High School - EALRs, GLEs and/or Benchmarks
Understanding the EALRs and GLEs High School EALRs/GLEs:
Reading
Mathematics
Writing
Science
Communications High School EALRs/Benchmarks:
Social Studies
Arts
Health & Fitness [click here for High School pdf version]
READING In ninth and tenth grades, reading is purposeful and automatic. Readers are aware of comprehension and vocabulary strategies being employed especially when encountering difficult text and/or reading for a specific purpose. They continue to increase their content and academic vocabulary. Oral and written responses analyze and/or synthesize information from multiple sources to deepen understanding of the content .Readers have greater ability to make connections and adjust understandings as they gain knowledge. They challenge texts, drawing on evidence from their own experience and wide reading. Students continue to read for pleasure. Reading EALR 1: The student understands and uses different skills and strategies to read. Note: Each grade-level expectation assumes the student is reading grade-level text. Since reading is a process, some grade-level indicators and evidences of learning apply to multiple grade-levels. What changes is the text complexity as students move through the grade-levels. | Component 1.2: Use vocabulary (word meaning) strategies to comprehend text. |
1.2.2 Apply strategies to comprehend words and ideas.
• Use vocabulary strategies to understand new words and concepts in informational/expository text and literary/narrative text.
• Use graphic features to clarify and extend meaning. | Component 1.3: Build vocabulary through wide reading. |
1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text, including vocabularies relevant to different contexts, cultures, and communities.
• Integrate new vocabulary from informational/expository text and literary/narrative text, including text from a variety of cultures and communities (e.g., salon as a historical reference to political gatherings as opposed to a beauty salon), into written and oral communication.
• Explain the meaning of content-specific vocabulary words (e.g., regeneration, isolationism, emancipation, polarized).
• Select, from multiple choices, the meaning of a word identified in the text.
• Transfer knowledge of vocabulary learned in content areas to comprehend other grade-level informational/expository text and literary/narrative text (e.g., the concept of parallel in mathematics to understand parallelism).
Reading EALR 2: The student understands the meaning of what is read.
| Component 2.1: Demonstrate evidence of reading comprehension. |
2.1.3 Apply comprehension monitoring strategies during and after reading: determine importance using theme, main idea, and supporting details in grade-level informational/expository text and/or literary/narrative text.
• State both literal and/or inferred main ideas and provide supporting text-based details.
• State the theme/message and supporting details in culturally relevant literary/narrative text.
• Choose, from multiple choices, a title that best fits the selection and provide details from the text to support the choice.
• Select, from multiple choices, a sentence that best states the theme or main idea of a story, poem, or selection.
• Organize theme, main idea and supporting details into a self-created graphic organizer to enhance text comprehension. 2.1.4 Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: use prior knowledge.
• Use previous experience, knowledge of current issues, information previously learned to make connections, draw conclusions, and generalize about what is read (e.g., transfer knowledge of the concept of tragedy from one text to another). 2.1.5 Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: synthesize ideas from selections to make predictions and inferences.
• Make inferences based on implicit and explicit information drawn from prior knowledge and text; provide justification for inferences.
• Make predictions and inferences about an author’s beliefs and cite text-based evidence to support prediction/inference (e.g., find text passages that support an inference that the author advocates economic change).
• Read several accounts of the same event and make inferences about the impact each would have on the reader (e.g., discuss the emotional impact of a journal entry by a soldier’s parent, a letter from a Union or Confederate soldier, and a newspaper article describing a Civil War battle).
• Select, from multiple choices, a prediction, inference, or assumption that could be made from the text.
• Organize information to support a prediction or inference in a self-created graphic organizer. 2.1.6 Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: monitor for meaning, create mental images, and generate and answer questions.
• Monitor for meaning and use comprehension-repair strategies to regain meaning independently.
• Develop questions before, during, and after reading and use knowledge of questioning strategies to locate answers.
• Use mental imagery while reading.
• Organize images and information into a self-created graphic organizer to enhance text comprehension. 2.1.7 Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: determine importance and summarize the text.
• Create an informational summary that includes an introductory statement, main ideas, and supporting text-based details; make connections among the key ideas from the entire text; use own words in an objective voice; is accurate to the original text; and avoid interpretation or judgment; use an organizational pattern that supports the author’s intent.
• Create a literary summary that includes an introduction stating the theme and/or author’s message supported by text-based evidence; use own words in an objective voice; is accurate to the original text.
• Select, from multiple choices, a sentence that best summarizes the text.
• Organize summary information for informational/expository text, technical materials, and complex narratives into a self-created graphic organizer to enhance text comprehension. | Component 2.2: Understand and apply knowledge of text components to comprehend text. |
2.2.2 Apply understanding of complex organizational features of printed text and electronic sources.
• Use text features to verify, support, or clarify meaning.
• Use the features of electronic information to communicate, gain information, or research a topic. 2.2.3 Analyze story elements.
• Interpret the interdependence and interaction of characters, theme, setting, conflict, and resolution (e.g., in a short story, novel, epic poem).
• Compare/contrast how recurring themes are treated by diverse authors or in different genres.
• Select, from multiple choices, a word or sentence that best describes a specific story element (e.g., character, conflict, resolution). 2.2.4 Apply understanding of text organizational structures.
• Recognize and use previously taught organizational structures (description, comparison and contrast, sequential order, chronological order, cause and effect, order of importance, process/procedural, concept/definition, problem/solution, episodic, and generalization/principle) to aid comprehension.
• Independently apply understanding of text structure to the acquisition, organization, and application of information. | Component 2.3: Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text. |
2.3.1 Analyze informational/expository text and literary/narrative text for similarities and differences and cause and effect relationships.
• Compare conclusions drawn from multiple sources to determine similarities and differences.
• Integrate information from multiple sources to draw conclusions that go beyond those found in individual sources.
• Select, from multiple choices, a sentence that describes how a character’s feelings compare to those of the author/poet about the same subject.
• Use literary themes within and across texts to interpret current issues, events, and/or how they relate to self.
• Examine how an action leads to long-lasting effects (e.g., environmental, economic, and/or political impact of off-shore drilling or strip mining; socioeconomic and psychological makeup of African-American individuals, families, and communities as a result of slavery). 2.3.2 Evaluate informational materials, including electronic sources, for effectiveness.
• Judge the usefulness of information based on relevance to purpose, source, objectivity, copyright date, cultural and world perspective (e.g., editorials), and support the decision. 2.3.3 Evaluate the use of literary devices to enhance comprehension.
• Judge the effectiveness of the author’s use of literary devices and explain how they are used to convey meaning.
• Select, from multiple choices, a sentence from the story/poem/selection that is an example of a specific literary device. 2.3.4 Synthesize information from a variety of sources.
• Integrate information from different sources to research and complete a project.
• Integrate information from different sources to form conclusions about author’s assumptions, biases, credibility, cultural and social perspectives, or world views. | Component 2.4: Think critically and analyze author’s use of language, style, purpose, and perspective in literary and informational text. |
2.4.1 Analyze informational/expository text and literary/narrative text to draw conclusions and develop insights.
• Draw conclusions from grade-level text (e.g., the most important idea the author is trying to make in the story/poem/selection, what inspiration might be drawn from the story/poem/selection, who might benefit from reading the story/poem/selection).
• Select, from multiple choices, a statement that best represents the most important conclusion that may be drawn from the selection. 2.4.2 Analyze author’s purpose and evaluate an author’s style of writing to influence different audiences.
• Compare and contrast selected author’s styles of writing to achieve a similar purpose.
• Draw conclusions about style, tone, mood, meaning of prose, poetry, and/or drama based on the author’s word choice and use of figurative language.
• Explain why an author uses particular language to create an intended effect (e.g., foreign words, dialect, connotative words, irony, rhetorical devices, simile, and metaphor), citing text-based evidence.
• Select, from multiple choices, a sentence that explains why an author includes a specific technique.
• Examine the author’s use of language registry (e.g., frozen, formal, consultative, casual, intimate) and how this influences meaning and different audiences.
• Judge the effectiveness of the author’s use of language to create an intended effect. 2.4.3 Analyze and evaluate text for validity and accuracy.
• Compare and contrast the logic (assumptions and beliefs) and use of evidence (existing and missing information; primary sources and secondary sources) used by two authors presenting similar or opposing arguments (e.g., articles by two political columnists that address the same issue).
• Judge the accuracy of the information in a text, citing text-based evidence, author’s use of expert authority, author’s credibility to defend the evaluation. 2.4.4 Analyze and evaluate the effectiveness of the author’s use of persuasive devices to influence an audience.
• Identify the intended effects of persuasive vocabulary (e.g., loaded words, exaggeration, emotional words, euphemisms) that the author uses to influence readers’ opinions or actions.
• Select, from multiple choices, a sentence that explains why an author uses a specific persuasive device.
• Identify the intended effects of persuasive strategies the author uses to influence readers’ perspectives (e.g., peer pressure, bandwagon, repetition, testimonial, transfer). 2.4.5 Analyze text to generalize, express insight, or respond by connecting to other texts or situations.
• Generalize about universal themes, human nature, cultural or historical perspectives, etc., from reading multiple texts.
• Select, from multiple choices, a sentence that represents a generalization that can be made from the story/poem/selection.
• Provide a response to text that expresses an insight (e.g., author’s perspective, the nature of conflict) or use text-based information to solve a problem not identified in the text (e.g., use information from a variety of sources to write an editorial or make a presentation about world health issues). 2.4.6 Analyze and evaluate the presentation and development of ideas and concepts within, among, and beyond multiple texts.
• Differentiate how a concept is presented and/or developed in and beyond texts (e.g., the role fear plays in war, prejudice, relationships, personal safety).
• Compare the development of an idea or concept in multiple texts; decide which is best presented and developed and support the decision with text-based evidence.
• Select, from multiple choices, a sentence that describes the most important idea, concept, or conclusion that can be drawn from the selection. 2.4.7 Analyze and evaluate the reasoning and ideas underlying author’s beliefs and assumptions within multiple texts.
• Analyze literary/narrative text and informational/expository text to show how they reflect the heritage, traditions, and beliefs of the author.
• Compare and contrast readings on the same topics by explaining how the authors reach the same or different conclusions based on differences and similarities in evidence, reasoning, assumptions, purposes, beliefs, and biases.
• Select, from multiple choices, a sentence that describes the reasoning of a character or an author, both faulty and logical.
• Make judgments about how effectively an author has supported his/her belief and/or assumptions, citing text-based evidence.
Reading EALR 3: The student reads different materials for a variety of purposes.
| Component 3.1: Read to learn new information. |
3.1.1 Analyze web-based and other resource materials (including primary sources and secondary sources) for relevance in answering research questions.
• Examine materials to determine appropriate primary sources and secondary sources to use for investigating a question, topic, or issue (e.g., encyclopedia and other reference materials, pamphlets, book excerpts, newspaper and magazine articles, letters to an editor, oral records, research summaries, scientific and trade journals). | Component 3.2: Read to perform a task. |
3.2.2 Apply understanding of complex information, including functional documents, to perform a task.
• Read instructions, credit card or job applications, legal documents such as contracts, policies, and timetables, to perform everyday life functions (e.g., find employment, research colleges or trade schools, purchase goods and services, take vacations, locate people and places). | Component 3.3: Read for career applications. |
3.3.1 Apply appropriate reading strategies for interpreting technical and non-technical documents used in job-related settings.
• Select, use, monitor, and adjust appropriate strategies for different reading purposes (e.g., skim/scan for big ideas, close reading for details, inferring information from graphs and charts).
• Read professional-level materials, including electronic information, that match career or academic interests and demonstrate understanding of the content.
• Select and use appropriate skills for reading a variety of documents (e.g., tables, blueprints, electronic technology manuals, bills of lading, medical charts, mechanical manuals). | Component 3.4: Read for literary experience in a variety of genres. |
3.4.2 Evaluate traditional and contemporary literature written in a variety of genres.
• Critique author’s choice of literary genres to convey a message.
• Explain how meaning is enhanced through various features of poetry, including sound (rhythm, repetition, alliteration), structure (meter, rhyme scheme), and graphic elements (line length, punctuation, word placement). 3.4.3 Analyze recurring themes in literature.
• Compare motivations and reactions of literary characters from different historical/cultural backgrounds when confronting similar conflicts.
• Characterize the presentation of a similar theme or topic across genres and explain how the selection of genre shapes the theme or topic. 3.4.4 Analyze and evaluate the great literary works from a variety of cultures to determine their contribution to the understanding of self, others, and the world.
• Examine the ways in which works of literature are related to the issues and themes of their historical periods (e.g., the Gold Rush, civil rights movement, post-World War II Europe).
• Critique the contribution to society made by traditional, classic, and/or contemporary works of literature that deal with similar topics and problems (e.g., individual needs vs. needs of society, community maintenance, civil disobedience, humanity’s relationship with nature).
Reading EALR 4: The student sets goals and evaluates progress to improve reading.
| Component 4.1: Assess reading strengths and need for improvement. |
4.1.2 Evaluate reading progress and apply goal setting strategies and monitor progress toward meeting reading goals.
• Set goals for reading and develop a reading improvement plan.
• Track reading progress through the use of such tools as portfolios, reflection journals, self-scoring rubrics. | Component 4.2: Develop interests and share reading experiences. |
4.2.1 Evaluate books and authors to share reading experiences with others.
• Discuss responses to literary experiences and/or ideas gleaned from informational/expository text with others. Return to top of page
MATHEMATICS
Math EALR 1: The student understands and applies the concepts and procedures of mathematics. | Component 1.1: Understand and apply concepts and procedures from number sense. |
Number and numeration
1.1.1 Understand and apply scientific notation.
• Read and use scientific and exponential notation.
• Identify a real-life situation to match a particular number written in scientific or exponential notation and justify the answer.
• Use scientific or exponential notation to simplify a problem.
• Illustrate the meaning of scientific notation using pictures, diagrams, or numbers.
• Read and translate numbers represented in scientific notation from calculators and other technology, tables, and charts. 1.1.4 Apply understanding of direct and inverse proportion to solve problems.
• Explain a method for determining whether a real-world problem involves direct proportion or inverse proportion.
• Explain a method for solving a real-world problem involving direct proportion.
• Explain a method for solving a real-world problem involving inverse proportion.
• Solve problems using direct or inverse models (e.g., similarity, age of car vs. worth).
• Explain, illustrate, or describe examples of direct proportion.
• Explain, illustrate, or describe examples of inverse proportion.
• Use direct or inverse proportion to determine a number of objects or a measurement in a given situation. Computation
1.1.6 Apply strategies to compute fluently with rational numbers in all forms including whole number exponents.
• Complete multi-step computations using order of operations in situations involving combinations of rational numbers including whole number exponents and square roots of square numbers.
• Calculate using order of operations on all forms of rational numbers (e.g., (3•2+5)2-8, 22+ 32).
• Use properties to reorder and rearrange expressions to compute more efficiently. Estimation
1.1.8 Apply estimation strategies to determine the reasonableness of results in situations involving multi-step computations with rational numbers including whole number powers and square and cube roots.
• Identify when an approximation is appropriate.
• Explain situations involving real numbers where estimates are sufficient and others for which exact value is required.
• Justify why an estimate would be used rather than an exact answer in a given situation.
• Describe various strategies used during estimation involving integers, rational numbers.
• Use estimation to predict or to verify the reasonableness of calculated results. | Component 1.2: Understand and apply concepts and procedures from measurement. |
Attributes, units, and systems
1.2.1 Analyze how changes in one or two dimensions of an object affect perimeter, area, surface area, and volume.
• Describe and compare the impact that a change in one or more dimensions has on objects (e.g., how doubling one dimension of a cube affects the surface area and volume).
• Describe how changes in the dimensions of objects affect perimeter, area, and volume in real world situations (e.g., how does the change in the diameter of an oil drum affect the area and volume).
• Solve problems by deriving the changes in two dimensions necessary to obtain a desired surface area and/or volume (e.g., given a box with certain dimensions, make the volume of the box y cubic units by changing two dimensions of the box).
• Compare a given change in one or two dimensions on the perimeter, area, surface areas, or volumes of two objects.
• Determine the change in one dimension given a change in perimeter, area, volume, or surface area. 1.2.3 Understand how to convert units of measure within systems (U.S. or metric).
• Understand how to convert units of measure within U.S. or within metric systems to achieve an appropriate level of precision.
• Convert within a system to a unit size appropriate to a given situation.
• Convert to a larger unit within a system while maintaining the same level of precision (e.g., represent 532 centimeters to 5.32 meters).
• Convert to a smaller unit within a system to increase the precision of a derived unit of measurement. Procedures, precision, and estimation
1.2.5 Apply formulas to calculate measurements of right prisms or right circular cylinders.
• Explain how to use a formula for finding the volume of a prism or cylinder.
• Use a formula to find the volume of a prism or cylinder.
• Use a formula to derive a dimension of a right prism or right cylinder given other measures.
• Use formulas to describe and compare the surface areas and volumes of two or more right prisms and/or right cylinders.
• Use formulas to obtain measurements needed to describe a right cylinder or right prism. 1.2.6 Understand and apply strategies to obtain reasonable measurements at an appropriate level of precision.
• Identify situations in which approximate measurements are sufficient.
• Estimate a reasonable measurement at an appropriate level of precision.
• Estimate quantities using derived units of measure (e.g., distance or time using miles per hour, cost using unit cost).
• Estimate derived units of measure (e.g., miles per hour, people/year, grams/cubic centimeters).
• Apply a process that can be used to find a reasonable estimate for the volume of prisms, pyramids, cylinders, and cones.
• Estimate volume and surface area for right cylinders and right prisms. | Component 1.3: Understand and apply concepts and procedures from geometric sense. |
Properties and relationships
1.3.1 Understand the relationship among characteristics of one-dimensional, two-dimensional, and three-dimensional figures.
• Identify and label one- and two-dimensional characteristics (rays, lines, end points, line segments, vertices, and angles) in three-dimensional figures.
• Match or draw three-dimensional objects from different perspectives using the same properties and relationships (e.g., match to the correct net, draw the top view).
• Draw and label with names and symbols nets of right prisms and right cylinders.
• Describe everyday objects in terms of their geometric characteristics.
• Describe or classify various shapes based on their characteristics.
• Make and test conjectures about two-dimensional and three-dimensional shapes and their individual attributes and relationships using physical, symbolic, and technological models (e.g., diagonal of a rectangle or prism is the longest interior segment; what figures make up cross-sections of a given three-dimensional shape). 1.3.2 Apply understanding of geometric properties and relationships.
• Use geometric properties and relationships to describe, compare, and draw two-dimensional and three-dimensional shapes and figures.
• Construct geometric figures using a variety of tools and technologies (e.g., angle bisectors, perpendicular bisectors, triangles given specific characteristics).
• Draw a plane shape and justify the answer given a set of characteristics.
• Use the properties of two-dimensional and three-dimensional shapes to solve mathematical problems (e.g., find the width of a river based on similar triangles; given a set of parallel lines, a transversal, and an angle, find the other angles).
• Compare two-dimensional and three-dimensional shapes according to characteristics including faces, edges, and vertices, using actual and virtual modeling.
• Use technology to generate two and three dimensional models of geometric figures with given geometric characteristics (e.g., generate a two-dimensional animation using pentagons with fixed coordinates for one edge).
• Create a three-dimensional scale drawing with particular geometric characteristics. Locations and transformations
1.3.3 Apply understanding of geometric properties and location of points to figures.
• Use coordinates to describe or identify the location of objects on coordinate grids.
• Describe geometric characteristics of two-dimensional objects using coordinates on a grid.
• Describe the location of points that satisfy given conditions (e.g., the set of points equidistant from a given point; a point equidistant from a given set of points).
• Represent situations on a coordinate grid or describe the location of points that satisfy given conditions (e.g., locate a gas station to be equidistant from given cities; locate a staking point to maximize the grazing area of a tethered goat).
• Use tools and technology to draw objects on a coordinate grid based on given conditions.
• Identify, interpret, and use the meaning of slope of a line as a rate of change using physical, symbolic, and technological models. 1.3.4 Apply understanding of multiple transformations.
• Apply multiple transformations to create congruent and similar figures in any or all of the four quadrants.
• Use multiple transformations (combinations of translations, reflections, or rotations) to draw an image.
• Use dilation (expansion or contraction) of a given shape to form a similar shape.
• Determine the final coordinates of a point after a series of transformations.
• Examine figures to determine rotational symmetry about the center of the shape.
• Define a set of transformations that would map one onto the other given two similar shapes.
• Create a design with or without technology using a combination of two or more transformations with one or two two-dimensional figures.
• Use technology to create two- and three-dimensional animations using combinations of transformations. | Component 1.4: Understand and apply concepts and procedures from probability and statistics. |
Probability
1.4.1 Understand the concept of conditional probability.
• Compare the probabilities of dependent and independent events.
• Determine and justify whether the outcome of a first event affects the probability of a later event (e.g., drawing cards from a deck with or without replacement).
• Explain the difference between dependent and independent events.
• Explain and give examples of compound events. 1.4.2 Apply understanding of dependent and independent events to calculate probabilities.
• Determine probabilities of dependent and independent events.
• Generate the outcomes and probability of multiple independent and dependent events using a model or procedure (e.g., tree diagram, area model, counting procedures).
• Generate the outcomes and probability of events using a counting procedure (e.g., the number of license plates that can be made with three letters and three numbers; winning the lottery).
• Explain the relationship between theoretical probability and empirical frequency of dependent events using simulations with and without technology.
• Create a simple game based on independent probabilities wherein all players have an equal probability of winning.
• Create a simple game based on compound probabilities.
• Determine the sample space for independent or dependent events. Statistics
1.4.3 Apply appropriate methods and technology to collect data or evaluate methods used by others for a given research questions.
• Identify sources of bias in data collection questions, samples, and/or methods and describe how such bias can be controlled.
• Evaluate methods and technology used to investigate a research question.
• Collect data using appropriate methods.
• Use technology appropriately to collect data.
• Identify appropriate data collection methods that might impact the accuracy of the results of a given situation. Determine whether the sample for a given study was from a representative sample.
• Determine whether the methods of data collection used were appropriate for a given question or population. 1.4.4 Understand and apply techniques to find the equation for a reasonable linear model.
• Determine the equation for a reasonable line to describe a set of bivariate data.
• Determine the equation of a line that fits the data displayed on a scatter plot.
• Use technology to determine the line of best fit for a set of data.
• Match an equation with a set of data.
• Match an equation with a graphic display.
• Create a graph based on the equation for the line. 1.4.5 Analyze a linear model to judge its appropriateness for a data set.
• Determine whether a straight line is an appropriate way to describe a trend in a set of bivariate data.
• Determine whether the underlying model for a set of data is linear.
• Decide and explain whether it is appropriate to extend a given data set following a line of best fit. [
• Determine whether a linear prediction from a given set of data is appropriate for the data and support the decision with data.
• Determine whether an equation for a line is appropriate for a given set of data and support the judgment with data.
• Use technology to generate data to fit a linear model. 1.4.6 Apply understanding of statistics to make, analyze, or evaluate a statistical argument.
• Identify trends in a set of data in order to make a prediction based on the information. • Justify a prediction or an inference based on a set of data.
• State possible factors that may influence a trend but not be reflected in the data (e.g., population growth of deer vs. availability of natural resources or hunting permits).
• Use statistics to support different points of view.
• Analyze a set of statistics to develop a logical point of view.
• Justify or refute claims and supporting arguments based on data.
• Determine whether statistics have been used or misused to support a point of view or argument and support the evaluation with data. | Component 1.5: Understand and apply concepts and procedures from algebraic sense. |
Patterns, functions, and other relations
1.5.1 Apply processes that use repeated addition (linear) or repeated multiplication (exponential).
• Recognize, extend, or create a pattern or sequence between sets of numbers and/or linear patterns.
• Identify, extend, or create a geometric or arithmetic sequence or pattern.
• Translate among equivalent numerical, graphical, and algebraic forms of a linear function.
• Make predictions based on a pattern or sequence. 1.5.2 Analyze a pattern, table, graph, or model involving repeated addition (linear) or repeated multiplication (exponential) model to write an equation or rule.
• Find the equation of a line in a variety of ways (e.g., from a table, graph, slope-intercept, point-slope, two points).
• Generate and use rules for a pattern to make predictions about future events (e.g., population growth, future sales, growth of corn stalks, future value of savings account).
• Identify or write an equation or rule to describe a pattern, sequence, and/or a linear function.
• Write an equation for a line given a set of information (e.g., two points, point-slope, etc.).
• Write a recursive definition of a geometric pattern (e.g., Start and New = Old * Number).
• Represent systems of equations and inequalities graphically.
• Write a story that represents a given linear equation or expression.
• Write an expression, equation, or inequality with two variables representing a linear model of a real-world problem. Symbols and representations
1.5.4 Apply understanding of equations, tables, or graphs to represent situations involving relationships that can be written as repeated addition (linear) or repeated multiplication (exponential).
• Represent variable quantities through expressions, equations, inequalities, graphs, and tables to represent linear situations involving whole number powers and square and cube roots.
• Identify and use variable quantities to read and write expressions and equations to represent situations that can be described using repeated addition (e.g., models that are linear in nature).
• Identify and use variable quantities to read and write expressions and equations to represent situations that can be described using repeated multiplication (e.g., models that are exponential such as savings accounts and early stages of population growth).
• Recognize and write equations in recursive form for additive models (e.g., starting value, New=Old + some number).
• Select an expression or equation to represent a given real world situation. Evaluating and solving
1.5.5 Apply procedures to simplify expressions.
• Simplify expressions and evaluate formulas involving exponents.
• Justify a simplification of an expression involving exponents.
• Use multiple mathematical strategies and properties to simplify expressions. 1.5.6 Apply procedures to solve equations and systems of equations.
• Rearrange formulas to solve for a particular variable (e.g., given , solve for h).
• Solve real-world situations involving linear relationships and verify that the solution makes sense in relation to the problem.
• Find the solution to a system of linear equations using tables, graphs, and symbols.
• Interpret solutions of systems of equations.
• Solve multi-step equations.
• Use systems of equations to analyze and solve real-life problems.
• Determine when two linear options yield the same outcome (e.g., given two different investment or profit options, determine when both options will yield the same result).
• Use systems of equations to determine the most advantageous outcome given a situation (e.g., given two investment options, determine under what conditions each will yield the best result.).
Math EALR 2: The student uses mathematics to define and solve problems.
Component 2.1: Investigate situations.
Example: The following are the times (in seconds) of the Olympics in the given years. Using this information, is it reasonable to believe that the women will run as fast as the men in this event? Justify your answer using this data:
Year Men’s Women’s Year Men’s Women’s
1948 10.3 11.9 1976 10.06 11.08
1952 10.4 11.5 1980 10.25 11.06
1956 10.5 11.5 1984 9.99 10.97
1960 10.2 11.0 1988 9.92 10.54
1964 10 11.4 1992 9.96 10.82
1968 9.95 11.0 1996 9.84 10.94
1972 10.14 11.07 2000 9.87 10.75 |
2.1.1 Analyze a situation to define a problem.
• Use strategies to become informed about the situation (e.g., listing information; examine the table for patterns; create a scatter plot to look for patterns; asking questions).
• Summarize the problem (e.g., there are Olympic winning times over the past 50 years; both men’s and women’s times are decreasing; will there come a time when women run faster than men).
• Determine whether enough information is given to find a solution (e.g., list what is needed to be found; extend the pattern to see if women’s times will be less).
• Determine whether information is missing or extraneous (e.g., compare the list of known things to the list of needed things to see if there are things that are not needed).
• Define the problem (e.g., if the pattern continues in the same fashion, will women run faster than men and, if so, when will that occur). | Component 2.2: Apply strategies to construct solutions. |
2.2.1 Apply strategies, concepts, and procedures to devise a plan to solve the problem.
• Organize relevant information from multiple sources (e.g., create a list of known and unknown information; create a scatter plot of men’s and women’s times vs. time on the same coordinate axis to analyze the patterns).
• Select and apply appropriate mathematical tools to devise a strategy in a situation (e.g., if the data, in either tabular or graphical form, suggest a linear relationship, plan to find a linear equation for each set of data; solve those equations simultaneously [or use technology to find the intersection of the two lines] to answer the question). If the data pattern suggests a non-linear model, plan to project what the pattern is and extend that pattern. 2.2.2 Apply mathematical tools to solve the problem.
• Implement the plan devised to solve the problem (e.g., solve the set of simultaneous equations to arrive at a time where the two times are the same).
• Use mathematics to solve the problem (e.g., use algebra to write equations for the two linear models, solve the system of equations using either symbols or technology).
• Identify when an approach is unproductive and modify or try a new approach (e.g., if the result does not make sense in the context, return to the plan to see if something has gone wrong and adjust accordingly).
• Check the solution to see if it works (e.g., the solution may be a partial year [i.e., 2003.6]; decide how to deal with this and also if the year is reasonable [i.e., 1925 does not make sense given the context]).
Math EALR 3: The student uses mathematical reasoning.
| Component 3.1: Analyze information. |
3.1.1. Synthesize information from multiple sources in order to answer questions.
• Use the properties of two-dimensional and three-dimensional figures to solve mathematical problems (e.g., find the width of a river based on similar triangles; given a set of parallel lines, a transversal, and an angle, find the other angles). | Component 3.2: Make predictions, inferences, conjectures, and draw conclusions. |
3.2.1 Apply skill of conjecturing and analyze conjectures by formulating a proof or constructing a counter example.
• Make and test conjectures about two-dimensional and three-dimensional figures and their individual attributes and relationships using physical, symbolic, and technological models (e.g., diagonal of a rectangle or prism is the longest interior segment; what figures make up cross-sections of a given three-dimensional shape). 3.2.2 Analyze information to draw conclusions and support them using inductive and deductive reasoning.
• Compare and describe the volume of cylinders, cones, and prisms when an attribute is changed (e.g., the area of the base, the height of solid).
• Draw a plane shape of a given set of characteristics and justify the answer.
• Identify trends in a set of data in order to make a prediction based on the information.
• Use statistics to support different points of view. 3.2.3 Analyze procedures to determine appropriateness of claims and arguments.
• Examine claims and supporting arguments based on data and make needed revisions. | Component 3.3: Verify results. |
3.3.1 Analyze results using inductive and deductive reasoning.
• Compare and contrast similar two-dimensional figures and shapes using properties of two-dimensional figures and shapes.
• Find a reasonable estimate for the volume of prisms, pyramids, cylinders, and cones. 3.3.2 Analyze thinking and mathematical ideas using models, known facts, patterns, relationships, counter examples, or proportional reasoning.
• Examine a set of data, research other sources to see if the data is consistent, find articles written to see if the data makes sense, to develop a logical point of view and to support that view.
Math EALR 4: The student communicates knowledge and understanding in both everyday and mathematical language.
| Component 4.1: Gather information. |
4.1.1 Understand how to develop or apply an efficient system for collecting mathematical information for a given purpose.
• Collect data efficiently on the outcomes of first events and later events to determine and justify how the first event affects the probability of later events (e.g., drawing cards from a deck with or without replacement). 4.1.2 Synthesize mathematical information for a given purpose from multiple, self-selected sources.
• State possible factors that may influence a trend but not be reflected in the data (e.g., population growth of deer vs. availability of natural resources or hunting permits). | Component 4.2: Organize, represent, and share information. |
4.2.1 Analyze mathematical information to organize, clarify, and refine an argument.
• Develop an argument to support a given point of view and set of statistics. 4.2.2 Understand how to express ideas and situations using mathematical language and notation.
• Explain how division of measurements produces a derived unit of measurement (e.g., miles traveled divided by hours traveled yields the derived unit [miles per hour]).
• Describe the location of points that satisfy given conditions (e.g., the set of points equidistant from a given point; a point equidistant from a given set of points).
• Describe and compare the impact that a change in one or more dimensions has on objects (e.g., doubling the edge of a cube affects the surface area).
• Explain the relationship between theoretical probability and empirical frequency of dependent events using simulations with and without technology.
Math EALR 5: The student understands how mathematical ideas connect within mathematics, to other subject areas, and to real-life situations. | Component 5.1: Relate concepts and procedures within mathematics. |
5.1.1 Apply multiple mathematical concepts and procedures in a given problem or situation.
• Estimate derived units of measure (e.g., miles per hour, people/year, grams/cubic centimeters).
• Determine the final coordinates of a point after a series of transformations. 5.1.2 Understand how use different mathematical models and representations in the same situation.
• Identify, interpret, and use the meaning of slope of a line as a rate of change using concrete, symbolic, and technological models.
• Construct one-dimensional, two-dimensional, and three-dimensional geometric figures using a variety of tools and technologies (e.g., angle bisectors, perpendicular bisectors, triangles given specific characteristics).
• Find the equation of a line in a variety of ways (e.g., from a table, graph, slope-intercept, point-slope, two points).
• Find the solution to a system of linear equations using tables, graphs and symbols. | Component 5.2: Relate mathematical concepts procedures to other disciplines. |
5.2.1 Analyze mathematical patterns and ideas to extend mathematical thinking and modeling in other disciplines.
• Justify a prediction or an inference based on a set of data.
• Create a physical activity plan that results in a specified number of calories over a specified time. 5.2.2 Know contributions of individuals and cultures to the development of mathematics.
• Recognize the mathematical contribution of a person or culture (e.g., create a report or presentation that highlights a mathematical contribution related to current mathematical study). | Component 5.3: Relate mathematical concepts and procedures to real-world situations. |
5.3.1 Understand situations in which mathematics can be used to solve problems with local, national, or international implications.
• Explain a method for determining whether a real world problem involves direct proportion or inverse proportion.
• Describe how changes in the dimensions of objects affect perimeter, area, and volume in real-world situations (e.g., how does the change in the diameter of an oil drum affect the area and volume).
• Represent situations on a coordinate grid or describe the location of points that satisfy given conditions (e.g., locate a gas station to be equidistant from given cities; locate a staking point to maximize the grazing area of a tethered goat). 5.3.2 Understand the mathematical knowledge and training requirements for occupational/career areas of interest.
• Select a career and research the mathematics necessary to get the job and the mathematics used in the job. Return to top of page
WRITING
In ninth and tenth grades, students write independently with confidence and proficiency. They explore, interpret, and reflect on a wide range of experiences, texts, ideas, and opinions. Students choose the most appropriate form of writing to achieve the desired result for the intended audience. As students persevere though complex writing projects, they write sophisticated, complex literary texts and/or organized, fluent, and well-supported nonfiction. Complex forms of punctuation are used accurately and grammar/language is manipulated to enhance writing. Vocabulary is carefully chosen to create vivid mental images or elaborate on ideas. Students maintain a portfolio or collection of their own writing and continue to regard writing to be an essential tool to further their own learning in and beyond high school. Writing EALR 1. The student understands and uses a writing process. | Component 1.1: Prewrites to generate ideas and plan writing. |
1.1.1 Analyzes and selects effective strategies for generating ideas and planning writing
• Gathers, analyzes, synthesizes, and organizes information from a variety of sources (e.g., interviews, websites, books, field notes)
• Maintains a log or journal (electronic or handwritten) to collect and explore ideas; records observations, dialogue, and/or description for later use as a basis for informational, persuasive, or literary writing
• Uses prewriting stage to generate ideas, determine purpose, analyze audience, select form, research background information, formulate a thesis, and organize text | Component 1.2: Produces draft(s). |
1.2.1 Analyzes task and composes multiple drafts when appropriate
• Refers to prewriting plan
• Drafts according to audience, purpose, and time
• Drafts by hand and/or on the computer
• Assesses draft and/or feedback, decides if multiple drafts are necessary, and justifies decision | Component 1.3: Revises to improve text. |
1.3.1 Revises text, including changes in words, sentences, paragraphs, and ideas
• Selects and uses effective revision tools or strategies based on project (e.g., sentence analysis form, revision criteria checklist, “find-and-replace” or “track changes” functions of word processing program)
• Rereads work several times and has a different focus for each reading (e.g., first reading – looking for the strength or effectiveness of an argument and organizational structure, second reading – considering appropriateness for audience and purpose, third reading -- looking for clarity of persuasive language)
• Decides if revision is warranted
• Seeks and considers feedback from a variety of sources (e.g., teachers, peers, community members, editors)
• Records feedback using writing group procedure (e.g., partner revision)
• Explains the value of feedback for improving writing (e.g., requests feedback for help with specific trouble area, selects appropriately from suggestions)
• Evaluates and justifies the choice to use feedback in revisions or not (e.g., “I didn’t change my second example because...”)
• Revises typographical devices (e.g., bullets, numbered lists) to clarify text and to meet requirements of technical and content-area writing forms (e.g., resumé, business letter)
• Uses multiple resources to improve text (e.g., writing guides, assignment criteria, internet grammar guide, peers, thesaurus, dictionary) | Component 1.4: Edits text. |
1.4.1 Edits for conventions (see 3.3)
• Identifies and corrects errors in conventions
• Uses appropriate references and resources (e.g., dictionary, writing/style guides, electronic spelling and grammar check, adults, peers)
• Edits with a critical eye, often using a self-initiated checklist or editing guide (e.g., editing symbols, paper submission guidelines)
• Proofreads final draft for errors | Component 1.5: Publishes text to share with an audience. |
1.5.1 Publishes in formats that are appropriate for specific audiences and purposes
• Selects from a variety of publishing options keeping in mind audience and purpose (e.g., website, literary magazines, blogs, local newspaper)
• Publishes using a range of graphics and illustrative material (e.g., time lines, flow charts, political cartoons, diagrams)
• Publishes material in appropriate form (e.g., films, multi-media demonstrations, culminating project) and format (e.g., credits in film, font size, section breaks in longer document)
• Publishes using visual and dramatic presentations (e.g., debates, mock election, monologue)
• Uses a variety of available technological resources (e.g., charts, overheads, word processor, photo software, presentation software) to produce, design, and publish a professional-looking final product | Component 1.6: Adjusts writing process as necessary. |
1.6.1 Applies understanding of the recursive nature of writing process
• Revises at any stage of process
• Edits as needed at any stage 1.6.2 Uses collaborative skills to adapt writing process
• Delegates parts of process to team members (e.g., in prewriting, one team member interviews, one team member brainstorms possible sections)
• Collaborates on drafting, revising, and editing • Collaborates on final layout and publishing/presenting (e.g., yearbook, literary magazine) 1.6.3 Uses knowledge of time constraints to adjust writing process
• Adapts time allotted for data gathering and number of drafts for shorter projects
• Writes to meet a deadline
• Creates a management time line/flow chart for written projects (e.g., Thirteenth-Year Plan, exit project, oral histories)
• Decreases time for prewriting, drafting, revising, and editing when working on in-class, on-demand pieces (e.g., essay exams)
• Increases time for prewriting, drafting, revising, and editing when working on longer written projects (e.g., literary analysis, research paper)
Writing EALR 2: The student writes in a variety of forms for different audiences and purposes. | Component 2.1: Adapts writing for a variety of audiences. |
2.1.1 Applies understanding of multiple and varied audiences to write effectively
• Identifies an intended audience
• Analyzes the audience to meet its needs (e.g., uses tone appropriate to culture, age, and gender of audience)
• Respects the cultural backgrounds of potential audiences
• Describes how a particular audience may interpret a text (e.g., eliminating biased language in exposition or choosing biased language carefully for persuasion)
• Anticipates and addresses readers’ questions or arguments | Component 2.2: Writes for different purposes. |
2.2.1 Demonstrates understanding of different purposes for writing
• Writes to pursue a personal interest, to explain, to persuade, to inform, and to entertain a specified audience (e.g., applies for a job, communicates research findings, conveys technical information)
• Writes for self expression
• Writes to analyze informational and literary texts
• Writes to learn (e.g., double-entry journal in math, science; portfolio selection defense)
• Writes to examine a variety of perspectives (e.g., argumentative paper on opposing viewpoints concerning medical research and animal testing)
• Writes for more than one purpose using a form (e.g., a memoir that persuades, entertains, and/or informs)
• Includes more than one mode within a piece to address purpose (e.g., narrative anecdote to support a position in an expository research paper) | Component 2.3: Writes in a variety of forms/genres. |
2.3.1 Uses a variety of forms/genres
• Integrates more than one form/genre in a single piece (e.g., a persuasive essay written using a first-person anecdote, a poem, a journal entry, research notes, a classroom discussion, and a letter)
• Maintains a log or portfolio to track variety of forms/genres used
• Produces a variety of new forms/genres Examples:
o research papers
o memoirs
o mysteries
o parodies
o monologues
o documentaries
o cover letters
o satires
o essays (e.g., extended literary analyses)
o editorials
o proposals
o resumés
o blogs | Component 2.4: Writes for career applications. |
2.4.1 Produces documents used in a career setting
• Collaborates with peers on long-term team writing projects (e.g., research paper for an exit project)
• Produces technical and non-technical documents for career audiences (e.g., proposal, resumé, abstract) taking into consideration technical formats (e.g., bullets, numbering, subheadings, blank space)
• Selects and synthesizes information from technical and career documents for inclusion in writing (e.g., High School and Beyond Plan that includes information summarized from online vocational source or other informational text)
• Understands the importance of using a standard reference style consistently when writing reports or technical documents (e.g., MLA, APA, Turabian)
Writing EALR 3: The student writes clearly and effectively.
| Component 3.1: Develops ideas and organize writing. |
3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples
• Presents a manageable thesis while maintaining a consistent focus in an individualized and purposeful manner (e.g., “Obtaining a driver’s license should not be tied to grades in school.”)
• Selects specific details relevant to the topic to extend ideas or develop elaboration (e.g., quotations, data, reasons, multiple examples that build upon each other)
• Uses personal experiences, observations, and/or research from a variety of sources to support opinions and ideas (e.g., relevant data to support conclusions in math, science, social studies; appropriate researched information to explain or persuade; contrasting points of view to support a hypothesis or argument)
• Integrates the elements of character, setting, and plot to create a convincing fictional world | Component 3.2: Uses appropriate style. |
3.2.1 Analyzes audience and purposes and uses appropriate voice
• Writes with a clearly defined voice appropriate to audience
• Writes in an individual, knowledgeable, and consistent voice in expository, technical, and persuasive writing
• Selects appropriate point of view for technical writing and/or specific content areas (e.g., third person point of view for science lab write-ups, first person for field journals, second person for how-to technical manuals) 3.2.2 Analyzes and selects language appropriate for specific audiences and purposes
• Uses precise language to persuade or inform
• Uses precise language in poetic and narrative writing
• Uses the vernacular appropriately
• Uses specialized vocabulary relevant to a specific content area (e.g., plate tectonics, mitosis, photosynthesis)
• Uses literary devices deliberately (e.g., extended metaphor, symbols, analogies)
• Uses sound devices deliberately in prose and poetry (e.g., assonance, consonance)
• Considers connotation and denotation, including cultural connotation, when selecting words (police officer vs. cop, bias vs. prejudice) 3.2.3 Uses a variety of sentences consistent with audience, purpose, and form
• Writes a variety of sentence structures and lengths to create a cadence appropriate for diverse audiences, purposes, and forms
• Writes a variety of sentence structures (e.g., absolutes to add detail and elaborate: “Fingers gripping the table, the student waited for the results.”)
• Writes short sentences and phrases in technical writing
• Uses a variety of sentence structures (e.g., line breaks, stanzas, pattern, repetition) to purposefully shape a poem | Component 3.3: Knows and applies writing conventions appropriate for the grade-level. |
3.3.1 Uses legible handwriting
• Produces readable printing or cursive handwriting (e.g., size, spacing, formation, upper case and lower case) Note: In components 3.3.1 through 3.3.8, skills are generally not repeated and build each year upon preceding years’ skills. Because these skills are learned and practiced as writing becomes more sophisticated, attention should be paid to skills in more than one year. 3.3.2 Spells accurately in final draft
• Uses spelling rules and patterns from previous grades
• Uses a multiple strategies to spell. Examples:
o homophones (e.g., council and counsel, stationary and stationery)
o affixes (e.g., -cian, -ness)
o roots (e.g., anthropology, philosophy)
o foreign spellings (e.g., alumna/alumnae/alumnus, medium/media, datum/data)
o words from other languages (e.g., bourgeois, kindergarten, espresso, boutique, coyote)
o frequently misspelled words (e.g., perceive, congratulations, success)
• Uses resources to correct own spelling 3.3.3 Applies capitalization rules
• Uses capitalization rules from previous grades
• Uses resources to check capitalization 3.3.4 Applies punctuation rules
• Uses punctuation rules from previous grades
• Uses commas to set off nonrestrictive clauses (e.g., The gym, which was built last year, is used every day.)
• Uses brackets around an editorial correction or to set off added words
• Uses the dash (--) to indicate emphasis or a sudden break; to set off an introductory series; to show interrupted speech •Use appropriate punctuation when writing in other languages (e.g., René)
• Uses resources to check punctuation 3.3.5 Applies usage rules
• Applies usage rules from previous grades
• Avoids dangling modifiers (e.g., “After I stood in line for hours I discovered the tickets were sold out.” rather than: “After standing in line for hours the tickets were sold out.” The second sentence makes it appear that the tickets were in line.)
• Uses who vs. whom correctly
• Uses that vs. which and that vs. who correctly
• Uses “either…or” and “neither…nor” correctly
• Uses many commonly confused words correctly (e.g., “accept” vs. “except” or “can” vs. “may”)
• Uses active voice except when passive voice is appropriate (e.g., active voice: “They saw it.” vs. passive voice: “It was seen by them.”)
• Uses parallel construction in clauses
o parallel: The coach told the players they should get plenty of sleep, they should eat well, and they should do some warm- up exercises.
o not parallel: The coach told the players they should get plenty of sleep, that they should eat well, and to do some warm up exercises.
• Uses resources to check usage 3.3.6 Uses complete sentences in writing
• Uses fragments intentionally for effect 3.3.7 Applies paragraph conventions
• Uses paragraph conventions from previous grades
• Uses textual markers (e.g., page numbers, footnotes, space for pictures) 3.3.8 Applies conventional forms for citations
• Cites sources according to prescribed format (e.g., MLA, APA, Turabian)
Writing EALR 4: The student analyzes and evaluates the effectiveness of written work.
| Component 4.1: Analyzes and evaluates others’ and own writing. |
4.1.1 Analyzes and evaluates writing using established criteria
• Critiques writing, independently and in groups, according to detailed scoring guide, sometimes developed collaboratively (e.g., checklist, rubric, continuum)
• Identifies persuasive elements in a peers’ writing and critiques the effectiveness (e.g., preponderance of evidence, citing experts, compromise solutions)
• Explains accuracy of content and vocabulary for specific curricular areas (e.g., accurate scientific terms regarding the effectiveness of the solution to the problem) 4.1.2 Analyzes and evaluates own writing using established criteria
• Explains strengths and weaknesses of own writing using criteria (e.g., content or performance standards, WASL or 6-trait rubrics)
• Rereads own work for the craft of writing (e.g., character development, irony, tone) as well as the content (e.g., quotations to support contentions)
• Uses criteria to choose and defend choices for a writing portfolio
• Provides evidence that goals have been met (e.g., selects pieces for culminating exhibition) | Component 4.2: Sets goals for improvement. |
4.2.1 Evaluates and adjusts writing goals using criteria
• Monitors progress towards goals over time (e.g., "I need to try free verse next quarter.")
• Analyzes progress (e.g., "My free verse needs better imagery.")
• Evaluates goals (e.g., “I need to allow time for substantive revisions.”)
• Adjusts goals (e.g., "I will write a ballad next quarter.")
• Maintains a written log of long-range goals (e.g., "I will try other genres, vary points of view, elaborate on evidence, and seek publication.") and a portfolio of work Return to top of page
SCIENCE In ninth and tenth grades, students examine scientific theories and master both their field and controlled investigative skills. They develop physical, conceptual, and mathematical models to represent and investigate objects, events, systems, and processes. Students infer and make predictions based on scientific evidence and then apply their skills and knowledge to new situations. Science EALR 1: The student understands and uses scientific concepts and principles. | Component 1.1 Properties: Understand how properties are used to identify, describe, and categorize substances, materials, and objects and how characteristics are used to categorize living things. |
1.1.1 Understand the atomic nature of matter, how it relates to physical and chemical properties and serves as the basis for the structure and use of the periodic table.
• (10) Identify an unknown substance using the substance’s physical and chemical properties.
• (10) Explain and predict the behavior of a substance based upon the substance’s atomic structure, physical properties, and chemical properties.
• (10) Describe the properties of electrons, protons, and neutrons (i.e., electrons have negative charge and very little mass, protons have positive charge and much mass, neutrons have neutral charge and the same mass as protons).
• (10) Explain how changing the number of electrons, neutrons, and protons of an atom affects that atom, including atomic name, number, and placement on the periodic table.
• (10) Explain the similar properties of elements in a vertical column (groups or families) of the periodic table.
• (10) Predict the properties of an element based on the element’s location (groups or families) on the periodic table. 1.1.2 Apply an understanding of direction, speed, and acceleration when describing the linear motion of objects.
• (9) Describe the linear motion (speed, direction, and acceleration) of an object over a given time interval relative to Earth or some other object (e.g., as a car accelerates onto a freeway the car speeds up from 30 km/hr to 90 km/hr in 10 sec.).
• (9) Determine and explain the average speed of an object over a given time interval when the object is moving in a straight line. 1.1.3 Analyze sound waves, water waves, and light waves using wave properties, including frequency and energy. Understand wave interference.
• (10) Describe the relationship between the wave properties of amplitude and frequency and the energy of a wave (e.g., loud vs. soft sound, high vs. low pitch sound, bright vs. dim light, blue light vs. red light).
• (10) Explain the relationship between a wave’s speed and the properties of the substance through which the waves travels (e.g., all sound regardless of loudness and pitch travels at the same speed in the same air; a wave changes speed only when traveling from one substance to another).
• (10) Predict and explain what happens to the pitch of sound and color of light as the wave frequency increases or decreases.
• (10) Compare the properties of light waves, sound waves, and water waves.
• (10) Describe the effects of wave interference (constructive and destructive). 1.1.4 Analyze the forms of energy in a system, subsystems, or parts of a system.
• (10) Explain the forms of energy present in a system (i.e., thermal energy, sound energy, light energy, electrical energy, kinetic energy, potential energy, chemical energy, and nuclear energy).
• (10) Compare the potential and/or kinetic energy of parts of systems at various locations or times (i.e., kinetic energy is an object’s energy of motion; potential energy is an object’s energy of position).
• (10) Measure and describe the thermal energy of a system, subsystem, and/or parts of a system in terms of molecular motion (temperature) and energy from a phase change (e.g., observe, measure, and record temperature changes over time while heating ice to boiling water). 1.1.5 Understand and analyze how the chemical composition of Earth materials (rocks, soils, water, and air) is related to their physical properties.
• (9) Correlate the chemical composition of Earth materials (i.e., rocks, soils, water, and gases of the atmosphere) with their physical properties (e.g., limestone reaction to acid, the conductivity of copper, ice floats on water). 1.1.6 Analyze structural, cellular, biochemical, and genetic characteristics in order to determine the relationships among organisms.
• (10) Analyze the relationship among organisms based on their shared physical, biochemical, genetic, and cellular characteristics and functional processes. | Component 1.2 Structures: Understand how components, structures, organizations, and interconnections describe systems. |
1.2.1 Analyze how systems function, including the inputs, outputs, transfers, transformations, and feedback of a system and its subsystems.
• (9) Describe the function of a system’s parts or subsystems.
• (9) Explain inputs, outputs, transfers, transformations, and feedback of matter, energy, and information in a system.
• (10) Explain the interconnections between a system’s parts or subsystems. 1.2.2 Analyze energy transfers and transformations within a system, including energy conservation.
• (9) Describe and determine the energy inputted to an object as work (i.e., work on an object is the product of the force acting on the object and the distance the object moves as the force acts).
• (9) Describe how a machine transfers work and transforms force and distance through a force-distance trade-off (e.g., a small force acting over a long distance can be transformed to a large force acting over a short
• distance).
• (9) Examine and explain how energy is transferred within and among systems.
• (10) Distinguish conditions likely to result in transfers or transformations of energy from one part of a system to another (e.g., a temperature difference may result in the flow of thermal energy from a hot area to a cold area).
• (10) Describe what happens in terms of energy conservation to a system’s total energy as energy is transferred or transformed (e.g., energy is never “lost,” the sum of kinetic and potential energy remains somewhat constant).
• (10) Explain the relationship between the motion of particles in a substance and the transfer or transformation of thermal and electrical energy (e.g., conduction of thermal and electrical energy as particles collide or interact, convection of thermal energy as groups of particles move from one place to another, and light waves transforming into thermal energy).
• (10) Explain how or whether a phase change, a chemical reaction, or a nuclear reaction absorbs or releases energy in a system (e.g., water vapor forming rain or snow releases energy; water molecules speed up as they absorb energy until the molecules gain enough energy to become water vapor) 1.2.3 Understand the structure of atoms, how atoms bond to form molecules, and that molecules form solutions.
• (10) Describe molecules forming a solution (e.g., salt added to water dissolves, forming a salt water solution, until saturation when no more salt will dissolve).
• (10) Describe how to separate mixtures and or solutions of several different kinds of substances (e.g., sand, sugar, iron filings).
• (10) Describe the structure of atoms in terms of protons and neutrons forming the nucleus, which is surrounded by electrons (e.g., a helium atom usually has a nucleus formed by 2 protons and 2 neutrons, which is surrounded by 2 electrons).
• (10) Describe how atoms bond to form molecules in terms of transferring and/or sharing electrons (e.g., sodium atoms transfer an electron to chlorine atoms to form salt). 1.2.4 Analyze the patterns and arrangements of Earth systems and subsystems including the core, the mantle, tectonic plates, the hydrosphere, and layers of the atmosphere.
• (9) Identify and describe sources of Earth’s internal and external thermal energy.
• (9) Explain how plate tectonics is caused by Earth’s internal energy (e.g., nuclear energy from radioactivity in the core transforms to thermal energy in the mantle that, through convection, causes the motion of tectonic plates).
• (9) Correlate Earth’s surface features to observable weather patterns (e.g., rain shadow, deserts, rain forest). 1.2.5 Understand that the Solar System is in a galaxy in a universe composed of an immense number of stars and other celestial bodies.
• (10) Describe how the Solar System is part of the Milky Way Galaxy.
• (10) Compare how stars and other celestial bodies (at least 100 billion) are similar and different from each other (i.e., size, composition, distance from the Earth, temperature, age, source of light, and movement in space).
• (10) Describe how other galaxies and other celestial bodies appear from Earth. 1.2.6 Understand cellular structures, their functions, and how specific genes regulate these functions.
• (10) Describe cellular structures that allow cells to extract and use energy from food, eliminate wastes, and respond to the environment (e.g., every cell is covered by a membrane that controls what goes into and out of the cell).
• (10) Describe how DNA molecules are long chains linking four kinds of smaller molecules, whose sequence encodes genetic information.
• (10) Describe how genes (DNA segments) provide instructions for assembling protein molecules in cells.
• (10) Describe how proteins control life functions (e.g., the proteins myosin and actin interact to cause muscular contraction; the protein hemoglobin carries oxygen in some organisms) 1.2.7 Understand how genetic information (DNA) in the cell is encoded at the molecular level and provides genetic continuity between generations.
• (10) Describe the role of chromosomes in reproduction (i.e., parents pass on chromosomes, which contain genes, to their offspring).
• (10) Describe the possible results from mutation in DNA (e.g., only mutations in sex cells can be passed to offspring; mutations in other cells can only be passed to descendant cells).
• (10) Describe how organisms pass on genetic information via asexual life cycles (i.e., the replication of genes in asexual reproduction results in the same gene combinations in the offspring as those of the parent).
• (10) Describe how organisms pass on genetic information via sexual life cycles (i.e., the sorting and the recombination of genes in sexual reproduction results in a great variety of gene combinations and resultant variations in the offspring of any two parents) 1.2.8 Analyze how human organ systems regulate growth, development, and life functions.
• (10) Name the structural and functional characteristics of human organ systems, including the endocrine, immune, nervous, reproductive, and skin systems.
• (10) Describe how the human body maintains relatively constant internal conditions (e.g., temperature, acidity, and blood sugar).
• (10) Explain how human organ systems help maintain human health.
• (10) Describe the role of human organ systems during human growth and development.
• (10) Compare the structure and function of a human body system or subsystem to a nonliving system (e.g., human joints to hinges, enzyme and substrate to interlocking puzzle pieces). | Component 1.3 Changes: Understand how interactions within and among systems cause changes in matter and energy. |
1.3.1 Analyze the forces acting on objects.
• (9) Describe how machines transform forces (e.g., a long lever allows a small downward input force to be transformed into a large upward output force).
• (9) Describe the strength (in newtons[N]) and direction of forces acting on an object.
• (9) Measure and describe the sum of all the forces acting on an object.
• (9) Describe how forces between objects occur, both when the objects are touching and when the objects are apart.
• (9) Explain that the strength of a gravitational force between two objects depends on the mass of the objects and the distance between the objects. 1.3.2 Analyze the effects of balanced and unbalanced forces on the motion of an object.
• (9) Describe the balanced forces acting on an object moving at a constant speed along a straight line, 1st Law of Motion (e.g., a car traveling at a constant speed of 60 mph on a straight freeway has a force pushing it forward balanced by frictional forces acting in the opposite direction).
• (9) Explain how unbalanced forces change the speed and/or direction of motion of different objects moving along a straight line, 2nd Law of Motion (e.g., a 2-kg object needs twice the unbalanced force to speed up the same amount as a 1-kg object).
• (9) Investigate and describe that forces always come in pairs, 3rd Law of Motion (e.g., pull a spring scale against another spring scale, as water blasts out of a bottle rocket two forces act — a force on the water and an equal force on the rocket). 1.3.3 Analyze the factors that affect physical, chemical, and nuclear changes and understand that matter and energy are conserved.
• (9) Investigate and analyze the effect of different factors on the rate of a physical and chemical change (e.g., temperature, surface area, pressure, catalysts).
• (9) Explain how chemical changes produce substances with different chemical properties and the same total mass.
• (9) Describe the products of radioactive decay in terms of the conservation of matter and energy (e.g., a radioactive nucleus decays into a new nucleus and emits particles and rays).
• (9) Recognize and explain that the rate of radioactive decay of a substance is constant, not affected by any factors (e.g., the half-life of a radioactive substance is constant over a long time and a wide range of conditions found on Earth). 1.3.4 Analyze processes that have caused changes to the features of Earth’s surface, including plate tectonics.
• (9) Describe the processes that cause the movement of material in Earth’s systems (e.g., pressure differences that cause convection resulting in winds, mantle movement, and ocean currents; erosion and deposition).
• (9) Describe the effects of glaciation and floods on the Pacific Northwest.
• (9) Describe the causes and effects of volcanoes, hot spots, and earthquakes in Washington State and elsewhere (e.g., subduction of the Juan de Fuca plate causes earthquakes that may cause seismic sea waves; earthquakes along the Seattle fault cause P, S, and surface seismic waves).
• (9) Explain how substances change as they move through Earth’s systems (e.g., carbon cycle, nitrogen cycle, burning of wood and fossil fuels) 1.3.5 Analyze a variety of evidence, including rock formations, fossils, and radioactive decay, to
construct a sequence of geologic events.
• (9) Explain how decay rates of radioactive materials in rock layers are used to establish the age of fossil remains or the time of geologic events.
• (9) Describe how rock formations can be used to determine the nature of past geologic events.
• (9) Correlate evidence of geologic events to the relative and absolute dates of rock layers to construct a sequence of the history of Earth. 1.3.6 Analyze the factors that influence weather and climate.
• (9) Explain how energy transfers and transformations among the atmosphere, hydrosphere, and landforms affect climate and weather patterns.
• (9) Explain how greenhouse gases in the atmosphere affect climate (e.g., global warming).
• (9) Describe how catastrophic events (e.g., volcanic eruptions, forest fires, asteroid impacts) can cause climate and weather changes. 1.3.7 Understand how stars, solar systems, galaxies, and the universe were formed and how these systems continue to evolve.
• (10) Explain phenomena caused by the regular and predictable motions of planets and moons in the Solar System.
• (10) Describe how the Solar System formed.
• (10) Describe that the Solar System is part of the Milky Way Galaxy and how the Milky Way and other galaxies appear from Earth.
• (10) Describe the formation and life cycle of stars.
• (10) Describe the properties of different stars (e.g., size, temperature, age, formation, energy production).
• (10) Describe how the Big Bang theory explains the observed properties of the universe (e.g., expansion, evolution, structures, element generation by fusion). 1.3.8 Understand how organisms, including cells, use matter and energy to sustain life and that these processes are complex, integrated, and regulated.
• (9) Describe how organisms sustain life by obtaining, transporting, transforming, releasing, and eliminating matter and energy.
• (9) Describe how energy is transferred and transformed from the Sun to energy-rich molecules during photosynthesis.
• (9) Describe how individual cells break down energy-rich molecules to provide energy for cell functions. 1.3.9 Analyze the scientific evidence used to develop the theory of biological evolution and the concepts of natural selection, speciation, adaptation, and biological diversity.
• (10) Describe the factors that drive natural selection (i.e., overproduction of offspring, genetic variability of offspring, finite supply of resources, competition for resources, and differential survival).
• (10) Explain how natural selection and adaptation lead to organisms well suited for survival in particular environments.
• (10) Examine or characterize the degree of evolutionary relationship between organisms based on biochemical, genetic, anatomical, or fossil record similarities and differences. 1.3.10 Analyze the living and nonliving factors that affect organisms in ecosystems.
• (9) Describe how matter and energy are transferred and cycled through ecosystems (i.e., matter and energy move from plants to herbivores/omnivores to carnivores and decomposers).
• (9) Compare different ecosystems in terms of the cycling of matter and flow of energy.
• (9) Describe how population changes cause changes in the cycle of matter and the flow of energy in ecosystems.
• (9) Describe the living and nonliving factors that limit the size and affect the health of a population in an ecosystem.
Science EALR 2: The student knows and applies the skills and processes of science and technology.
| Component 2.1 Investigating Systems: Develop the knowledge and skills necessary to do scientific inquiry. |
2.1.1 Understand how to generate and evaluate questions that can be answered through scientific investigations.
• (9, 10) Generate a new question that can be investigated with the same materials and/or data as a given investigation.
• (9, 10) Generate questions, and critique whether questions can be answered through scientific investigations. 2.1.2 Understand how to plan and conduct systematic and complex scientific investigations.
• (9, 10) Make a hypothesis about the results of an investigation that includes a prediction with a cause-effect reason.
• (9, 10) Generate a logical plan for, and conduct, a systematic and complex scientific controlled investigation with the following attributes:
• hypothesis (prediction with cause-effect reason)
• appropriate materials, tools, and available computer technology
• controlled variables
• one manipulated variable
• responding (dependent) variable
• gather, record, and organize data using appropriate units, charts, and/or graphs
• multiple trials
• experimental control condition when appropriate
• additional validity measures
• (9, 10) Generate a logical plan for a simple field investigation with the following attributes:
• Identify multiple variables
• Select observable or measurable variables related to the investigative question
• (9, 10) Identify and explain safety requirements that would be needed in an investigation. 2.1.3 Synthesize a revised scientific explanation using evidence, data, and inferential logic.
• (9, 10) Generate a scientific conclusion, including supporting data from an investigation, using inferential logic. (e.g., The fertilizer did help the plants grow faster, but had little effect on the number of seeds that germinated. With the fertilizer, the plants matured 35 days sooner than plants without the fertilizer. Almost all of the 30 seeds used germinated, 13 seeds in the fertilized soil and 14 seeds in the soil without fertilizer.)
• (9, 10) Describe a reason for a given conclusion using evidence from an investigation.
• (9, 10) Generate a scientific explanation of an observed phenomenon using given data.
• (9, 10) Predict and explain what logically might occur if an investigation lasted longer or changed.
• (9, 10) Explain the difference between evidence (data) and conclusions.
• (10) Revise a scientific explanation to better fit the evidence and defend the logic of the revised explanation.
• (9, 10) Explain how scientific evidence supports or refutes claims or explanations of phenomena. 2.1.4 Analyze how physical, conceptual, and mathematical models represent and are used to investigate objects, events, systems, and processes.
• (9, 10) Compare how a model or different models represent the actual behavior of an object, event, system, or process.
• (9, 10) Evaluate how well a model describes or predicts the behavior of an object, event, system, or process.
• (9, 10) Create a physical, conceptual, and/or mathematical (computer simulation) model to investigate, predict, and explain the behavior of objects, events, systems, or processes (e.g., DNA replication). 2.1.5 Apply understanding of how to report complex scientific investigations and explanations of objects, events, systems, and processes and how to evaluate scientific reports.
• (9, 10) Report observations of scientific investigations without making inferences.
• (9, 10) Summarize an investigation by describing:
• reasons for selecting the investigative plan
• materials used in the investigation
• observations, data, results
• explanations and conclusions in written, mathematical, oral, and information technology presentation formats
• ramifications of investigations to concepts, principles, and theories
• safety procedures used
• (9, 10) Describe the difference between an objective summary of data and an inference made from data.
• (9, 10) Compare the effectiveness of different graphics and tables to describe patterns, explanations, conclusions, and implications found in investigations.
• (9, 10) Critique a scientific report for completeness, accuracy, and objectivity. | Component 2.2 Nature of Science: Understand the nature of scientific inquiry |
2.2.1 Analyze why curiosity, honesty, cooperation, openness, and skepticism are important to scientific explanations and investigations.
• (9, 10) Explain why honesty ensures the integrity of scientific investigations (e.g., explanations in the absence of credible evidence, questionable results, conclusions or explanations inconsistent with established theories).
• (9, 10) Explain why a claim or a conclusion is flawed (e.g., limited data, lack of controls, weak logic).
• (9, 10) Explain why scientists are expected to accurately and honestly record, report, and share observations and measurements without bias.
• (9, 10) Explain why honest acknowledgement of the contributions of others and information sources are necessary (e.g., undocumented sources of information, plagiarism).
• (9, 10) Explain why peer review is necessary in the scientific reporting process. 2.2.2 Analyze scientific theories for logic, consistency, historical and current evidence, limitations, and capacity to be investigated and modified.
• (9, 10) Describe how a theory logically explains a set of facts, principles, concepts and/or knowledge.
• (9, 10) Describe a theory that best explains and predicts phenomena and investigative results.
• (9, 10) Explain how scientific theories are open to investigation and have the capacity to be modified. 2.2.3 Evaluate inconsistent or unexpected results from scientific investigations using scientific explanations.
• (9, 10) Evaluate similar investigations with inconsistent or unexpected results.
• (9, 10) Explain whether sufficient data has been obtained to make an explanation or conclusion (e.g., reference previous and current research; incorporate scientific concepts, principles, and theories).
• (9, 10) Explain why results from a single investigation or demonstration are not conclusive about a phenomenon. 2.2.4 Analyze scientific investigations for validity of method and reliability of results.
• (9, 10) Describe how the methods of an investigation ensured reliable results.
• (9, 10) Explain how to increase the reliability of the results of an investigation (e.g., repeating an investigation exactly the same way increases the reliability of the results).
• (9, 10) Describe how the methods of an investigation ensured validity (i.e., validity means that the investigation answered the investigative question with confidence; the manipulated variable caused the change in the responding or dependent variable).
• (9, 10) Explain the purpose of the steps of an investigation in terms of the validity of the investigation.
• (9, 10) Explain how to improve the validity of an investigation (e.g., control more variables, better measuring techniques, increased sample size, control for sample bias, include experimental control condition when appropriate, include a placebo group when appropriate).
• (10) Explain an appropriate type of investigation to ensure reliability and validity for a given investigative question (e.g., descriptive, controlled, correlational, comparative, see Appendix D and Appendix E). 2.2.5 Understand how scientific knowledge evolves.
• (9) Explain how existing ideas were synthesized from a long, rich history of scientific explanations and how technological advancements changed scientific theories.
• (9, 10) Explain how scientific inquiry results in new facts, evidence, unexpected findings, ideas, explanations, and revisions to current theories.
• (9, 10) Explain how results of scientific inquiry may change our understanding of the systems of the natural and constructed world.
• (9, 10) Explain how increased understanding of systems leads to new questions to be investigated.
• (9, 10) Explain how new ideas need repeated inquiries before acceptance.
• (9, 10) Use new tools to investigate a system to discover new facts about the system that lead to new ideas and questions.
Science EALR 3: The student understands the nature and contexts of science and technology.
| Component 3.1 Designing Solutions: Apply knowledge and skills of science and technology to design solutions to human problems or meet challenges. |
3.1.1 Analyze local, regional, national, or global problems or challenges in which scientific design can be or has been used to design a solution.
• (9, 10) Explain how science and technology could be used to solve all or part of a human problem and vice versa (e.g., understanding the composition of an Earth material can be useful to humans, such as copper ore being used to make copper wire).
• (9, 10) Explain the scientific concept, principle, or process used in a solution to a human problem (e.g., understanding the effect of seismic waves on structures can be used to design buildings to withstand an earthquake).
• (9, 10) Explain how to scientifically gather information to develop a solution (e.g., perform a scientific investigation and collect data to establish the best materials to use in a solution to the problem).
• (9, 10) Describe an appropriate question that could lead to a possible solution to a problem.
• (9, 10) Describe a change that could improve a tool or a technology. 3.1.2 Evaluate the scientific design process used to develop and implement solutions to problems or challenges.
• (9, 10) Research, propose, implement, and document the scientific design process used to solve a problem or challenge:
• define the problem
• scientifically gather information and collect empirical data
• explore ideas
• make a plan
• list steps to do the plan
• scientifically test solutions
• document the scientific design process
• (9, 10) Evaluate possible solutions to the problem (e.g., describe how to clean up a polluted stream).
• (9, 10) Evaluate the reason(s) for the effectiveness of a solution to a problem or challenge. 3.1.3 Evaluate consequences, constraints, and applications of solutions to a problem or challenge.
• (9, 10) Explain the criteria to evaluate the solution(s) to a problem or challenge.
• (9, 10) Explain the effectiveness of the solution to the problem or challenge using scientific principles and concepts.
• (9, 10) Explain the consequences of the solution(s) to the problem or challenge (e.g., doubling the fertilizer will probably not double the plant growth and could cause harm to the ecosystem).
• (9, 10) Explain how to change a system to solve a problem or improve a solution to a problem.
• (9, 10) Compare and evaluate the effectiveness of different solutions to a problem or challenge based on criteria, using scientific concepts and principles. | Component 3.2 Science, Technology and Society: Analyze how science and technology are human endeavors, interrelated to each other, society, the workplace, and the environment. |
3.2.1 Analyze how scientific knowledge and technological advances discovered and developed by individuals and communities in all cultures of the world contribute to changes in societies.
• (9) Explain how life has changed throughout history because of scientific knowledge and technological advances from a variety of peoples.
• (10) Compare the impacts of diverse cultures and individuals on science and technology. 3.2.2 Analyze how the scientific enterprise and technological advances influence and are influenced by human activity.
• (9, 10) Describe how science and/or technology have led to a given social or economic development.
• (10) Explain risks associated with investigations involving living things (e.g., drug trials on animals, testing of genetically engineered plants, release of African snails into the environment after experimentation).
• (10) Identify the limits of scientific research in solving a given social, environmental, and/or economic problem.
• (10) Compare advantages and/or disadvantages of using new technology or science in terms of ethics, politics, and environmental considerations.
• (10) Explain the concept of proprietary discovery (e.g., patents on genes). 3.2.3 Analyze the scientific, mathematical, and technological knowledge, training, and experience needed for occupational/career areas of interest.
• (9, 10) Research and report on educational requirements associated with an occupation(s)/career(s) of interest.
• (9, 10) Examine the scientific, mathematical, and technological knowledge, training, and experience needed for occupational/career areas of interest. 3.2.4 Analyze the effects human activities have on Earth’s capacity to sustain biological diversity. W
• Explain how the use of renewable and nonrenewable natural resources affects the sustainability of an ecosystem.
• Explain how human activities affect Earth’s capacity to sustain biological diversity (e.g., global warming, ozone depletion). Return to top of page
COMMUNICATIONS Communications EALR 1: The student uses listening and observation skills to gain understanding. | Component 1.1: Uses listening and observation strategies and skills to focus attention and interpret information. |
1.1.1 Applies a variety of listening strategies to accommodate the listening situation.
• Uses listening strategies for: enjoyment, active listening (GLE 1.1.2), empathetic listening, and critical listening (GLE 1.2.1) appropriate to the situation (e.g., mock job/academic interviews, career and technical education job training). | Component 1.2: Interprets, analyzes, synthesizes, or evaluates information from a variety of sources. |
1.2.1 Synthesizes a response to and evaluates effectiveness of, visual and auditory information.
• Compares literal and implicit meaning to respond to a statement (e.g.,).
• Constructs personal meaning from visual and auditory information (e.g., Social Studies – the connection between the rhetoric of the leaders of independence movements in Africa with images of people living and working in these emerging nations).
• Critiques effectiveness of rhetorical information (e.g., peer presentations, political speeches and arguments). 1.2.2 Evaluates the effect of bias and persuasive techniques in mass media.
• Critiques the effectiveness of persuasive techniques on target audiences (e.g., ethos, pathos, logos appeals, fallacies, language tools).
• Critiques differing points of view for persuasive effect (e.g., Social Studies CBA – Review and critique various visual depictions of globalization found in the mass media to evaluate whether it is portrayed negatively or positively).
• Compares how different perspectives interpret the same media text (e.g., different newspapers, radio/television stations, internet sites).
• Critiques the impact of media portrayal of cultures, gender, religion, sexuality, class and race on society and its subcultures.
Communications EALR 2: The student uses communication strategies and skills to interact/work effectively with others.
| Component 2.1: Uses language to interact effectively and responsibly. |
2.1.1 Uses language and other communication strategies that adapt to the needs of the situation and setting.
• Identifies and implements a common code for communication when a common code doesn’t exist, using role play (e.g., gestures, sign language, language different from one’s own, dialects, pictures). | Component 2.2: Uses interpersonal skills and strategies to work collaboratively, solve problems and perform a task. |
2.2.1 Uses communication skills that demonstrate respect.
• Monitors and adjusts one’s own participation according to the situation and the needs of others (e.g., focuses on speaker, avoids inappropriate interruptions, does not dominate conversation, uses turn taking techniques, attends to cultural differences in communication styles such as variations in pause time, pace, volume |
