Adult

Display ability to segment words into separate parts, blend sounds to form words, and manipulate sounds aurally and orally.I.1.A.1

Display awareness of phonics (e.g., letter-sound knowledge, segmenting, blending, and manipulating sounds aurally and orally).I.1.B.1

Use the relationships between letters and sounds, spelling patterns, and analysis of word structure to decode/encode written and spoken English.I.1.C.1

Use word analysis skills such as phonetic and morphemic analysis.I.1.C.2

Determine what print and digital texts say explicitly and make logical inferences from texts (e.g., written directions, signs, captions, warning labels, and informational books).I.1.D.1

Read developmentally appropriate text with fluency (rate, accuracy, expression, phrasing).I.1.E.1

Identify new words and concepts by studying their relationships to other words and concepts by using context clues.I.2.A.1

Apply knowledge of roots and affixes to infer the meanings of new words.I.2.A.2

Use printed, digital, and web-based resources (e.g., dictionaries, glossaries, and thesauruses) to confirm the meanings of words.I.2.A.3

Analyze themes, structures, and elements of contemporary, traditional, and classical literary texts from various cultures.I.2.B.1

Analyze and compare the use of language in diverse literary works from a variety of world cultures and historical periods.I.2.B.2

Analyze a wide variety of texts from different world cultures and historical periods to determine what they suggest about the historical period and cultural contexts in which they were written.I.2.B.3

Draw and support inferences from texts to summarize what is presented, draw conclusions, and distinguish facts from opinions.I.2.C.1

Identify explicit and implicit information including main ideas, supporting evidence, and author’s purpose.I.2.C.2

Evaluate the use of both literal and figurative language to inform and shape the perceptions of readers: compare and analyze how features of genres are used across texts (e.g., tone, irony, mood, figurative language, allusion, diction, dialogue, symbolism, point of view, voice, understatement and overstatement, time and sequence, narrator, and poetic elements such as sound, imagery, and personification).I.2.C.3

Identify and distinguish differences in structure and purpose for a range of informational texts, regardless of print or digital presentation mode (e.g., textbooks, biographical sketches, letters, diaries, directions, procedures, magazines, essays, primary source historical documents, editorials, news stories, periodicals, catalogs, manuals, procedures and other job-related materials, schedules, speeches, memoranda, public documents, and maps).I.2.D.1

Identify and analyze the purpose and message of informational texts, including pros and cons, author’s bias, and alternate points of view when applicable.I.2.D.2

Analyze informational texts for what they suggest about the historical period and cultural contexts in which they were written.I.2.D.3

Identify and analyze the audience, purpose, and message of a persuasive text.I.2.E.1

Draw and support inferences from texts to summarize, draw conclusions, and distinguish facts from opinions.I.2.E.2

Analyze the presentation of information in a range of persuasive texts to determine and judge the strength, sufficiency, and quality of evidence used by the author; the coherence and logic of the presentation; credibility of the argument (e.g., author’s bias, author’s expertise, authenticity); clarity of purpose; consistency; effectiveness of organizational pattern; validity of reasoning; and use of rhetorical devices to serve a purpose (e.g., propaganda techniques, appeal to a friendly or hostile audience, and effective modes of persuasion).I.2.E.3

Evaluate the use of print and digital text features, graphics, and informational aides in persuasive texts to determine where to locate information and enhance comprehension and credibility (e.g., guide words, title page, table of contents, index, glossary, headings, subheadings, keywords, and illustrations and photographs).I.2.E.4

Identify, analyze, and evaluate similarities and differences in how multiple texts present information (e.g., vocabulary, language use, persuasive structure, format, arguments and evidence, and omissions or ambiguities).I.2.E.5

Identify explicit and implicit textual information, including main idea, point of view, and author’s purpose (e.g., full-length feature articles in newspapers, magazines, and the Internet).I.2.F.1

Draw and support inferences from texts to summarize, draw conclusions, and distinguish facts from opinions.I.2.F.2

Analyze the presentation of information and the strength and quality of evidence used by the author. Assess the coherence and logic of the presentation and the credibility of the information presented.I.2.F.3

Evaluate the use of print and digital text features, graphics, and informational aides in informational texts to determine where to locate information and enhance comprehension (e.g., guide words, title page, table of contents, index, glossary, headings, subheadings, keywords, and illustrations and photographs).I.2.F.4

Identify, analyze, and evaluate similarities and differences in how multiple texts present information (e.g., vocabulary, language use, expository structure, format, arguments and evidence, and omissions or ambiguities).I.2.F.5

Use various prewriting strategies such as brainstorming, freewriting, listing, and mapping to generate ideas.I.3.A.1

Identify and evaluate effective strategies that demonstrate the writer’s purpose and audience (e.g., to explain, inform, analyze, entertain, reflect, and persuade).I.3.A.2

Gather information relevant to the topic and purpose, keeping accurate records of outside sources to avoid plagiarism.I.3.A.3

Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information. Organize material generated and formulate a thesis.I.3.A.4

Craft multiple drafts and revisions to refine and revise key ideas to support thesis, and to organize for logic and flow using transitions; ensure accuracy of grammar, punctuation, and other conventions; confirm references and accuracy of information and cite references.I.3.A.5

Edit writing for proper voice, tense, sentence structure, and mechanics, assuring that it conforms to Standard American English (e.g., use a checklist to guide proofreading; edit for grammar, punctuation, capitalization; use resources to resolve issues of usage).I.3.A.6

Apply proper writing conventions (e.g., organizational pattern, format, language, and tone) to write personal and business correspondence (e.g., informal letters, memos, job application letters, and resumes); and use available digital and webbased resources, such as publishing software or graphics programs to produce and publish written work.I.3.A.7

Understand and apply the parts of speech in the context of reading, writing, and speaking. Use capitalization conventions in writing (e.g., within divided quotations, historical periods and events, geological eras, and scientific terms).I.4.A.1

Develop oral and written text (e.g., sentences, paragraphs, and longer works) that demonstrate control of vocabulary, voice, and structure suitable for specific audiences and purposes.I.4.A.2

Use proper punctuation conventions in writing (e.g., colons, quotation marks, and dashes; apostrophes in contractions and possessives; commas with introductory phrases and dependent clauses; semi colons or a comma in compound sentences; commas in a series; and ellipses to indicate a pause, break, or omission).I.4.A.3

Demonstrate basic computer processing skills, and make efficient use of technology such as spellcheck, font changes, printing, etc.I.4.B.1

Adapt email style to purpose and audience.I.4.B.2

Master a range of communication protocols for use in the workplace.I.4.B.3

Formulate research topics and questions from the curriculum, current events, and the workforce (e.g., identify possible topics by brainstorming, listing questions, using idea webs; organize prior knowledge about a topic; develop a course of action; and determine how to locate necessary information).I.5.A.1

Narrow research topics and develop a timeline for completing work.I.5.A.2

Select information from credible sources related to the topic (e.g., informational books, pictures, charts, indexes, videos, television programs, speeches, technical documents, periodicals, Internet sources, such as websites, podcasts, blogs, and electronic bulletin boards, and personal observation).I.5.B.1

Use source material ethically to avoid plagiarism and note how to properly cite a variety of sources.I.5.B.2

Systematically record gathered information (e.g., use notes, maps, charts, graphs, tables, and other graphic organizers; paraphrase and summarize information; gather direct quotes; and provide narrative descriptions).I.5.B.3

Evaluate the validity and reliability of sources (e.g., the motives and perspectives of the author; credibility of the author and sources; date of publication; use of logic, propaganda, bias, and language; comprehensiveness of evidence; and strengths and limitations of the source relative to audience and purpose).I.5.B.4

Organize and present ideas and information according to the purpose of the research and the audience.I.5.C.1

Synthesize the research into a written or oral presentation.I.5.C.2

Listen by critically evaluating content in a wide variety of situations (e.g. lectures, presentations, small groups, and oneon-one discourse).I.6.A.1

Interpret a speaker’s message; identify the position taken and the evidence in support of that position.I.6.A.2

Use a variety of strategies to enhance listening comprehension (e.g., focus attention on message, monitor message for clarity and understanding, provide and recognize verbal and nonverbal cues to ensure one’s message is communicated, note cues such as change of pace or words that indicate a new point is about to be made, and select and organize key information).I.6.A.3

Listen actively and effectively in a variety of communication situations.I.6.A.4

Analyze and evaluate the effectiveness of an informal and formal presentation.I.6.A.5

Participate actively and effectively in one-on-one and group communication situations.I.6.B.1

Adjust presentation (e.g., delivery, vocabulary, and length) for specific audiences and purposes (e.g., to defend a position, to entertain, to inform, or to persuade).I.6.B.2

Deliver focused, coherent presentations that convey clear, distinct perspectives and demonstrate rationale.I.6.B.3

Understand and apply knowledge of team dynamics as well as expectations to participate and listen actively and effectively in team discussions and projects in either academic or workplace settings.I.6.C.1

Consider arguments and conclusions from one’s own perspective and from the perspectives of other team members.I.6.C.2

Understand and apply rhetorical strategies to construct well-reasoned arguments to explain phenomena, validate conjectures, and support positions.I.6.C.3

Gather evidence systematically to support arguments, findings, and lines of reasoning as determined by team effort to solve a problem.I.6.C.4

Analyze, evaluate, and, as needed, adjust team efforts to achieve individual and group goals.I.6.C.5

Apply appropriate mathematics to problems arising in everyday life, society, and the workplace.II.0.A.1

Use a problem-solving model that incorporates analysis of given information along with relevant data to formulate a plan or strategy for determining a solution, justifying the solution, and evaluating the reasonableness of the solution and the problem-solving process used.II.0.A.2

Select tools (including real objects, manipulatives, and paper and pencil) and appropriate technology (such as software and graphing calculators) to solve problems.II.0.A.3

Apply cognitive strategies (such as mental math, estimation, and number sense) to solve problems that include rational numbers and the four basic operations (addition, subtraction, multiplication, and division).II.0.A.4

Communicate both orally and in writing mathematical concepts and reasoning and their associated implications, using multiple representations (including appropriate symbols, diagrams, charts, graphs, and language).II.0.A.5

Analyze mathematical relationships to connect and communicate mathematical concepts.II.0.A.6

Develop, display, explain, and justify mathematical concepts and logical arguments using precise mathematical language in written and oral communication.II.0.A.7

Count and represent quantities accurately, efficiently, and fluently.II.1.A.1

Develop and apply an understanding of the base-10 place value system, and place value concepts using pictorial models, such as number lines and graphs.II.1.A.2

Compare and order quantities accurately, efficiently, and fluently.II.1.A.3

Use attributes to compose and decompose two-dimensional shapes and three-dimensional solids.II.1.B.1

Separate objects into equal parts to represent a fraction.II.1.B.2

Demonstrate an understanding of equivalent fractions by representing a fraction in two ways of a uniform whole using objects or pictorial model such as 2/3 represented as 2/3 and 4/6.II.1.B.3

Equate fractions and decimals.II.1.B.4

Identify situations in which addition and subtraction are necessary to solve problems.II.2.A.1

Use efficient, accurate, and generalizable methods based on the application of the principles of place value, the properties of operations, and the relationship between addition and subtraction to solve problems involving addition and subtraction of whole numbers.II.2.A.2

Solve multi-step problems involving addition and subtraction with whole numbers that include equations with a letter standing for the unknown quantity.II.2.A.3

Add, subtract, and multiply whole numbers accurately, efficiently, and fluently, and justify these procedures. Use these operations to solve problems, including using formulas for perimeter and area.II.2.B.1

Develop procedures for addition, subtraction, multiplication, and division of real numbers, including rational and irrational numbers, to solve real-world problems.II.2.C.1

Relate multiplication and division as inverse operations.II.2.C.2

Evaluate rational expressions by substituting whole numbers and decimals for unknown quantities.II.2.C.3

Accurately, efficiently, and fluently add, subtract, multiply, and divide rational numbers using the order of operations to solve problems in a variety of real-world contexts.II.2.D.1

Demonstrate comprehension of the relationship between multiplication and division and use of the order of operations in solving problems with rational numbers.II.2.E.1

Use or generate expressions and equations to solve problems involving the four mathematical operations (addition, subtraction, multiplication, and division).II.2.E.2

Recognize that equivalent fractions can have different denominators.II.2.F.1

Apply understanding of representations of equivalent fractions (with like and unlike denominators) when using multiplication and division operations.II.2.F.2

Demonstrate understanding of addition and subtraction to include adding and subtracting fractions and decimals.II.2.F.3

Make reasonable estimates of fraction and decimal sums and differences using the four basic mathematical operations to solve real-world problems.II.2.F.4

Apply an understanding of multiplication and division to fractions and decimals.II.2.F.5

Identify, name, and create basic two-dimensional shapes and three-dimensional solids, and identify the attributes of each shape.II.3.A.1

Use attributes to identify, classify, and sort components of two-dimensional shapes and three-dimensional solids, including measurable attributes.II.3.A.2

Compose and decompose two-dimensional shapes and three-dimensional solids.II.3.A.3

Construct and use drawings, models, and coordinate representations of plane and space figures in order to solve problems with and without technology.II.3.A.4

Select and use expressions and equations to represent and solve geometric problems involving rational numbers.II.3.B.1

Use geometric concepts, including the Pythagorean Theorem, to solve problems.II.3.B.2

Construct and use drawings, models, and coordinate representations of plane and space figures in order to solve problems with and without technology.II.3.B.3

Use knowledge of proportions to draw representations on a coordinate plane (such as the slope of a line) and solve reallife applications.II.3.C.1

Compare and contrast proportional and non-proportional relationships.II.3.C.2

Demonstrate ability to convert between different units of measure, such as standard to the metric system.II.4.A.1

Identify length as an attribute that can be measured. List and use appropriate units to solve real-world problems related to length.II.4.B.1

Identify area as an attribute that can be measured. List and use appropriate units to solve real-world problems related to area.II.4.B.2

Identify volume as an attribute that can be measured. List and use appropriate units to solve real-world problems related to volume.II.4.B.3

Identify weight and mass as attributes that can be measured. List and use appropriate units to solve real-world problems related to weight/mass.II.4.B.4

When given the area or perimeter, use the appropriate formulas to calculate the missing side dimensions of triangles, rectangles, and other polygons.II.4.B.5

Understand units of measure and utilize measurement tools, such as a tape measure.II.4.B.6

Apply estimation in measuring, and use tools (e.g., rulers, tape measures, real objects, manipulatives, paper and pencil) and technology as appropriate.II.4.B.7

Apply understanding of measurement to select appropriate units when measuring perimeter, area, and volume in realworld contexts.II.4.C.1

Use a variety of representations to build connections between the stated formulas and the direct measurement of perimeter, area, and volume.II.4.C.2

Solve real-world mathematical problems involving surface area and volume of three-dimensional shapes such as right prisms, pyramids, cylinders, spheres, cones, and composite figures.II.4.C.3

Use attributes to sort, classify, and measure two- and three-dimensional figures.II.4.D.1

Use the decomposition of rectangles into rows of squares to determine that area can be found through multiplication.II.4.D.2

Measure an angle.II.4.E.1

Recognize, identify, describe, and reason about intersecting and parallel lines and the associated angles in two dimensions.II.4.E.2

Analyze and use spatial relationships and basic concepts of geometry to construct, draw, describe, and compare geometric models and their transformations. Use geometric relations and patterns to solve real-world problems.II.4.E.3

Interpret, calculate, and apply rates including those involving time, such as velocity (e.g., mi/hr, ft/sec, and m/sec), frequency (e.g., calls/hr), consumption (e.g., cal/day and kw/hr), flow (e.g., gal/min), and change (e.g., degrees/min and inches/year).II.4.F.1

Identify properties of real numbers for addition, subtraction, multiplication, division, and exponents.II.5.A.1

Use mathematical symbols to represent linear relationships and formulas.II.5.A.2

Use words, tables, and graphs as well as algebraic expressions and equations to model the mathematical relationships (particularly functional relationships) found in real-world problems.II.5.A.3

Simplify expressions.II.5.A.4

Solve one-step linear equations using addition, subtraction, multiplication, and division properties of equality including proportions.II.5.A.5

Solve two- and three-step linear equations.II.5.A.6

Solve linear equations involving fractions and decimals by clearing them from the problem.II.5.A.7

Solve application problems involving linear equations to include percent, interest, sales and sales tax, distance, and geometrical problems.II.5.A.8

Solve systems of equations in real-world applications.II.5.A.9

Solve application problems involving systems of equations.II.5.A.10

Solve and graph absolute value equations.II.5.A.11

Solve linear inequalities in one variable using the addition, subtraction, multiplication, and division properties.II.5.B.1

Graph linear inequalities on a number line.II.5.B.2

Solve and graph compound inequalities on a number line.II.5.B.3

Use set builder notation and interval notation with linear inequalities.II.5.B.4

Solve and graph absolute value inequalities.II.5.B.5

Select and use expressions and equations to represent and solve problems involving rational numbers.II.5.C.1

Use properties of addition, subtraction, multiplication, and division with radicals.II.5.C.2

Understand and use a rectangular coordinate system to interpret a graph, plot points, and determine coordinates of points from a graph.II.5.C.3

Graph linear functions by plotting points, including vertical and horizontal lines.II.5.C.4

Understand and use x- and y-intercepts to graph a linear function.II.5.C.5

Identify and calculate the slope of a line from both a graph and given coordinates, including vertical and horizontal functions.II.5.C.6

Determine if two lines are parallel or perpendicular.II.5.C.7

Write linear functions with information given for slope and a point on a line.II.5.C.8

Graph linear inequalities in two dimensions.II.5.C.9

Graph systems of linear functions.II.5.C.10

Use linear equations and inequalities to model or solve problems using real-world data.II.5.C.11

Solve linear functions, with and without technology, and evaluate the reasonableness of their solutions.II.5.C.12

Identify functions using sets of ordered pairs, tables, mappings, and graphs, including using the vertical line test.II.5.D.1

Solve quadratic equations using the quadratic formula.II.5.D.2

Apply algebraic methods to define, solve, analyze, split into parts, and evaluate equations, relations, and functions, including finding the domain and range.II.5.D.3

Use knowledge of fractions to develop procedures for modeling and solving real-world ratio and rate problems.II.5.E.1

Extend knowledge of equivalent fractions to create equivalent ratios that describe real-world situations that involve proportionality.II.5.E.2

Use various representations (e.g., graphs, tables, and equations) to solve real-world problems, involving proportional relationships.II.5.E.3

Use knowledge of both direct and inverse variations to solve real-world problems.II.5.E.4

Use reasoning to solve real-world problems, including proportions, and percentages (e.g., simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, and percent error).II.5.E.5

Use properties of exponents to simplify expressions.II.5.F.1

Use the properties of addition, subtraction, multiplication, and division to simplify polynomials.II.5.F.2

Use various representations (e.g., graphs, tables, and equations) to solve real-world problems involving polynomial relationships.II.5.F.3

Factor polynomials by identifying the greatest common factor.II.6.A.1

Factor polynomials, including the use of grouping, trial and error method, difference of squares and sum, and difference of two cubes.II.6.A.2

Solve quadratic equations, with and without technology, by using the zero-product rule, including applications to model situations, solve problems, and make predictions.II.6.A.3

Use properties of addition, subtraction, multiplication, and division to simplify rational expressions.II.6.B.1

Solve rational equations.II.6.B.2

Use properties of rational equations to solve real-world problems.II.6.B.3

Select and justify appropriate symbolic representations to solve problems in varied contexts, including use of geometric formulas for triangles and pyramids as well as the equation of a circle.II.6.B.4

Write a representative quadratic equation based on a graph or other given attributes.II.6.B.5

Apply properties of radicals to simplify radical exponents and expressions.II.6.C.1

Use properties of addition, subtraction, multiplication, and division with radicals.II.6.C.2

Solve radical equations involving one radical.II.6.C.3

Solve radical equations involving more than one radical.II.6.C.4

Use properties of complex numbers to simplify expressions.II.6.C.5

Solve quadratic equations using completing-the-square and square-root property.II.6.D.1

Solve quadratic equations using the quadratic formula.II.6.D.2

Apply quadratic and square-root equations and quadratic inequalities to model situations, solve problems, and make predictions.II.6.D.3

Understand that quadratic and square-root equations and quadratic inequalities can be used to model situations, solve problems, and make predictions.II.6.D.4

Use cubic, cube root, absolute value, and rational functions, equations, and inequalities to model situations, solve problems, and make predictions.II.6.E.1

Perform computations and write numerical expressions with cubes and cube roots of non-zero rational numbers.II.6.E.2

Use the properties of exponential functions and their related transformations to represent exponential functions graphically, in a table, and as equation—with and without technology.II.6.F.1

Use exponential functions to model or solve problems using real-world data. Evaluate the reasonableness of the solutions, with and without technology.II.6.F.2

Organize and construct graphical displays of data (e.g., line plots, bar graphs, histograms, box plots, scatter plots, and coordinate planes) to describe data based on the attributes of a given data set.II.7.A.1

Understand the relevance and importance of reliable data sampling techniques to ensure more accurate statistical results.II.7.B.1

Use and understand the meaning of representative and non-representative samples.II.7.B.2

Understand and use descriptions of center, spread, and shape to summarize and compare data sets.II.7.B.3

Make predictions and draw inferences using summary statistics.II.7.B.4

Analyze data sets using graphs and summary statistics.II.7.B.5

Analyze relationships between paired data using spreadsheets, graphing calculators, or software.II.7.B.6

Understand probability in real-world situations.II.7.C.1

Understand the influence of independence and dependence of events and variables.II.7.C.2

Research and analyze college and career opportunities.II.8.A.1

Understand skills needed for a specific career and income potential of different types of jobs and careers.II.8.A.2

Understand taxes (e.g., income, sales, property, etc.).II.8.A.3

Understand fixed and variable expenses and how to develop your personal budget. Relevant Life Skill Industry Examples Estimate market value of products or services. Uses the U.S. Department of Labor’s OccupationalII.8.A.4

Apply critical thinking skills to analyze the costs and benefits of personal financial decisions, including assumption of large amounts of debt.II.8.B.1

Understand how to provide for basic needs while living and working within a budget.II.8.B.2

Compare and understand the various financial-aid methods available for college and other postsecondary education and training.II.8.B.3

Develop an economic way of thinking and problem solving useful in one’s life as a knowledgeable consumer, employee, and investor.II.8.B.4

Understand the role of financial markets/institutions in saving, borrowing, and capital formation.II.8.B.5

Understand the role of individuals in financial markets as well as banking and credit systems.II.8.B.6

Calculate and compare simple interest and compound interest as it applies to saving, borrowing, and lines of credit.II.8.B.7

Navigate and use banking, credit, and financial markets in saving, borrowing, and capital formation.II.8.B.8

Respond to spoken commands and show understanding (e.g., nodding and using body language, drawing, and pointing) after listening to brief messages.III.1.L1.1

Listen to spoken language and respond verbally after repeated listening.III.1.L1.2

Listen actively and interpret listening to spoken language utilizing visual props, gestures, and facial expressions to provide a response.III.1.L1.3

Actively listen and respond to conversations about familiar topics and situations (e.g., such as short phone message or simple dialogue between two people).III.1.L1.4

Interpret spoken communication expressed in a few words and in simple sentences.III.1.L1.5

Respond verbally to simple spoken communication in familiar contexts using words, phrases, and simple sentences.III.1.L1.6

Respond with an action (e.g., raise your hand, sit, walk, stop, put pencil down, or look and listen) to basic spoken commands.III.1.L1.7

Respond verbally to yes/no questions, either/or questions, and other types of questions which require simple answers.III.1.L1.8

Use simple language formulas to ask for clarification (e.g., “Repeat please!” “Say that again?” ”What do you mean?” “I don’t understand,” “Please repeat,” “Do you agree?”).III.1.L1.9

Use verbal communication to respond to moderately complex phrases, interactions, and questions in familiar contexts.III.1.L2.1

Follow orally-presented directions to accomplish a multi-step task.III.1.L2.2

Identify high-frequency words that occur in English texts (e.g., he, she, you, I, ask, is, but, the, have, good).III.1.L2.3

Listen actively, use context and familiar terms, and identify the main topic of a conversation in familiar situations.III.1.L2.4

Comprehend messages while engaged in face-to-face conversations such as simple social exchanges.III.1.L3.1

Comprehend messages in routine listening tasks (e.g., phone interactions, brief messages, announcements over the loud speaker in a store, and simple directions).III.1.L3.2

Identify and begin to understand highly contextualized words and phrases, including aural cognates (words in two languages that share a similar meaning, spelling, and pronunciation) and borrowed words (words from other languages).III.1.L3.3

Listen and respond to spoken language that conveys basic information and contains high-frequency vocabulary.III.1.L3.4

After listening to spoken language (several times), identify more than one phrase and provide an answer to a question or repeat what was heard.III.1.L3.5

Actively listen, determine new meanings of new vocabulary, and interpret complex spoken communication.III.1.L4.1

Listen to, identify main facts and supporting details, and comprehend messages from mass media communication (e.g., radio, movies, and TV) and other spoken communication.III.1.L4.2

Actively listen and comprehend information and provide a response to a question that requires making inferences from spoken language.III.1.L4.3

Recognize abbreviated phrases, including informal language, slang, and idioms, when listening to a conversation (e.g., Want some?, Like it?, Heard that?).III.1.L4.4

Comprehend spoken language that deals with unfamiliar topics or situations.III.1.L5.1

Identify and retell the main facts and supportive details from an oral presentation.III.1.L5.2

Comprehend extended social interactions (e.g., a person telling an anecdote or discussing a social topic).III.1.L5.3

Recognize and respond to routine spoken messages, instructions, or questions (e.g., “Next customer, please!”).III.1.L5.4

Identify and respond to descriptions (of people and places), narratives (of past, present, and future events), and argumentative speech, as well as complex factual products of spoken language.III.1.L5.5

Comprehend facts presented in spoken discourse and recognize speaker intended inferences.III.1.L5.6

Take notes during a workshop, lecture, or oral presentation to capture main ideas and supporting details.III.1.L5.7

Use background knowledge and contextual clues to participate in conversations.III.1.L5.8

Can participate in conversations over the telephone or other telecommunication devices.III.1.L5.9

Listen actively to comprehend and respond to increasingly complex spoken language in a variety of contexts (e.g., news broadcasts, political speeches, and mass media).III.1.L6.1

Identify main ideas and supporting details in spoken language on specialized topics (e.g., news broadcasts or spoken instructions).III.1.L6.2

Comprehend spoken language that uses specialized or technical vocabulary and complex grammatical structures (e.g., multiple verbal tenses, idioms) and that contains cultural references (e.g., TV news, a presidential speech, or a product of pop culture).III.1.L6.3

When listening to spoken language, summarize and take notes.III.1.L6.4

Make inferences about spoken language, evaluating the accuracy and relevance of what is presented.III.1.L6.5

Participate actively in and comprehend conversations in unfamiliar settings (e.g., one’s child’s school, medical offices, government agencies, and unfamiliar worksites).III.1.L6.6

Demonstrate mastery of a basic English vocabulary.III.2.L1.1

Use individual words and phrases to communicate verbally (e.g., Look, Go, Stop).III.2.L1.2

Conduct conversations using simple/controlled dialogue lines or formulaic phrases (e.g., “My name is….”).III.2.L1.3

Within familiar situations ask simple questions and provide answers verbally using key words, phrases, and questions for clarification.III.2.L1.4

Speak using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts.III.2.L1.5

Gain increasing awareness of categorization of English vocabulary into different parts of speech such as nouns and verbs.III.2.L1.6

Gain increasing command of common expressions in simple dialogues and social exchanges (e.g., to express feelings or health, to describe weather, or to ask how others are doing).III.2.L2.1

Engage in brief, guided conversation with peers.III.2.L2.2

Use high-frequency words to verbally describe things or people.III.2.L2.3

Convey brief messages (e.g., “I am sick,” or “Jose is absent”).III.2.L2.4

Gain increasing command of English vocabulary, selecting words that express ideas.III.2.L2.5

Engage in simple dialogues with others.III.2.L3.1

Actively engage in natural communication exchanges in different settings (e.g., classroom, phone conversations, and social media).III.2.L3.2

Conduct guided conversations using high frequency words, phrasal verbs, and idioms and following grammatical conventions of conversational English.III.2.L3.3

Provide detailed descriptions of places and people.III.2.L3.4

Clarify and elaborate on a message when asked by using different terms and providing descriptions or examples.III.2.L3.5

Expand vocabulary by gaining increasing command of technical and specialized terms.III.2.L3.6

Engage in simple conversations (e.g., ask about personal information such as name, address, and phone number) using wh-questions.III.2.L4.1

Provide descriptions, arguments, and simple inferences when using spoken language.III.2.L4.2

Provide and defend an opinion to support a point of view on familiar topics or situations.III.2.L4.3

Carry on extensive conversations in a social narrative context (e.g., a description of family-related weekend activities).III.2.L4.4

Speak in ways that clearly communicate the topic, main ideas, and essential ideas.III.2.L4.5

Demonstrate some understanding of the differences between standard and non-standard spoken English vocabulary and grammar.III.2.L4.6

Comprehend and participate in complex spoken communication.III.2.L5.1

Speak fluently about a variety of familiar topics in low-anxiety situations.III.2.L5.2

Verbally provide a personal opinion, logical argument, or examples about a given situation or topic to support one’s responses in debates or conversations.III.2.L5.3

Use complex vocabulary to express opinions and defend a point of view.III.2.L5.4

Switch between standard and non-standard English as the situation warrants (e.g., use colloquial language when appropriate).III.2.L5.5

Convey the emotional content of a spoken message (e.g., anger, compliment, condolence, or sarcasm) through intonation, rhythm, and stress.III.2.L5.6

Become increasingly able to change grammatical style in formal and informal settings by adjusting language used for a particular purpose or in a particular social setting.III.2.L5.7

Gain increasing command of academic and work-related vocabulary.III.2.L5.8

Present ideas concisely, logically, and persuasively using grammatically correct spoken language.III.2.L6.1

Give an extended discourse on a topic of special interest (e.g., lectures, speeches, and presentations).III.2.L6.2

Demonstrate expanded vocabulary knowledge by delivering a speech/presentation on a specific topic.III.2.L6.3

Converse fluently in English with peers and native speakers.III.2.L6.4

Participate in impromptu conversations on a given topic.III.2.L6.5

Orally convey humor, jokes, sarcasm, innuendo, irony, etc., as situations demand.III.2.L6.6

Orally respond to questions and comments by providing suggestions and alternative viewpoints.III.2.L6.7

Orally demonstrate mastery of broad and deep vocabulary appropriate for use in a variety of formal and informal settings.III.2.L6.8

Read from left to right, top to bottom, and front to back.III.3.L1.1

Identify the letters of the English alphabet (upper and lower case).III.3.L1.2

Decode and comprehend phonetically regular vocabulary words and common sight words in the environment, in isolation, on lists, or in short phrases or simple sentences.III.3.L1.3

Use basic reading strategies (e.g., word identification, think-alouds, underlining, cues, letter-sound associations, environmental print, word walls, and lists) to strengthen emerging reading skills.III.3.L1.4

Obtain basic meaning from simple printed and digital material (e.g., prices, dates, and times).III.3.L1.5

Decode phonetically regular and irregular words and use context to gain meaning from simple texts.III.3.L2.1

Read and understand the meaning of simple passages and print that contain familiar words and structures.III.3.L2.2

Respond to printed phrases, interactions, and questions in familiar contexts by relying on non-verbal communication.III.3.L2.3

Identify information in a text when asked to answer basic wh-questions (e.g., who, what, where, why, when, and how).III.3.L2.4

Answer literal comprehension questions that are asked verbally (e.g., in discussion) or in writing (e.g., in class assignment).III.3.L2.5

Use supporting illustrations to interpret text.III.3.L2.6

Interpret information in charts and tables (e.g., bus schedules).III.3.L2.7

Interpret moderately complex reading passages.III.3.L3.1

Use context to determine the meaning of unfamiliar words when reading on familiar topics.III.3.L3.2

Apply appropriate reading strategies (e.g., preview, view, and review) as a tool to comprehend text.III.3.L3.3

Answer literal comprehension questions (e.g., true/false and multiple-choice questions) to show understanding of text.III.3.L3.4

Identify information to answer wh-questions (e.g., who, what, where, why, when, and how).III.3.L3.5

Identify main and supporting details of an extended-paragraph or multi-paragraph text on a familiar topic.III.3.L3.6

Scan complex or extended texts (e.g., web pages, documents, narratives, work manuals, or procedures) to find specific information or general meaning.III.3.L3.7

Generate questions about what has been read.III.3.L3.8

Identify elements of different reading genres and use text structure to help in comprehension.III.3.L4.1

Read and comprehend multi-paragraph texts on a variety of topics and in a variety of text types (e.g., newspaper and magazine articles, how-to materials, and literature).III.3.L4.2

Identify the intended audience and purpose for a variety of text types.III.3.L4.3

Make connections between related information across different sections of a text, from different texts, or presented on different platforms (e.g., print or electronic media).III.3.L4.4

Compare and contrast what has been read, considering factors such as presentation format (print or electronic media), point of view, accuracy, etc.III.3.L4.5

Interpret simple analogies, idioms, and other rhetorical devices when reading a text about familiar topics.III.3.L4.6

Accurately paraphrase and summarize information that has been read in print or in electronic media.III.3.L4.7

Use a variety of strategies (e.g., concept mapping, outlining, underlining, and annotating) to assist in comprehension.III.3.L4.8

Interpret moderately complex written texts.III.3.L5.1

Apply reading strategies appropriate to comprehend increasingly complex literary and informational texts (e.g., print or digital presentation).III.3.L5.2

Analyze and summarize information to strengthen reading comprehension.III.3.L5.3

Read critically and identify information in text that will support one’s opinions about and interpretations of the text.III.3.L5.4

Interpret the meaning in context of increasingly complex figures of speech and rhetorical devices.III.3.L5.5

Use reference tools to support reading comprehension (e.g., book, manual, computer application help features, or Internet-based reference tools).III.3.L5.6

Determine the sequence of events in a complex narrative and understand techniques that show sequence (e.g., foreshadowing).III.3.L5.7

Identify, interpret, and evaluate the role and impact of ambiguity, bias subtleties, contradictions, irony, and incongruities in a text.III.3.L5.8

Use advanced reading strategies (e.g., inference, making predictions, identifying an author’s assumptions and biases, and evaluating the credibility and adequacy of evidence presented).III.3.L6.1

Evaluate print and digital texts using criteria to determine aesthetic value, reliability, and credibility.III.3.L6.2

Read, comprehend, and use increasingly complex print and digital texts for a variety of purposes, about a variety of topics, and in a variety of settings (e.g., to be informed, expand knowledge and skills, or conduct research).III.3.L6.3

Identify and evaluate an author’s purpose and arguments and refer to the text to support, defend, or clarify one’s interpretations.III.3.L6.4

Identify, analyze, and evaluate an author’s implicit and explicit assumptions and beliefs about a topic, time, or theme.III.3.L6.5

Document one’s reading by recording citations, taking notes, developing graphics, and writing summaries or abstracts, etc.III.3.L6.6

Paraphrase accurately and summarize information from texts in print or in electronic media.III.3.L6.7

Write from left to right, top to bottom, and front to back.III.4.L1.1

Write the letters of the English alphabet (upper and lower case).III.4.L1.2

Write words and simple phrases and sentences.III.4.L1.3

Write simple lists of words for specific purposes (e.g., a list of ingredients or a shopping list).III.4.L1.4

Copy/transcribe familiar words from a variety of sources.III.4.L1.5

Use capitalization and punctuation to mark the beginning and end of sentences.III.4.L1.6

Use pronoun referents correctly across a statement or passage (e.g., “Maria travels with her dog.”).III.4.L2.1

Write using high-frequency words/phrases and short, simple sentences (or even short paragraphs) based primarily on recently practiced, learned, or highly familiar material.III.4.L2.2

Compose simple paragraphs that include a main idea.III.4.L2.3

Write a simple narrative that includes a clear sequence of events.III.4.L2.4

Use basic grammatical agreement and structures with the present tense of regular and irregular verbs.III.4.L2.5

Complete everyday functional forms and applications (e.g., job applications, banking forms, rental agreements, and other contracts).III.4.L2.6

Demonstrate expanded vocabulary knowledge, identify different registers for writing and speaking (e.g., the need to adjust the level of formality with which they write and speak).III.4.L2.7

Use comparative forms of adjectives and adverbs.III.4.L3.1

Write a simple description or narrative using familiar words and phrases.III.4.L3.2

Write a complete paragraph about a familiar topic.III.4.L3.3

Demonstrate mastery of conventions of personal correspondence, including different conventions for email or print formats (e.g., addressing an envelope or writing subject lines in an email).III.4.L3.4

Expand vocabulary knowledge and use formal and academic registers (e.g., the need to adjust the level of formality with which they write and speak).III.4.L3.5

Write compositions that show consideration of audience and purpose (e.g., work-related versus personal correspondence).III.4.L4.1

Write short compositions that show understanding of different genres.III.4.L4.2

Use transition words and phrases appropriately and with correct punctuation (e.g., however, next, then, and after).III.4.L4.3

Understand vocabulary knowledge and show understanding of how idioms, figures of speech, juxtaposed words, and comparisons enrich one’s writing.III.4.L4.4

Use words that are appropriate for informal (colloquial or slang) written discourse or formal written discourse.III.4.L4.5

Engage in all steps of the writing process (e.g., drafting, editing, and publishing) to create a range of short compositions.III.4.L4.6

Write supporting points or details for a statement, position, or argument on a familiar topic.III.4.L4.7

Recognize word families (e.g., verbs and nouns, adjectives and adverbs, etc.) to develop vocabulary in writing.III.4.L4.8

Write multi-paragraph compositions that are argumentative or opinion-based and that concern a variety of topics.III.4.L5.1

Write multi-paragraph descriptive and narrative compositions that concern a variety of topics.III.4.L5.2

Use transition words and phrases (e.g., therefore, nevertheless, and in addition) to make writing more complex.III.4.L5.3

Understand the writing process (e.g., drafting, editing, and publishing) to create longer compositions, whether in print or digital formats.III.4.L5.4

Use a wide range of vocabulary including synonyms, antonyms, precise knowledge, and phrasal verbs on a variety of topics.III.4.L5.5

Write increasingly sophisticated multi-paragraph compositions that present information and ideas concisely, logically, and persuasively.III.4.L5.6

Write commentaries that summarize and then analyze and evaluate a specific topic.III.4.L6.1

Write outlines and analytic summaries prior to writing a research report.III.4.L6.2

Edit writing to conform to conventions of Standard English, including voice, tense, structure, and grammar, using print and digital aids as needed.III.4.L6.3

Write with increasing fluency and sophistication for different audiences and purposes (e.g., workplace, classroom, and daily life needs).III.4.L6.4

Demonstrate a range of different styles of writing for different purposes.III.4.L6.5

Apply strategies used to influence or entertain audiences (e.g., ethos, pathos, logos, and humor).III.4.L6.6

Explain and extend ideas presented in primary and secondary sources through original analysis, evaluation, and elaboration.III.4.L6.7

Write increasingly complex texts (e.g., newspaper and magazine articles, technical materials, and research reports).III.4.L6.8

Select from a full range of vocabulary choices to express one’s ideas in rich, precise, and flowing language through the use of print or digital reference guides.III.4.L6.9

Set personal goals and commit to them by visualizing and talking about them.IV.1.A.1

Evaluate ways to meet personal needs, generate alternatives for achieving plans, and access resources such as libraries and educational institutions to address goals.IV.1.A.2

Allocate efforts and resources, including time and money, to meet goals.IV.1.A.3

Achieve goals for personal growth with the support of other family members.IV.1.A.4

Practice lifelong learning.IV.1.A.5

Adjust expectations of family members based on age, individual skills, abilities, and interests.IV.1.B.1

Guide decision making by other family members by fostering critical thinking.IV.1.B.2

Provide opportunities to expand knowledge and abilities by nurturing a sense of adventure.IV.1.B.3

Provide a proper balance of challenge and support to encourage risk taking.IV.1.B.4

View all family members as both teachers and learners.IV.1.B.5

Provide a wide variety of experiences to support learning.IV.1.C.1

Respect cultural differences in communication and learning styles.IV.1.C.2

Encourage language development by reading, singing, telling stories, and counting.IV.1.C.3

Stimulate learning and real life experiences through choice, play, instruction, and sensory perception.IV.1.C.4

Express pleasure when children master a concept or task.IV.1.C.5

Foster initiative and social relations by listening to children’s ideas, encouraging them to solve problems, and supporting the building of relationships with other children and adults.IV.1.C.6

Monitor external influences such as television.IV.1.C.7

Remain involved in children’s education from prekindergarten through high school by participating in conferences, school programs, and assignments.IV.1.D.1

Create an environment in which children can successfully complete their homework, including creating quiet space, allocating time, helping them directly, or helping them get help.IV.1.D.2

Advocate for better education by voicing opinions and concerns and by networking with others.IV.1.D.3

Seek to understand all aspects of school operations and use this information to work with the school system and to guide children.IV.1.D.4

Find ways to contribute to child’s classroom, such as sharing stories and cultural objects, cooking, or volunteering.IV.1.D.5

Build effective parent/teacher relationships by increasing communication and becoming involved as a mentor, tutor, or teachers’ aide.IV.1.D.6

Practice a family code of conduct that affirms and supports all its members.IV.1.E.1

Provide consistent and loving adult supervision with appropriate discipline.IV.1.E.2

Set, communicate, and enforce limits, rules, and guidelines.IV.1.E.3

Allow children to make mistakes within safe boundaries in order to learn from them.IV.1.E.4

Adjust discipline based on child’s age and understanding.IV.1.E.5

Reinforce expected behaviors by reasoning with children rather than demanding obedience.IV.1.E.6

Serve as a positive role model by modeling self-discipline, including controlling anger, organizing time, valuing relationships, and dealing effectively with life situations.IV.1.E.7

Meet physical needs and provide a safe environment.IV.2.A.1

Provide adequate clean clothing, appropriate to the season.IV.2.A.2

Provide regular, nutritious meals.IV.2.A.3

Ensure health care matched to wellness or illness.IV.2.A.4

Guide child’s behavior to prevent injury.IV.2.A.5

Protect all family members from abuse.IV.2.A.6

Choose child care providers carefully.IV.2.A.7

Manage personal, financial, and community resources.IV.2.B.1

Maintain consistent employment.IV.2.B.2

Develop and use a financial plan with realistic goals.IV.2.B.3

Recognize family members as resources.IV.2.B.4

Maintain balance among personal, family, work, and community.IV.2.C.1

Responsibilities consistent with family priorities and individual needs.IV.2.C.2

Reserve and use time for personal, family, and community activities.IV.2.C.3

Establish routines and schedules that reflect family priorities.IV.2.C.4

Share responsibilities among family members to accomplish tasks.IV.2.C.5

Practice organizational and time management skills.IV.2.C.6

Create and participate in a social network of friends and relatives for support, recreation, dealing with problems, and coping with change.IV.2.D.1

Identify the problem and admit to the need for help.IV.2.D.2

Identify individual and community resources and services to match the need.IV.2.D.3

Seek help.IV.2.D.4

Attend to others’ needs and offer help as appropriate.IV.2.D.5

Develop, implement, and evaluate strategies to achieve the family vision.IV.3.A.1

Reflect upon and support family’s common goals and values.IV.3.A.2

Consider social, political, and economic realities that affect the vision.IV.3.A.3

Allocate time and resources consistent with the family’s vision.IV.3.A.4

Establish and value family traditions and teach and model family customs.IV.3.B.1

Emphasize family strengths.IV.3.B.2