.E develop handwriting by accurately forming all cursive letters using appropriate strokes when connecting letters.
- ELA · grade 3 3.2.D write complete words, thoughts, and answers legibly in cursive leaving appropriate spaces between words.
Reading to find something out, using the features and graphics put there to help — and writing the same kind of thing yourself.
also called nonfiction
- ELA · grade 1 1.6.C make and correct or confirm predictions using text features, characteristics of genre, and structures with adult assistance;
- ELA · grade 1 1.7.B write brief comments on literary or informational texts;
- ELA · grade 1 1.9.D recognize characteristics and structures of informational text, including:
- ELA · grade 1 1.12.B dictate or compose informational texts, including procedural texts; and
- ELA · grade 2 2.6.C make and correct or confirm predictions using text features, characteristics of genre, and structures;
- ELA · grade 2 2.7.B write brief comments on literary or informational texts that demonstrate an understanding of the text;
- ELA · grade 2 2.9.D recognize characteristics and structures of informational text, including:
- ELA · grade 2 2.12.B compose informational texts, including procedural texts and reports; and
- ELA · grade 3 3.6.C make and correct or confirm predictions using text features, characteristics of genre, and structures;
- ELA · grade 3 3.7.B write a response to a literary or informational text that demonstrates an understanding of a text;
- ELA · grade 3 3.9.D recognize characteristics and structures of informational text, including:
- ELA · grade 3 3.12.B compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft;
What a piece is mostly about, and the parts of the text that show it — in what you read and in what you write.
- ELA · grade 1 1.9.D recognize characteristics and structures of informational text, including:
- ELA · grade 2 2.9.D recognize characteristics and structures of informational text, including:
- ELA · grade 3 3.9.D recognize characteristics and structures of informational text, including:
- ELA · grade 3 3.12.B compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft;
How long, how far, and how much space a shape covers — plus the idea that the unit you pick changes the number.
also called rulers, how long
- Math · grade 1 1.7.A use measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement;
- Math · grade 1 1.7.B illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other
- Math · grade 1 1.7.C measure the same object/distance with units of two different lengths and describe how and why the measurements differ
- Math · grade 1 1.7.D describe a length to the nearest whole unit using a number and a unit
- Math · grade 2 2.9.A find the length of objects using concrete models for standard units of length
- Math · grade 2 2.9.B describe the inverse relationship between the size of the unit and the number of units needed to equal the length of an object
- Math · grade 2 2.9.D determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes
- Math · grade 2 2.9.E determine a solution to a problem involving length, including estimating lengths
- Math · grade 2 2.9.F use concrete models of square units to find the area of a rectangle by covering it with no gaps or overlaps, counting to find the total number of square units, and describing the measurement using a number and the unit
- Math · grade 2 2.10.A explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category
- Math · grade 3 3.7.B determine the perimeter of a polygon or a missing length when given perimeter and remaining side lengths in problems
- Math · grade 3 3.7.D determine when it is appropriate to use measurements of liquid volume (capacity) or weight
Naming coins and bills, counting a pile of them and writing what it comes to — and what you do with money once you have it.
also called coins, allowance
- Math · grade 1 1.4.A identify U.S. coins, including pennies, nickels, dimes, and quarters, by value and describe the relationships among them
- Math · grade 1 1.4.B write a number with the cent symbol to describe the value of a coin
- Math · grade 1 1.9.A define money earned as income
- Math · grade 1 1.9.B identify income as a means of obtaining goods and services, oftentimes making choices between wants and needs
- Math · grade 1 1.9.C distinguish between spending and saving
- Math · grade 2 2.5.A determine the value of a collection of coins up to one dollar; and
- Math · grade 2 2.5.B use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins.
- Math · grade 2 2.11.A calculate how money saved can accumulate into a larger amount over time
- Math · grade 2 2.11.B explain that saving is an alternative to spending
- Math · grade 3 3.4.C determine the value of a collection of coins and bills
- Math · grade 3 3.9.A explain the connection between human capital/labor and income
- Math · grade 3 3.9.C identify the costs and benefits of planned and unplanned spending decisions
- Math · grade 3 3.9.E list reasons to save and explain the benefit of a savings plan, including for college
- Math · grade 3 3.9.F identify decisions involving income, spending, saving, credit, and charitable giving
Equal groups: first a thing you act out with objects, later facts to ten times ten and two-digit problems worked on paper.
also called times tables
- Math · grade 2 2.6.A model, create, and describe contextual multiplication situations in which equivalent sets of concrete objects are joined
- Math · grade 2 2.6.B model, create, and describe contextual division situations in which a set of concrete objects is separated into equivalent sets
- Math · grade 3 3.4.E represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting
- Math · grade 3 3.4.F recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts
- Math · grade 3 3.4.G use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties
- Math · grade 3 3.4.J determine a quotient using the relationship between multiplication and division
- Math · grade 3 3.4.K solve one-step and two-step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts
- Math · grade 3 3.5.B represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations
- Math · grade 3 3.5.C describe a multiplication expression as a comparison such as 3 x 24 represents 3 times as much as 24
- Math · grade 3 3.5.D determine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is either a missing factor or product
- Math · grade 3 3.6.C determine the area of rectangles with whole number side lengths in problems using multiplication related to the number of rows times the number of unit squares in each row
Where money comes from, the difference between spending and saving, and what borrowing costs.
- Math · grade 1 1.9.A define money earned as income
- Math · grade 1 1.9.B identify income as a means of obtaining goods and services, oftentimes making choices between wants and needs
- Math · grade 1 1.9.C distinguish between spending and saving
- Math · grade 2 2.11.B explain that saving is an alternative to spending
- Math · grade 2 2.11.D identify examples of borrowing and distinguish between responsible and irresponsible borrowing
- Math · grade 2 2.11.E identify examples of lending and use concepts of benefits and costs to evaluate lending decisions
- Math · grade 3 3.9.A explain the connection between human capital/labor and income
- Math · grade 3 3.9.D explain that credit is used when wants or needs exceed the ability to pay and that it is the borrower's responsibility to pay it back to the lender, usually with interest
- Math · grade 3 3.9.F identify decisions involving income, spending, saving, credit, and charitable giving
Spotting what a writer is trying to talk you into — and later, saying what you think and backing it.
- ELA · grade 1 1.9.E recognize characteristics of persuasive text with adult assistance and state what the author is trying to persuade the reader to think or do; and
- ELA · grade 2 2.9.E recognize characteristics of persuasive text, including:
- ELA · grade 3 3.9.E recognize characteristics and structures of argumentative text by:
- ELA · grade 3 3.12.C compose argumentative texts, including opinion essays, using genre characteristics and craft; and
Hearing the sounds inside a word and matching them to letters, in both directions.
also called sounding out
- ELA · grade 1 1.2.A demonstrate phonological awareness by:
- ELA · grade 1 1.2.B demonstrate and apply phonetic knowledge by:
- ELA · grade 1 1.2.C demonstrate and apply spelling knowledge by:
- ELA · grade 2 2.2.A demonstrate phonological awareness by:
- ELA · grade 2 2.2.B demonstrate and apply phonetic knowledge by:
- ELA · grade 2 2.2.C demonstrate and apply spelling knowledge by:
- ELA · grade 3 3.2.A demonstrate and apply phonetic knowledge by:
- ELA · grade 3 3.2.B demonstrate and apply spelling knowledge by:
- ELA · grade 3 3.3.A use print or digital resources to determine meaning, syllabication, and pronunciation;
- ELA · grade 3 3.9.B explain rhyme scheme, sound devices, and structural elements such as stanzas in a variety of poems;
- ELA · grade 3 3.10.D describe how the author's use of imagery, literal and figurative language such as simile, and sound devices such as onomatopoeia achieves specific purposes;
Seeing a number as hundreds, tens and ones — which is what makes the bigger ones manageable.
- Math · grade 1 1.2.E use place value to compare whole numbers up to 120 using comparative language
- Math · grade 1 1.2.F order whole numbers up to 120 using place value and open number lines
- Math · grade 2 2.2.B use standard, word, and expanded forms to represent numbers up to 1,200
- Math · grade 2 2.2.D use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (>, <, or =)
- Math · grade 2 2.4.B add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations
- Math · grade 2 2.4.C solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms
- Math · grade 2 2.7.B use an understanding of place value to determine the number that is 10 or 100 more or less than a given number up to 1,200
- Math · grade 3 3.2.A compose and decompose numbers up to 100,000 as a sum of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial models, and numbers, including expanded notation as appropriate
- Math · grade 3 3.2.B describe the mathematical relationships found in the base-10 place value system through the hundred thousands place
- Math · grade 3 3.4.A solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction
How a poem is put together — rhyme, stanzas, the sound it makes read aloud — and writing one yourself.
- ELA · grade 1 1.9.A demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, and nursery rhymes;
- ELA · grade 1 1.9.B discuss rhyme, rhythm, repetition, and alliteration in a variety of poems;
- ELA · grade 1 1.12.A dictate or compose literary texts, including personal narratives and poetry;
- ELA · grade 2 2.9.B explain visual patterns and structures in a variety of poems;
- ELA · grade 2 2.12.A compose literary texts, including personal narratives and poetry;
- ELA · grade 3 3.9.B explain rhyme scheme, sound devices, and structural elements such as stanzas in a variety of poems;
- ELA · grade 3 3.12.A compose literary texts, including personal narratives and poetry, using genre characteristics and craft;
Word problems, and the habit underneath them: pick a tool, try it, and check whether the answer is sensible.
- Math · grade 1 1.1.B use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution
- Math · grade 1 1.1.C select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems
- Math · grade 1 1.3.B use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [ ]; 3 + [ ] = 7; and 5 = [ ] - 3
- Math · grade 1 1.3.E explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences
- Math · grade 1 1.3.F generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20
- Math · grade 1 1.5.D represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences
- Math · grade 2 2.1.B use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution
- Math · grade 2 2.1.C select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems
- Math · grade 2 2.4.C solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms
- Math · grade 2 2.4.D generate and solve problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000
- Math · grade 2 2.7.C represent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problem
- Math · grade 2 2.10.C write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one
- Math · grade 3 3.1.B use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution
- Math · grade 3 3.1.C select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems
- Math · grade 3 3.3.E solve problems involving partitioning an object or a set of objects among two or more recipients using pictorial representations of fractions with denominators of 2, 3, 4, 6, and 8
- Math · grade 3 3.4.A solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction
- Math · grade 3 3.4.K solve one-step and two-step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts
- Math · grade 3 3.5.B represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations
- Math · grade 3 3.8.B solve one- and two-step problems using categorical data represented with a frequency table, dot plot, pictograph, or bar graph with scaled intervals
Reading smoothly enough that the sense arrives with the words rather than after them.
- ELA · grade 1 1.4 The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
- ELA · grade 2 2.4 The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
- ELA · grade 3 3.4 The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
Asking a question that sends you looking it up, finding the sources, and later saying where the answer came from.
- ELA · grade 1 1.2.B demonstrate and apply phonetic knowledge by:
- ELA · grade 1 1.2.C demonstrate and apply spelling knowledge by:
- ELA · grade 1 1.7.A describe personal connections to a variety of sources;
- ELA · grade 1 1.7.E interact with sources in meaningful ways such as illustrating or writing; and
- ELA · grade 1 1.13.A generate questions for formal and informal inquiry with adult assistance;
- ELA · grade 1 1.13.B develop and follow a research plan with adult assistance;
- ELA · grade 1 1.13.C identify and gather relevant sources and information to answer the questions with adult assistance;
- ELA · grade 2 2.2.B demonstrate and apply phonetic knowledge by:
- ELA · grade 2 2.7.A describe personal connections to a variety of sources;
- ELA · grade 2 2.7.E interact with sources in meaningful ways such as illustrating or writing; and
- ELA · grade 2 2.13.A generate questions for formal and informal inquiry with adult assistance;
- ELA · grade 2 2.13.B develop and follow a research plan with adult assistance;
- ELA · grade 2 2.13.C identify and gather relevant sources and information to answer the questions;
- ELA · grade 2 2.13.D identify primary and secondary sources;
- ELA · grade 2 2.13.F cite sources appropriately; and
- ELA · grade 3 3.2.A demonstrate and apply phonetic knowledge by:
- ELA · grade 3 3.7.A describe personal connections to a variety of sources, including self-selected texts;
- ELA · grade 3 3.7.E interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
- ELA · grade 3 3.13.A generate questions on a topic for formal and informal inquiry;
- ELA · grade 3 3.13.B develop and follow a research plan with adult assistance;
- ELA · grade 3 3.13.C identify and gather relevant information from a variety of sources;
- ELA · grade 3 3.13.D identify primary and secondary sources;
- ELA · grade 3 3.13.F recognize the difference between paraphrasing and plagiarism when using source materials;
Naming shapes and solids by what they are made of, and putting them together and taking them apart.
- Math · grade 1 1.6.A classify and sort regular and irregular two-dimensional shapes based on attributes using informal geometric language
- Math · grade 1 1.6.B distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape
- Math · grade 1 1.6.C create two-dimensional figures, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons
- Math · grade 1 1.6.D identify two-dimensional shapes, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons and describe their attributes using formal geometric language
- Math · grade 1 1.6.E identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language
- Math · grade 1 1.6.F compose two-dimensional shapes by joining two, three, or four figures to produce a target shape in more than one way if possible
- Math · grade 1 1.6.G partition two-dimensional figures into two and four fair shares or equal parts and describe the parts using words
- Math · grade 2 2.8.A create two-dimensional shapes based on given attributes, including number of sides and vertices
- Math · grade 2 2.8.B classify and sort three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes as special rectangular prisms), and triangular prisms, based on attributes using formal geometric language
- Math · grade 2 2.8.C classify and sort polygons with 12 or fewer sides according to attributes, including identifying the number of sides and number of vertices
- Math · grade 2 2.8.D compose two-dimensional shapes and three-dimensional solids with given properties or attributes
- Math · grade 2 2.8.E decompose two-dimensional shapes such as cutting out a square from a rectangle, dividing a shape in half, or partitioning a rectangle into identical triangles and identify the resulting geometric parts
- Math · grade 2 2.9.F use concrete models of square units to find the area of a rectangle by covering it with no gaps or overlaps, counting to find the total number of square units, and describing the measurement using a number and the unit
- Math · grade 3 3.6.A classify and sort two- and three-dimensional figures, including cones, cylinders, spheres, triangular and rectangular prisms, and cubes, based on attributes using formal geometric language
- Math · grade 3 3.6.B use attributes to recognize rhombuses, parallelograms, trapezoids, rectangles, and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories
- Math · grade 3 3.6.C determine the area of rectangles with whole number side lengths in problems using multiplication related to the number of rows times the number of unit squares in each row
- Math · grade 3 3.6.D decompose composite figures formed by rectangles into non-overlapping rectangles to determine the area of the original figure using the additive property of area
- Math · grade 3 3.6.E decompose two congruent two-dimensional figures into parts with equal areas and express the area of each part as a unit fraction of the whole and recognize that equal shares of identical wholes need not have the same shape
Talking so you are understood, and listening closely enough to answer what was actually said.
- ELA · grade 1 1.1.A listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses;
- ELA · grade 1 1.1.C share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language;
- ELA · grade 1 1.1.D work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions; and
- ELA · grade 2 2.1.A listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses;
- ELA · grade 2 2.1.C share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language;
- ELA · grade 2 2.1.D work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, making appropriate contributions, and building on the ideas of others; and
- ELA · grade 3 3.1.A listen actively, ask relevant questions to clarify information, and make pertinent comments;
- ELA · grade 3 3.1.C speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively;
Writing a word the way everyone else writes it — partly by pattern, partly by the words you come to know on sight.
- ELA · grade 1 1.2.C demonstrate and apply spelling knowledge by:
- ELA · grade 1 1.11.D edit drafts using standard English conventions, including:
- ELA · grade 2 2.2.C demonstrate and apply spelling knowledge by:
- ELA · grade 2 2.11.D edit drafts using standard English conventions, including:
- ELA · grade 3 3.2.A demonstrate and apply phonetic knowledge by:
- ELA · grade 3 3.2.B demonstrate and apply spelling knowledge by:
- ELA · grade 3 3.11.D edit drafts using standard English conventions, including:
Reading a clock, analog or digital — to the hour and half hour first, then to the minute.
also called clocks
Working out what a new word means — from the sentence around it, or from its endings and prefixes — and then actually using it.
also called word meanings
- ELA · grade 1 1.2.B demonstrate and apply phonetic knowledge by:
- ELA · grade 1 1.3.C identify the meaning of words with the affixes -s, -ed, and -ing; and
- ELA · grade 1 1.7.F respond using newly acquired vocabulary as appropriate.
- ELA · grade 2 2.3.B use context within and beyond a sentence to determine the meaning of unfamiliar words;
- ELA · grade 2 2.3.C identify the meaning of and use words with affixes un-, re-, -ly, -er, and -est (comparative and superlative), and -ion/tion/sion; and
- ELA · grade 2 2.3.D identify, use, and explain the meaning of antonyms, synonyms, idioms, and homographs in context.
- ELA · grade 2 2.7.F respond using newly acquired vocabulary as appropriate.
- ELA · grade 3 3.3.B use context within and beyond a sentence to determine the meaning of unfamiliar words and multiple-meaning words;
- ELA · grade 3 3.3.C identify the meaning of and use words with affixes such as im- (into), non-, dis-, in- (not, non), pre-, -ness, -y, and -ful; and
- ELA · grade 3 3.3.D identify, use, and explain the meaning of antonyms, synonyms, idioms, homophones, and homographs in a text.
- ELA · grade 3 3.7.F respond using newly acquired vocabulary as appropriate; and
Planning it, getting it down, changing it, and putting it in front of somebody — all of it counts as writing.
- ELA · grade 1 1.11.A plan a first draft by generating ideas for writing such as by drawing and brainstorming;
- ELA · grade 1 1.11.B develop drafts in oral, pictorial, or written form by:
- ELA · grade 1 1.11.C revise drafts by adding details in pictures or words;
- ELA · grade 1 1.11.D edit drafts using standard English conventions, including:
- ELA · grade 1 1.11.E publish and share writing.
- ELA · grade 2 2.11.A plan a first draft by generating ideas for writing such as drawing and brainstorming;
- ELA · grade 2 2.11.B develop drafts into a focused piece of writing by:
- ELA · grade 2 2.11.C revise drafts by adding, deleting, or rearranging words, phrases, or sentences;
- ELA · grade 2 2.11.D edit drafts using standard English conventions, including:
- ELA · grade 2 2.11.E publish and share writing.
- ELA · grade 3 3.11.A plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping;
- ELA · grade 3 3.11.B develop drafts into a focused, structured, and coherent piece of writing by:
- ELA · grade 3 3.11.C revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity;
- ELA · grade 3 3.11.D edit drafts using standard English conventions, including:
- ELA · grade 3 3.11.E publish written work for appropriate audiences.