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Maine

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Kindergarten

Arts Education

Disciplinary Literacy - Dance: Students show literacy in the discipline through understanding and demonstrating concepts, skills, terminology, and processes.

Disciplinary Literacy - Music: Students show literacy in the discipline by understanding and demonstrating concepts, skills, terminology, and processes.

Disciplinary Literacy - Theatre: Students show literacy in the art discipline by understanding and demonstrating concepts, skills, terminology, and processes.

Disciplinary Literacy - Visual Arts: Students show literacy in the art discipline by understanding and demonstrating concepts, skills, terminology, and processes.

Creation, Performance, and Expression - Dance: Students create, perform, and express ideas through the art discipline.

Creation, Performance, and Expression - Music: Students create, perform, and express through the art discipline.

Creation, Performance, and Expression - Theatre: Students create, perform and express through the art discipline.

Creation, Performance, and Expression - Visual Arts: Students create, express, and communicate through the art discipline.

Creative Problem Solving: Students approach artistic problem-solving using multiple solutions and the creative process.

Aesthetics and Criticism: Students describe analyze, interpret, and evaluate art (dance, music, theatre, and visual arts).

Visual and Performing Arts Connections: Students understand the relationship among the arts, history and world culture; and they make connections among the arts and to other disciplines, to goal-setting, and to interpersonal interaction.

Health and PE

Health Concepts: Students comprehend concepts related to health promotion and disease prevention to enhance health.

Health Information, Products, and Services: Students demonstrate the ability to access valid health information, services, and products to enhance health.

Health Promotion and Risk Reduction: Students demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Influences on Health: Students analyze the ability of family, peers, culture, media, technology, and other factors to enhance health.

Communication and Advocacy Skills: Students demonstrate the ability to use interpersonal communication and advocacy skills to enhance personal, family, and community health.

Decision-Making and Goal-Setting Skills: Students demonstrate the ability to make decisions and set goals to enhance health.

Movement/Motor Skills and Knowledge: Students demonstrate the fundamental and specialized movement skills and apply principles of movement for improved performance.

Physical Fitness Activities and Knowledge: Students demonstrate and apply fitness concepts.

Personal and Social Skills and Knowledge: Students demonstrate and explain responsible personal behavior and responsible social behavior in physical activity settings.

World Languages

Communication: Students communicate in the target language.

Cultures: Students demonstrate an understanding of a culture(s) in which the target language is spoken.

Connections: Students expand their knowledge by connecting their study of a world language(s) with other content areas.

Communities: Students encounter and use the target language both in and beyond the classroom for personal enjoyment and lifelong learning.

Language Arts

Reading Standards for Literature

Reading Standards for Informational Text

Reading Standards: Foundational Skills

Writing Standards

Speaking and Listening Standards

Language Standards

Mathematics

Mathematical Practices

Counting and Cardinality

Operations and Algebraic Thinking

Number and Operations in Base Ten

Measurement and Data

Geometry

Social Studies

Applications of Social Studies Processes, Knowledge, and Skills: Students apply critical thinking, a research process, and discipline-based processes and knowledge from civics/government, economics, geography, and history in authentic contexts.

Civics and Government: Students draw on concepts from civics and government to understand political systems, power, authority, governance, civic ideals and practices, and the role of citizens in the community, Maine, the United States, and world.

Economics: Students draw on concepts and processes from economics to understand issues of personal finance and issues of production, distribution, and consumption in the community, Maine, the United States, and world.

Geography: Students draw on concepts and processes from geography to understand issues involving people, places, and environments in the community, Maine, the United States, and world.

History: Students draw on concepts and processes from history to develop historical perspective and understand issues of continuity and change in the community, Maine, the United States, and world.

Science

Unifying Themes: Students apply the principles of systems, models, constancy and change, and scale in science and technology.

The Skills and Traits of Scientific Inquiry and Technological Design: Students plan, conduct, analyze data from and communicate results of in-depth scientific investigations; and they use a systematic process, tools, equipment, and a variety of materials to create a technological design and produce a solution or product to meet a specified need.

The Scientific and Technological Enterprise: Students understand the history and nature of scientific knowledge and technology, the processes of inquiry and technological design, and the impacts science and technology have on society and the environment.

The Physical Setting: Students understand the universal nature of matter, energy, force, and motion and identify how these relationships are exhibited in Earth Systems, in the solar system, and throughout the universe.

The Living Environment: Students understand that cells are the basic unit of life, that all life as we know it has evolved through genetic transfer and natural selection to create a great diversity of organisms, and that these organisms create interdependent webs through which matter and energy flow. Students understand similarities and differences between humans and other organisms and the interconnections of these interdependent webs.

1st

Arts Education

Disciplinary Literacy - Dance: Students show literacy in the discipline through understanding and demonstrating concepts, skills, terminology, and processes.

Disciplinary Literacy - Music: Students show literacy in the discipline by understanding and demonstrating concepts, skills, terminology, and processes.

Disciplinary Literacy - Theatre: Students show literacy in the art discipline by understanding and demonstrating concepts, skills, terminology, and processes.

Disciplinary Literacy - Visual Arts: Students show literacy in the art discipline by understanding and demonstrating concepts, skills, terminology, and processes.

Creation, Performance, and Expression - Dance: Students create, perform, and express ideas through the art discipline.

Creation, Performance, and Expression - Music: Students create, perform, and express through the art discipline.

Creation, Performance, and Expression - Theatre: Students create, perform and express through the art discipline.

Creation, Performance, and Expression - Visual Arts: Students create, express, and communicate through the art discipline.

Creative Problem Solving: Students approach artistic problem-solving using multiple solutions and the creative process.

Aesthetics and Criticism: Students describe analyze, interpret, and evaluate art (dance, music, theatre, and visual arts).

Visual and Performing Arts Connections: Students understand the relationship among the arts, history and world culture; and they make connections among the arts and to other disciplines, to goal-setting, and to interpersonal interaction.

Health and PE

Health Concepts: Students comprehend concepts related to health promotion and disease prevention to enhance health.

Health Information, Products, and Services: Students demonstrate the ability to access valid health information, services, and products to enhance health.

Health Promotion and Risk Reduction: Students demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Influences on Health: Students analyze the ability of family, peers, culture, media, technology, and other factors to enhance health.

Communication and Advocacy Skills: Students demonstrate the ability to use interpersonal communication and advocacy skills to enhance personal, family, and community health.

Decision-Making and Goal-Setting Skills: Students demonstrate the ability to make decisions and set goals to enhance health.

Movement/Motor Skills and Knowledge: Students demonstrate the fundamental and specialized movement skills and apply principles of movement for improved performance.

Physical Fitness Activities and Knowledge: Students demonstrate and apply fitness concepts.

Personal and Social Skills and Knowledge: Students demonstrate and explain responsible personal behavior and responsible social behavior in physical activity settings.

World Languages

Communication: Students communicate in the target language.

Cultures: Students demonstrate an understanding of a culture(s) in which the target language is spoken.

Connections: Students expand their knowledge by connecting their study of a world language(s) with other content areas.

Communities: Students encounter and use the target language both in and beyond the classroom for personal enjoyment and lifelong learning.

Language Arts

Reading Standards for Literature

Reading Standards for Informational Text

Reading Standards: Foundational Skills

Writing Standards

Speaking and Listening Standards

Language Standards

Mathematics

Mathematical Practices

Operations and Algebraic Thinking

Number and Operations in Base Ten

Measurement and Data

Geometry

Social Studies

Applications of Social Studies Processes, Knowledge, and Skills: Students apply critical thinking, a research process, and discipline-based processes and knowledge from civics/government, economics, geography, and history in authentic contexts.

Civics and Government: Students draw on concepts from civics and government to understand political systems, power, authority, governance, civic ideals and practices, and the role of citizens in the community, Maine, the United States, and world.

Economics: Students draw on concepts and processes from economics to understand issues of personal finance and issues of production, distribution, and consumption in the community, Maine, the United States, and world.

Geography: Students draw on concepts and processes from geography to understand issues involving people, places, and environments in the community, Maine, the United States, and world.

History: Students draw on concepts and processes from history to develop historical perspective and understand issues of continuity and change in the community, Maine, the United States, and world.

Science

Unifying Themes: Students apply the principles of systems, models, constancy and change, and scale in science and technology.

The Skills and Traits of Scientific Inquiry and Technological Design: Students plan, conduct, analyze data from and communicate results of in-depth scientific investigations; and they use a systematic process, tools, equipment, and a variety of materials to create a technological design and produce a solution or product to meet a specified need.

The Scientific and Technological Enterprise: Students understand the history and nature of scientific knowledge and technology, the processes of inquiry and technological design, and the impacts science and technology have on society and the environment.

The Physical Setting: Students understand the universal nature of matter, energy, force, and motion and identify how these relationships are exhibited in Earth Systems, in the solar system, and throughout the universe.

The Living Environment: Students understand that cells are the basic unit of life, that all life as we know it has evolved through genetic transfer and natural selection to create a great diversity of organisms, and that these organisms create interdependent webs through which matter and energy flow. Students understand similarities and differences between humans and other organisms and the interconnections of these interdependent webs.

2nd

Arts Education

Disciplinary Literacy - Dance: Students show literacy in the discipline through understanding and demonstrating concepts, skills, terminology, and processes.

Disciplinary Literacy - Music: Students show literacy in the discipline by understanding and demonstrating concepts, skills, terminology, and processes.

Disciplinary Literacy - Theatre: Students show literacy in the art discipline by understanding and demonstrating concepts, skills, terminology, and processes.

Disciplinary Literacy - Visual Arts: Students show literacy in the art discipline by understanding and demonstrating concepts, skills, terminology, and processes.

Creation, Performance, and Expression - Dance: Students create, perform, and express ideas through the art discipline.

Creation, Performance, and Expression - Music: Students create, perform, and express through the art discipline.

Creation, Performance, and Expression - Theatre: Students create, perform and express through the art discipline.

Creation, Performance, and Expression - Visual Arts: Students create, express, and communicate through the art discipline.

Creative Problem Solving: Students approach artistic problem-solving using multiple solutions and the creative process.

Aesthetics and Criticism: Students describe analyze, interpret, and evaluate art (dance, music, theatre, and visual arts).

Visual and Performing Arts Connections: Students understand the relationship among the arts, history and world culture; and they make connections among the arts and to other disciplines, to goal-setting, and to interpersonal interaction.

Health and PE

Health Concepts: Students comprehend concepts related to health promotion and disease prevention to enhance health.

Health Information, Products, and Services: Students demonstrate the ability to access valid health information, services, and products to enhance health.

Health Promotion and Risk Reduction: Students demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Influences on Health: Students analyze the ability of family, peers, culture, media, technology, and other factors to enhance health.

Communication and Advocacy Skills: Students demonstrate the ability to use interpersonal communication and advocacy skills to enhance personal, family, and community health.

Decision-Making and Goal-Setting Skills: Students demonstrate the ability to make decisions and set goals to enhance health.

Movement/Motor Skills and Knowledge: Students demonstrate the fundamental and specialized movement skills and apply principles of movement for improved performance.

Physical Fitness Activities and Knowledge: Students demonstrate and apply fitness concepts.

Personal and Social Skills and Knowledge: Students demonstrate and explain responsible personal behavior and responsible social behavior in physical activity settings.

World Languages

Communication: Students communicate in the target language.

Cultures: Students demonstrate an understanding of a culture(s) in which the target language is spoken.

Connections: Students expand their knowledge by connecting their study of a world language(s) with other content areas.

Communities: Students encounter and use the target language both in and beyond the classroom for personal enjoyment and lifelong learning.

Language Arts

Reading Standards for Literature

Reading Standards for Informational Text

Reading Standards: Foundational Skills

Writing Standards

Speaking and Listening Standards

Language Standards

Mathematics

Mathematical Practices

Operations and Algebraic Thinking

Number and Operations in Base Ten

Measurement and Data

Geometry

Social Studies

Applications of Social Studies Processes, Knowledge, and Skills: Students apply critical thinking, a research process, and discipline-based processes and knowledge from civics/government, economics, geography, and history in authentic contexts.

Civics and Government: Students draw on concepts from civics and government to understand political systems, power, authority, governance, civic ideals and practices, and the role of citizens in the community, Maine, the United States, and world.

Economics: Students draw on concepts and processes from economics to understand issues of personal finance and issues of production, distribution, and consumption in the community, Maine, the United States, and world.

Geography: Students draw on concepts and processes from geography to understand issues involving people, places, and environments in the community, Maine, the United States, and world.

History: Students draw on concepts and processes from history to develop historical perspective and understand issues of continuity and change in the community, Maine, the United States, and world.

Science

Unifying Themes: Students apply the principles of systems, models, constancy and change, and scale in science and technology.

The Skills and Traits of Scientific Inquiry and Technological Design: Students plan, conduct, analyze data from and communicate results of in-depth scientific investigations; and they use a systematic process, tools, equipment, and a variety of materials to create a technological design and produce a solution or product to meet a specified need.

The Scientific and Technological Enterprise: Students understand the history and nature of scientific knowledge and technology, the processes of inquiry and technological design, and the impacts science and technology have on society and the environment.

The Physical Setting: Students understand the universal nature of matter, energy, force, and motion and identify how these relationships are exhibited in Earth Systems, in the solar system, and throughout the universe.

The Living Environment: Students understand that cells are the basic unit of life, that all life as we know it has evolved through genetic transfer and natural selection to create a great diversity of organisms, and that these organisms create interdependent webs through which matter and energy flow. Students understand similarities and differences between humans and other organisms and the interconnections of these interdependent webs.

3rd

Arts Education

Disciplinary Literacy - Dance: Students show literacy in the discipline through understanding and demonstrating concepts, skills, terminology, and processes.

Disciplinary Literacy - Music: Students show literacy in the discipline by understanding and demonstrating concepts, skills, terminology, and processes.

Disciplinary Literacy - Theatre: Students show literacy in the art discipline by understanding and demonstrating concepts, skills, terminology, and processes.

Disciplinary Literacy - Visual Arts: Students show literacy in the art discipline by understanding and demonstrating concepts, skills, terminology, and processes.

Creation, Performance, and Expression - Dance: Students create, perform, and express ideas through the art discipline.

Creation, Performance, and Expression - Music: Students create, perform, and express through the art discipline.

Creation, Performance, and Expression - Theatre: Students create, perform and express through the art discipline.

Creation, Performance, and Expression - Visual Arts: Students create, express, and communicate through the art discipline.

Creative Problem Solving: Students approach artistic problem-solving using multiple solutions and the creative process.

Aesthetics and Criticism: Students describe analyze, interpret, and evaluate art (dance, music, theatre, and visual arts).

Visual and Performing Arts Connections: Students understand the relationship among the arts, history and world culture; and they make connections among the arts and to other disciplines, to goal-setting, and to interpersonal interaction.

Health and PE

Health Concepts: Students comprehend concepts related to health promotion and disease prevention to enhance health.

Health Information, Products, and Services: Students demonstrate the ability to access valid health information, services, and products to enhance health.

Health Promotion and Risk Reduction: Students demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Influences on Health: Students analyze the ability of family, peers, culture, media, technology, and other factors to enhance health.

Communication and Advocacy Skills: Students demonstrate the ability to use interpersonal communication and advocacy skills to enhance personal, family, and community health.

Decision-Making and Goal-Setting Skills: Students demonstrate the ability to make decisions and set goals to enhance health.

Movement/Motor Skills and Knowledge: Students demonstrate the fundamental and specialized movement skills and apply principles of movement for improved performance.

Physical Fitness Activities and Knowledge: Students demonstrate and apply fitness concepts.

Personal and Social Skills and Knowledge: Students demonstrate and explain responsible personal behavior and responsible social behavior in physical activity settings.

World Languages

Communication: Students communicate in the target language.

Cultures: Students demonstrate an understanding of a culture(s) in which the target language is spoken.

Connections: Students expand their knowledge by connecting their study of a world language(s) with other content areas.

Communities: Students encounter and use the target language both in and beyond the classroom for personal enjoyment and lifelong learning.

Language Arts

Reading Standards for Literature

Reading Standards for Informational Text

Reading Standards: Foundational Skills

Writing Standards

Speaking and Listening Standards

Language Standards

Mathematics

Mathematical Practices

Operations and Algebraic Thinking

Number and Operations in Base Ten

Number and Operations--Fractions

Measurement and Data

Geometry

Social Studies

Applications of Social Studies Processes, Knowledge, and Skills: Students apply critical thinking, a research process, and discipline-based processes and knowledge from civics/government, economics, geography, and history in authentic contexts.

Civics and Government: Students draw on concepts from civics and government to understand political systems, power, authority, governance, civic ideals and practices, and the role of citizens in the community, Maine, the United States, and world.

Economics: Students draw on concepts and processes from economics to understand issues of personal finance and issues of production, distribution, and consumption in the community, Maine, the United States, and world.

Geography: Students draw on concepts and processes from geography to understand issues involving people, places, and environments in the community, Maine, the United States, and world.

History: Students draw on concepts and processes from history to develop historical perspective and understand issues of continuity and change in the community, Maine, the United States, and world.

Science

Unifying Themes: Students apply the principles of systems, models, constancy and change, and scale in science and technology.

The Skills and Traits of Scientific Inquiry and Technological Design: Students plan, conduct, analyze data from and communicate results of in-depth scientific investigations; and they use a systematic process, tools, equipment, and a variety of materials to create a technological design and produce a solution or product to meet a specified need.

The Scientific and Technological Enterprise: Students understand the history and nature of scientific knowledge and technology, the processes of inquiry and technological design, and the impacts science and technology have on society and the environment.

The Physical Setting: Students understand the universal nature of matter, energy, force, and motion and identify how these relationships are exhibited in Earth Systems, in the solar system, and throughout the universe.

The Living Environment: Students understand that cells are the basic unit of life, that all life as we know it has evolved through genetic transfer and natural selection to create a great diversity of organisms, and that these organisms create interdependent webs through which matter and energy flow. Students understand similarities and differences between humans and other organisms and the interconnections of these interdependent webs.

4th

Arts Education

Disciplinary Literacy - Dance: Students show literacy in the discipline through understanding and demonstrating concepts, skills, terminology, and processes.

Disciplinary Literacy - Music: Students show literacy in the discipline by understanding and demonstrating concepts, skills, terminology, and processes.

Disciplinary Literacy - Theatre: Students show literacy in the art discipline by understanding and demonstrating concepts, skills, terminology, and processes.

Disciplinary Literacy - Visual Arts: Students show literacy in the art discipline by understanding and demonstrating concepts, skills, terminology, and processes.

Creation, Performance, and Expression - Dance: Students create, perform, and express ideas through the art discipline.

Creation, Performance, and Expression - Music: Students create, perform, and express through the art discipline.

Creation, Performance, and Expression - Theatre: Students create, perform and express through the art discipline.

Creation, Performance, and Expression - Visual Arts: Students create, express, and communicate through the art discipline.

Creative Problem Solving: Students approach artistic problem-solving using multiple solutions and the creative process.

Aesthetics and Criticism: Students describe analyze, interpret, and evaluate art (dance, music, theatre, and visual arts).

Visual and Performing Arts Connections: Students understand the relationship among the arts, history and world culture; and they make connections among the arts and to other disciplines, to goal-setting, and to interpersonal interaction.

Health and PE

Health Concepts: Students comprehend concepts related to health promotion and disease prevention to enhance health.

Health Information, Products, and Services: Students demonstrate the ability to access valid health information, services, and products to enhance health.

Health Promotion and Risk Reduction: Students demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Influences on Health: Students analyze the ability of family, peers, culture, media, technology, and other factors to enhance health.

Communication and Advocacy Skills: Students demonstrate the ability to use interpersonal communication and advocacy skills to enhance personal, family, and community health.

Decision-Making and Goal-Setting Skills: Students demonstrate the ability to make decisions and set goals to enhance health.

Movement/Motor Skills and Knowledge: Students demonstrate the fundamental and specialized movement skills and apply principles of movement for improved performance.

Physical Fitness Activities and Knowledge: Students demonstrate and apply fitness concepts.

Personal and Social Skills and Knowledge: Students demonstrate and explain responsible personal behavior and responsible social behavior in physical activity settings.

World Languages

Communication: Students communicate in the target language.

Cultures: Students demonstrate an understanding of a culture(s) in which the target language is spoken.

Connections: Students expand their knowledge by connecting their study of a world language(s) with other content areas.

Communities: Students encounter and use the target language both in and beyond the classroom for personal enjoyment and lifelong learning.

Language Arts

Reading Standards for Literature

Reading Standards for Informational Text

Reading Standards: Foundational Skills

Writing Standards

Speaking and Listening Standards

Language Standards

Mathematics

Mathematical Practices

Operations and Algebraic Thinking

Number and Operations in Base Ten

Number and Operations--Fractions

Measurement and Data

Geometry

Social Studies

Applications of Social Studies Processes, Knowledge, and Skills: Students apply critical thinking, a research process, and discipline-based processes and knowledge from civics/government, economics, geography, and history in authentic contexts.

Civics and Government: Students draw on concepts from civics and government to understand political systems, power, authority, governance, civic ideals and practices, and the role of citizens in the community, Maine, the United States, and world.

Economics: Students draw on concepts and processes from economics to understand issues of personal finance and issues of production, distribution, and consumption in the community, Maine, the United States, and world.

Geography: Students draw on concepts and processes from geography to understand issues involving people, places, and environments in the community, Maine, the United States, and world.

History: Students draw on concepts and processes from history to develop historical perspective and understand issues of continuity and change in the community, Maine, the United States, and world.

Science

Unifying Themes: Students apply the principles of systems, models, constancy and change, and scale in science and technology.

The Skills and Traits of Scientific Inquiry and Technological Design: Students plan, conduct, analyze data from and communicate results of in-depth scientific investigations; and they use a systematic process, tools, equipment, and a variety of materials to create a technological design and produce a solution or product to meet a specified need.

The Scientific and Technological Enterprise: Students understand the history and nature of scientific knowledge and technology, the processes of inquiry and technological design, and the impacts science and technology have on society and the environment.

The Physical Setting: Students understand the universal nature of matter, energy, force, and motion and identify how these relationships are exhibited in Earth Systems, in the solar system, and throughout the universe.

The Living Environment: Students understand that cells are the basic unit of life, that all life as we know it has evolved through genetic transfer and natural selection to create a great diversity of organisms, and that these organisms create interdependent webs through which matter and energy flow. Students understand similarities and differences between humans and other organisms and the interconnections of these interdependent webs.

5th

Arts Education

Disciplinary Literacy - Dance: Students show literacy in the discipline through understanding and demonstrating concepts, skills, terminology, and processes.

Disciplinary Literacy - Music: Students show literacy in the discipline by understanding and demonstrating concepts, skills, terminology, and processes.

Disciplinary Literacy - Theatre: Students show literacy in the art discipline by understanding and demonstrating concepts, skills, terminology, and processes.

Disciplinary Literacy - Visual Arts: Students show literacy in the art discipline by understanding and demonstrating concepts, skills, terminology, and processes.

Creation, Performance, and Expression - Dance: Students create, perform, and express ideas through the art discipline.

Creation, Performance, and Expression - Music: Students create, perform, and express through the art discipline.

Creation, Performance, and Expression - Theatre: Students create, perform and express through the art discipline.

Creation, Performance, and Expression - Visual Arts: Students create, express, and communicate through the art discipline.

Creative Problem Solving: Students approach artistic problem-solving using multiple solutions and the creative process.

Aesthetics and Criticism: Students describe analyze, interpret, and evaluate art (dance, music, theatre, and visual arts).

Visual and Performing Arts Connections: Students understand the relationship among the arts, history and world culture; and they make connections among the arts and to other disciplines, to goal-setting, and to interpersonal interaction.

Health and PE

Health Concepts: Students comprehend concepts related to health promotion and disease prevention to enhance health.

Health Information, Products, and Services: Students demonstrate the ability to access valid health information, services, and products to enhance health.

Health Promotion and Risk Reduction: Students demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Influences on Health: Students analyze the ability of family, peers, culture, media, technology, and other factors to enhance health.

Communication and Advocacy Skills: Students demonstrate the ability to use interpersonal communication and advocacy skills to enhance personal, family, and community health.

Decision-Making and Goal-Setting Skills: Students demonstrate the ability to make decisions and set goals to enhance health.

Movement/Motor Skills and Knowledge: Students demonstrate the fundamental and specialized movement skills and apply principles of movement for improved performance.

Physical Fitness Activities and Knowledge: Students demonstrate and apply fitness concepts.

Personal and Social Skills and Knowledge: Students demonstrate and explain responsible personal behavior and responsible social behavior in physical activity settings.

World Languages

Communication: Students communicate in the target language.

Cultures: Students demonstrate an understanding of a culture(s) in which the target language is spoken.

Connections: Students expand their knowledge by connecting their study of a world language(s) with other content areas.

Communities: Students encounter and use the target language both in and beyond the classroom for personal enjoyment and lifelong learning.

Language Arts

Reading Standards for Literature

Reading Standards for Informational Text

Reading Standards: Foundational Skills

Writing Standards

Speaking and Listening Standards

Language Standards

Mathematics

Mathematical Practices

Operations and Algebraic Thinking

Number and Operations in Base Ten

Number and Operations--Fractions

Measurement and Data

Geometry

Social Studies

Applications of Social Studies Processes, Knowledge, and Skills: Students apply critical thinking, a research process, and discipline-based processes and knowledge from civics/government, economics, geography, and history in authentic contexts.

Civics and Government: Students draw on concepts from civics and government to understand political systems, power, authority, governance, civic ideals and practices, and the role of citizens in the community, Maine, the United States, and world.

Economics: Students draw on concepts and processes from economics to understand issues of personal finance and issues of production, distribution, and consumption in the community, Maine, the United States, and world.

Geography: Students draw on concepts and processes from geography to understand issues involving people, places, and environments in the community, Maine, the United States, and world.

History: Students draw on concepts and processes from history to develop historical perspective and understand issues of continuity and change in the community, Maine, the United States, and world.

Science

Unifying Themes: Students apply the principles of systems, models, constancy and change, and scale in science and technology.

The Skills and Traits of Scientific Inquiry and Technological Design: Students plan, conduct, analyze data from and communicate results of in-depth scientific investigations; and they use a systematic process, tools, equipment, and a variety of materials to create a technological design and produce a solution or product to meet a specified need.

The Scientific and Technological Enterprise: Students understand the history and nature of scientific knowledge and technology, the processes of inquiry and technological design, and the impacts science and technology have on society and the environment.

The Physical Setting: Students understand the universal nature of matter, energy, force, and motion and identify how these relationships are exhibited in Earth Systems, in the solar system, and throughout the universe.

The Living Environment: Students understand that cells are the basic unit of life, that all life as we know it has evolved through genetic transfer and natural selection to create a great diversity of organisms, and that these organisms create interdependent webs through which matter and energy flow. Students understand similarities and differences between humans and other organisms and the interconnections of these interdependent webs.

6th

Arts Education

Disciplinary Literacy - Dance: Students show literacy in the discipline through understanding and demonstrating concepts, skills, terminology, and processes.

Disciplinary Literacy - Music: Students show literacy in the discipline by understanding and demonstrating concepts, skills, terminology, and processes.

Disciplinary Literacy - Theatre: Students show literacy in the art discipline by understanding and demonstrating concepts, skills, terminology, and processes.

Disciplinary Literacy - Visual Arts: Students show literacy in the art discipline by understanding and demonstrating concepts, skills, terminology, and processes.

Creation, Performance, and Expression - Dance: Students create, perform, and express ideas through the art discipline.

Creation, Performance, and Expression - Music: Students create, perform, and express through the art discipline.

Creation, Performance, and Expression - Theatre: Students create, perform and express through the art discipline.

Creation, Performance, and Expression - Visual Arts: Students create, express, and communicate through the art discipline.

Creative Problem Solving: Students approach artistic problem-solving using multiple solutions and the creative process.

Aesthetics and Criticism: Students describe analyze, interpret, and evaluate art (dance, music, theatre, and visual arts).

Visual and Performing Arts Connections: Students understand the relationship among the arts, history and world culture; and they make connections among the arts and to other disciplines, to goal-setting, and to interpersonal interaction.

Health and PE

Health Concepts: Students comprehend concepts related to health promotion and disease prevention to enhance health.

Health Information, Products, and Services: Students demonstrate the ability to access valid health information, services, and products to enhance health.

Health Promotion and Risk Reduction: Students demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Influences on Health: Students analyze the ability of family, peers, culture, media, technology, and other factors to enhance health.

Communication and Advocacy Skills: Students demonstrate the ability to use interpersonal communication and advocacy skills to enhance personal, family, and community health.

Decision-Making and Goal-Setting Skills: Students demonstrate the ability to make decisions and set goals to enhance health.

Movement/Motor Skills and Knowledge: Students demonstrate the fundamental and specialized movement skills and apply principles of movement for improved performance.

Physical Fitness Activities and Knowledge: Students demonstrate and apply fitness concepts.

Personal and Social Skills and Knowledge: Students demonstrate and explain responsible personal behavior and responsible social behavior in physical activity settings.

World Languages

Communication: Students communicate in the target language.

Cultures: Students demonstrate an understanding of a culture(s) in which the target language is spoken.

Connections: Students expand their knowledge by connecting their study of a world language(s) with other content areas.

Communities: Students encounter and use the target language both in and beyond the classroom for personal enjoyment and lifelong learning.

Language Arts

Reading Standards for Literature

Reading Standards for Informational Text

Writing Standards

Speaking and Listening Standards

Language Standards

Mathematics

Mathematical Practices

Ratios and Proportional Relationships

The Number System

Expressions and Equations

Geometry

Statistics and Probability

Social Studies

Applications of Social Studies Processes, Knowledge, and Skills: Students apply critical thinking, a research process, and discipline-based processes and knowledge from civics/government, economics, geography, and history in authentic contexts.

Civics and Government: Students draw on concepts from civics and government to understand political systems, power, authority, governance, civic ideals and practices, and the role of citizens in the community, Maine, the United States, and world.

Economics: Students draw on concepts and processes from economics to understand issues of personal finance and issues of production, distribution, and consumption in the community, Maine, the United States, and world.

Geography: Students draw on concepts and processes from geography to understand issues involving people, places, and environments in the community, Maine, the United States, and world.

History: Students draw on concepts and processes from history to develop historical perspective and understand issues of continuity and change in the community, Maine, the United States, and world.

Reading Standards for Literacy in History/Social Studies

Writing Standards for Literacy in History/Social Studies

Science

Unifying Themes: Students apply the principles of systems, models, constancy and change, and scale in science and technology.

The Skills and Traits of Scientific Inquiry and Technological Design: Students plan, conduct, analyze data from and communicate results of in-depth scientific investigations; and they use a systematic process, tools, equipment, and a variety of materials to create a technological design and produce a solution or product to meet a specified need.

The Scientific and Technological Enterprise: Students understand the history and nature of scientific knowledge and technology, the processes of inquiry and technological design, and the impacts science and technology have on society and the environment.

The Physical Setting: Students understand the universal nature of matter, energy, force, and motion and identify how these relationships are exhibited in Earth Systems, in the solar system, and throughout the universe.

The Living Environment: Students understand that cells are the basic unit of life, that all life as we know it has evolved through genetic transfer and natural selection to create a great diversity of organisms, and that these organisms create interdependent webs through which matter and energy flow. Students understand similarities and differences between humans and other organisms and the interconnections of these interdependent webs.

Reading Standards for Literacy in Science and Technical Subjects

Writing Standards for Literacy in Science and Technical Subjects

7th

Arts Education

Disciplinary Literacy - Dance: Students show literacy in the discipline through understanding and demonstrating concepts, skills, terminology, and processes.

Disciplinary Literacy - Music: Students show literacy in the discipline by understanding and demonstrating concepts, skills, terminology, and processes.

Disciplinary Literacy - Theatre: Students show literacy in the art discipline by understanding and demonstrating concepts, skills, terminology, and processes.

Disciplinary Literacy - Visual Arts: Students show literacy in the art discipline by understanding and demonstrating concepts, skills, terminology, and processes.

Creation, Performance, and Expression - Dance: Students create, perform, and express ideas through the art discipline.

Creation, Performance, and Expression - Music: Students create, perform, and express through the art discipline.

Creation, Performance, and Expression - Theatre: Students create, perform and express through the art discipline.

Creation, Performance, and Expression - Visual Arts: Students create, express, and communicate through the art discipline.

Creative Problem Solving: Students approach artistic problem-solving using multiple solutions and the creative process.

Aesthetics and Criticism: Students describe analyze, interpret, and evaluate art (dance, music, theatre, and visual arts).

Visual and Performing Arts Connections: Students understand the relationship among the arts, history and world culture; and they make connections among the arts and to other disciplines, to goal-setting, and to interpersonal interaction.

Health and PE

Health Concepts: Students comprehend concepts related to health promotion and disease prevention to enhance health.

Health Information, Products, and Services: Students demonstrate the ability to access valid health information, services, and products to enhance health.

Health Promotion and Risk Reduction: Students demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Influences on Health: Students analyze the ability of family, peers, culture, media, technology, and other factors to enhance health.

Communication and Advocacy Skills: Students demonstrate the ability to use interpersonal communication and advocacy skills to enhance personal, family, and community health.

Decision-Making and Goal-Setting Skills: Students demonstrate the ability to make decisions and set goals to enhance health.

Movement/Motor Skills and Knowledge: Students demonstrate the fundamental and specialized movement skills and apply principles of movement for improved performance.

Physical Fitness Activities and Knowledge: Students demonstrate and apply fitness concepts.

Personal and Social Skills and Knowledge: Students demonstrate and explain responsible personal behavior and responsible social behavior in physical activity settings.

World Languages

Communication: Students communicate in the target language.

Cultures: Students demonstrate an understanding of a culture(s) in which the target language is spoken.

Connections: Students expand their knowledge by connecting their study of a world language(s) with other content areas.

Communities: Students encounter and use the target language both in and beyond the classroom for personal enjoyment and lifelong learning.

Language Arts

Reading Standards for Literature

Reading Standards for Informational Text

Writing Standards

Speaking and Listening Standards

Language Standards

Mathematics

Mathematical Practices

Ratios and Proportional Relationships

The Number System

Expressions and Equations

Geometry

Statistics and Probability

Social Studies

Applications of Social Studies Processes, Knowledge, and Skills: Students apply critical thinking, a research process, and discipline-based processes and knowledge from civics/government, economics, geography, and history in authentic contexts.

Civics and Government: Students draw on concepts from civics and government to understand political systems, power, authority, governance, civic ideals and practices, and the role of citizens in the community, Maine, the United States, and world.

Economics: Students draw on concepts and processes from economics to understand issues of personal finance and issues of production, distribution, and consumption in the community, Maine, the United States, and world.

Geography: Students draw on concepts and processes from geography to understand issues involving people, places, and environments in the community, Maine, the United States, and world.

History: Students draw on concepts and processes from history to develop historical perspective and understand issues of continuity and change in the community, Maine, the United States, and world.

Reading Standards for Literacy in History/Social Studies

Writing Standards for Literacy in History/Social Studies

Science

Unifying Themes: Students apply the principles of systems, models, constancy and change, and scale in science and technology.

The Skills and Traits of Scientific Inquiry and Technological Design: Students plan, conduct, analyze data from and communicate results of in-depth scientific investigations; and they use a systematic process, tools, equipment, and a variety of materials to create a technological design and produce a solution or product to meet a specified need.

The Scientific and Technological Enterprise: Students understand the history and nature of scientific knowledge and technology, the processes of inquiry and technological design, and the impacts science and technology have on society and the environment.

The Physical Setting: Students understand the universal nature of matter, energy, force, and motion and identify how these relationships are exhibited in Earth Systems, in the solar system, and throughout the universe.

The Living Environment: Students understand that cells are the basic unit of life, that all life as we know it has evolved through genetic transfer and natural selection to create a great diversity of organisms, and that these organisms create interdependent webs through which matter and energy flow. Students understand similarities and differences between humans and other organisms and the interconnections of these interdependent webs.

Reading Standards for Literacy in Science and Technical Subjects

Writing Standards for Literacy in Science and Technical Subjects

8th

Arts Education

Disciplinary Literacy - Dance: Students show literacy in the discipline through understanding and demonstrating concepts, skills, terminology, and processes.

Disciplinary Literacy - Music: Students show literacy in the discipline by understanding and demonstrating concepts, skills, terminology, and processes.

Disciplinary Literacy - Theatre: Students show literacy in the art discipline by understanding and demonstrating concepts, skills, terminology, and processes.

Disciplinary Literacy - Visual Arts: Students show literacy in the art discipline by understanding and demonstrating concepts, skills, terminology, and processes.

Creation, Performance, and Expression - Dance: Students create, perform, and express ideas through the art discipline.

Creation, Performance, and Expression - Music: Students create, perform, and express through the art discipline.

Creation, Performance, and Expression - Theatre: Students create, perform and express through the art discipline.

Creation, Performance, and Expression - Visual Arts: Students create, express, and communicate through the art discipline.

Creative Problem Solving: Students approach artistic problem-solving using multiple solutions and the creative process.

Aesthetics and Criticism: Students describe analyze, interpret, and evaluate art (dance, music, theatre, and visual arts).

Visual and Performing Arts Connections: Students understand the relationship among the arts, history and world culture; and they make connections among the arts and to other disciplines, to goal-setting, and to interpersonal interaction.

Health and PE

Health Concepts: Students comprehend concepts related to health promotion and disease prevention to enhance health.

Health Information, Products, and Services: Students demonstrate the ability to access valid health information, services, and products to enhance health.

Health Promotion and Risk Reduction: Students demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Influences on Health: Students analyze the ability of family, peers, culture, media, technology, and other factors to enhance health.

Communication and Advocacy Skills: Students demonstrate the ability to use interpersonal communication and advocacy skills to enhance personal, family, and community health.

Decision-Making and Goal-Setting Skills: Students demonstrate the ability to make decisions and set goals to enhance health.

Movement/Motor Skills and Knowledge: Students demonstrate the fundamental and specialized movement skills and apply principles of movement for improved performance.

Physical Fitness Activities and Knowledge: Students demonstrate and apply fitness concepts.

Personal and Social Skills and Knowledge: Students demonstrate and explain responsible personal behavior and responsible social behavior in physical activity settings.

World Languages

Communication: Students communicate in the target language.

Cultures: Students demonstrate an understanding of a culture(s) in which the target language is spoken.

Connections: Students expand their knowledge by connecting their study of a world language(s) with other content areas.

Communities: Students encounter and use the target language both in and beyond the classroom for personal enjoyment and lifelong learning.

Language Arts

Reading Standards for Literature

Reading Standards for Informational Text

Writing Standards

Speaking and Listening Standards

Language Standards

Mathematics

Mathematical Practices

The Number System

Expressions and Equations

Functions

Geometry

Statistics and Probability

Social Studies

Applications of Social Studies Processes, Knowledge, and Skills: Students apply critical thinking, a research process, and discipline-based processes and knowledge from civics/government, economics, geography, and history in authentic contexts.

Civics and Government: Students draw on concepts from civics and government to understand political systems, power, authority, governance, civic ideals and practices, and the role of citizens in the community, Maine, the United States, and world.

Economics: Students draw on concepts and processes from economics to understand issues of personal finance and issues of production, distribution, and consumption in the community, Maine, the United States, and world.

Geography: Students draw on concepts and processes from geography to understand issues involving people, places, and environments in the community, Maine, the United States, and world.

History: Students draw on concepts and processes from history to develop historical perspective and understand issues of continuity and change in the community, Maine, the United States, and world.

Reading Standards for Literacy in History/Social Studies

Writing Standards for Literacy in History/Social Studies

Science

Unifying Themes: Students apply the principles of systems, models, constancy and change, and scale in science and technology.

The Skills and Traits of Scientific Inquiry and Technological Design: Students plan, conduct, analyze data from and communicate results of in-depth scientific investigations; and they use a systematic process, tools, equipment, and a variety of materials to create a technological design and produce a solution or product to meet a specified need.

The Scientific and Technological Enterprise: Students understand the history and nature of scientific knowledge and technology, the processes of inquiry and technological design, and the impacts science and technology have on society and the environment.

The Physical Setting: Students understand the universal nature of matter, energy, force, and motion and identify how these relationships are exhibited in Earth Systems, in the solar system, and throughout the universe.

The Living Environment: Students understand that cells are the basic unit of life, that all life as we know it has evolved through genetic transfer and natural selection to create a great diversity of organisms, and that these organisms create interdependent webs through which matter and energy flow. Students understand similarities and differences between humans and other organisms and the interconnections of these interdependent webs.

Reading Standards for Literacy in Science and Technical Subjects

Writing Standards for Literacy in Science and Technical Subjects

9th

Arts Education

Disciplinary Literacy - Dance: Students show literacy in the discipline through understanding and demonstrating concepts, skills, terminology, and processes.

Disciplinary Literacy - Music: Students show literacy in the discipline by understanding and demonstrating concepts, skills, terminology, and processes.

Disciplinary Literacy - Theatre: Students show literacy in the art discipline by understanding and demonstrating concepts, skills, terminology, and processes.

Disciplinary Literacy - Visual Arts: Students show literacy in the art discipline by understanding and demonstrating concepts, skills, terminology, and processes.

Creation, Performance, and Expression - Dance: Students create, perform, and express ideas through the art discipline.

Creation, Performance, and Expression - Music: Students create, perform, and express through the art discipline.

Creation, Performance, and Expression - Theatre: Students create, perform and express through the art discipline.

Creation, Performance, and Expression - Visual Arts: Students create, express, and communicate through the art discipline.

Creative Problem Solving: Students approach artistic problem-solving using multiple solutions and the creative process.

Aesthetics and Criticism: Students describe analyze, interpret, and evaluate art (dance, music, theatre, and visual arts).

Visual and Performing Arts Connections: Students understand the relationship among the arts, history and world culture; and they make connections among the arts and to other disciplines, to goal-setting, and to interpersonal interaction.

Health and PE

Health Concepts: Students comprehend concepts related to health promotion and disease prevention to enhance health.

Health Information, Products, and Services: Students demonstrate the ability to access valid health information, services, and products to enhance health.

Health Promotion and Risk Reduction: Students demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Influences on Health: Students analyze the ability of family, peers, culture, media, technology, and other factors to enhance health.

Communication and Advocacy Skills: Students demonstrate the ability to use interpersonal communication and advocacy skills to enhance personal, family, and community health.

Decision-Making and Goal-Setting Skills: Students demonstrate the ability to make decisions and set goals to enhance health.

Movement/Motor Skills and Knowledge: Students demonstrate the fundamental and specialized movement skills and apply principles of movement for improved performance.

Physical Fitness Activities and Knowledge: Students demonstrate and apply fitness concepts.

Personal and Social Skills and Knowledge: Students demonstrate and explain responsible personal behavior and responsible social behavior in physical activity settings.

World Languages

Communication: Students communicate in the target language.

Cultures: Students demonstrate an understanding of a culture(s) in which the target language is spoken.

Connections: Students expand their knowledge by connecting their study of a world language(s) with other content areas.

Communities: Students encounter and use the target language both in and beyond the classroom for personal enjoyment and lifelong learning.

Language Arts

Reading Standards for Literature

Reading Standards for Informational Text

Writing Standards

Speaking and Listening Standards

Language Standards

Mathematics

Mathematical Practices

Number and Quantity

Algebra

Functions

Geometry

Statistics and Probability

Social Studies

Applications of Social Studies Processes, Knowledge, and Skills: Students apply critical thinking, a research process, and discipline-based processes and knowledge from civics/government, economics, geography, and history in authentic contexts.

Civics and Government: Students draw on concepts from civics and government to understand political systems, power, authority, governance, civic ideals and practices, and the role of citizens in the community, Maine, the United States, and world.

Economics: Students draw on concepts and processes from economics to understand issues of personal finance and issues of production, distribution, and consumption in the community, Maine, the United States, and world.

Geography: Students draw on concepts and processes from geography to understand issues involving people, places, and environments in the community, Maine, the United States, and world.

History: Students draw on concepts and processes from history to develop historical perspective and understand issues of continuity and change in the community, Maine, the United States, and world.

Reading Standards for Literacy in History/Social Studies

Writing Standards for Literacy in History/Social Studies

Science

Unifying Themes: Students apply the principles of systems, models, constancy and change, and scale in science and technology.

The Skills and Traits of Scientific Inquiry and Technological Design: Students plan, conduct, analyze data from and communicate results of in-depth scientific investigations; and they use a systematic process, tools, equipment, and a variety of materials to create a technological design and produce a solution or product to meet a specified need.

The Scientific and Technological Enterprise: Students understand the history and nature of scientific knowledge and technology, the processes of inquiry and technological design, and the impacts science and technology have on society and the environment.

The Physical Setting: Students understand the universal nature of matter, energy, force, and motion and identify how these relationships are exhibited in Earth Systems, in the solar system, and throughout the universe.

The Living Environment: Students understand that cells are the basic unit of life, that all life as we know it has evolved through genetic transfer and natural selection to create a great diversity of organisms, and that these organisms create interdependent webs through which matter and energy flow. Students understand similarities and differences between humans and other organisms and the interconnections of these interdependent webs.

Reading Standards for Literacy in Science and Technical Subjects

Writing Standards for Literacy in Science and Technical Subjects

10th

Arts Education

Disciplinary Literacy - Dance: Students show literacy in the discipline through understanding and demonstrating concepts, skills, terminology, and processes.

Disciplinary Literacy - Music: Students show literacy in the discipline by understanding and demonstrating concepts, skills, terminology, and processes.

Disciplinary Literacy - Theatre: Students show literacy in the art discipline by understanding and demonstrating concepts, skills, terminology, and processes.

Disciplinary Literacy - Visual Arts: Students show literacy in the art discipline by understanding and demonstrating concepts, skills, terminology, and processes.

Creation, Performance, and Expression - Dance: Students create, perform, and express ideas through the art discipline.

Creation, Performance, and Expression - Music: Students create, perform, and express through the art discipline.

Creation, Performance, and Expression - Theatre: Students create, perform and express through the art discipline.

Creation, Performance, and Expression - Visual Arts: Students create, express, and communicate through the art discipline.

Creative Problem Solving: Students approach artistic problem-solving using multiple solutions and the creative process.

Aesthetics and Criticism: Students describe analyze, interpret, and evaluate art (dance, music, theatre, and visual arts).

Visual and Performing Arts Connections: Students understand the relationship among the arts, history and world culture; and they make connections among the arts and to other disciplines, to goal-setting, and to interpersonal interaction.

Health and PE

Health Concepts: Students comprehend concepts related to health promotion and disease prevention to enhance health.

Health Information, Products, and Services: Students demonstrate the ability to access valid health information, services, and products to enhance health.

Health Promotion and Risk Reduction: Students demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Influences on Health: Students analyze the ability of family, peers, culture, media, technology, and other factors to enhance health.

Communication and Advocacy Skills: Students demonstrate the ability to use interpersonal communication and advocacy skills to enhance personal, family, and community health.

Decision-Making and Goal-Setting Skills: Students demonstrate the ability to make decisions and set goals to enhance health.

Movement/Motor Skills and Knowledge: Students demonstrate the fundamental and specialized movement skills and apply principles of movement for improved performance.

Physical Fitness Activities and Knowledge: Students demonstrate and apply fitness concepts.

Personal and Social Skills and Knowledge: Students demonstrate and explain responsible personal behavior and responsible social behavior in physical activity settings.

World Languages

Communication: Students communicate in the target language.

Cultures: Students demonstrate an understanding of a culture(s) in which the target language is spoken.

Connections: Students expand their knowledge by connecting their study of a world language(s) with other content areas.

Communities: Students encounter and use the target language both in and beyond the classroom for personal enjoyment and lifelong learning.

Language Arts

Reading Standards for Literature

Reading Standards for Informational Text

Writing Standards

Speaking and Listening Standards

Language Standards

Mathematics

Mathematical Practices

Number and Quantity

Algebra

Functions

Geometry

Statistics and Probability

Social Studies

Applications of Social Studies Processes, Knowledge, and Skills: Students apply critical thinking, a research process, and discipline-based processes and knowledge from civics/government, economics, geography, and history in authentic contexts.

Civics and Government: Students draw on concepts from civics and government to understand political systems, power, authority, governance, civic ideals and practices, and the role of citizens in the community, Maine, the United States, and world.

Economics: Students draw on concepts and processes from economics to understand issues of personal finance and issues of production, distribution, and consumption in the community, Maine, the United States, and world.

Geography: Students draw on concepts and processes from geography to understand issues involving people, places, and environments in the community, Maine, the United States, and world.

History: Students draw on concepts and processes from history to develop historical perspective and understand issues of continuity and change in the community, Maine, the United States, and world.

Reading Standards for Literacy in History/Social Studies

Writing Standards for Literacy in History/Social Studies

Science

Unifying Themes: Students apply the principles of systems, models, constancy and change, and scale in science and technology.

The Skills and Traits of Scientific Inquiry and Technological Design: Students plan, conduct, analyze data from and communicate results of in-depth scientific investigations; and they use a systematic process, tools, equipment, and a variety of materials to create a technological design and produce a solution or product to meet a specified need.

The Scientific and Technological Enterprise: Students understand the history and nature of scientific knowledge and technology, the processes of inquiry and technological design, and the impacts science and technology have on society and the environment.

The Physical Setting: Students understand the universal nature of matter, energy, force, and motion and identify how these relationships are exhibited in Earth Systems, in the solar system, and throughout the universe.

The Living Environment: Students understand that cells are the basic unit of life, that all life as we know it has evolved through genetic transfer and natural selection to create a great diversity of organisms, and that these organisms create interdependent webs through which matter and energy flow. Students understand similarities and differences between humans and other organisms and the interconnections of these interdependent webs.

Reading Standards for Literacy in Science and Technical Subjects

Writing Standards for Literacy in Science and Technical Subjects

11th

Arts Education

Disciplinary Literacy - Dance: Students show literacy in the discipline through understanding and demonstrating concepts, skills, terminology, and processes.

Disciplinary Literacy - Music: Students show literacy in the discipline by understanding and demonstrating concepts, skills, terminology, and processes.

Disciplinary Literacy - Theatre: Students show literacy in the art discipline by understanding and demonstrating concepts, skills, terminology, and processes.

Disciplinary Literacy - Visual Arts: Students show literacy in the art discipline by understanding and demonstrating concepts, skills, terminology, and processes.

Creation, Performance, and Expression - Dance: Students create, perform, and express ideas through the art discipline.

Creation, Performance, and Expression - Music: Students create, perform, and express through the art discipline.

Creation, Performance, and Expression - Theatre: Students create, perform and express through the art discipline.

Creation, Performance, and Expression - Visual Arts: Students create, express, and communicate through the art discipline.

Creative Problem Solving: Students approach artistic problem-solving using multiple solutions and the creative process.

Aesthetics and Criticism: Students describe analyze, interpret, and evaluate art (dance, music, theatre, and visual arts).

Visual and Performing Arts Connections: Students understand the relationship among the arts, history and world culture; and they make connections among the arts and to other disciplines, to goal-setting, and to interpersonal interaction.

Health and PE

Health Concepts: Students comprehend concepts related to health promotion and disease prevention to enhance health.

Health Information, Products, and Services: Students demonstrate the ability to access valid health information, services, and products to enhance health.

Health Promotion and Risk Reduction: Students demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Influences on Health: Students analyze the ability of family, peers, culture, media, technology, and other factors to enhance health.

Communication and Advocacy Skills: Students demonstrate the ability to use interpersonal communication and advocacy skills to enhance personal, family, and community health.

Decision-Making and Goal-Setting Skills: Students demonstrate the ability to make decisions and set goals to enhance health.

Movement/Motor Skills and Knowledge: Students demonstrate the fundamental and specialized movement skills and apply principles of movement for improved performance.

Physical Fitness Activities and Knowledge: Students demonstrate and apply fitness concepts.

Personal and Social Skills and Knowledge: Students demonstrate and explain responsible personal behavior and responsible social behavior in physical activity settings.

World Languages

Communication: Students communicate in the target language.

Cultures: Students demonstrate an understanding of a culture(s) in which the target language is spoken.

Connections: Students expand their knowledge by connecting their study of a world language(s) with other content areas.

Communities: Students encounter and use the target language both in and beyond the classroom for personal enjoyment and lifelong learning.

Language Arts

Reading Standards for Literature

Reading Standards for Informational Text

Writing Standards

Speaking and Listening Standards

Language Standards

Mathematics

Mathematical Practices

Number and Quantity

Algebra

Functions

Geometry

Statistics and Probability

Social Studies

Applications of Social Studies Processes, Knowledge, and Skills: Students apply critical thinking, a research process, and discipline-based processes and knowledge from civics/government, economics, geography, and history in authentic contexts.

Civics and Government: Students draw on concepts from civics and government to understand political systems, power, authority, governance, civic ideals and practices, and the role of citizens in the community, Maine, the United States, and world.

Economics: Students draw on concepts and processes from economics to understand issues of personal finance and issues of production, distribution, and consumption in the community, Maine, the United States, and world.

Geography: Students draw on concepts and processes from geography to understand issues involving people, places, and environments in the community, Maine, the United States, and world.

History: Students draw on concepts and processes from history to develop historical perspective and understand issues of continuity and change in the community, Maine, the United States, and world.

Reading Standards for Literacy in History/Social Studies

Writing Standards for Literacy in History/Social Studies

Science

Unifying Themes: Students apply the principles of systems, models, constancy and change, and scale in science and technology.

The Skills and Traits of Scientific Inquiry and Technological Design: Students plan, conduct, analyze data from and communicate results of in-depth scientific investigations; and they use a systematic process, tools, equipment, and a variety of materials to create a technological design and produce a solution or product to meet a specified need.

The Scientific and Technological Enterprise: Students understand the history and nature of scientific knowledge and technology, the processes of inquiry and technological design, and the impacts science and technology have on society and the environment.

The Physical Setting: Students understand the universal nature of matter, energy, force, and motion and identify how these relationships are exhibited in Earth Systems, in the solar system, and throughout the universe.

The Living Environment: Students understand that cells are the basic unit of life, that all life as we know it has evolved through genetic transfer and natural selection to create a great diversity of organisms, and that these organisms create interdependent webs through which matter and energy flow. Students understand similarities and differences between humans and other organisms and the interconnections of these interdependent webs.

Reading Standards for Literacy in Science and Technical Subjects

Writing Standards for Literacy in Science and Technical Subjects

12th

Arts Education

Disciplinary Literacy - Dance: Students show literacy in the discipline through understanding and demonstrating concepts, skills, terminology, and processes.

Disciplinary Literacy - Music: Students show literacy in the discipline by understanding and demonstrating concepts, skills, terminology, and processes.

Disciplinary Literacy - Theatre: Students show literacy in the art discipline by understanding and demonstrating concepts, skills, terminology, and processes.

Disciplinary Literacy - Visual Arts: Students show literacy in the art discipline by understanding and demonstrating concepts, skills, terminology, and processes.

Creation, Performance, and Expression - Dance: Students create, perform, and express ideas through the art discipline.

Creation, Performance, and Expression - Music: Students create, perform, and express through the art discipline.

Creation, Performance, and Expression - Theatre: Students create, perform and express through the art discipline.

Creation, Performance, and Expression - Visual Arts: Students create, express, and communicate through the art discipline.

Creative Problem Solving: Students approach artistic problem-solving using multiple solutions and the creative process.

Aesthetics and Criticism: Students describe analyze, interpret, and evaluate art (dance, music, theatre, and visual arts).

Visual and Performing Arts Connections: Students understand the relationship among the arts, history and world culture; and they make connections among the arts and to other disciplines, to goal-setting, and to interpersonal interaction.

Health and PE

Health Concepts: Students comprehend concepts related to health promotion and disease prevention to enhance health.

Health Information, Products, and Services: Students demonstrate the ability to access valid health information, services, and products to enhance health.

Health Promotion and Risk Reduction: Students demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Influences on Health: Students analyze the ability of family, peers, culture, media, technology, and other factors to enhance health.

Communication and Advocacy Skills: Students demonstrate the ability to use interpersonal communication and advocacy skills to enhance personal, family, and community health.

Decision-Making and Goal-Setting Skills: Students demonstrate the ability to make decisions and set goals to enhance health.

Movement/Motor Skills and Knowledge: Students demonstrate the fundamental and specialized movement skills and apply principles of movement for improved performance.

Physical Fitness Activities and Knowledge: Students demonstrate and apply fitness concepts.

Personal and Social Skills and Knowledge: Students demonstrate and explain responsible personal behavior and responsible social behavior in physical activity settings.

World Languages

Communication: Students communicate in the target language.

Cultures: Students demonstrate an understanding of a culture(s) in which the target language is spoken.

Connections: Students expand their knowledge by connecting their study of a world language(s) with other content areas.

Communities: Students encounter and use the target language both in and beyond the classroom for personal enjoyment and lifelong learning.

Language Arts

Reading Standards for Literature

Reading Standards for Informational Text

Writing Standards

Speaking and Listening Standards

Language Standards

Mathematics

Mathematical Practices

Number and Quantity

Algebra

Functions

Geometry

Statistics and Probability

Social Studies

Applications of Social Studies Processes, Knowledge, and Skills: Students apply critical thinking, a research process, and discipline-based processes and knowledge from civics/government, economics, geography, and history in authentic contexts.

Civics and Government: Students draw on concepts from civics and government to understand political systems, power, authority, governance, civic ideals and practices, and the role of citizens in the community, Maine, the United States, and world.

Economics: Students draw on concepts and processes from economics to understand issues of personal finance and issues of production, distribution, and consumption in the community, Maine, the United States, and world.

Geography: Students draw on concepts and processes from geography to understand issues involving people, places, and environments in the community, Maine, the United States, and world.

History: Students draw on concepts and processes from history to develop historical perspective and understand issues of continuity and change in the community, Maine, the United States, and world.

Reading Standards for Literacy in History/Social Studies

Writing Standards for Literacy in History/Social Studies

Science

Unifying Themes: Students apply the principles of systems, models, constancy and change, and scale in science and technology.

The Skills and Traits of Scientific Inquiry and Technological Design: Students plan, conduct, analyze data from and communicate results of in-depth scientific investigations; and they use a systematic process, tools, equipment, and a variety of materials to create a technological design and produce a solution or product to meet a specified need.

The Scientific and Technological Enterprise: Students understand the history and nature of scientific knowledge and technology, the processes of inquiry and technological design, and the impacts science and technology have on society and the environment.

The Physical Setting: Students understand the universal nature of matter, energy, force, and motion and identify how these relationships are exhibited in Earth Systems, in the solar system, and throughout the universe.

The Living Environment: Students understand that cells are the basic unit of life, that all life as we know it has evolved through genetic transfer and natural selection to create a great diversity of organisms, and that these organisms create interdependent webs through which matter and energy flow. Students understand similarities and differences between humans and other organisms and the interconnections of these interdependent webs.

Reading Standards for Literacy in Science and Technical Subjects

Writing Standards for Literacy in Science and Technical Subjects

Search Standards