Grade One Math Power Standards
- (N&O:1:1) Demonstrates conceptual understanding of rational numbers with
respect to: whole numbers from 0 to 100 using place value, by applying
the concepts of equivalency in composing or decomposing numbers; and in
expanded notation using models,
explanations, or other
representations; and positive fractional numbers (benchmark fractions: a/2, a/3, or a/4, where a is a whole number greater than 0 and less than or equal to
the denominator) as a part to whole relationship in area models where the
denominator is equal to the number of parts.
- (N&O:1:2) Demonstrates understanding of the
relative magnitude of numbers from 0 to 100 by ordering whole numbers;
by comparing whole numbers to each other or to benchmark whole numbers (5,
10, 25, 50, 75, 100); by
demonstrating an understanding of the relation of inequality when
comparing whole numbers by using “1 more”, “1 less”, “5 more”, “5 less”,
“10 more”, “10 less”; and by connecting number words (from 0 to 20) and
numerals (from 0 to 100) to the quantities and positions that they
represent using investigations, models, representations, or number lines
- (N&O:1:3) Demonstrates conceptual understanding of mathematical operations
involving addition and subtraction of whole numbers (from 0 to 30) by
solving problems involving joining actions, separating actions, part-part
whole relationships, and comparison situations; and addition of multiple
one-digit whole numbers.
- (N&O:1:5) Demonstrates understanding of monetary value by knowing the
names and values for coins (penny, nickel, dime, and quarter); and by
adding collections of like coins together to a sum no greater than
$1.00.
- (G&M:1:1) Uses properties, attributes, composition, or decomposition to sort or classify polygons (triangles,
squares, rectangles, rhombi, trapezoids, and hexagons) or objects by a
combination of two non-measurable or measurable attributes; and
recognizes, names, builds, and draws polygons and circles in the
environment.
- (G&M:1:6) Demonstrates conceptual understanding of the length/height of a
two-dimensional object using non-standard units (e.g. comparing
objects to trains of small cubes, using iterations of a small unit to
measure an object).
- (G&M:1:7) Demonstrates conceptual
understanding of measurable attributes using comparative language to
describe and compare attributes of objects (length [longer, shorter],
height [taller, shorter], weight [heavier, lighter], temperature [warmer,
cooler], and capacity [more, less]); compares objects visually, with
direct comparison, and using non-standard units.
- (F&A:1:1) Identifies and extends
to specific cases a variety of patterns (repeating and growing
[numeric and non-numeric]) represented
in models, tables, or sequences by
extending the pattern to the next one, two, or three elements, by finding
a missing element (e.g., 2, 4, 6, ___, 10), or by translating repeating
patterns across formats (e.g., an abb pattern can be represented as snap,
clap, clap; or red, yellow, yellow; or 1, 2, 2).
·
(G&M:1-8)
Determines elapsed and accrued time as it relates to calendar patterns
(days of week, months of year), the sequence of events in a day; and recognizes
an hour and “on the 1/2 hour”
·
(D.S.P.:
1-1) Interprets & analyzes a given representation patterns, trends, or distributions
in data created by the class (models, tally charts, pictographs with
one-to-one correspondence, and tables) to answer questions related to the data,
or to analyze the data to formulate conclusions using words, diagrams, or
verbal/scribed responses to express answers
Grade Two Math Power Standards
- (N&O:2:1)Demonstrates conceptual
understanding of rational numbers with respect to: whole numbers from
0 to 199 using place value, by applying the concepts of equivalency in
composing or decomposing numbers (e.g., 34 = 17 + 17; 34 = 29 + 5); and in
expanded notation (e.g., 141 = 1 hundred + 4 tens + 1 one or 141 = 100 +
40 + 1) using models, explanations,
or other representations; and positive
fractional numbers (benchmark fractions: a/2, a/3, or a/4, where a is a whole number greater than 0 and less than or equal to
the denominator) as a part to whole relationship in area and set models
where the denominator is equal to the number of parts in the whole using models, explanations, or other
representations.
- (N&O:2:2) Demonstrates
understanding of the relative magnitude of numbers from 0 to 199 by
ordering whole numbers; by comparing whole numbers to each other or to
benchmark whole numbers (10, 25, 50, 75, 100, 125, 150, or 175); by
demonstrating an understanding of the relation of inequality when
comparing whole numbers by using “1 more”, “1 less”, “10 more”, “10 less”,
“100 more”, or “100 less”; or by connecting number words and numerals to
the quantities they represent using models, number lines, or explanations.
- (N&O:2:3) Demonstrates conceptual understanding of mathematical operations
involving addition and subtraction of whole numbers by solving
problems involving joining actions, separating actions, part-part whole
relationships, and comparison situations; and addition of multiple
one-digit whole numbers.
- (N&O:2:5) Demonstrates
understanding of monetary value by adding coins together to a value no
greater than $1.99 and representing the result in dollar notation; making
change from $1.00 or less, or recognizing equivalent coin representations
of the same value (values up to $1.99).
- (G&M:2:6)
Demonstrates conceptual understanding of perimeter and area by using
models or manipulatives to surround and cover
polygons.
- (G&M:2:7) Measures and uses units
of measures appropriately and consistently, and makes conversions within
systems when solving problems across the content strands.
- (F&A:2:4)Demonstrates conceptual
understanding of equality by finding the value that will make an open
sentence true (e.g., 35 + ?=100). (limited
to one operation and limited to use addition or subtraction.)
·
(DSP:2:1) Interprets a given representation
(pictographs with one-to-one correspondence, line plots, tally charts, or
tables) to answer questions related to the data, or to analyze the data to
formulate conclusions
- (DSP:2:4) Uses counting techniques to
solve problems involving combinations using a variety of strategies
(e.g., student diagrams, organized lists, tables, tree diagrams, or
others); (e.g., How many ways can you make 50 cents using nickels, dimes,
and quarters?)
Grade One Reading
Power Standards
Applies word
identification and decoding strategies (leading to automaticity) by …
- R—1—1.1 Sounding out regularly
spelled (decodable) one-syllable or two-syllable words using letter-sound
correspondence knowledge
Students identify the
meaning of unfamiliar vocabulary by…
- R—1—2.1 Using strategies to unlock
meaning (e.g., activating prior knowledge, using cues, using context
clues, or asking questions during read-alouds or text reading)
Shows breadth of
vocabulary knowledge, demonstrating understanding of word meanings or
relationships
by …
- R—1—3.1 Identifying synonyms and
antonyms to connect new words to known words
- R—1—3.2 Selecting appropriate
words to use in context
Demonstrate initial
understanding of elements of literary texts by…
- R–2–4.1 Identifying or describing
character(s), setting, problem, solution, or major events, as appropriate
to text
- R–2–4.2a Sequencing key events
in order, as appropriate to text
- R- 2- 4.2b Retelling the key
elements of a story
Analyze and interpret
elements of literary texts, citing evidence where appropriate by…
- R–2–5.1 Making logical predictions
- R–2–5.2 Identifying relevant
physical characteristics or personality traits of main characters
- R–2–5.3 Making basic inferences
about problem or solution
Demonstrate initial
understanding of informational texts (expository and practical texts) by…
- R—1—7.1 Obtaining information,
using text features (e.g., title and illustration)
- R—1—7.2 Using explicitly stated
information to answer questions
Analyze and interpret
informational text read aloud or independently, citing evidence as appropriate
by…
- R—1—8.1 Telling what was learned
- R—1—8.2 Identifying the topic of
the text or explaining the title
- R—1—8.3 Making basic inferences or
drawing basic conclusions.
Demonstrates phonemic
awareness and applies phonological knowledge and skills by…
- R—1—9.1 Blending and segmenting
syllables and onset-rimes (e.g., cup-cake,)
- R—1—9.2 Blending and segmenting
phonemes in one syllable words
- R—1—9.3 Isolating phonemes in
single syllable words (e.g., “tell me the first sound in ‘mop’;” “tell me
the last sound in ‘mop,’” “tell me the middle sound in
‘mop.’”)
Grade Two Reading
Power Standards
Applies word
identification and decoding strategies by …
- R–2–1.1 Identifying regularly
spelled multi-syllabic words by using knowledge of sounds, syllable types,
or word patterns (including most common spellings for consonants and
vowels, e.g., knot, catch, float, fight; or common suffixes)
Students identify the
meaning of unfamiliar vocabulary by…
- R—2—2.1 Using strategies to unlock
meaning
Shows breadth of
vocabulary knowledge, demonstrating understanding of word meanings or
relationships
by …
- R–2–3.2 Selecting appropriate
words to use in context, including words specific to the content of the
text
Demonstrate initial
understanding of elements of literary texts by…
- R–2–4.1 Identifying or describing
character(s), setting, problem, solution, or major events, as appropriate
to text
Analyze and interpret
elements of literary texts, citing evidence where appropriate by…
- R–2–5.1 Making logical predictions
- R–2–5.2 Identifying relevant
physical characteristics or personality traits of main characters
- R–2–5.3 Making basic inferences
about problem or solution
Demonstrate initial
understanding of informational texts (expository and practical texts) by…
- R–2–7.1 Obtaining information,
from text features (e.g., simple table of contents,
glossary, charts, graphs, diagrams, or illustrations)
- R–2–7.2 Using explicitly stated
information to answer questions
Analyze and interpret
informational text, citing evidence as appropriate by…
- R–2–8.1 Stating what was learned
- R–2–8.3 Making basic inferences or
drawing basic conclusions
Grade One Written Communication Power Standards
- (W 1-1.1) Students demonstrate
command of the structures of sentences writing recognizable short
sentences.
·
(W
1-2) In response to literary or informational text, students
show understanding of plot /ideas/concepts by representing understanding
through pictures, “words,” “sentences,” or some combination.
- (W 1-3.1) In response to literary
or informational text read aloud or read independently, students will make
and support judgments about text by using prior knowledge or references to
respond to a question taking the form of pictures, words, sentences, or
some combination.
- (W 1-3.4, 1-4.1) Students will be
able to organize ideas using a beginning, middle, and ending to create an
understandable story line in the form of words, pictures, or some
combination.
- (W 1-5.3) Students demonstrate use
of narrative strategies by creating character(s) in the form of words.
- (W 1-6.1, 6.2, 6.3) In informational writing, students
will organize ideas/concepts by sorting and classifying facts, and listing steps of a procedure in a
logical order with instructional support.
·
(W
1-7.1) In informational writing, students demonstrate use of
elaboration strategies by including details/information relevant to topic.
- (W 1-9.5a, 9.5b) In independent
writing, students demonstrate command of English conventions by using
phonemic awareness and letter knowledge to spell and correctly spelling
basic sight words.
Grade Two Written Communication Power Standards
Structures of Language
- (W–2–1. 1) Students demonstrate command of the
structures of sentences, paragraphs, and text by writing short sentences
·
(W-2-2.1)
In response to literary or informational text, students show
understanding of plot /ideas/concepts by selecting information to set
context/background.
·
(W—2—3.1)
In response to literary or informational text, students make and support
analytical judgments about text by stating a focus (purpose), when responding
to a given question
- (W—2—3.3 )Using details or references
to text to support a given focus (Note: support may include prior
knowledge)
- (W—2—3.4) Organizing ideas by using a beginning, middle, and concluding
statement/sentence given a structure.
- (W–2–4.1) In written narratives,
students organize and relate a story line/plot/series of events by
creating a clear understandable story line, with a beginning, middle, and end, when given a structure
- (W–2–5.3, 5.5, 5.6 ) Students demonstrate use of
narrative strategies by creating character(s), using descriptors, and writing about
experiences, extending, and elaborating ideas.
- (W—2—6.1,-6.2, W—2-7.1, 7. 2) In
informational writing (reports or procedures), students organize
ideas/concepts by using a
given organizational structure with instructional support,
selecting facts to set context/background, establish a topic, and restate a given focus/controlling idea
on a topic (purpose)