What the words mean

I understand that matter is made of atoms and molecules whose structure, movement, and arrangement determine the properties and states of substances. I understand that chemical reactions rearrange atoms to form new substances while conserving mass and transferring energy.

I understand that all living things are made of cells, and that cells and body systems work together to carry out life functions. I understand that organisms grow, develop, and reproduce based on interactions between genetics, behaviors, and environmental conditions. I understand that living things obtain, transform, and use energy and matter to survive, grow, and function. I understand that organisms sense and respond to information from their environment through specialized structures and systems.

I understand that organisms interact with one another and with their environment, and that access to resources affects survival, growth, and reproduction. I understand that ecosystems include patterns of competition, predation, and cooperation that shape populations and relationships among species. I understand that matter and energy move through ecosystems through food webs and the cycling of nutrients between living and nonliving systems. I understand that ecosystems change over time, and that biodiversity is important for ecosystem health and the resources and services humans depend on.

I understand that humans rely on Earth’s natural resources, which are limited and unevenly distributed across the planet. I understand that studying patterns of natural hazards and geologic processes helps predict and prepare for future events. I understand that human activities can significantly impact Earth’s systems, ecosystems, and biodiversity in both positive and negative ways. I understand that human-caused climate change is affecting Earth’s systems and that science, engineering, and informed decision-making are needed to reduce its impacts.

I can analyze proportional relationships and use them to solve real-world and mathematical problems.

I can apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.

I can use properties of operations to generate equivalent expressions. I can solve real-life and mathematical problems using numerical and algebraic expressions and equations.

I can draw, construct, and describe geometrical figures and describe the relationships between them. I can solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

I can use random sampling to draw inferences about a population. I can draw informal comparative inferences about two populations. I can nvestigate chance processes and develop, use, and evaluate probability models.

I understand that governments, laws, and civic institutions shape how communities function and protect the rights and responsibilities of citizens. I understand that democratic societies depend on informed participation, civil discourse, collaboration, and the active involvement of citizens in solving problems. I understand that struggles for justice, equality, and human rights have shaped societies throughout history and continue to influence the modern world. I understand that people’s identities, perspectives, and experiences influence how they interpret civic issues and participate in society. I understand that local, national, and global issues are interconnected, and that civic decisions can have broad social, political, and economic impacts. I understand that evaluating evidence, analyzing sources, and considering multiple perspectives are essential for making informed civic and ethical decisions.

I understand that geography, climate, and natural resources influence where people settle, how societies develop, and how cultures interact. I understand that human activities such as migration, trade, urbanization, and environmental modification shape both the physical environment and human communities. I understand that people, places, and environments are interconnected across local, regional, and global scales, and that these connections influence economies, cultures, and political systems. I understand that analyzing maps, geographic patterns, and human-environment interactions helps explain historical events, current challenges, and sustainable solutions for the future.

I understand that economic decisions involve weighing costs, benefits, resources, and tradeoffs that affect individuals, communities, and governments. I understand that innovation and technological advancements can transform transportation, communication, industry, and everyday life while also creating social and economic change. I understand that technology and economic systems can impact people differently, influencing opportunity, labor, wealth, and quality of life. I understand that informed economic and technological decisions require analyzing evidence, considering multiple perspectives, and evaluating long-term impacts on society and the environment.

I understand that movement skills, coordination, balance, and body control can be developed through practice and physical activity. I understand that scientific principles such as force, balance, and body positioning affect movement, performance, and injury prevention. I understand that regular physical activity improves physical and mental health and causes measurable changes in how the body responds to exercise.

I understand that data travels across networks and the Internet through agreed-upon protocols that allow devices to communicate reliably. I understand that physical and digital security measures, including encryption, help protect information and systems from unauthorized access and cyber threats. I understand that networks and the Internet are designed systems that connect devices, exchange information, and support communication and collaboration around the world.

I understand that AI systems are created by humans, trained on data, and designed to solve specific kinds of problems, but they also have limitations and can make mistakes. I understand that AI systems represent information using data, patterns, rules, and models in order to make predictions, recommendations, or decisions. I understand that machine learning systems improve by finding patterns in data, and that the quality and diversity of data affect how well AI systems perform. I understand that AI systems can reflect human biases and values, so ethical design, testing, and evaluation are important for fairness and safety. I understand that AI technologies affect communication, creativity, work, privacy, and decision-making in society, creating both opportunities and risks. I understand that people should think critically about how AI systems are used and make informed, responsible choices when interacting with AI technologies.

I understand that health includes physical, mental, emotional, and social dimensions, and that healthy behaviors and daily choices influence overall well-being. I understand that diseases can have different causes and impacts, and that health patterns vary across communities and regions due to multiple factors. I understand that human growth and development involve physical, emotional, and social changes throughout life, including the changes that occur during puberty.

I can pose a focused question or testable hypothesis that relates to a passion/interest, issue, or phenomenon that I am exploring. I can share what excites me about the question or topic and why it matters to me.

With guidance, I can choose an approach for exploring my question (e.g., online search, experiment, community member interviews) and explain why I chose that approach. With guidance, I can create a plan that includes how I will gather and record important information.

I can conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

I can gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

I can plan investigations by identifying variables, choosing appropriate tools and methods, and creating procedures for collecting reliable data. I can carry out investigations carefully, collect and record consistent data, and repeat trials when needed to improve reliability. I can use feedback, explain investigation procedures, and describe how evidence from data helps answer scientific questions.

I can cite multiple pieces of textual evidence and make connections to support analysis and inferences about literary texts. I can determine themes and explain how they are developed through details, dialogue, events, and character interactions. I can analyze how literary elements such as dialogue, incidents, structure, and point of view contribute to meaning and character development. I can analyze how an author’s choices about structure and form, including poetic and dramatic techniques, shape meaning and impact. I can determine how authors develop perspective or purpose through contrasting viewpoints and narration. I can compare and contrast literary texts across different media, including audio, film, stage, and multimedia versions. I can analyze how techniques unique to different media influence meaning, mood, and audience experience. I can compare fictional and historical or scientific accounts of events to understand how authors shape interpretations of history and reality.

I can cite multiple pieces of textual evidence and make connections to support analysis and inferences about informational texts. I can determine central ideas and explain how they are developed through key details and supporting information. I can analyze how authors connect and distinguish among ideas, events, and individuals using comparisons, analogies, and categories. I can analyze how text structures and genre features help organize and communicate information effectively. I can determine how authors develop perspective or purpose and distinguish their positions from those of others using evidence. I can compare and contrast information presented across different media and formats to deepen understanding and resolve conflicting information. I can evaluate arguments and claims by assessing the quality, relevance, and sufficiency of evidence and reasoning. I can analyze how different authors shape presentations of the same topic by emphasizing different evidence, perspectives, and interpretations.

I can ask questions, identify important variables, and organize information to better understand and define mathematical problems. I can represent problems using diagrams, graphs, equations, formulas, tables, and tools that show relationships between variables. I can calculate and revise solutions using appropriate units, tools, and strategies to ensure accuracy and reasonableness. I can communicate and reflect on my mathematical thinking by explaining my process, solutions, challenges, and use of mathematical concepts and language.

I can organize and represent data using graphs, tables, and charts that make patterns, trends, and relationships easier to understand. I can choose appropriate formats for displaying data and explain why those formats best communicate the information. I can analyze data sets to identify patterns, differences, and trends and use evidence and context to explain what the data means.

I can identify and describe patterns and outliers in a data set. I can use reasoning and contextual information to explain what the data mean.

I can describe the historical context of events, including important details about time, geography, culture, and other relevant conditions. I can identify and explain the major causes and effects of historical events, including intended and unintended consequences. I can analyze historical events as examples of change and continuity over time and support my reasoning with evidence from the historical context.

I can identify the purpose, perspective, and intended audience of primary and secondary historical sources. I can compare and analyze different perspectives on historical events and infer factors that shaped those viewpoints. I can identify important individuals and groups in historical events and explain how they influenced the outcomes and significance of those events.

I can develop and use models to explain cause-and-effect relationships and make predictions about how systems work. I can explain the parts, functions, and limitations of a model and describe what it represents and leaves out. I can use models to better understand, describe, and communicate scientific ideas and relationships.

I can use evidence from observations, measurements, patterns, and multiple sources to explain scientific ideas and make predictions. I can make scientific claims, support them with relevant evidence, and explain how the evidence supports my reasoning. I can gather, combine, communicate, and evaluate scientific information from different sources and compare arguments to determine which explanations are strongest.

I can recognize and use formal and informal language patterns in the target language and compare them to my own language. I can identify similarities and differences between the sound systems, writing systems, vocabulary, and sentence structures of the target language and my native language. I can recognize words, expressions, and cultural concepts that do not translate directly between languages. I can compare cultural practices and products from the target culture with those from my own culture.

I can compare tradeoffs associated with computing technologies that affect people's everyday activities and career options. I can discuss issues of bias and accessibility in the design of existing technologies. I can describe tradeoffs between allowing information to be public and keeping information private and secure.

I can interpret the meaning and purpose of artworks by analyzing subject matter, form, structure, and historical or cultural context. I can develop and apply personal and established criteria to evaluate works of art and compare different approaches to evaluation. I can analyze how artworks and collections reflect specific cultures, traditions, time periods, and historical perspectives using evidence from the artwork.

I can represent data using multiple encoding schemes. I can collect data using computational tools and transform the data to make it more useful and reliable. I can refine computational models based on the data they have generated.

I can choose a central message for my product/performance and discuss how it connects to my purpose (e.g., inform, persuade, entertain). I can choose relevant details and information to help me share my central message and achieve my purpose. I can organize my work in a way that I think will be interesting and/or logical for my audience.

I can write arguments that introduce and support claims with logical reasoning, credible evidence, clear organization, and acknowledgment of different perspectives. I can write informative and explanatory texts that organize ideas clearly, analyze information, and use precise language and evidence to explain complex topics. I can write narratives that develop characters, experiences, and events through effective sequencing, dialogue, pacing, and descriptive language. I can strengthen my writing by planning, revising, editing, and adapting my work to fit different purposes, audiences, and tasks.

I can use grammar, sentence structure, punctuation, and spelling conventions to communicate ideas clearly and effectively in speaking and writing. I can choose precise academic and domain-specific language, eliminate unnecessary wording, and adapt my language for clarity and purpose. I can determine the meaning of unfamiliar words and phrases by using context clues, word parts, reference materials, and analysis of tone and word choice. I can interpret figurative language, sound devices, word relationships, and connotations to better understand and analyze meaning, style, and tone.

I can introduce and present a clear central idea and purpose, using background information and engaging strategies to help my audience understand my topic. I can organize and deliver presentations that use relevant details, examples, and multimedia to effectively support and communicate my message. I can adapt my presentation to my audience by following presentation guidelines, using appropriate tone and examples, and creating clear, visually consistent presentation materials. I can communicate confidently through clear speech, eye contact, purposeful movement, and effective conclusions that reinforce my main ideas.

I can introduce an arguable claim. I can include several logical reasons to support my claim that are tailored to my target audience. I can support each reason with relevant evidence from credible sources. I can briefly mention one or more counterclaims.

I can explain an idea using some of the vocabulary and concepts of the discipline. I can use relevant facts, details, examples, or data to support my explanation.

I can communicate about very familiar topics in the target language using practiced and memorized words, phrases, and expressions. I can present information about myself and familiar topics using a variety of simple language structures. I can recognize and understand familiar spoken and written words, phrases, letters, or characters in the target language. I can write lists, words, and memorized phrases about familiar topics in the target language.

I can identify and investigate design problems by gathering information, asking questions, and considering the needs of people and communities. I can brainstorm, compare, and evaluate multiple design ideas using sketches, models, criteria, and feedback from experts or research. I can develop detailed plans, diagrams, models, timelines, and resource plans to guide the design process. I can test, analyze, and improve prototypes or designs using data, reflection, and iterative improvement cycles.

I can produce original creations that are personally meaningful.

I can design algorithms and break complex problems into smaller parts using tools such as flowcharts, pseudocode, and modular program structures. I can create and iteratively improve programs that use variables, data types, control structures, procedures, parameters, and reusable code. I can test, debug, document, and refine programs using feedback, test cases, and clear organization to improve reliability and usability. I can collaborate effectively on computing projects by incorporating shared resources responsibly, giving attribution, distributing tasks, and managing timelines.

I can develop creative goals, criteria, and plans to guide the artistic process and overcome creative challenges. I can generate and refine ideas for art projects connected to personal experiences, interests, communities, or global issues. I can safely and responsibly use, care for, and manage art materials, tools, equipment, and digital media. I can reflect on, evaluate, and improve my artwork using criteria, self-assessment, and feedback to strengthen meaning and quality.

I can independently set SMART goals for my personal and academic growth and create action plans using appropriate tools and resources.

I can break a task into smaller steps with some support. I can make a basic plan for completing schoolwork or a short-term goal. I can identify what is most important to do first.

I can gather the materials and information I need before starting a task. I can use simple systems to keep track of papers, supplies, and digital work. I can notice when I am unprepared and take steps to fix it.

I can identify, track, and schedule my tasks, while ensuring supporting materials are well-organized. I can plan ahead for efficient transitions between tasks (e.g., set reminders, look ahead, prepare materials in advance, take a brain break). I can consistently complete tasks on time. I can tell my teacher(s) or group when I am absent or late and make sure I know what I missed or need to do next.

I can use one or more strategies to help me stay focused on a task (e.g., choose quiet environment, set clear priorities, block work time). I can anticipate and remove potential distractions (e.g., silence my phone). I can notice when I’m getting distracted or tired, and make a helpful change (e.g., movement break, drink water, set smaller goal).

I can regularly reflect on and monitor my progress, making adjustments to my strategies and plans when needed.

I can take responsibility for my actions instead of blaming others. I can follow through on commitments I make to teachers, peers, and family members in most situations. I can recognize when I have not met an expectation and take a step to correct it.

I can make informed health-related decisions by evaluating options and predicting possible outcomes. I can set, track, and work toward health goals by using available resources and reflecting on my progress.

I can share aspects of my identity and give examples of how they are expressed in my life (e.g., I’m an athlete, I love to spend time playing sports). I can explore and express (e.g., share, celebrate, etc.) some aspects of my identity that I feel proud of and explain why these parts of me are important (e.g., I’m proud that I speak two languages because it helps me communicate with people in the different communities I belong to). I can talk to someone who cares about me if I’m feeling negatively about myself or that I don’t belong due to an aspect of my identity. I can identify a role model who shares a part of my identity and express why I am proud to feel connected to them.

I can notice which relationships in my life feel positive or negative, and I can make needed changes (e.g., speak up to address the problem directly, spend less time with negative people) to help me stay in a more positive environment. I can build my knowledge to help me advocate for my needs and interests. If I feel unsafe or treated unfairly, I can take action promptly (e.g., address the issue, leave the situation, inform the appropriate adult). If I am feeling anxious or sad, and I have trouble overcoming it, I can talk to someone I trust about it (e.g., counselor, teacher, parent).

I can choose activities, interests, and/or relationships that bring me joy and help me feel connected to myself, my community, my culture, and/or the natural world. I can set intentions for my well-being (e.g., physical, emotional, and/or social health) and take steps toward them. I can find reasons to feel thankful and can share that gratitude with others.

I can choose helpful strategies (e.g., positive self-talk, tracking progress, collaborating with others) to keep me going when I feel challenged or discouraged. I can practice approaching a new experience with a positive attitude. I can use feedback to improve my work.

I can identify opportunities to take calculated risks. I can reflect on the outcomes of the risks I've taken.

I can listen to, consider, and act on feedback related to my performance. I can identify specific points of feedback I choose to accept and not to accept.

I can build positive relationships and expand my network by connecting with people who share my interests and with people from different backgrounds and experiences. I can seek help, advice, and support from trusted people and show appreciation for the support I receive. I can use social media and online communication responsibly to build connections, maintain a positive digital presence, and consider the impact of my actions on others.

I can attempt to identify the thoughts, feelings, and experiences of people with different backgrounds and perspectives with whom I interact. I can explore how others might have experienced/ responded to my actions and words.

I can notice that other people may have useful ideas, experiences, or knowledge that I do not have. I can ask questions to better understand another person’s thinking. I can use feedback to make a small improvement to my work or behavior.

I can follow group norms, understand my role, and contribute positively to my team by staying engaged and on task. I can respect and listen to the perspectives of others while working collaboratively toward shared goals. I can manage my responsibilities by attending meetings, communicating when absent, and completing my work on time. I can contribute meaningful work, use feedback to improve my contributions, and help create a successful final product.

I can use one or more strategies to calm myself when I feel upset, and I can locate where I feel it in my body. I can identify the specific emotion(s) I am feeling and the specific stressor that caused me to be upset. I can determine when I am ready to share how I’m feeling. I can listen and observe body language to identify how another person is feeling. I can express in my own words how the other person feels and why they feel that way. I can use “I” statements to explain the conflict. I can work with others to determine fair and constructive ways to address a conflict. I can share ideas for how to avoid harm in the future, when applicable.

I can help my team create and understand a shared goal and the steps needed to achieve it. I can support teamwork by helping teammates understand their roles, checking in on others, and offering help when needed. I can identify and respond to challenges by working with others to solve problems and seeking support when necessary. I can reflect on how well my team worked together and evaluate my own leadership to identify ways to improve in the future.

I can collaborate with others in ways that promote inclusion, fairness, and respectful participation for everyone involved. I can identify problems or areas for improvement and develop plans to take meaningful action to support others or strengthen my community. I can reflect on my actions, evaluate their impact, and consider how I can improve inclusion, fairness, and problem-solving in the future.

I can use the target language to present and explain cultural practices and products from the target culture. I can describe and interpret how cultural practices reflect the perspectives, values, and beliefs of the target culture. I can analyze and explain how cultural products connect to the perspectives and experiences of the target culture.

I can communicate in healthy and respectful ways by practicing active listening, asking for help, using refusal skills, and resolving conflicts nonviolently. I can create messages and media that promote healthy choices and support health awareness.