Grade Level Expectations

Benchmark LA.A.1.1.2: The student identifies words and constructs meaning from text, illustrations, graphics, and charts using the strategies of phonics, word structure, and context clues.

The student:
1. uses basic elements of phonetic analysis (for example, hears, segments, substitutes, and blends sounds in words).
2. uses sound/symbol relationships as visual cues for decoding.
3. uses beginning letters (onsets) and patterns (rhymes) as visual cues for decoding.
4. uses structural cues to decode words (for example, word order, sentence boundaries).
5. uses context clues to construct meaning (meaning cues) (for example, illustrations, knowledge of the story and topic).
6. cross checks visual, structural, and meaning cues to figure out unknown words.

Benchmark LA.A.1.1.3: The student uses knowledge of appropriate grade-, age-, and developmental-level vocabulary in reading.

The student:
1. identifies and classifies common words from within basic categories.
2. uses knowledge of individual words in unknown compound words to predict their meaning.
3. uses resources and references (for example, illustrations, knowledge of the story and topic) beginning dictionaries, available technology to build upon word meanings.
4. uses knowledge of suffixes (including -er, -est, -ful) to determine meanings of words.
5. develops vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud.

Benchmark LA.A.1.1.4: The student increases comprehension by rereading, retelling, and discussion.

The student:
1. uses a variety of strategies to comprehend text (for example, retelling stories in correct sequence, recalling details, rereading).

Standard 2: The student constructs meaning from a wide range of texts.

Benchmark LA.A.2.1.1: The student determines the main idea or essential message from text and identifies supporting information.

The student:
1. knows the main idea or theme and supporting details of a story or informational piece.
2. uses specific details and information from a text to answer literal questions.
3. makes inferences based on text and prior knowledge (for example, regarding traits, feelings, actions of characters).
4. identifies similarities and differences between two texts (for example, in topics, characters, and problems).

Benchmark LA.A.2.1.2: The student selects material to read for pleasure.

The student:
1. selects material to read for pleasure (for example, favorite books and stories).
2. reads aloud familiar stories, poems, or passages.

Benchmark LA.A.2.1.3: The student reads for information to use in performing a task and learning a new task.

The student:

1. reads for information used in performing tasks (for example, directions, graphs, charts, signs, captions).

Benchmark LA.A.2.1.4: The student knows strategies to use to discover whether information presented in a text is true, including asking others and checking another source.

The student:

1. uses background knowledge and supporting reasons from the text to determine whether a story or text is fact or fiction.

Benchmark LA.A.2.1.5: The student uses simple materials of the reference system to obtain information.

The student:
1. uses simple reference material to obtain information (for example, table of contents, fiction and nonfiction books, picture dictionaries, audio visual software).
2. alphabetizes words according to the initial letter.
3. uses alphabetical order to locate information.

Strand B: Writing

Standard 1: The student uses writing processes effectively.

Benchmark LA.B.1.1.1: The student makes a plan for writing that includes a central idea and related ideas.

The student:
1. generates ideas before writing on self-selected topics and assigned tasks (for example, brainstorming).
2. makes a plan before writing the first draft.
3. focuses on a central idea (for example, familiar person, place, object, experience).

Benchmark LA.B.1.1.2: The student drafts and revises simple sentences and passages, stories, letters, and simple explanations that

express ideas clearly;
show an awareness of topic and audience;
have a beginning, middle, and ending;
effectively use common words;
have supporting detail; and
are in legible printing.

The student:
1. writes legibly using manuscript form (for example, prints numbers and upper- and lower-case letters; uses left to right sequencing; spaces between words and sentences).
2. knows the differences among individual letters, words, sentences, and paragraphs.
3. maintains a single idea or topic in writing.
4. uses descriptive words to convey ideas in writing.
5. uses an organizational structure in writing (including beginning, middle, and ending; using supporting details).
6. uses strategies for narrative writing (for example, including story elements, using some dialogue).
7. evaluates own and other's writing (for example, rereads own writing to check for meaning;
8. responds constructively to other's writing).
9. revises by adding or substituting text and using a caret.

Benchmark LA.B.1.1.3: The student produces final simple documents that have been edited for correct spelling;

appropriate end punctuation;
correct capitalization of initial words, "I," and names of people;
correct sentence structure; and
correct usage of age-appropriate verb/subject and noun/pronoun agreement.

The student:
1. uses spelling approximations and some conventional spelling.
2. spells commonly used, phonetically regular words at first grade or higher level.
3. uses end punctuation and capitalizes initial words of sentences, names of people, "I", days of the week, and months of the year.
4. uses complete sentences in writing.

Standard 2: The student writes to communicate ideas and information effectively.

Benchmark LA.B.2.1.1: The student writes questions and observations about familiar topics, stories, or new experiences.

The student:
1. writes stories about experiences, people, objects, or events.
2. contributes ideas during a group writing activity.
3. writes questions or makes notes about familiar topics, stories, or new experiences.

Benchmark LA.B.2.1.2: The student uses knowledge and experience to tell about experiences or to write for familiar occasions, audiences, and purposes.

The student:
1. writes informal texts (for example, journal entries, reading response).
2. writes for familiar occasions, audiences, and purposes (including but not limited to explaining a process, telling a story).

Benchmark LA.B.2.1.3: The student uses basic computer skills for writing, such as basic word-processing techniques such as keying words, copying, cutting, and pasting; using e-mail; and accessing and using basic educational software for writing.

The student:
1. uses basic word processing skills and basic educational software for writing (including but not limited to typing words and sentences, using software to draw and label, printing pictures and stories, locating and opening a file, saving and naming a file).

Benchmark LA.B.2.1.4: The student composes simple sets of instructions for simple tasks using logical sequencing of steps.

The student:
1. writes simple informational texts (for example, two-step instructions in sequence, directions, reports).

Strand C: Listening, Viewing, and Speaking

Standard 1: The student uses listening strategies effectively.

Benchmark LA.C.1.1.1: The student listens for a variety of informational purposes, including curiosity, pleasure, getting directions, performing tasks, solving problems, and following rules.

The student:
1. follows three-step oral directions.
2. listens and responds to a variety of media (for example, stories, books, audiotapes, videotapes).

Benchmark LA.C.1.1.2: The student recognizes personal preferences in listening to literature and other material.

The student:
1. knows personal preferences for listening to literature and other material (for example, nursery rhymes, songs, stories, informational books).

Benchmark LA.C.1.1.3: The student carries on a conversation with another person, seeking answers and further explanations of the other's ideas through questioning and answering.

The student:
1. uses basic conversation strategies (including but not limited to asking questions to clarify or get information, taking turns, raising hand to speak, staying on topic and conveying a message, facing the speaker).

Benchmark LA.C.1.1.4: The student retells specific details of information heard, including sequence of events.

The student:
1. listens for specific information in stories (including but not limited to sequence, story details).

Standard 2: The student uses viewing strategies effectively.

Benchmark LA.C.2.1.1: The student determines the main idea in a nonprint communication.

The student:
1. understands the main idea or common theme in a nonprint communication.

Benchmark LA.C.2.1.2: The student recognizes simple nonverbal cues, such as use of eye contact, smiles, simple hand gestures.

The student:
1. understands simple nonverbal cues (for example, use of eye contact, facial expressions, gesturing).

Standard 3: The student uses speaking strategies effectively.

Benchmark LA.C.3.1.1: The student speaks clearly and at a volume audible in large- or small-group settings.

The student:
1. speaks clearly and uses appropriate volume in a variety of settings (for example, large or small groups, learning centers).

Benchmark LA.C.3.1.2: The student asks questions to seek answers and further explanation of other people's ideas.

The student:
1. asks questions to seek answers and further explanation of other people's ideas.

Benchmark LA.C.3.1.3: The student speaks effectively in conversations with others.

The student:
1. uses speaking vocabulary to convey a message in conversation (for example, descriptive words, singular and plural nouns, compound words).

Benchmark LA.C.3.1.4: The student uses eye contact and simple gestures when speaking.

The student:
1. uses eye contact and appropriate gestures to enhance oral delivery.

Strand D: Language

Standard 1: The student understands the nature of language.

Benchmark LA.D.1.1.1: The student recognizes basic patterns in and functions of language (patterns such as characteristic sounds and rhythms and those found in written forms; functions such as asking questions, expressing one's self, describing objects or experience, and explaining).

The student:
1. uses repetition, rhyme, and rhythm in a variety of activities (for example, chants, songs, or story innovations).
2. knows different functions of language (for example, explaining, describing an experience).

Benchmark LA.D.1.1.2: The student recognizes the differences between language that is used at home and language that is used at school.

The student:
1. recognizes the differences between less formal language that is used at home and more formal language that is used at school and other public settings.

Standard 2: The student understands the power of language.

Benchmark LA.D.2.1.1: The student understands that word choice can shape ideas, feelings, and actions.

The student:
1. understands that word choice can shape ideas, feelings, and actions (for example, multiple meaning words, figurative language).

Benchmark LA.D.2.1.2: The student identifies and uses repetition, rhyme, and rhythm in oral and written text.

The student:
1. uses repetition, rhyme, and rhythm in oral and written texts (for example, uses rhyming words orally; distinguishes between rhyming and nonrhyming words).

Benchmark LA.D.2.1.3: The student recognizes that use of more than one medium increases the power to influence how one thinks and feels.

The student:
1. understands that the use of more than one medium increases the power to influence how one thinks and feels.

Benchmark LA.D.2.1.4: The student recognizes various types of mass media.

The student:
1. knows various types of mass media (for example, radio, television, billboards, newspapers).

Strand E: Literature

Standard 1: The student understands the common features of a variety of literary forms.

Benchmark LA.E.1.1.1: The student knows the basic characteristics of fables, stories, and legends.

The student:
1. knows various broad literary genres (for example, nonfiction, fiction, poetry

Benchmark LA.E.1.1.2: The student identifies the story elements of setting, plot, character, problem, and solution/resolution.

The student:
1. knows beginning, middle, and end of a story.
2. knows main characters, setting, and simple plot in a story.
3. identifies problem(s) and solutions(s) in a story.

Standard 2: The student responds critically to fiction, nonfiction, poetry, and drama.

Benchmark LA.E.2.1.1: The student uses personal perspective in responding to a work of literature, such as relating characters and simple events in a story or biography to people or events in his or her own life.

The student:
1. relates characters and simple events in a story or biography to own life.

Benchmark LA.E.2.1.2: The student recognizes rhymes, rhythm, and patterned structures in children's texts.

The student:
1. knows rhymes, rhythm, and patterned structures in children's text (for example, poetry).

Math

Strand A: Number Sense, Concepts, and Operations

Standard 1: The student understands the different ways numbers are represented and used in the real world.

Benchmark MA.A.1.1.1: The student associates verbal names, written word names, and standard numerals with the whole numbers less than 1000.

The student:
1. uses one-to-one correspondence to count objects to 100 or more.
2. reads and writes numerals to 100 or more.
3. uses ordinal numbers 1st - 10th or higher.

Benchmark MA.A.1.1.2: The student understands the relative size of whole numbers between 0 and 1000.

The student:
1. compares and orders whole numbers to 100 or more using concrete materials, drawings, number lines, and symbols (<, =, >).
2. compares two or more sets (up to 100 objects in each set) and identifies which set is equal to, more than, or less than the other.

Benchmark MA.A.1.1.3: The student uses objects to represent whole numbers or commonly used fractions and relates these numbers to real-world situations.

The student:
1. represents real-world applications of whole numbers, to 100 or more, using concrete materials, drawings, and symbols.
2. represents and explains fractions (one half, one fourth, three fourths) as part of a whole and part of a set using concrete materials and drawings.
3. uses concrete materials to compare fractions in real-life situations (for example, pizzas, cookies).
4. knows that the total of equivalent fractional parts makes a whole (for example, two halves equal one whole).

Benchmark MA.A.1.1.4: The student understands that whole numbers can be represented in a variety of equivalent forms.

The student:
1. represents equivalent forms of the same number, up to 20 or more, through the use of concrete materials (including coins), diagrams, and number expressions (for example, 16 can be represented as 8+8, 10+6, 4+4+4+4, 20-4, 17-1).

Standard 2: The student understands number systems.

Benchmark MA.A.2.1.1: The student understands and applies the concepts of counting (by 2s, 3s, 5s, 10s, 25s, 50s), grouping, and place value with whole numbers between 0 and 100.

The student:
1. counts orally to 100 or more by 2s, 5s, and 10s with or without a hundred chart.
2. uses concrete materials, pictures, and symbols to show the grouping and place value of numbers to 100 or more.
3. counts forward and backward by one beginning with any number less than 100.
4. counts forward by tens from any number less than 10 using a hundred chart.

Benchmark MA.A.2.1.2: The student uses number patterns and the relationships among counting, grouping, and place value strategies to demonstrate an understanding of the whole number system.

The student:
1. counts and groups 11 or more objects into tens and ones (for example, 3 groups of ten and 4 more is 34 or 30+4).
2. knows place value patterns and uses zero as a place holder (for example, trading 10 ones for 1 ten).
3. knows the place value of a designated digit in whole numbers to 100.

Standard 3: The student understands the effects of operations on numbers and the relationships among these operations, selects appropriate operations, and computes for problem solving.

Benchmark MA.A.3.1.1: The student understands and explains the effects of addition and subtraction on whole numbers, including the inverse (opposite) relationship of the two operations.

The student:
1. demonstrates knowledge of the meaning of addition (putting together, increasing) and subtraction (taking away, comparing, finding the difference) using manipulatives, drawings, symbols, and story problems.
2. solves basic addition facts using concrete objects and thinking strategies, such as count on, count back, doubles, doubles plus one, and make ten.
3. describes the related facts that represent a given fact family up to 18 (for example, 9+3=12, 12-9=3, 12-3=9).
4. knows how to use the commutative and associative properties of addition in solving problems and basic facts.
5. adds and subtracts two-digit numbers without regrouping (sums to 100) using models, concrete materials, or algorithms.

Benchmark MA.A.3.1.2: The student selects the appropriate operation to solve specific problems involving addition and subtraction of whole numbers.

The student:
1. poses and solves simple number problems by selecting the proper operation (for example, finding how many students are sitting at tables one and two).
2. uses concrete objects to solve number problems with one operation.
3. describes thinking when solving number problems.
4. writes number sentences associated with addition and subtraction situations.

Benchmark MA.A.3.1.3: The student adds and subtracts whole numbers to solve real-world problems, using appropriate methods of computing, such as objects, mental mathematics, paper and pencil, and calculator.

The student:
1. knows appropriate methods (for example, concrete materials, mental mathematics, paper and pencil) to solve real-world problems involving addition and subtraction.
2. uses a calculator to explore addition, subtraction, and skip counting.

Standard 4: The student uses estimation in problem solving and computation.

Benchmark MA.A.4.1.1: The student provides and justifies estimates for real-world quantities.

The student:
1. uses the language of estimation and approximation to identify and describe numbers in real-world situations (for example, about, near, closer to, between).
2. estimates the number of objects, explains the reasoning for the estimate, and checks the reasonableness of the estimate by counting.
3. makes reasonable estimates when comparing larger or smaller quantities.
4. estimates reasonable answers to basic facts (e.g., Will 7+8 be more than 10?).

Standard 5: The student understands and applies theories related to numbers.

Benchmark MA.A.5.1.1: The student classifies and models numbers as even or odd.

The student:
1. demonstrates and builds models to show the difference between odd and even numbers using concrete objects or drawings.

Strand B: Measurement

Standard 1: The student measures quantities in the real world and uses the measures to solve problems.

Benchmark MA.B.1.1.1: The student uses and describes basic measurement concepts, including length, weight, digital and analog time, temperature, and capacity.

The student:
1. knows how to communicate measurement concepts.
2. demonstrates an understanding of measurement of lengths by selecting appropriate units of measurement (for example, inches or feet).
3. demonstrates an understanding of weight by selecting appropriate units of measurement (for example, grams or kilograms).
4. demonstrates an understanding of time using digital and analog clocks (for example, hour and half-hour intervals).
5. demonstrates an understanding of temperature by using thermometers.
6. demonstrates an understanding of capacity by selecting appropriate units of measurement (for example, cups, pints, quarts, liters).

Benchmark MA.B.1.1.2: The student uses standard customary and metric (centimeter, inch) and nonstandard units, such as links or blocks, in measuring real quantities.

The student:
1. measures length, weight, or capacity of an object using standard and nonstandard units (for example, pounds, grams, or wooden blocks).

Standard 2: The student compares, contrasts, and converts within systems of measurement (both standard/nonstandard and metric/customary).

Benchmark MA.B.2.1.1: The student uses direct (measured) and indirect (not measured) comparisons to order objects according to some measurable characteristics (length, weight).

The student:
1. uses nonstandard methods to compare and order objects according to their lengths or weights.
2. uses nonstandard, indirect methods to compare and order objects according to their lengths.
3. uses customary and metric units to measure, compare, and order objects according to their lengths or weights

Benchmark MA.B.2.1.2: The student understands the need for a uniform unit of measure to communicate in real-world situations.

The student:
1. knows that a uniform unit is needed to measure in real-world situations (for example, length, weight, time, capacity).

Standard 3: The student estimates measurements in real-world problem situations.

Benchmark MA.B.3.1.1: The student, using a variety of strategies, estimates length, widths, time intervals, and money and compares them to actual measurements.

The student:
1. estimates, measures, and compares dimensions of an object.
2. estimates and measures the passage of time using before or after; yesterday, today, or tomorrow; day or night; morning, afternoon, or evening; hour or half-hour.
3. knows and compares money values, including the quarter (25 cents), half-dollar (50 cents), and dollar (100 cents).

Standard 4: The student selects and uses appropriate units and instruments for measurement to achieve the degree of precision and accuracy required in real-world situations.

Benchmark MA.B.4.1.1: The student selects and uses an object to serve as a unit of measure, such as a paper clip, eraser, or marble.

The student:
1. selects and uses an appropriate nonstandard unit to measure length, weight, time, and capacity.

Benchmark MA.B.4.1.2: The student selects and uses appropriate instruments, such as scales, rulers, clocks, and technology to measure within customary or metric systems.

The student:
1. knows appropriate standard tools for measuring linear dimensions, weight, capacity, and temperature.
2. knows appropriate tools (clocks and calendar) for measuring time (including days, weeks, months).

Strand C: Geometry and Spatial Sense

Standard 1: The student describes, draws, identifies, and analyzes two- and three-dimensional shapes.

Benchmark MA.C.1.1.1: The student understands and describes the characteristics of basic two- and three-dimensional shapes.

The student:
1. knows attributes of two-dimensional shapes (for example, vertices, edges).
2. knows attributes of three-dimensional figures (for example, vertices, curves, faces).
3. sorts two- and three-dimensional figures according to their attributes.

Standard 2: The student visualizes and illustrates ways in which shapes can be combined, subdivided, and changed.

Benchmark MA.C.2.1.1: The student understands basic concepts of spatial relationships, symmetry, and reflections.

The student:
1. understands lines of symmetry in two-dimensional shapes (for example, paper folding, ink blot pictures, mirrors).
2. knows shapes that can be combined to form other shapes (for example, using pattern blocks, six triangles make a hexagon).
3. uses concrete materials to construct the reflection of a given shape.
4. follows directions to move or place an object and describes the relationship of objects using positional language (for example, over, to the left of).

Benchmark MA.C.2.1.2: The student uses objects to perform geometric transformations, including flips, slides, and turns.

The student:
1. demonstrates slides and turns using concrete materials.

Standard 3: The student uses coordinate geometry to locate objects in both two- and three-dimensions and to describe objects algebraically.

Benchmark MA.C.3.1.1: The student uses real-life experiences and physical materials to describe, classify, compare, and sort geometric figures, including squares, rectangles, triangles, circles, cubes, rectangular solids, spheres, pyramids, cylinders, and prisms, according to the number of faces, edges, bases, and corners.

The student:
1. compares and sorts two-dimensional and three-dimensional real-life objects.
2. knows geometric shapes in real-life situations.
3. compares, describes, and sorts objects according to attributes (for example, corners, curves, faces).

Benchmark MA.C.3.1.2: The student plots and identifies positive whole numbers on a number line.

The student:
1. locates and explains known and unknown numbers on a number line from 0 to 100 or more.

Strand D: Algebraic Thinking

Standard 1: The student describes, analyzes, and generalizes a wide variety of patterns, relations, and functions.

Benchmark MA.D.1.1.1: The student describes a wide variety of classification schemes and patterns related to physical characteristics and sensory attributes, such as rhythm, sound, shapes, colors, numbers, similar objects, and similar events.

The student:
1. identifies, describes, and compares patterns using a wide variety of materials and attributes (for example, size, shape, color).
2. describes a pattern rule.
3. explores number patterns on a hundred chart.
4. predicts and extends existing patterns that are concrete or pictorial.

Benchmark MA.D.1.1.2: The student recognizes, extends, generalizes, and creates a wide variety of patterns and relationships using symbols and objects.

The student:
1. uses one attribute to create a pattern (for example, thick or thin, open or closed).
2. transfers patterns from one medium to another (for example, concrete objects to actions or symbols).
3. predicts, extends, and creates patterns.
4. uses a calculator to explore number patterns.
5. identifies and generates patterns in a list of related number pairs based on real-life situations (for example, T-chart with number of children to number of eyes).

Number of Children	Number of Eyes
1	2
2	4

Standard 2: The student uses expressions, equations, inequalities, graphs, and formulas to represent and interpret situations.

Benchmark MA.D.2.1.1: The student understands that geometric symbols (O, q) can be used to represent unknown quantities in expressions, equations, and inequalities.

The student:
1. solves addition and subtraction sentences where an unknown number is represented by a geometric shape (for example, 2 +q= 9).
2. uses concrete objects to solve number sentences with equalities and inequalities (using the symbols >, =, <).

Benchmark MA.D.2.1.2: The student uses informal methods to solve real-world problems requiring simple equations that contain one variable.

The student:
1. uses concrete objects to solve real-world addition and subtraction problems using one unknown (for example, There are 28 children in this class, and 25 are here today. How many are absent?).

Strand E: Data Analysis and Probability

Standard 1: The student understands and uses the tools of data analysis for managing information.

Benchmark MA.E.1.1.1: The student displays solutions to problems by generating, collecting, organizing, and analyzing data using simple graphs and charts.

The student:
1. surveys a small group to answer a simple question involving two categories or choices (for example, students who bring lunches or students who buy lunches).
2. records data using concrete materials or pictures.
3. organizes information into a simple pictograph or concrete graph.
4. uses mathematical language to read and interpret data on a simple concrete graph, pictorial graph, or chart.

Benchmark MA.E.1.1.2: The student displays data in a simple model to use the concepts of range, median, and mode.

The student:
1. uses concrete materials, pictures, or graphs to display data and identify range and mode.

Benchmark MA.E.1.1.3: The student analyzes real-world data by surveying a sample space and predicting the generalization onto a larger population through the use of appropriate technology, including calculators and computers.

The student:
1. discusses a reasonable prediction for a large group using data from a small group.
2. uses a calculator to compare data.
3. explores computer graphing software.

Standard 2: The student identifies patterns and makes predictions from an orderly display of data using concepts of probability and statistics.

Benchmark: MA.E.2.1.1: The student understands basic concepts of chance and probability.

The student:
1. knows the likelihood of a given situation (for example, snowing in South Florida).
2. explains if an event is certain, probable, or impossible.
3. discusses results of games and activities dependent upon chance.

Benchmark MA.E.2.1.2: The student predicts which simple event is more likely, equally likely, or less likely to occur.

The student:
1. knows if a given event is more likely, equally likely, or less likely to occur (for example, six blue marbles and two green marbles in a bag).

Standard 3: The student uses statistical methods to make inferences and valid arguments about real-world situations.

Benchmark MA.E. 3.1.1: The student designs a simple experiment to answer a class question, collects appropriate information, and interprets the results using graphical displays of information, such as line graphs, pictographs, and charts.

The student:
1. constructs appropriate questions for a class survey, in a whole group setting.
2. collects data for a survey with two or more categories or choices and creates a class chart or pictograph.
3. analyzes results of a survey as part of a class discussion.

Benchmark MA.E.3.1.2: The student decides what information is appropriate and how data can be collected, displayed, and interpreted to answer relevant questions.

The student:
1. determines questions for a two-category survey so that the collected information will answer the question.
2. knows appropriate methods to display and interpret information.