California Academic Standards

Grade 2

• 2_MD_7

  Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Know relationships of time (e.g., minutes in an hour, days in a month, weeks in a year).

• 2_NBT_2

  Count within 1000; skip-count by 2s, 5s, 10s, and 100s.

• 2_NBT_7_1

  Use estimation strategies to make reasonable estimates in problem solving.

Grade 5

• 5_OA_2_1

  Express a whole number in the range 2–50 as a product of its prime factors. For example, find the prime factors of 24 and express 24 as 2 × 2 × 2 × 3.

High School

• A_CED_1

  Create equations and inequalities in one variable including ones with absolute value and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.

• A_REI_3_1

  Solve one-variable equations and inequalities involving absolute value, graphing the solutions and interpreting them in context.

• F_IF_10

  (+) Demonstrate an understanding of functions and equations defined parametrically and graph them.

• F_IF_11

  (+) Graph polar coordinates and curves. Convert between polar and rectangular coordinate systems.

• F_LE_4_1

  Prove simple laws of logarithms.

• F_LE_4_2

  Use the definition of logarithms to translate between logarithms in any base.

• F_LE_4_3

  Understand and use the properties of logarithms to simplify logarithmic numeric expressions and to identify their approximate values.

• F_LE_6

  Apply quadratic functions to physical problems, such as the motion of an object under the force of gravity.

• F_TF_2_1

  Graph all 6 basic trigonometric functions.

• F_TF_10

  (+) Prove the half angle and double angle identities for sine and cosine and use them to solve problems.

• G_C_5

  Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector. Convert between degrees and radians.

• G_GMD_5

  Know that the effect of a scale factor k greater than zero on length, area, and volume is to multiply each by k, k², and k³, respectively; determine length, area and volume measures using scale factors.

• G_GMD_6

  Verify experimentally that in a triangle, angles opposite longer sides are larger, sides opposite larger angles are longer, and the sum of any two side lengths is greater than the remaining side length; apply these relationships to solve real-world and mathematical problems.

• G_GPE_3_1

  Given a quadratic equation of the form ax² + by² + cx + dy + e = 0, use the method for completing the square to put the equation into standard form; identify whether the graph of the equation is a circle, ellipse, parabola, or hyperbola and graph the equation.

• G_SRT_8_1

  Derive and use the trigonometric ratios for special right triangles (30°, 60°, 90°and 45°, 45°, 90°)

Kindergarten

• RF_K_2f

  Blend two to three phonemes into recognizable words.

• RF_K_3

  Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text.

• RF_K_3b

  Associate the long and short sounds with common spellings (graphemes) for the five major vowels. (Identify which letters represent the five major vowels [Aa, Ee, Ii, Oo, and Uu] and know the long and short sound of each vowel. More complex long vowel graphemes and spellings are targeted in the grade 1 phonics standards.)

• RI_K_10a

  Activate prior knowledge related to the information and events in texts.

• RI_K_10b

  Use illustrations and context to make predictions about text.

• RL_K_10a

  Activate prior knowledge related to the information and events in texts.

• RL_K_10b

  Use illustrations and context to make predictions about text.

• SL_K_2_a

  Understand and follow one- and two-step oral directions.

Grade 1

• RF_1_3

  Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text.

• RI_1_5

  Know and use various text structures (e.g., sequence) and text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

• RI_1_10a

  Activate prior knowledge related to the information and events in a text.

• RI_1_10b

  Confirm predictions about what will happen next in a text.

• RL_1_10a

  Activate prior knowledge related to the information and events in a text.

• RL_1_10b

  Confirm predictions about what will happen next in a text.

• SL_1_2_a

  Give, restate, and follow simple two-step directions.

• SL_1_4_a

  Memorize and recite poems, rhymes, and songs with expression.

Grade 2

• L_2_1g

  Create readable documents with legible print.

• L_2_4e

  Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases in all content areas.

• RF_2_3

  Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text.

• SL_2_2_a

  Give and follow three- and four-step oral directions.

• SL_2_4_a

  Plan and deliver a narrative presentation that: recounts a well-elaborated event, includes details, reflects a logical sequence, and provides a conclusion.

• W_2_4

  With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

• W_2_10

  Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Grade 3

• L_3_1j

  Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word and words in a sentence.

• L_3_1k

  Use reciprocal pronouns correctly.

• L_3_4d

  Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases in all content areas.

• RF_3_3

  Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text.

• SL_3_4a

  Plan and deliver an informative/explanatory presentation on a topic that: organizes ideas around major points of information, follows a logical sequence, includes supporting details, uses clear and specific vocabulary, and provides a strong conclusion.

Grade 4

• L_4_1a

  Use interrogative, relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

• L_4_1h

  Write fluidly and legibly in cursive or joined italics.

• L_4_4c

  Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases and to identify alternate word choices in all content areas.

• SL_4_3

  Identify the reasons and evidence a speaker or media source provides to support particular points.

• SL_4_4a

  Plan and deliver a narrative presentation that: relates ideas, observations, or recollections; provides a clear context; and includes clear insight into why the event or experience is memorable.

• W_4_4

  Produce clear and coherent writing (including multiple-paragraph texts) in which the development and organization are appropriate to task, purpose, and audience.

• W_4_8

  Recall relevant information from experiences or gather relevant information from print and digital sources; take notes, paraphrase, and categorize information, and provide a list of sources.

Grade 5

• L_5_4c

  Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases and to identify alternate word choices in all content areas.

• SL_5_3

  Summarize the points a speaker or media source makes and explain how each claim is supported by reasons and evidence, and identify and analyze any logical fallacies.

• SL_5_4a

  Plan and deliver an opinion speech that: states an opinion, logically sequences evidence to support the speaker's position, uses transition words to effectively link opinions and evidence (e.g., consequently and therefore), and provides a concluding statement related to the speaker's position.

• SL_5_4b

  Memorize and recite a poem or section of a speech or historical document using rate, expression, and gestures appropriate to the selection.

• W_5_4

  Produce clear and coherent writing (including multiple paragraph texts) in which the development and organization are appropriate to task, purpose, and audience.

Grade 6

• L_6_1b

  Use all pronouns, including intensive pronouns (e.g., myself, ourselves) correctly.

• RI_6_5a

  Analyze the use of text features (e.g., graphics, headers, captions) in popular media.

• SL_6_4a

  Plan and deliver an informative/explanatory presentation that: develops a topic with relevant facts, definitions, and concrete details; uses appropriate transitions to clarify relationships; uses precise language and domain specific vocabulary; and provides a strong conclusion.

• W_6_2a

  Introduce a topic or thesis statement; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

Grade 7

• L_7_4c

  Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech or trace the etymology of words.

• RI_7_5a

  Analyze the use of text features (e.g., graphics, headers, captions) in public documents.

• SL_7_3

  Delineate a speaker's argument and specific claims, and attitude toward the subject, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

• SL_7_4a

  Plan and present an argument that: supports a claim, acknowledges counterarguments, organizes evidence logically, uses words and phrases to create cohesion, and provides a concluding statement that supports the argument presented.

• W_7_1a

  Introduce claim(s), acknowledge and address alternate or opposing claims, and organize the reasons and evidence logically.

• W_7_1b

  Support claim(s) or counterarguments with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

• W_7_2a

  Introduce a topic or thesis statement clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

Grade 8

• L_8_4c

  Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech or trace the etymology of words.

• L_CCR_6

  Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

• R_CCR_3

  Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

• RI_8_5a

  Analyze the use of text features (e.g., graphics, headers, captions) in consumer materials.

• SL_8_4a

  Plan and present a narrative that: establishes a context and point of view, presents a logical sequence, uses narrative techniques (e.g., dialogue, pacing, description, sensory language), uses a variety of transitions, and provides a conclusion that reflects the experience.

• W_8_2

  Write informative/explanatory texts including career development documents (e.g., simple business letters and job applications), to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content

• W_8_2a

  Introduce a topic or thesis statement clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

• WHST_6-8_1e

  Provide a concluding statement or section that follows from or supports the argument presented.

High School

• L_9-10_4b

  Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy) and continue to apply knowledge of Greek and Latin roots and affixes.

• L_11-12_4b

  Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). Apply knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to draw inferences concerning the meaning of scientific and mathematical terminology.

• RI_9-10_5a

  Analyze the use of text features (e.g., graphics, headers, captions) in functional workplace documents.

• RI_11-12_5a

  Analyze the use of text features (e.g., graphics, headers, captions) in public documents.

• SL_9-10_4

  Present information, findings, and supporting evidence clearly, concisely, and logically (using appropriate eye contact, adequate volume, and clear pronunciation) such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose (e.g., argument, narrative, informative, response to literature presentations), audience, and task.

• SL_9-10_4a

  Plan and deliver an informative/explanatory presentation that: presents evidence in support of a thesis, conveys information from primary and secondary sources coherently, uses domain specific vocabulary, and provides a conclusion that summarizes the main points. (9th or 10th grade)

• SL_9-10_4b

  Plan, memorize, and present a recitation (e.g., poem, selection from a speech or dramatic soliloquy) that: conveys the meaning of the selection and includes appropriate performance techniques (e.g., tone, rate, voice modulation) to achieve the desired aesthetic effect. (9th or 10th grade)

• SL_11-12_4

  Present information, findings, and supporting evidence (e.g., reflective, historical investigation, response to literature presentations), conveying a clear and distinct perspective and a logical argument, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. Use appropriate eye contact, adequate volume, and clear pronunciation.

• SL_11-12_4a

  Plan and deliver a reflective narrative that: explores the significance of a personal experience, event, or concern; uses sensory language to convey a vivid picture; includes appropriate narrative techniques (e.g., dialogue, pacing, description); and draws comparisons between the specific incident and broader themes. (11th or 12th grade)

• SL_11-12_4b

  Plan and present an argument that: supports a precise claim; provides a logical sequence for claims, counterclaims, and evidence; uses rhetorical devices to support assertions (e.g., analogy, appeal to logic through reasoning, appeal to emotion or ethical belief); uses varied syntax to link major sections of the presentation to create cohesion and clarity; and provides a concluding statement that supports the argument presented. (11th or 12th grade)

• W_9-10_2a

  Introduce a topic or thesis statement; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

• W_9-10_8

  Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation including footnotes and endnotes.

• W_9-10_10

  Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

• W_11-12_1f

  Use specific rhetorical devices to support assertions (e.g., appeal to logic through reasoning; appeal to emotion or ethical belief; relate a personal anecdote, case study, or analogy).

• W_11-12_2a

  Introduce a topic or thesis statement; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

• W_11-12_8

  Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard format for citation including footnotes and endnotes.

• W_11-12_10

  Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

California has adopted the Next Generation Science Standards as written.