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Math

Online TAKS Released Test 2006  2004  2003

6.1 Number, operation, and quantitative reasoning. The student represents and uses rational numbers in a variety of equivalent forms. 

(A) compare and order non-negative rational numbers;
(B) generate equivalent forms of rational numbers including whole numbers, fractions, and decimals;
(C) use integers to represent real-life situations;
(D) write prime factorizations using exponents; and
(E) identify factors of a positive integer, common factors , and the greatest common factor of a set of positive integers; and
(F) identify multiples of a positive integer and common multiples and the least common multiple of a set of positive integers

Interactive Student
(A) Inequality Flashcards
(A) Builder Ted
(A) Guess The Number
(A) Compare Fractions
(A) Zero's and Ones
(B) Rename Fractions
(B) Fraction Fireworks
(B) Match Equivalent Fractions
(B) Number Heroes
(B) Fresh Baked Fractions
(B) Uncovering Equivalent Fractions
(B) Decimal to Fractions Concentration
(B) Equivalent Ratio Concentration
(B) Equivalent Decimals Concentration
(B) Equivalent Fraction Concentration

(D) GoMath: Prime Factorization
(E) GoMath: GCF & LCM

Interactive Classroom
(A) Real Number Line - Integers
(A) Real Number Line - Rational
(B) Modeling Equivalent Fractions
(B) Fraction Decimal Conversion

(6.2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, and divides to solve problems and justify solutions.

The student is expected to:
(A) model addition and subtraction situations involving fractions with objects, pictures, words, and numbers;
(B) use addition and subtraction to solve problems involving fractions and decimals;
(C) use multiplication and division of whole numbers to solve problems including situations involving equivalent ratios and rates;
(D) estimate and round to approximate reasonable results and to solve problems where exact answers are not required; and
(E) use order of operations to simplify whole number expressions (without exponents) in problem solving situations

Interactive Student
(A) Ice Cream Fractions
(B) Change Maker
(C) Multiplication Concentration
(C) Multiplication Hidden Picture
(C) Multiplication Matho
(C) Math Baseball
(C) Guess and Check

Interactive Classroom 
(B) Adding Real Numbers
(B) Sums and Differences with Decimals
(D) Estimation
(D) Estimator
 

(6.3) Patterns, relationships, and algebraic thinking. The student solves problems involving proportional relationships. 

(A) use ratios to describe proportional situations;
(B) represent ratios and percents with concrete models, fractions, and decimals; and
(C) use ratios to make predictions in proportional situations.

Interactive Student
(A,B) Ratios

(B) Equivalent Ratio Concentration
(B) Tony Fractions Pizza Game
(B) Mervin's Make a Match

Interactive Classroom

(A,B) Similar Figures
(B) Percentage Paint
(B) Comparing Fractions Using Number Lines
(B) Comparing Fractions Using Vertical Number Lines
(B) Create A Pie Chart

(6.4) Patterns, relationships, and algebraic thinking. The student uses letters as variables in mathematical expressions to describe how one quantity changes when a related quantity changes.

The student is expected to:
(A) use tables and symbols to represent and describe proportional and other relationships such as those  involving conversions, arithmetic sequences, perimeter, and area, and
(B) use tables of data to generate formulas representing relationships involving perimeter, area, volume of a rectangular prism, etc.

Interactive Student

(B) Area of A Rectangle
(B) Perimeter of a Rectangle

Interactive Classroom
(B) Area and Perimeter

(6.5) Patterns, relationships, and algebraic thinking. The student uses letters to represent an unknown in an equation.

The student is expected to formulate  equations from problem situations described by linear relationships

Interactive Student
Weighing the Wangdoodles
Proportional Marbles

Interactive Classroom
Number Line Patterns

(6.6) Geometry and spatial reasoning. The student uses geometric vocabulary to describe angles, polygons, and circles.

 

(A) use angle measurements to classify angles as acute, obtuse, or right;
(B) identify relationships involving angles in triangles and quadrilaterals; and
(C) describe the relationship between radius, diameter, and circumference of a circle.

Interactive Student
(A) Name That Angle
(A) Wiseup Angles
(A) Introduction to Angles - Matching
(A) Introduction to Angles - Flashcards
(A) Introduction to Angles - Concentration
(A) Introduction to Angles - Word Search

(B) Bicycle Design Video
(B,C) Logo Park
(B) Parallelogram Conditions
(C) Circle Ratio

Interactive Classroom
(A) Introduction to Angles
(B) Shadows

(6.7) Geometry and spatial reasoning. The student uses coordinate geometry to identify location in two dimensions. 

locate and name points on a coordinate plane using ordered pairs of non-negative rational numbers.

Interactive Student
What's the Point
Looking for the Top Quark
Bug Coordinates

Interactive Classroom
Cosmic Geometry
Coordinates

(6.8) Measurement. The student solves application problems involving estimation and measurement of length, area, time, temperature, capacity, weight, and angles. 

(A) estimate measurements and evaluate reasonableness of results;
(B) select and use appropriate units, tools, or formulas to measure and to solve problems involving length (including perimeter), area, time, temperature, volume, and weight;
(C) measure angles; and
(D) convert measures within the same measurement system (customary and metric) based on relationships between units.

Interactive Student
(B) Measure It!
(B) Shape Surveyor
(B) Area Explorer
(C) Bathroom Tiles
(C) Banana Hunt
(C) Angles
(C) Star Gazing
(C) Clown Clear-Up
(D) Soda Game
(D) Equivalent Metric Concentration
(D) Equivalent Measures Concentration

Interactive Classroom
(A, B, D) Animal Weigh In
(B, C) Polygon Paint
(B, C) Flexigon
(C) Change and Measure That Angle
(C) Name That Angle
(C) Supplementary Angles
(D) Customary Measurement

(6.9) Probability and statistics. The student uses experimental and theoretical probability to make predictions. 

 (A) construct sample spaces using lists, tree diagrams and
(B) find the probabilities of a simple event and its complement and describe the relationship between the two.

Interactive Student
(B) Probably a Favorite
(B) Designing Dolls Video

Interactive Classroom
(B) Fish Tank
(B) Popcorn, Peanuts and Hot Dogs Movie

(6.10) Probability and statistics. The student uses statistical representations to analyze data.

 

(A) select and use an appropriate representation for presenting and displaying different graphical representations of the same data  including line plot, line graph, bar graph, and stem and leaf plot ;
(B) identify mean (using concrete objects and pictorial models) median, mode, and range of data;
(C) sketch circle graphs to display data; and
(D) solve problems by collecting, organizing, displaying, and interpreting data.

Interactive Student
(A, C) Create A Graph
(B) Train Race
(B) Landmark Sharks

Interactive Classroom
(A)(C) Create A Graph
(A)(C) Create A Pie Chart
(B) Train Race
(C)(D) Data Picking

(6.11) Underlying processes and mathematical tools. The student applies Grade 6 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school.

The student is expected to:
(A) identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics;
(B) use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;
(C) select or develop an appropriate problem-solving strategy from a variety of different types, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and
(D) select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems.

Interactive Student
(A) Math Playground
(B, C, D) Power Lines
(B, C, D) Fox, Chicken, Corn
(B) Small Blueprinter
(B) Math Baseball- Algebra Style
(B) Guess and Check

Interactive Classroom
(A,B,C,D) Math TV
(D) Popcorn, Peanuts and Hot Dogs Movie

(6.12) Underlying processes and mathematical tools. The student communicates about Grade 6 mathematics through informal and mathematical language, representations, and models.

The student is expected to:
(A) communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models; and
(B) evaluate the effectiveness of different representations to communicate ideas.

Interactive Student
(A) Logo Park

(A) Small Blueprinter

Interactive Classroom
(B) Multimedia Math Glossary 

(6.13) Underlying processes and mathematical tools. The student uses logical reasoning to make conjectures and verify conclusions.

The student is expected to:
(A) make conjectures from patterns or sets of examples and nonexamples; and
(B) validate his/her conclusions using mathematical properties and relationships.

 

 

Science 

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(6.1) Scientific processes. The student conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices. The student is expected to:

(A) demonstrate safe practices during field and laboratory investigations; and
(B) make wise choices in the use and conservation of resources and the disposal or recycling of materials.

Interactive Student
(B) Dumptown Game
(B) Recycling Survey 
(B) Word Search
(B) It's not all garbage
(B) Salmon Challenge

Interactive Classroom

(6.2) Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to:

 

(A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting and using equipment and technology;
(B) collect data by observing and measuring;
(C) analyze and interpret information to construct reasonable explanations from direct and indirect evidence;
(D) communicate valid conclusions; and
(E) construct graphs, tables, maps, and charts using tools including computers to organize, examine, and evaluate data.

Interactive Student
(A,B,C,D,E) Frog Pond Habitat
(C) Hair Detective
(E) Kids Graphing Page
(B) Dolphins in Depth

Interactive Classroom
(A,B,C,D) Green Thumb Movie

(6.3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:

(A) analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information;
(B) draw inferences based on data related to promotional materials for products and services;
(C) represent the natural world using models and identify their limitations;
(D) evaluate the impact of research on scientific thought, society, and the environment; and
(E) connect Grade 6 science concepts with the history of science and contributions of scientists.

Interactive Student

Interactive Classroom

(6.4) Scientific processes. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to:

(A) collect, analyze, and record information using tools including beakers, petri dishes, meter sticks, graduated cylinders, weather instruments, timing devices, hot plates, test tubes, safety goggles, spring scales, magnets, balances, microscopes, telescopes, thermometers, calculators, field equipment, compasses, computers, and computer probes; and
(B) identify patterns in collected information using percent, average, range, and frequency.

Interactive Student
(A) Virtual Scanning Electron Microscopy
(A) The World Within: Powers of Ten
(A) 3-D Cell
(A) Cell Cycle
(A) Animal Cell Mitosis

Interactive Classroom
(A) How Big?

(6.5) Scientific concepts. The student knows that systems may combine with other systems to form a larger system. The student is expected to:

(A) identify and describe a system that results from the combination of two or more systems such as in the solar system; and
(B) describe how the properties of a system are different from the properties of its parts.

Interactive Student

Interactive Classroom

(6.6) Science concepts. The student knows that there is a relationship between force and motion. The student is expected to:

(A) identify and describe the changes in position, direction of motion, and speed of an object when acted upon by force;
(B) demonstrate that changes in motion can be measured and graphically represented; and
(C) identify forces that shape features of the Earth including uplifting, movement of water, and volcanic activity.

Interactive Student
(A) Orbital Simulator-Velocity, Gravity & Mass
(A) Gravity

(A) Funderstanding Roller Coaster
(C) Parts & Types of Volcanoes
(C) Java Game

Interactive Classroom
(A) Gravity
(C) The Earth 25 Million Years Ago
(C) Parts & Types of Volcanoes
(C) Build a Volcano

(6.7) Science concepts. The student knows that substances have physical and chemical properties. The student is expected to:

(A) demonstrate that new substances can be made when two or more substances are chemically combined and compare the properties of the new substances to the original substances; and
B) classify substances by their physical and chemical properties.

Interactive Student
(A) Physical Changes
(A) ALIENS Juice Bar
(B) Mass, Volume, Density- Density Lab

Interactive Classroom
(A) Physical Changes
(A, B) Physical & Chemical Changes- Online Quiz

(6.8) Science concepts. The student knows that complex interactions occur between matter and energy. The student is expected to:

(A) define matter and energy;
(B) explain and illustrate the interactions between matter and energy in the water cycle and in the decay of biomass such as in a compost bin; and
(C) describe energy flow in living systems including food chains and food webs.

Interactive Student
(A) States of Matter
(A) Water Cycle 
(A) Water Cycle Gizmo
(C) Food Webs
(C) Food Chain

Interactive Classroom
(A) States of Matter
(C) Create a Food Web Page

(6.9) Science concepts. The student knows that obtaining, transforming, and distributing energy affects the environment. The student is expected to:

(A) identify energy transformations occurring during the production of energy for human use such as electrical energy to heat energy or heat energy to electrical energy;
(B) compare methods used for transforming energy in devices such as water heaters, cooling systems, or hydroelectric and wind power plants; and
(C) research and describe energy types from their source to their use and determine if the type is renewable, non-renewable, or inexhaustible.

Interactive Student
(A) Energy Quiz
(B,C) Wind Power Game

Interactive Classroom

(6.10) Science concepts. The student knows the relationship between structure and function in living systems. The student is expected to:

(A) differentiate between structure and function;
(B) determine that all organisms are composed of cells that carry on functions to sustain life; and
(C) identify how structure complements function at different levels of organization including organs, organ systems, organisms, and populations.

Interactive Student
(A), (B) Plant and Animal Cells
(C) Flower Parts

Interactive Classroom
(A, B) Plant and Animal Cells
(B) Cells Alive
(B) Cell Quiz

(6.11) Science concepts. The student knows that traits of species can change through generations and that the instructions for traits are contained in the genetic material of the organisms. The student is expected to:

(A) identify some changes in traits that can occur over several generations through natural occurrence and selective breeding;
(B) identify cells as structures containing genetic material; and
(C) interpret the role of genes in inheritance.

Interactive Student
(A) Endangered Species Map
(A) Inherited Traits Form

Interactive Classroom
(A) Endangered Species Map
(B) Cells Alive
(B, C) DNA and Proteins

(6.12) Science concepts. The student knows that the responses of organisms are caused by internal or external stimuli. The student is expected to:

(A) identify responses in organisms to internal stimuli such as hunger or thirst;
(B) identify responses in organisms to external stimuli such as the presence or absence of heat or light; and
(C) identify components of an ecosystem to which organisms may respond.

Interactive Student

Interactive Classroom

(6.13) Science concepts. The student knows components of our solar system. The student is expected to:

(A) identify characteristics of objects in our solar system including the Sun, planets, meteorites, comets, asteroids, and moons; and
(B) describe types of equipment and transportation needed for space travel.

Interactive Student
(A) Orbital Simulator-Velocity, Gravity & Mass
(A) Stars and Constellations
(A) How Much Would You Weigh?
(A) How Old Would You Be?
(A) Connect the Stars
(B) Design a Space Station

Interactive Classroom
(A) Stars and Constellations
(A) Parts of the Solar System
(A) Shoot the Cannonball
(A) Name That Planet!
(A) Space Trivia Quiz 1
(A) Space Trivia Quiz 2
(A) Space Trivia Quiz 3

(6.14) Science concepts. The student knows the structures and functions of Earth systems. The student is expected to:

(A) summarize the rock cycle;
(B) identify relationships between groundwater and surface water in a watershed; and
(C) describe components of the atmosphere, including oxygen, nitrogen, and water vapor, and identify the role of atmospheric movement in weather change.

Interactive Student
(A) Rock Cycle Gizmo

(C) How Lightning Works

Interactive Classroom
 

Language Arts 

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Online TAKS Released Test  2004   2003

(1) Listening/speaking/purposes. The student listens actively and purposefully in a variety of settings. The student is expected to:

(A) determine the purposes for listening such as to gain information, to solve problems, or to enjoy and appreciate (4-8);

(B) eliminate barriers to effective listening (4-8);
(C) understand the major ideas and supporting evidence in spoken messages (4-8); and
(D) listen to learn by taking notes, organizing, and summarizing spoken ideas (6-8).

Interactive Student
(C) Listen to learn- Wolf and Crane
(C) Listen to learn- The Kingdom of the Lion

Interactive Classroom

(2) Listening/speaking/critical listening. The student listens critically to analyze and evaluate a speaker's  message(s). The student is expected to:

(A) interpret speakers' messages (both verbal and nonverbal), purposes, and perspectives (4-8);

(B) identify and analyze a speaker's persuasive techniques such as selling, convincing, and using propaganda (6);
(C) distinguish between the speaker's opinion and verifiable fact (4-8);
(D) monitor his/her own understanding of the spoken message and seek clarification as needed (4-8);
(E) compare his/her own perception of a spoken message with the perception of others (6-8); and
(F) evaluate a spoken message in terms of its content, credibility, and delivery (6-8).

Interactive Student

Interactive Classroom
(A-F) Listening Skills

(3) Listening/speaking/appreciation. The student listens to enjoy and appreciate spoken language. The student is expected to:

(A) listen to proficient, fluent models of oral reading, including selections from classic and contemporary works (4-8);

(B) analyze oral interpretations of literature for effects on the listener (6-8); and
(C) analyze the use of aesthetic language for its effects (6-8).

Interactive Student

Interactive Classroom

(4) Listening/speaking/culture. The student listens and speaks to gain and share knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to:

(A) connect his/her own experiences, information, insights, and ideas with experiences of others through speaking and listening (4-8);

(B) compare oral traditions across regions and cultures (4-8); and
(C) identify how language use such as labels and sayings reflects regions and cultures (4-8).

Interactive Student

Interactive Classroom

(5) Listening/speaking/audiences. The student speaks clearly and appropriately to different audiences for different purposes and occasions. The student is expected to:

(A) adapt spoken language such as word choice, diction, and usage to the audience, purpose, and occasion (4-8);

(B) demonstrate effective communication skills that reflect such demands as interviewing, reporting, requesting, and providing information (4-8);
(C) present dramatic interpretations of experiences, stories, poems, or plays to communicate (4-8);
(D) generate criteria to evaluate his/her own oral presentations and the presentations of others (6-8);
(E) use effective rate, volume, pitch, and tone for the audience and setting (4-8); and
(F) clarify and support spoken ideas with evidence, elaborations, and examples (4-8).

Interactive Student

Interactive Classroom
(A-F) Listening skills

(6) Reading/word identification. The student uses a variety of word recognition strategies. The student is expected to:

(A) apply knowledge of letter-sound correspondences, language structure, and context to recognize words (4-8);

(B) use structural analysis to identify root words with prefixes such as dis-, non-, in-, and suffixes such as -ness, -tion, and -able (4-6); and
(C) locate the meanings, pronunciations, and derivations of unfamiliar words using dictionaries, glossaries, and other sources (4-8).

Interactive Student
(B) Match the Prefixes
(C) Spell a Roo
(C) Definitions

Interactive Classroom
(B, C) Roots and Prefixes - Matching
(B, C) Roots and Prefixes - Concentration
(B, C) Roots and Prefixes - Word Search

(7) Reading/fluency. The student reads with fluency and understanding in texts at appropriate difficulty levels. The student is expected to:

(A) read regularly in independent-level materials (texts in which no more than approximately 1 in 20 words is difficult for the reader) (6);

(B) read regularly in instructional-level materials that are challenging but manageable (texts in which no more than approximately 1 in 10 words is difficult for the reader) (6);
(C) demonstrate characteristics of fluent and effective readers (4-6);
(D) adjust reading rate based on purposes for reading (4-8);
(E) read aloud in selected texts in ways that both reflect understanding of the text and engage the listeners (4-8); and
(F) read silently with increasing ease for longer periods (4-8).

Interactive Student

Interactive Classroom

(8) Reading/variety of texts. The student reads widely for different purposes in varied sources. The student is expected to:

(A) read classic and contemporary works (2-8);

(B) select varied sources such as plays, anthologies, novels, textbooks, poetry, newspapers, manuals, and electronic texts when reading for information or pleasure (6-8);
(C) read for varied purposes such as to be informed, to be entertained, to appreciate the writer's craft, and to discover models for his/her own writing (4-8); and
(D) read to take action such as to complete forms, make informed recommendations, and write a response (6-8).

Interactive Student

Interactive Classroom

(9) Reading/vocabulary development. The student acquires an extensive vocabulary through reading and systematic word study. The student is expected to:

(A) develop vocabulary by listening to selections read aloud (4-8);

(B) draw on experiences to bring meanings to words in context such as interpreting idioms, multiple-meaning words, and analogies (6-8);
(C) use multiple reference aids, including a thesaurus, a synonym finder, a dictionary, and software, to clarify meanings and usage (4-8);
(D) determine meanings of derivatives by applying knowledge of the meanings of root words such as like, pay or happy and affixes such as dis-, pre- or un- (4-8);
(E) study word meanings systematically such as across curricular content areas and through current events (4-8);
(F) distinguish denotative and connotative meanings (6-8); and
(G) use word origins as an aid to understanding historical influences on English word meanings (6-8).

Interactive Student
(B) Paint by Idioms
(B) Eye on Idioms
(D) Rooting Out Words
(D) Flip Chips

Interactive Classroom
(B) Face Idioms
(C) Visuwords

(10) Reading/comprehension. The student comprehends selections using a variety of strategies. The student is expected to:

(A) use his/her own knowledge and experience to comprehend (4-8);

(B) establish and adjust purposes for reading such as reading to find out, to understand, to interpret, to enjoy, and to solve problems (4-8);
(C) monitor his/her own comprehension and make modifications when understanding breaks down such as by rereading a portion aloud, using reference aids, searching for clues, and asking questions (4-8);
(D) describe mental images that text descriptions evoke (4-8);
(E) use the text's structure or progression of ideas such as cause and effect or chronology to locate and recall information (4-8);
(F) determine a text's main (or major ideas) and how those ideas are supported with details (4-8);
(G) paraphrase and summarize text to recall, inform, or organize ideas (4-8);
(H) draw inferences such as conclusions or generalizations and support them with text evidence and experience (4-8);
(I) find similarities and differences across texts such as in treatment, scope, or organization (4-8);
(J) distinguish fact and opinion in various texts (4-8);
(K) answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short answer (4-8);
(L) represent text information in different ways such as in outline, timeline, or graphic organizer (4-8); and
(M) use study strategies to learn and recall important ideas from texts such as preview, question, reread, and record (6-8)

Interactive Student
 

Interactive Classroom
(A-M) Reading Comprehension

(11) Reading/literary response. The student expresses and supports responses to various types of texts. The student is expected to:

(A) offer observations, make connections, react, speculate, interpret, and raise questions in response to texts (4-8);
(B) interpret text ideas through such varied means as journal writing, discussion, enactment, and media (4-8);
(C) support responses by referring to relevant aspects of text and his/her own experiences (4-8); and
(D) connect, compare, and contrast ideas, themes, and issues across text (4-8).

Interactive Student

(D) Compare and Contrast Map

Interactive Classroom

(12) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts (genres). The student is expected to:

(A) identify the purposes of different types of texts such as to inform, influence, express, or entertain (4-8);
(B) recognize the distinguishing features of genres, including biography, historical fiction, informational texts, and poetry (4-8);

(C) compare communication in different forms such as contrasting a dramatic performance with a print version of the same story or comparing story variants (2-8);
(D) understand and identify literary terms such as playwright, theater, stage, act, dialogue, analogy, and scene across a variety of literary forms (texts) (6-7);
(E) understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies (3-7);
(F) analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo (4-8);
(G) recognize and analyze story plot, setting, and problem resolution (4-8);
(H) describe how the author's perspective or point of view affects the text (4-8);
(I) analyze ways authors organize and present ideas such as through cause/effect, compare/contrast, inductively, deductively, or chronologically (6-8);
(J) recognize and interpret literary devices such as flashback, foreshadowing, and symbolism (6-8); and
(K) recognize how style, tone, and mood contribute to the effect of the text (6-8).

(B) Acrostic Poem
(F) Character Trading Cards

(G) Plot Diagram

(F) Lesson Plans for Character trading Cards

(13) Reading/inquiry/research. The student inquires and conducts research using a variety of sources. The student is expected to:

(A) form and revise questions for investigations, including questions arising from readings, assignments, and units of study (6-8);
(B) use text organizers, including headings, graphic features, and tables of contents, to locate and organize information (4-8);
(C) use multiple sources, including electronic texts, experts, and print resources, to locate information relevant to research questions (4-8);
(D) interpret and use graphic sources of information such as maps, graphs, timelines, or tables to address research questions (4-8);
(E) summarize and organize information from multiple sources by taking notes, outlining ideas, and making charts (4-8);
(F) produce research projects and reports in effective formats for various audiences (6-8);
(G) draw conclusions from information gathered from multiple sources (4-8);
(H) use compiled information and knowledge to raise additional, unanswered questions (3-8); and
(I) present organized statements, reports, and speeches using visuals or media to support meaning, as appropriate (6-8).

Interactive Student
(C, G) RainForest Identification

Interactive Classroom
 

(14) Reading/culture. The student reads to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to:

(A) compare text events with his/her own and other readers' experiences (4-8);
(B) determine distinctive and common characteristics of cultures through wide reading (4-8); and
(C) articulate and discuss themes and connections that cross cultures (4-8).
 

Interactive Student

Interactive Classroom

(15) Writing/purposes. The student writes for a variety of audiences and purposes and in a variety of forms. The student is expected to:

(A) write to express, discover, record, develop, reflect on ideas, and to problem solve (4-8);
(B) write to influence such as to persuade, argue, and request (4-8);
(C) write to inform such as to explain, describe, report, and narrate (4-8);
(D) write to entertain such as to compose humorous poems or short stories (4-8);
(E) select and use voice and style appropriate to audience and purpose (6-8);
(F) choose the appropriate form for his/her own purpose for writing, including journals, letters, editorials, reviews, poems, presentations, narratives, reports, and instructions (6);
(G) use literary devices effectively such as suspense, dialogue, and figurative language (5-8); and
(H) produce cohesive and coherent written texts by organizing ideas, using effective transitions, and choosing precise wording (6-8).

Interactive Student
(A) Written response
(B) Persuasion Map
(D) Comic Creator
(D) Poetry Splatter
(F) Letter Generator

Interactive Classroom

(16)Writing/penmanship/capitalization/ punctuation/ spelling. The student composes original texts, applying the conventions of written language such as capitalization, punctuation, penmanship, and spelling to communicate clearly. The student is expected to:

(A) write legibly by selecting cursive or manuscript as appropriate (4-8);
(B) capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing titles, using hyphens, semicolons, colons, possessives, and sentence punctuation (6-8);
(C) write with accurate spelling of syllable constructions, including closed, open, consonant before -le, and syllable boundary patterns (3-6);
(D) write with accurate spelling of roots such as drink, speak, read, or happy, inflections such as those that change tense or number, suffixes such as -able or -less, and prefixes such as re- or un- (4-6);
(E) use resources to find correct spellings (4-8);
(F) spell accurately in final drafts (4-8); and
(G) understand the influence of other languages and cultures on the spelling of English words (6-8).

Interactive Student
(B) Capitalization and Punctuation
(B) Punctuation Campground
(B) Title Ball 
(B) Punctuation Paintball
(F) Word Confusion
(F) Spell Check

Interactive Classroom
 

(17) Writing/grammar/usage. The student applies standard grammar and usage to communicate clearly and effectively in writing. The student is expected to:

(A) use regular and irregular plurals correctly (4-6);
(B) write in complete sentences, varying the types such as compound and complex, and use of appropriately punctuated dependent clauses (6);
(C) use conjunctions to connect ideas meaningfully (4-8);
(D) use adjectives (comparative and superlative forms) and adverbs appropriately to make writing vivid or precise (4-8);
(E) use prepositional phrases to elaborate written ideas (4-8);
(F) employ standard English usage in writing for audiences, including subject-verb agreement, pronoun referents, and parts of speech (4-8);
(G) use verb tenses appropriately and consistently such as present, past, future, perfect, and progressive (6-8);
(H) write with increasing accuracy when using apostrophes in contractions such as doesn't and possessives such as Maria's (4-8); and
(I) write with increasing accuracy when using pronoun case such as "He and they joined him." (6-8).

Interactive Student
(A) The Plural Girls
(A) Monster Truck Verbs
(A) Subject-Verb Mixup
(B) Sentence Sort
(B) Comma Splices- Ex. 1
(B) Comma Splice- Ex. 2
(B) Comma Splice- Ex. 3
(B) Comma Splice-Ex. 4
(B) Comma Splice-Ex. 5
(E) Prepositions
(F) Nouns
(F, I) Pronouns
(F) Word Invasion

Interactive Classroom
(A) Singular and Plural Nouns
(D) Wacky Web Tales
(F) Wacky Web Tales
(F) Parts of Speech
(G) Wacky Web Tales
(G) Irregular Verbs

 

(18) Writing/writing process. The student selects and uses writing processes for self-initiated and assigned writing. The student is expected to:

(A) generate ideas and plans for writing by using prewriting strategies such as brainstorming, graphic organizers, notes, and logs (4-8);
(B) develop drafts by categorizing ideas, organizing them into paragraphs, and blending paragraphs within larger units of text (4-8);
(C) revise selected drafts by adding, elaborating, deleting, combining, and rearranging text (4-8);
(D) revise drafts for coherence, progression, and logical support of ideas (4-8);
(E) edit drafts for specific purposes such as to ensure standard usage, varied sentence structure, and appropriate word choice (4-8);
(F) use available technology to support aspects of creating, revising, editing, and publishing texts (4-8);
(G) refine selected pieces frequently to "publish" for general and specific audiences (4-8);
(H) proofread his/her own writing and that of others (4-8); and
(I) select and use reference materials and resources as needed for writing, revising, and editing final drafts (4-8).

Interactive Student
(A) Story Mapping
(A) Graphic Map
(H) Proofreading
(H) Writing Skills

Interactive Classroom
 

(19) Writing/evaluation. The student evaluates his/her own writing and the writings of others. The student is expected to:

(A) apply criteria to evaluate writing (4-8);
(B) respond in constructive ways to others' writings (4-8);
(C) evaluate how well his/her own writing achieves its purposes (4-8);
(D) analyze published examples as models for writing (4-8); and
(E) review a collection of written works to determine its strengths and weaknesses and to set goals as a writer (4-8).

Interactive Student

Interactive Classroom

(20) Writing/inquiry/research. The student uses writing as a tool for learning and research. The student is expected to:

(A) frame questions to direct research (4-8);
(B) organize prior knowledge about a topic in a variety of ways such as by producing a graphic organizer (4-8);
(C) take notes from relevant and authoritative sources such as guest speakers, periodicals, and on-line searches (4-8);
(D) summarize and organize ideas gained from multiple sources in useful ways such as outlines, conceptual maps, learning logs, and timelines (4-8);
(E) present information in various forms using available technology (4-8);
(F) evaluate his/her own research and raise new questions for further investigation (4-8); and
(G) follow accepted formats for writing research, including documenting sources (6-8)

Interactive Student

Interactive Classroom

(21) Writing/connections. The student interacts with writers inside and outside the classroom in ways that reflect the practical uses of writing. The student is expected to:

(A) collaborate with other writers to compose, organize, and revise various types of texts, including letters, news, records, and forms (4-8); and (B) correspond with peers or others via e-mail or conventional mail (4-8).

Interactive Student

Interactive Classroom

(22) Viewing/representing/interpretation. The student understands and interprets visual images, messages, and meanings. The student is expected to:

(A) describe how illustrators' choice of style, elements, and media help to represent or extend the text's meanings (4-8);
(B) interpret important events and ideas gathered from maps, charts, graphics, video segments, or technology presentations (4-8); and
(C) use media to compare ideas and points of view (4-8).

Interactive Student

Interactive Classroom

(23) Viewing/representing/analysis. The student analyzes and critiques the significance of visual images, messages, and meanings. The student is expected to:

(A) interpret and evaluate the various ways visual image makers such as illustrators, documentary filmmakers, and political cartoonists represent meanings (6-8);
(B) compare and contrast print, visual, and electronic media such as film with written story (4-8);
(C) evaluate the purposes and effects of varying media such as film, print, and technology presentations (6-8); and
(D) evaluate how different media forms influence and inform (6-8).

Interactive Student

Interactive Classroom

(24) Viewing/representing/production. The student produces visual images, messages, and meanings that communicate with others. The student is expected to:

(A) select, organize, or produce visuals to complement and extend meanings (4-8);
(B) produce communications using technology or appropriate media such as developing a class newspaper, multimedia reports, or video reports (4-8); and
(C) assess how language, medium, and presentation contribute to the message (6-8).

Social Studies

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(1) History. The student understands that historical events influence contemporary events. The student is expected to:

(A) describe characteristics of selected contemporary societies such as Bosnia and Northern Ireland that resulted from historical events or factors such as invasion, conquests, colonization, immigration, and trade; and
(B) analyze the historical background of selected contemporary societies to evaluate relationships between past conflicts and current conditions.

Interactive Student

Interactive Classroom

(2) History. The student understands the contributions of individuals and groups from various cultures to selected historical and contemporary societies. The student is expected to:

(A) explain the significance of individuals or groups from selected societies, past and present; and
(B) describe the influence of individual and group achievement on selected historical or contemporary societies.

Interactive Student
 

 

Interactive Classroom

(A, B) Discovery School.com

(3) Geography. The student uses maps, globes, graphs, charts, models, and databases to answer geographic questions. The student is expected to:

(A) create thematic maps, graphs, charts, models, and databases depicting various aspects of world regions and countries such as population, disease, and economic activities;
(B) pose and answer questions about geographic distributions and patterns for selected world regions and countries shown on maps, graphs, charts, models, and databases; and
(C) compare selected world regions and countries using data from maps, graphs, charts, databases, and models.

Interactive Student

(B) Geosense.net click "Sign in", fill in a name and password, click "Sign in", click "Play alone"
(B) African Country Facts

(B) World Atlas

(B) World Capitals
(B) Destination - Africa
(B) Shocking Geography
(B) Conquer the Continents
(B) Clue Maps

Interactive Classroom
(A) Identify the Country - Africa, Europe, Asia, South America, Central America & Caribbean, Middle East, Mexico, United States, Canada
(C) Identify the African Country
(B) Valley of the Kings, Theban Necropolis

(4) Geography. The student understands the characteristics and relative locations of major historical and contemporary societies. The student is expected to:

(A) locate major historical and contemporary societies on maps and globes;
(B) identify and explain the geographic factors responsible for patterns of population in places and regions;
(C) explain ways in which human migration influences the character of places and regions; and
(D) identify and explain the geographic factors responsible for the location of economic activities in places and regions.

(A) HyperHistory Online

 

(5) Geography. The student understands how geographic factors influence the economic development, political relationships, and policies of societies. The student is expected to:

(A) explain factors such as location, physical features, transportation corridors and barriers, and distribution of natural resources that influence the economic development and foreign policies of societies; and
(B) identify geographic factors that influence a society's ability to control territory and that shape the domestic and foreign policies of the society.

Interactive Student

Interactive Classroom

(6) Geography. The student understands the impact of physical processes on patterns in the environment. The student is expected to:

(A) describe and explain how physical processes such as erosion, ocean circulation, and earthquakes have resulted in physical patterns on Earth's surface;
(B) describe and explain the physical processes that produce renewable and nonrenewable natural resources such as fossil fuels, fertile soils, and timber; and
(C) analyze the effects of physical processes and the physical environment on humans.

Interactive Student

(A) IKAM (choose Landforms)

Interactive Classroom

 

(7) Geography. The student understands the impact of interactions between people and the physical environment on the development of places and regions. The student is expected to:

(A) identify and analyze ways people have adapted to the physical environment in selected places and regions;
(B) identify and analyze ways people have modified the physical environment; and
(C) describe ways in which technology influences human capacity to modify the physical environment.

Interactive Student

(B) What is this place?

Interactive Classroom

 (A, B, C) Panama Canal

(8) Economics. The student understands the various ways in which people organize economic systems. The student is expected to:

(A) compare ways in which various societies organize the production and distribution of goods and services;
(B) identify and differentiate among traditional, market, and command economies in selected contemporary societies, including the benefits of the U.S. free enterprise system; and
(C) explain the impact of scarcity on international trade and economic interdependence among societies.

   

(9) Economics. The student understands the role factors of production play in a society's economy. The student is expected to:

(A) describe ways in which factors of production (natural resources, labor, capital, and entrepreneurs) influence the economies of selected contemporary societies; and
(B) identify problems and issues that may arise when one or more of the factors of production is in relatively short supply.

(A, B) E-Commerce

(A, B) Supply and Demand

 

(10) Economics. The student understands categories of economic activities and the means used to measure a society's economic level. The student is expected to:

(A) define and give examples of primary, secondary, tertiary, and quaternary industries; and
(B) describe and measure levels of economic development using various indicators such as individual purchasing power, life expectancy, and literacy.

   

(11) Government. The student understands the concepts of limited governments, such as constitutional and democratic governments, and unlimited governments, such as totalitarian and nondemocratic governments. The student is expected to:

(A) describe characteristics of limited and unlimited governments;
(B) identify examples of limited and unlimited governments;
(C) identify reasons for limiting the power of government; and
(D) compare limited and unlimited governments.

   

(12) Government. The student understands alternative ways of organizing governments. The student is expected to:

(A) identify alternative ways of organizing governments such as rule by one, few, or many;
(B) identify examples of governments with rule by one, few, or many;
(C) identify historical origins of democratic forms of government; and
(D) compare how governments function in selected world societies such as China, Germany, India, and Russia.

   

(13) Citizenship. The student understands that the nature of citizenship varies among societies. The student is expected to:

(A) describe roles and responsibilities of citizens in selected contemporary societies including the United States;
(B) explain how opportunities for citizens to participate in and influence the political process vary among selected contemporary societies; and
(C) compare the role of citizens in the United States with the role of citizens from selected democratic and non-democratic contemporary societies.

Interactive Student

Interactive Classroom

 (B) Key Primaries

(14) Citizenship. The student understands the relationship among individual rights, responsibilities, and freedoms in democratic societies. The student is expected to:

(A) identify and explain the importance of voluntary civic participation in democratic societies; and
(B) explain relationships among rights and responsibilities in democratic societies.

   

(15) Culture. The student understands the similarities and differences within and among cultures in different societies. The student is expected to:

(A) define the concepts of culture and culture region;
(B) describe some traits that define cultures;
(C) analyze the similarities and differences among selected world societies; and
(D) identify and explain examples of conflict and cooperation between and among cultures within selected societies such as Belgium, Canada, and Rwanda.

   

(16) Culture. The student understands that certain institutions are basic to all societies, but characteristics of these institutions may vary from one society to another. The student is expected to:

(A) identify institutions basic to all societies, including government, economic, educational, and religious institutions; and
(B) compare characteristics of institutions in selected contemporary societies.

   

(17) Culture. The student understands relationships that exist among world cultures. The student is expected to:

(A) explain aspects that link or separate cultures and societies;
(B) explain the impact of political boundaries that cut across culture regions;
(C) analyze how culture traits spread;
(D) explain why cultures borrow from each other;
(E) evaluate how cultural borrowing affects world cultures; and
(F) evaluate the consequences of improved communication among cultures.

   

(18) Culture. The student understands the relationship that exists between artistic, creative, and literary expressions and the societies that produce them. The student is expected to:

(A) explain the relationships that exist between societies and their architecture, art, music, and literature;
(B) relate ways in which contemporary expressions of culture have been influenced by the past;
(C) describe ways in which societal issues influence creative expressions; and
(D) identify examples of art, music, and literature that have transcended the boundaries of societies and convey universal themes.

Interactive Student

(A, D) Ice Age Art

Interactive Classroom

(19) Culture. The student understands the relationships among religion, philosophy, and culture. The student is expected to:

(A) explain the relationship among religious ideas, philosophical ideas, and cultures; and
(B) explain the significance of religious holidays and observances such as Christmas and Easter, Ramadan, and Yom Kippur and Rosh Hashanah in selected contemporary societies.

Interactive Student

Interactive Classroom

(20) Science, technology, and society. The student understands the relationships among science and technology and political, economic, and social issues and events. The student is expected to:

(A) give examples of scientific discoveries and technological innovations, including the roles of scientists and inventors, that have transcended the boundaries of societies and have shaped the world;
(B) explain how resources, belief systems, economic factors, and political decisions have affected the use of technology from place to place, culture to culture, and society to society; and
(C) make predictions about future social, economic, and environmental consequences that may result from future scientific discoveries and technological innovations.

Interactive Student

Interactive Classroom

(21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:

(A) differentiate between, locate, and use primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about selected world cultures;
(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
(C) organize and interpret information from outlines, reports, databases, and visuals including graphs, charts, timelines, and maps;
(D) identify different points of view about an issue or topic;
(E) identify the elements of frame of reference that influenced participants in an event; and
(F) use appropriate mathematical skills to interpret social studies information such as maps and graphs.

Interactive Student

(A) Artifact Lab

Interactive Classroom

(C, E) Learning Adventures in Citizenship

(22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

(A) use social studies terminology correctly;
(B) incorporate main and supporting ideas in verbal and written communication;
(C) express ideas orally based on research and experiences;
(D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; and
(E) use standard grammar, spelling, sentence structure, and punctuation.

Interactive Student

(A) Geography Quest

Interactive Classroom

(23) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:

(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and
(B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

Interactive Student

(B) Amazon Interactive

Interactive Classroom

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updated 04/29/2008