NAC: CHAPTER 389 - EXAMINATIONS, COURSES, STANDARDS AND DIPLOMAS

[Rev. 11/26/2008 12:47:19 PM]

CHAPTER 389 - EXAMINATIONS, COURSES, STANDARDS AND DIPLOMAS

GENERAL PROVISIONS

389.011 Definitions.

389.015 “Adjusted diploma” defined.

389.017 “Adult standard diploma” defined.

389.018 “Aesthetic position” defined.

389.019 “Certificate of attendance” defined.

389.0195 “Criterion-referenced examination” defined.

389.020 “Demonstrate” defined.

389.021 “Dramatized event” defined.

389.022 “Dramatized idea or story” defined.

389.024 “Elements of music” defined.

389.027 “High school proficiency examinations” defined.

389.028 “Historical periods” defined.

389.029 “Information literate” defined.

389.030 “Level of musical difficulty” defined.

389.031 “Norm-referenced examination” defined.

389.034 “Semester” defined.

389.035 “Standard diploma” defined.

389.0355 “The arts” defined.

389.036 “Trimester” defined.

389.040 “Unit of credit” defined.

389.042 “Visual arts” defined.

389.043 “Visual characteristics” defined.

ADMINISTRATION OF ACHIEVEMENT AND PROFICIENCY EXAMINATIONS

389.048 Eligibility for high school proficiency examinations.

389.051 Times for administration; special administration.

389.0515 General requirements for examinations.

389.054 Confidentiality and security of testing materials.

389.056 Procedures for administration.

389.0565 Use of calculators on examinations.

389.057 Eligibility for reexamination.

389.058 Reporting of results to Department of Education.

389.059 Restriction on reporting scores of individual pupils; reporting of aggregated scores.

389.061 Specific norm-referenced and criterion-referenced examinations required.

389.071 Proficiency examinations in writing: Eleventh grade and above; fifth and eighth grade.

389.076 Nevada High School Proficiency Examination in Reading.

389.079 Nevada High School Proficiency Examination in Science.

389.081 Nevada High School Proficiency Examination in Mathematics.

389.083 Maintenance of results of examinations and list of names and scores.

KINDERGARTEN THROUGH HIGH SCHOOL

389.187 Academic achievement, career exploration, and personal and social development.

KINDERGARTEN AND ELEMENTARY SCHOOL

Prescribed Courses

389.195 Elementary school.

Public Kindergarten

389.231 English language arts.

389.236 Mathematics.

389.241 Foreign language.

Instruction Through First Grade

389.2417 English language arts.

389.2419 Mathematics.

Instruction Through Second Grade

389.2423 Health.

389.2425 Physical education.

389.243 English language arts.

389.2433 Information literacy.

389.2435 Mathematics.

389.2437 Social studies.

389.244 Science.

Instruction Through Third Grade

389.246 English language arts.

389.248 Information literacy.

389.251 Mathematics.

389.254 Social studies.

389.272 The arts.

389.281 Health.

389.283 Physical education.

389.289 Technology and computers.

389.291 Foreign language.

Instruction Through Fourth Grade

389.293 English language arts.

389.2932 Information literacy.

389.2934 Mathematics.

Instruction Through Fifth Grade

389.2941 English language arts.

389.29415 Information literacy.

389.2942 Social studies.

389.2943 Mathematics.

389.2944 Health.

389.2945 Foreign language.

389.2946 Physical education.

389.2947 Science.

389.2948 Technology and computers.

389.2949 The arts.

Instruction Through Sixth Grade

389.298 English language arts.

389.299 Information literacy.

389.301 Mathematics.

Instruction Through Seventh Grade

389.321 English language arts.

389.323 Mathematics.

Instruction Through Eighth Grade: All Schools

389.372 Social studies.

389.381 Health.

389.386 Physical education.

389.3905 Technology and computers.

389.391 Introduction to technology.

389.393 Home and career skills.

Instruction Through Eighth Grade: Schools Where Subjects Taught by Different Teachers

389.395 Required courses.

389.401 English language arts.

389.406 Mathematics.

389.411 Science.

Elective Courses in Sixth, Seventh and Eighth Grades

389.443 The arts.

Requirements for Promotion to High School

389.445 Required units of credit; pupils with disabilities; pupils who transfer between schools; recognition of certain programs of homeschool study.

MIDDLE SCHOOL OR JUNIOR HIGH SCHOOL

389.447 Foreign language.

HIGH SCHOOL

Required Courses of Study

389.450 Prescribed courses of study for graduation.

389.452 Arts and humanities.

389.455 Health.

389.461 English language arts.

389.465 Mathematics: Generally.

389.4675 Mathematics: Performance standards.

389.468 Prealgebra.

389.470 Algebra I.

389.472 Geometry.

389.474 Algebra II.

389.476 Trigonometry.

389.478 Analytic geometry.

389.480 Precalculus.

389.482 Calculus.

389.484 Probability and statistics.

389.485 Physical education.

389.488 Exemption from physical education.

389.491 Science: Generally.

389.4915 Science: Standards.

389.492 Life science.

389.494 Earth science.

389.496 Physical science.

389.498 Environmental science.

389.505 Technology and computers.

389.511 Social studies.

Elective Courses of Study

389.516 Permissible elective courses of study.

389.520 Agriculture.

389.521 Agricultural business systems.

389.523 Agricultural mechanical engineering technology.

389.524 Landscape management.

389.525 Plant and environmental horticulture science.

389.526 Technology of horses.

389.527 Animal science and veterinary medicine.

389.530 Forestry.

389.532 Management of wildlife and natural resources.

389.534 Processing of meat.

389.536 Management of a feedlot.

389.537 Leadership, communication and policy relating to agriculture and natural resource sciences.

389.541 The arts.

389.543 Accounting.

389.5435 Business law.

389.545 Business communications.

389.5455 Business economics.

389.547 Entrepreneurship.

389.5475 Finance.

389.549 International business.

389.5495 Management and business leadership.

389.551 Business math.

389.5515 Business marketing.

389.553 Information systems and business technology.

389.5535 Business services and innovation.

389.555 Employability skills.

389.556 Journalism.

389.558 Speech.

389.562 Career and technical education in cooperation with private employer: Contents.

389.564 Career and technical education in cooperation with private employer: Duties of teacher.

389.566 Career and technical education in cooperation with private employer: Duties of employer.

389.568 Drivers’ education.

389.569 Foreign language: First year.

389.5695 Foreign language: Second year.

389.570 Foreign language: Fourth year.

389.571 American Sign Language: First year.

389.5712 American Sign Language: Second year.

389.5714 American Sign Language: Third year.

389.5716 American Sign Language: Fourth year.

389.572 Occupations in health care.

389.573 Culinary arts.

389.575 Foods and nutrition.

389.576 Fashion, textiles and design.

389.577 Hospitality services.

389.579 Travel and tourism.

389.580 Care of the aged and persons with special needs.

389.581 Early childhood care, education and services.

389.582 Housing and interior design.

389.584 Commercial housekeeping.

389.586 Occupations involving electricity.

389.588 Carpentry.

389.589 Residential building construction.

389.590 Repair of electrical and electronic equipment.

389.592 Heating, ventilation, air-conditioning and refrigeration.

389.594 Mechanics of gasoline, diesel and small engines.

389.596 Collision repair technology.

389.597 Automotive technology: Advanced program.

389.598 Mechanics of an aircraft.

389.600 Electronic communications.

389.601 Information technology.

389.602 Drafting.

389.603 Computer-aided drafting and design.

389.604 Graphic arts and printing.

389.606 Photography.

389.608 Machine shop.

389.610 Sheet metal.

389.611 Metalworking.

389.612 Welding.

389.614 Furniture and cabinetmaking.

389.616 Digital video and broadcast production.

389.618 Cosmetology.

389.620 Family and consumer sciences.

389.622 Industrial arts.

389.624 Marketing.

389.644 Skills to obtain employment: Contents.

389.646 Skills to obtain employment: Eligible pupils.

389.648 Skills to obtain employment: Duties of teacher.

389.650 Skills to obtain employment: Duties of participating employer.

389.652 Social studies.

389.6525 Introduction to occupations.

389.6526 Working citizen.

389.6527 Management of personal resources.

389.6528 Introduction to human relations and decision making.

389.6529 Introduction to human and family development.

389.653 Introduction to food science and nutrition.

389.6531 Introduction to economics of work.

389.6532 Introduction to basic communication skills.

389.6533 Introduction to keyboarding.

389.6534 Introduction to information technology.

389.6535 Introduction to visual communications.

389.6536 Introduction to keeping business records.

389.6537 Introduction to natural resources.

389.6538 Introduction to basic mechanical principles and skills.

389.6539 Introduction to basic mechanical maintenance.

389.6541 Introduction to animal science.

389.6542 Introduction to reading blueprints and technical sketching.

389.6543 Introduction to textile and apparel.

389.6544 Introduction to electricity.

389.6545 Introduction to electronics.

389.6546 Introduction to technical drawing.

389.6547 Introduction to energy.

389.6549 Great Basin Native American language.

Requirements for Diploma

389.655 Passage of proficiency examinations.

389.657 Alternative method to demonstrate proficiency in writing.

389.658 Submission of results of proficiency examinations.

389.659 Units required for promotion to next higher grade level; waiver of certain requirements.

389.660 Provision of remedial study for pupil in grade 11 or 12.

389.661 Enrollment in remedial study required for failure of proficiency examinations two or more times.

389.662 Proficiency examinations for pupil who transfers to Nevada high school.

389.663 Units and grade point average required to receive advanced diploma.

389.664 Units required to receive standard diploma.

389.666 Units applicable toward graduation.

389.668 Credit which may be granted in fractional time units.

389.670 Credit for specific course without attending classes.

389.672 Academic credit for occupational courses of study: Limitations and prerequisites.

389.673 Academic credit for occupational courses of study: Periodic review and approval of each course.

389.674 Credit for equivalent experience outside campus or program.

389.676 Credit for sectarian religious courses not allowed.

389.678 Summer school units applicable toward graduation.

389.680 Credit for correspondence courses.

389.682 Requirements for graduation for pupils transferring to Nevada high school.

389.684 Schools prohibited from reducing or reevaluating credits transferred from another school.

389.686 Exemptions for certain high schools from requirements for graduation.

389.688 Requirements for adult standard diploma.

389.690 Credit received through adult high school program applicable toward adult standard diploma.

389.692 Other credits applicable toward adult standard diploma.

389.694 Waiver of credits for adult standard diploma.

389.695 Attendance at adult high school program for test preparation.

389.696 Individualized program of education for pupil with disability.

389.698 Adjusted diploma for pupil with disability.

389.699 Requirements for certificate of attendance; subsequent issuance of diploma.

Miscellaneous Provisions

389.700 Transcript of high school record.

Program of Independent Study

389.710 “Independent study” defined.

389.720 Plan to operate program; approval or denial of plan; written policy; system of recordkeeping.

389.730 Courses allowed; courses outside school district.

389.740 Licensing of instructors; supervision required for certain courses.

389.750 Written agreement with pupil.

Program of Career and Technical Education

389.800 General requirements for program.

389.805 Duties of Department of Education and school district.

389.810 Establishment and duties of joint technical skills committees and career and technical education councils.

389.815 Requirements for endorsement on diploma indicating successful completion of program.

VETERANS

389.850 Issuance of standard high school diploma to certain veterans who left high school to serve in Armed Forces.

GENERAL PROVISIONS

NAC 389.011 Definitions. (NRS 385.080) As used in this chapter, unless the context otherwise requires, the words and terms defined in NAC 389.015 to 389.043, inclusive, have the meanings ascribed to them in those sections.

(Added to NAC by Bd. of Education, eff. 12-16-82; A 1-26-90; R065-99, 11-3-99; R086-99, 11-3-99, eff. 1-1-2000; R037-99, 11-3-99, eff. 7-1-2000; R073-00, 6-20-2000; R013-03, 10-30-2003)

NAC 389.015 “Adjusted diploma” defined. (NRS 385.080) “Adjusted diploma” means a diploma which evidences the graduation from high school of a pupil with a disability after the pupil has met special requirements or adjusted standards.

(Added to NAC by Bd. of Education, eff. 12-16-82; A by R072-01, 11-7-2001)

NAC 389.017 “Adult standard diploma” defined. (NRS 385.080) “Adult standard diploma” means a diploma which evidences the graduation from high school of a person who has met the requirements for graduation through:

1. An adult high school program established by a school district; or

2. An alternative program for the education of pupils at risk of dropping out of school established by a school district pursuant to NRS 388.537.

(Added to NAC by Bd. of Education, eff. 12-16-82; A by R067-97, 12-10-97; R134-07, 6-17-2008)

NAC 389.018 “Aesthetic position” defined. (NRS 385.080) “Aesthetic position” means a point of view concerning the nature of the visual arts such as formalism, functionalism, hedonism, expressionism and realism.

(Added to NAC by Bd. of Education by R073-00, eff. 6-20-2000)

NAC 389.019 “Certificate of attendance” defined. (NRS 385.080) “Certificate of attendance” means a certificate that evidences the satisfaction of all the requirements for graduation from high school or completion of an adult high school program except that a pupil has not passed one or more of the high school proficiency examinations or has not satisfied the alternative criteria prescribed by the State Board of Education pursuant to NRS 389.805, if applicable. The term “certificate of attendance” is not equivalent to nor does it replace or include a standard diploma, advanced diploma, adjusted diploma or adult standard diploma.

(Added to NAC by Bd. of Education by R086-99, 11-3-99, eff. 1-1-2000; A by R091-99, 1-14-2000; R134-07, 6-17-2008)

NAC 389.0195 “Criterion-referenced examination” defined. (NRS 385.080) “Criterion-referenced examination” means an examination in which the achievement and proficiency of a pupil on the examination is compared to an expected level of achievement and proficiency on the examination that is based on the specific academic standards, knowledge and skills that the examination was designed to measure.

(Added to NAC by Bd. of Education by R065-99, eff. 11-3-99; A by R072-01, 11-7-2001)

NAC 389.020 “Demonstrate” defined. (NRS 385.080) “Demonstrate” means the ability to define, identify or list the major components of a subject and, if the subject is part of an activity, to perform the activity in accordance with commonly held standards or, when applicable, to standards set by government or industry.

(Added to NAC by Bd. of Education, 1-26-90, eff. 9-1-92)

NAC 389.021 “Dramatized event” defined. (NRS 385.080) “Dramatized event” means a method of telling a story through the use of stage, film, television, radio or computer discs.

(Added to NAC by Bd. of Education by R073-00, eff. 6-20-2000)

NAC 389.022 “Dramatized idea or story” defined. (NRS 385.080) “Dramatized idea or story” means a method of communicating an idea or telling a story through a variety of theatrical techniques such as pantomime, creative movement, improvisation, creative drama, storytelling, choral reading, story theater, puppetry, readers’ theater, role-playing and theater games.

(Added to NAC by Bd. of Education by R073-00, eff. 6-20-2000)

NAC 389.024 “Elements of music” defined. (NRS 385.080) “Elements of music” means pitch, rhythm, harmony, dynamics, timbre, texture and form.

(Added to NAC by Bd. of Education by R073-00, eff. 6-20-2000)

NAC 389.027 “High school proficiency examinations” defined. (NRS 385.080) “High school proficiency examinations” means the criterion-referenced examinations that:

1. Are administered to pupils in this State before the completion of grade 10 pursuant to NRS 389.015;

2. Are administered to pupils in this State before the completion of grade 11 pursuant to NRS 389.015 and 389.550; and

3. Pupils must pass to receive a standard high school diploma.

(Added to NAC by Bd. of Education by R065-99, eff. 11-3-99; A by R072-01, 11-7-2001; R042-05, 10-31-2005)

NAC 389.028 “Historical periods” defined. (NRS 385.080) “Historical periods” means major points in the history of mankind in which significant contributions to the theater have been made, such as fifth century Greece, the Elizabethan era, the French neoclassic period and the Restoration.

(Added to NAC by Bd. of Education by R073-00, eff. 6-20-2000)

NAC 389.029 “Information literate” defined. (NRS 385.080) “Information literate” means attaining the literacy level established by NAC 389.2433, 389.248, 389.2932, 389.29415 or 389.299 for the grade level in which a pupil is enrolled.

(Added to NAC by Bd. of Education by R013-03, eff. 10-30-2003)

NAC 389.030 “Level of musical difficulty” defined. (NRS 385.080) “Level of musical difficulty” means a level of difficulty for playing music on a scale with six levels that are more particularly described as follows:

1. Level 1 is the “very easy” level and is characterized by the ability of the pupil to perform music that uses easy keys, meters and rhythms, and contains limited ranges.

2. Level 2 is the “easy” level and is characterized by the ability of the pupil to perform music that may include changes of tempo, key and meter, and contains modest ranges.

3. Level 3 is the “moderately easy” level and is characterized by the ability of the pupil to perform music that contains moderate technical demands, expanded ranges and varied interpretive requirements.

4. Level 4 is the “moderately difficult” level and is characterized by the ability of the pupil to perform music that requires well-developed technical skills, attention to phrasing and interpretation, and the ability to perform various meters and rhythms in a variety of keys.

5. Level 5 is the “difficult” level and is characterized by the ability of the pupil to perform music that requires advanced technical and interpretive skills, the ability to perform unusual meters, complex rhythms and subtle dynamic requirements, and contains key signatures with numerous sharps and flats.

6. Level 6 is the “very difficult” level and is characterized by the ability of the pupil to perform music that is suitable for pupils who are musically mature and of exceptional competence.

(Added to NAC by Bd. of Education by R073-00, eff. 6-20-2000)

NAC 389.031 “Norm-referenced examination” defined. (NRS 385.080) “Norm-referenced examination” means an examination that:

1. Is administered to a national reference group; and

2. Allows for a comparison of the achievement and proficiency of pupils in this State to the achievement and proficiency of pupils in the national reference group who are tested at the same educational level and share the same general demographic characteristics.

(Added to NAC by Bd. of Education by R065-99, eff. 11-3-99; A by R072-01, 11-7-2001)

NAC 389.034 “Semester” defined. (NRS 385.080) “Semester” means one of the two academic terms that make up the school year at a school that offers a traditional 9-month school schedule.

(Added to NAC by Bd. of Education by R037-99, 11-3-99, eff. 7-1-2000)

NAC 389.035 “Standard diploma” defined. (NRS 385.080) “Standard diploma” means a diploma which evidences a pupil’s graduation from high school but which is not an adjusted diploma or an adult standard diploma.

(Added to NAC by Bd. of Education, eff. 12-16-82)

NAC 389.0355 “The arts” defined. (NRS 385.080) “The arts” means the areas of visual arts, music and theater.

(Added to NAC by Bd. of Education by R073-00, eff. 6-20-2000)

NAC 389.036 “Trimester” defined. (NRS 385.080) “Trimester” means one of the three academic terms that make up the school year at a school that offers a 12-month school program or a school program involving alternative scheduling whose regular academic year consists of three terms.

(Added to NAC by Bd. of Education by R037-99, 11-3-99, eff. 7-1-2000)

NAC 389.040 “Unit of credit” defined. (NRS 385.080) “Unit of credit” means an amount of credit which is awarded to a pupil for his successful completion of a course containing at least 120 hours of instruction or the equivalent.

(Added to NAC by Bd. of Education, eff. 12-16-82)

NAC 389.042 “Visual arts” defined. (NRS 385.080) “Visual arts” means a broad category of art that includes, without limitation:

1. Traditional art such as drawing, painting, printmaking and sculpture;

2. Communication and design art such as film, television, graphics and production design;

3. Architecture and environmental art such as urban, interior and landscape design;

4. Folk art; and

5. Works in ceramic, fibers, jewelry, wood, paper and other materials.

(Added to NAC by Bd. of Education by R073-00, eff. 6-20-2000)

NAC 389.043 “Visual characteristics” defined. (NRS 385.080) “Visual characteristics” means distinguishing traits, qualities or properties that may be seen and identified in a work of visual art.

(Added to NAC by Bd. of Education by R073-00, eff. 6-20-2000)

ADMINISTRATION OF ACHIEVEMENT AND PROFICIENCY EXAMINATIONS

NAC 389.048 Eligibility for high school proficiency examinations. (NRS 385.080, 389.015)

1. Except as otherwise provided in subsection 2, to determine the eligibility of a pupil who has completed at least grade 9 in the 2001-2002 school year or thereafter to take the high school proficiency examinations, the pupil shall be deemed in:

(a) Grade 10 if the pupil has completed at least 5 units of credit.

(b) Grade 11 if the pupil has completed at least 11 units of credit.

2. If a pupil has an academic plan which projects that the pupil will graduate from high school before he is granted the number of opportunities to take the high school proficiency examinations that is otherwise granted to pupils in grades 11 and 12, the pupil may submit a written request to the superintendent of schools of the school district in which the pupil is enrolled or the governing body of the charter school in which the pupil is enrolled to take the high school proficiency examinations for the first time before he has earned the 5 units of credit required for grade 10.

(Added to NAC by Bd. of Education by R072-01, eff. 11-7-2001)

NAC 389.051 Times for administration; special administration. (NRS 385.080, 389.015, 389.550)

1. Except as otherwise provided in subsection 2, the board of trustees of each school district and the governing body of each charter school, respectively, shall administer the examinations required by NRS 389.015 and 389.550 in each public school in that district and each charter school which has the appropriate grades at the following times:

(a) For grades 3 through 8, criterion-referenced examinations in reading, mathematics and science as provided in NAC 389.061 must be administered in the spring semester on the dates specified by the Department of Education.

(b) For grades 4, 7 and 10, norm-referenced examinations in reading, language, mathematics and science must be administered in the spring semester on the dates specified by the Department of Education.

(c) For grades 5 and 8, the examination in writing must be administered in the spring semester on the date specified by the Department of Education.

(d) For grade 11, the high school proficiency examination in writing must be administered in November on the date specified by the Department of Education.

(e) For grade 12 and for adults, the high school proficiency examination in writing must be administered in:

(1) February;

(2) March or April;

(3) The summer months; and

(4) November,

Ê on the respective dates specified by the Department of Education.

(f) For grade 12 and for adults, the high school proficiency examination in writing may be administered, upon the direction of the Department of Education, to those pupils who have not yet passed the examination, on a date specified by the Department which must be approximately 2 weeks before the date of graduation.

(g) For grade 10, the high school proficiency examinations in reading, mathematics and science must be administered in April on the dates specified by the Department of Education.

(h) For grade 11, the high school proficiency examinations in reading, mathematics and science must be administered in:

(1) April; and

(2) The summer months,

Ê on the respective dates specified by the Department of Education.

(i) For grade 12 and for adults, the high school proficiency examinations in reading, mathematics and science must be administered in:

(1) February;

(2) March or April;

(3) The summer months; and

(4) November,

Ê on the respective dates specified by the Department of Education.

(j) For grade 12 and for adults, the high school proficiency examinations in reading, mathematics and science may be administered, upon the direction of the Department of Education, to those pupils who have not yet passed one or more of those examinations, on the dates specified by the Department, which must be approximately 2 weeks before the date of graduation.

2. Not later than May 1 of each year, the board of trustees of a school district in which a school with a 12-month school program is located or the governing body of a charter school with a 12-month school program shall, if pupils who attend the school are not expected to be in session on one of the dates prescribed in subsection 1 for the administration of an examination, consult with the standards, curricula and assessments team of the Department of Education to establish another date for the administration of that examination. Not later than June 1 of that year, the standards, curricula and assessments team shall provide the board of trustees or the governing body of a charter school with written confirmation of the date agreed upon pursuant to this subsection.

3. The Department of Education may schedule a special administration of any examination required to be passed for graduation if:

(a) The person taking the examination is a pupil enrolled in grade 12;

(b) That person, through no fault of his own, was not able to take the examination at its most recent administration; and

(c) No regular administration of the examination is scheduled before the date on which the person is otherwise eligible to graduate.

(Added to NAC by Bd. of Education, eff. 3-9-88; A 9-15-89; 9-13-91; 10-8-93, eff. 9-1-94; 11-17-95; R115-97, 12-10-97; R115-97, 12-10-97, eff. 7-1-98; R019-98, 4-17-98; R019-98, 4-17-98, eff. 7-1-98; R065-99, 11-3-99; R065-99, 11-3-99, eff. 9-1-2000; R072-01, 11-7-2001; R072-01, 11-7-2001, eff. 7-1-2002; R042-05, 10-31-2005)

NAC 389.0515 General requirements for examinations. (NRS 385.080, 389.015, 389.550)

1. An examination that is administered to assess the achievement and proficiency of pupils in this State must:

(a) If the examination is administered pursuant to NRS 389.550, measure the achievement and proficiency of pupils in the standards of content established by the Council to Establish Academic Standards for Public Schools, as adopted by the State Board of Education pursuant to NRS 389.520;

(b) If the examination is administered pursuant to NRS 389.015 in any grade, measure the achievement and proficiency of pupils in the subjects set forth in subsection 1 of NRS 389.015 and in the standards of content established by the Council to Establish Academic Standards for Public Schools, as adopted by the State Board of Education pursuant to NRS 389.520;

(d) Measure the specific knowledge and skills or level of achievement and proficiency that it was designed to measure;

(e) Be fair to all potential examinees and, insofar as practicable, be designed to account for differences among the examinees in their gender, culture and primary language; and

(f) Be useful in determining the achievement and proficiency of a pupil relative to a particular level of achievement and proficiency.

2. The costs of such an examination must not exceed the appropriations made by the Legislature for the administration of the examination.

3. The results of such an examination must be reported in a manner that:

(a) Is clear to parents and teachers; and

(b) Avoids the use of technical terms.

4. The Department of Education shall provide a program of professional development for teachers relating to the interpretation of the results of such an examination.

(Added to NAC by Bd. of Education by R065-99, eff. 11-3-99; A by R072-01, 11-7-2001; R072-01, 11-7-2001, eff. 7-1-2002)

NAC 389.054 Confidentiality and security of testing materials. (NRS 385.080, 389.015, 389.550, 389.616)

1. The board of trustees of each school district and the governing body of each charter school shall ensure that the employees of the school district or charter school, respectively, who have access to the materials necessary to administer the examinations required by NRS 389.015 and 389.550 are familiar with:

(a) The provisions of this section, subsection 6 of NRS 389.015 and NRS 389.600 to 389.648, inclusive; and

(b) Any instructions that are issued by the Department of Education relating to the confidentiality of those materials.

2. A person shall not make or distribute copies of the questions contained in the examinations required by NRS 389.015 and 389.550 or the approved answers used for grading them unless that person has received written authorization to do so from the publisher of the examination and the Department of Education.

3. Before the examinations required by NRS 389.015 and 389.550 are distributed to the schools in which the examinations will be administered, the board of trustees or the governing body shall ensure that the materials used to administer the examinations and the approved answers used for grading them are stored in such a manner that only those persons to whom the materials and answers may be disclosed pursuant to subsection 6 of NRS 389.015 have access to them.

4. The secure examination materials that are used to administer the examinations required by NRS 389.015 and 389.550 must not be distributed to the schools in which the examinations will be administered until such time as is necessary to allow the schools adequate time to prepare to administer the examinations.

5. The principal of each school to which an examination is delivered shall ensure that:

(a) The questions contained in the examination are stored in a secure location and are not distributed until the examination is administered; and

(b) The materials used to administer the examination are stored in a secure manner before the end of the day on which the examination is administered.

6. On or before September 15 of each year, the principal of each public school and charter school, respectively, shall submit to the Department of Education a statement that the principal will ensure that the school complies with the provisions of this section, the provisions of NRS 389.600 to 389.648, inclusive, and any instructions issued by the Department relating to the confidentiality of testing materials. The statement required pursuant to this subsection must be on a form prescribed by the Department.

7. The examinations required by NRS 389.015 and 389.550 must be administered:

(a) In a facility that is approved by the board of trustees of the school district or the governing body of the charter school; and

(b) By employees of the school district or charter school who are designated to administer the examinations by the board of trustees of the school district or the governing body of the charter school, respectively.

(Added to NAC by Bd. of Education by R115-97, eff. 12-10-97; A by R065-99, 11-3-99; R072-01, 11-7-2001)

NAC 389.056 Procedures for administration. (NRS 385.080, 389.015, 389.550) Achievement and proficiency examinations must be administered as follows:

1. For grades 4, 7 and 10, the reading, mathematics, language and science norm-referenced examinations must be administered pursuant to the instructions in the current edition of the manual for administration and the test coordinator’s manual prepared by the testing company and adopted by the Department of Education.

2. For grades 5 and 8, the examination in writing must be administered pursuant to the instructions in the current edition of Administration Manual: Nevada Fifth & Eighth Grade Proficiency Examinations in Writing, adopted by the Department of Education.

3. For grades 3 and 5, the criterion-referenced examinations required by NRS 389.550 must be administered pursuant to the instructions in the current edition of Nevada Criterion-Referenced Tests Administration Manual, adopted by the Department of Education.

4. For grades 10 and above, the high school proficiency examinations must be administered pursuant to the instructions in the current edition of Nevada High School Proficiency Examination Administration Manual, adopted by the Department of Education.

(Added to NAC by Bd. of Education, eff. 3-9-88; A 9-15-89; 12-11-89; 9-13-91; 10-8-93, eff. 9-1-94; 11-17-95; R115-97, 12-10-97; R019-98, 4-17-98; R072-01, 11-7-2001; R042-05, 10-31-2005)

NAC 389.0565 Use of calculators on examinations. (NRS 385.080, 389.015, 389.550)

1. Except as otherwise provided in this section, calculators may not be used by pupils taking any examination in mathematics described in NAC 389.061, including, without limitation, the Nevada High School Proficiency Examination in Mathematics.

2. Each school district shall provide the pupils enrolled in a 4th grade, 7th grade or 10th grade class within the district with the option of using calculators on subtests identified as appropriate for use of a calculator by the test publisher, if the pupils are routinely authorized to use calculators on other examinations administered to the class.

3. A pupil may use a calculator while taking the Nevada High School Proficiency Examination in Mathematics if he is enrolled in a program of special education pursuant to NRS 388.440 to 388.520, inclusive, and his individual education plan specifies that he may use a calculator for assessment purposes.

4. A pupil may use a calculator while taking a portion of the Nevada High School Proficiency Examination in Mathematics if the Department of Education has specified that a calculator may be used while taking that portion of the examination.

(Added to NAC by Bd. of Education by R115-97, eff. 12-10-97; A by R019-98, 4-17-98; R065-99, 11-3-99; R065-99, 11-3-99, eff. 9-1-2000; R072-01, 11-7-2001; R042-05, 10-31-2005)

NAC 389.057 Eligibility for reexamination. (NRS 385.080, 389.015, 389.550)

1. A pupil who fails a proficiency examination administered during grade 11 is eligible to be reexamined only at the times that the examination is administered for the grade level of the pupil pursuant to NAC 389.051.

2. If the pupil does not pass a proficiency examination before the completion of grade 12, the pupil may be reexamined any time that the examination is administered to adults pursuant to NAC 389.051 after providing proof to the school district or, if the pupil attends a charter school, to the charter school that the pupil has completed appropriate remedial study.

(Added to NAC by Bd. of Education, eff. 10-8-93; A by R065-99, 11-3-99; R072-01, 11-7-2001)

NAC 389.058 Reporting of results to Department of Education. (NRS 385.080, 389.015, 389.550) A private entity that has contracted with the State Board of Education to score the examinations administered pursuant to NRS 389.015 or 389.550 shall report the results of the examinations in writing to the Department of Education.

(Added to NAC by Bd. of Education, eff. 9-15-89; A 12-11-89; 9-13-91; 10-8-93, eff. 9-1-94; R115-97, 12-10-97; R072-01, 11-7-2001; R042-05, 10-31-2005)

NAC 389.059 Restriction on reporting scores of individual pupils; reporting of aggregated scores. (NRS 385.080, 389.015, 389.017, 389.550)

1. Except as otherwise provided by a specific statute or regulation, the Department of Education shall not report the scores achieved by an individual pupil on an examination required by NRS 389.015 or 389.550 to a person or governmental agency.

2. The Department may report the aggregated scores of 10 or more pupils.

(Added to NAC by Bd. of Education, eff. 9-13-91; A by R065-99, 11-3-99; R072-01, 11-7-2001; R059-04, 8-25-2004)

NAC 389.061 Specific norm-referenced and criterion-referenced examinations required. (NRS 385.080, 389.015, 389.550) The following norm-referenced and criterion-referenced examinations must be used as examinations of achievement and proficiency:

1. For grade 3, the criterion-referenced examinations that must be used are the Nevada Third Grade Examinations in Mathematics and Reading prescribed by the Department of Education for each testing period. Each edition of those examinations must be based upon the standards of content and performance adopted pursuant to NRS 389.520.

2. For grade 4:

(a) The norm-referenced examinations that must be used are the subtests comprising the reading, language, mathematics and science portions of the norm-referenced examination adopted by the Department of Education.

(b) The criterion-referenced examinations that must be used are the Nevada Fourth Grade Examinations in Mathematics and Reading prescribed by the Department of Education for each testing period. Each edition of those examinations must be based upon the standards of content and performance adopted pursuant to NRS 389.520.

3. For grade 5, the criterion-referenced examinations that must be used are:

(a) The Nevada Proficiency Examination in Writing for the Fifth Grade prescribed by the Department of Education for each testing period; and

(b) The Nevada Fifth Grade Examinations in Mathematics, Reading and Science prescribed by the Department of Education for each testing period. Each edition of those examinations must be based upon the standards of content and performance adopted pursuant to NRS 389.520.

4. For grade 6, the criterion-referenced examinations that must be used are the Nevada Sixth Grade Examinations in Mathematics and Reading prescribed by the Department of Education for each testing period. Each edition of those examinations must be based upon the standards of content and performance adopted pursuant to NRS 389.520.

5. For grade 7:

(b) The criterion-referenced examinations that must be used are the Nevada Seventh Grade Examinations in Mathematics and Reading prescribed by the Department of Education for each testing period. Each edition of those examinations must be based upon the standards of content and performance adopted pursuant to NRS 389.520.

6. For grade 8, the criterion-referenced examinations that must be used are:

(a) The Nevada Proficiency Examination in Writing for the Eighth Grade prescribed by the Department of Education for each testing period; and

(b) The Nevada Eighth Grade Examinations in Mathematics and Reading prescribed by the Department of Education for each testing period. Each edition of those examinations must be based upon the standards of content and performance adopted pursuant to NRS 389.520.

7. For grade 10:

(b) The criterion-referenced examinations that must be used are:

(1) The Nevada High School Proficiency Examination in Reading;

(2) The Nevada High School Proficiency Examination in Mathematics; and

(3) Commencing with the graduating class of the 2009-2010 school year, the Nevada High School Proficiency Examination in Science,

Ê prescribed by the Department of Education for each testing period.

8. For grades 11 and above, the criterion-referenced examinations that must be used are:

(a) The Nevada High School Proficiency Examination in Reading;

(b) The Nevada High School Proficiency Examination in Mathematics;

(c) Commencing with the graduating class of the 2009-2010 school year, the Nevada High School Proficiency Examination in Science; and

(d) The Nevada High School Proficiency Examination in Writing for the Eleventh Grade and Above,

Ê prescribed by the Department of Education for each testing period.

(Added to NAC by Bd. of Education, eff. 3-9-88; A 9-15-89; 12-11-89; 9-13-91; 10-8-93, eff. 9-1-94; R115-97, 12-10-97; R019-98, 4-17-98; R065-99, 11-3-99; R072-01, 11-7-2001; R072-01, 11-7-2001, eff. 7-1-2002; R042-05, 10-31-2005)

NAC 389.071 Proficiency examinations in writing: Eleventh grade and above; fifth and eighth grade. (NRS 385.080, 389.015, 389.550)

1. Each edition of the Nevada High School Proficiency Examination in Writing for the Eleventh Grade and Above to be used after the fall semester of 1988 must require pupils to write on two topics to be chosen from the following styles of writing:

(a) Descriptive or narrative writing;

(b) Expository writing; or

2. Each edition of the Nevada Proficiency Examination in Writing for the Fifth and Eighth Grade must require pupils to write on one topic to be chosen from the following styles of writing:

(a) Descriptive writing;

(b) Narrative writing;

(d) Persuasive writing.

(Added to NAC by Bd. of Education, eff. 3-9-88; A 9-13-91; 10-8-93, eff. 9-1-94; R072-01, 11-7-2001; R042-05, 10-31-2005)

NAC 389.076 Nevada High School Proficiency Examination in Reading. (NRS 385.080, 388.360, 389.015)

1. For grades 10, 11 and 12, and for adults, each edition of the Nevada High School Proficiency Examination in Reading must be based upon the standards of content and performance in English language arts adopted pursuant to NRS 389.520 and must assess pupils’ abilities to:

(a) Use word analysis skills and strategies to comprehend new words encountered in text;

(b) Use reading process skills and strategies to build comprehension;

(d) Comprehend, interpret and evaluate informational text for specific purposes.

2. Pupils may be tested in the areas listed in subsection 1 for:

(a) Their abilities to comprehend the meaning of the material they have read;

(b) Their abilities to understand the intent of the author of the material they have read;

(d) Their abilities to respond critically to the ideas expressed in the material they have read.

3. Passages on the examination required by subsection 1 may include selections:

(a) Relating to literature, social studies, science, mathematics, career and technical education, computer education and other areas of study included in the pupils’ curriculum; and

(b) From informational materials, including, without limitation, periodicals, manuals, handbooks and other publications.

(Added to NAC by Bd. of Education, eff. 3-9-88; A 9-15-89; R115-97, 12-10-97; R065-99, 11-3-99; R072-01, 11-7-2001; R072-01, 11-7-2001, eff. 7-1-2002; R072-01, 11-7-2001, eff. 7-1-2003; A by Bd. for Career & Tech. Educ. by R172-05, 2-23-2006)

NAC 389.079 Nevada High School Proficiency Examination in Science. (NRS 385.080, 389.015)

1. Each edition of the Nevada High School Proficiency Examination in Science must be based upon the standards of content and performance in science adopted pursuant to NRS 389.520 and must assess pupils’ skills in the following areas:

(a) Physical science, which includes:

(1) Forces and motion;

(2) Structure and properties of matter;

(3) Energy;

(4) Chemical reactions; and

(5) Nuclear and electromagnetic energy.

(b) Life science, which includes:

(1) Structure and function;

(2) Anatomy, physiology and behavior;

(3) Heredity and diversity; and

(4) Evolution.

(1) The structures and composition of the earth;

(2) Models of the earth;

(3) The history of the earth;

(4) Cycles of matter and energy; and

(5) The solar system and the universe.

(d) Environmental science, which includes:

(1) Ecosystems;

(2) Natural resources; and

(3) Conservation.

(e) Historical and technological perspectives of science.

(f) Scientific reasoning and critical thinking.

(g) Systems, models and predictions.

2. Pupils may be tested in the areas listed in subsection 1 for:

(a) Their understanding of the basic concepts, terms and historical basis of science;

(b) Their understanding of the general organizing principles of science; and

(c) Their abilities to understand and apply the skills and procedures necessary to design and perform scientific investigations.

3. For pupils who graduate from high school before the 2004-2005 school year, the Nevada High School Proficiency Examination in Science must be used solely to gather information and data concerning the examination and must not be used as a condition for receipt of a high school diploma.

(Added to NAC by Bd. of Education by R072-01, eff. 11-7-2001)

NAC 389.081 Nevada High School Proficiency Examination in Mathematics. (NRS 385.080, 389.015)

1. For grades 10, 11 and 12, and for adults, each edition of the Nevada High School Proficiency Examination in Mathematics must be based upon the standards of content and performance in mathematics adopted pursuant to NRS 389.520 and must assess pupils’ abilities to:

(a) Calculate and estimate sums, differences, products, quotients, powers and roots by the use of mental math and apply formulas and algorithms;

(b) Represent, analyze and solve problem situations using discrete structures including, without limitation, graphs and matrices;

(c) Interpret and solve single and multistep word problems involving adding, subtracting, multiplying and dividing whole numbers, decimals, fractions and percentages;

(d) Create and use different forms of a variety of equations, proportions or formulas, or any combination thereof, to solve mathematical problems;

(e) Solve problems involving structure, language and uses of different systems of measurement;

(f) Use principles of geometry to solve mathematical problems; and

(g) Solve problems using various data analysis techniques, including, without limitation, single and multistep probability experiments, measures of central tendency and sampling.

2. Pupils may be tested in the areas listed in subsection 1 for their:

(a) Understanding of mathematical concepts;

(b) Knowledge of the procedures to be used to solve a problem; and

3. The examination required by subsection 1 must emphasize the ability to solve problems and to perform calculations in the following areas of mathematics:

(a) Numbers and operations;

(b) Measurements;

(d) Data analyses, probabilities and statistics; and

(e) Algebra and functions.

(Added to NAC by Bd. of Education, eff. 3-9-88; A 9-15-89; R115-97, 12-10-97; R065-99, 11-3-99; R072-01, 11-7-2001; R072-01, 11-7-2001, eff. 7-1-2002; R072-01, 11-7-2001, eff. 7-1-2003)

NAC 389.083 Maintenance of results of examinations and list of names and scores. (NRS 385.080, 389.015, 389.550)

1. A school district shall keep the results of all examinations administered pursuant to NRS 389.015 to pupils in grades 4, 7 and 10 for 4 years after the date of the administration of the examination.

2. A school district shall keep the results of all examinations administered pursuant to NRS 389.550 to pupils in grades 3 through 8 for 4 years after the date of the administration of the examination.

3. The Department of Education shall maintain a list of the name and scores of each pupil who takes the High School Proficiency Examinations for 10 years after the date of the administration of the examination.

(Added to NAC by Bd. of Education, eff. 9-13-91; A 1-26-94, eff. 9-1-94; R072-01, 11-1-2001; R042-05, 10-31-2005)

KINDERGARTEN THROUGH HIGH SCHOOL

NAC 389.187 Academic achievement, career exploration, and personal and social development. (NRS 385.080, 385.110, 389.0185, 389.180) A course of study in academic achievement, career exploration, and personal and social development must include instruction designed to teach pupils in kindergarten through the completion of the 12th grade, as applicable:

1. For the area of academic achievement, skills that support academic achievement and lifelong learning, as demonstrated by the pupil’s ability to:

(a) Demonstrate attitudes, knowledge and skills that contribute to effective learning while in school and during the lifetime of that pupil;

(b) Complete his secondary education prepared academically to choose from a wide range of career and postsecondary academic options; and

2. For the area of career exploration, skills that support the ability of the pupil to investigate career options and develop the skills and attitudes necessary to make a successful transition from school to his career, as demonstrated by the pupil’s ability to:

(a) Explain his career goals;

(b) Explain the relationship between personal characteristics, education, training and career; and

3. For the area of personal and social development, skills that maximize the personal and social development of the pupil, as demonstrated by the pupil’s ability to:

(a) Acquire the attitudes, knowledge and interpersonal skills necessary to understand and respect himself and others;

(b) Make decisions, set goals and take action appropriate for the achievement of those goals; and

4. For the area of skills necessary to obtain employment, demonstrate:

(a) Skills necessary for solving problems;

(b) Skills of critical thinking;

(d) The ability to select, apply and maintain appropriate technology necessary for a career;

(e) Skills of leadership and teamwork;

(f) An awareness of the ethical behavior appropriate for the workplace;

(g) An ability to manage effectively resources in the workplace;

(h) Skills necessary for the planning and development of a career; and

(i) Skills necessary for retention of a job and continuation of learning throughout a career.

(Added to NAC by Bd. of Education by R010-03, eff. 10-30-2003)

KINDERGARTEN AND ELEMENTARY SCHOOL

Prescribed Courses

NAC 389.195 Elementary school. (NRS 385.080, 385.110, 389.0185)

1. The State Board of Education prescribes the following courses of study for elementary schools:

(a) Reading.

(b) Language.

(d) Mathematics.

(e) Science.

(f) Art.

(g) Music.

(h) Health.

(i) Physical education.

(j) Computers.

2. In addition to the courses prescribed by subsection 1, a course of study in:

(a) Introduction to technology is prescribed for pupils in sixth, seventh or eighth grade.

(b) Academic achievement, career exploration, and personal and social development is prescribed for pupils in seventh or eighth grade.

3. A local school board may offer:

(a) A course in a foreign language as an elective course for pupils in kindergarten through the eighth grade.

(b) A course in home and career skills as an elective course for pupils in seventh and eighth grades.

(Added to NAC by Bd. of Education, 8-26-85, eff. 8-1-86; A 5-27-92; R065-97, 12-10-97; R010-03, 10-30-2003)

Public Kindergarten

NAC 389.231 English language arts. (NRS 385.080, 385.110, 389.0185, 389.520) Instruction in kindergarten in English language arts must be designed so that pupils meet the following performance standards by the completion of kindergarten:

1. For the area of reading:

(a) Know and use skills and strategies of word analysis to comprehend new words encountered in text and to develop vocabulary, as demonstrated by the pupil’s ability to:

(1) Demonstrate phonological awareness of spoken words through:

(I) Rhyming;

(II) Conceptualizing words;

(III) An awareness of syllables; and

(IV) An awareness of onset and rime;

(2) Demonstrate phonemic awareness of spoken words through:

(I) Matching;

(II) Isolating;

(III) Blending;

(IV) Segmenting;

(V) Deleting; and

(VI) Substituting;

(3) Recognize and name uppercase and lowercase letters of the alphabet;

(4) Identify relationships between letters and sounds;

(5) Decipher words using the relationships between letters and sounds;

(6) With assistance, decipher words in text using short and long vowel sounds;

(7) Comprehend vocabulary using:

(I) Pictures;

(II) Symbols; and

(III) Environmental print;

(8) With assistance, comprehend vocabulary using:

(I) Suffixes;

(II) Synonyms; and

(III) Antonyms;

(9) Sequence the letters of the alphabet to understand alphabetical order;

(10) With assistance, use resources to find the meaning of an unknown word encountered in a text;

(11) Build vocabulary using pictures and symbols; and

(12) Identify high-frequency words in a text to build fluency and comprehension.

(b) Use skills and strategies relating to the process of reading to build comprehension, as demonstrated by the pupil’s ability to:

(1) Demonstrate:

(I) Concepts of print;

(II) Concepts of words; and

(III) A match of voice to print;

(2) Identify an author and an illustrator;

(3) With assistance, use strategies during the reading process which are based on the text and the purpose to:

(I) Make predictions;

(II) Identify key vocabulary; and

(III) Make inferences; and

(4) With assistance, use strategies after completion of the reading to:

(I) Orally recall details; and

(II) Orally restate main ideas.

(c) Read literary texts to comprehend, interpret and evaluate authors, cultures and time periods, as demonstrated by the pupil’s ability to:

(1) With assistance, listen for and identify the:

(I) Setting; and

(II) Sequence of events;

(2) With assistance, make inferences and draw conclusions based on evidence from the text about the:

(I) Setting;

(II) Plot; and

(III) Characters;

(3) With assistance, listen to, identify and describe the:

(I) Physical traits of a character; and

(II) Personality traits of a character;

(4) With assistance, listen to and identify:

(I) The main idea;

(II) The first-person point of view;

(III) Examples of imagery;

(IV) The effects of rhythm and rhyme;

(V) Dialect; and

(VI) Words and phrases that reveal tone;

(5) With assistance, listen to, read and discuss texts from different:

(I) Cultures; and

(II) Time periods;

(6) With assistance, listen to and make predictions based on evidence from the text; and

(7) With assistance, make connections between the text and:

(I) The pupil;

(II) Other texts; and

(III) The world.

(d) Read expository and persuasive texts to comprehend, interpret and evaluate the texts for specific purposes, as demonstrated by the pupil’s ability to:

(1) With assistance, listen to and identify the purpose of and gain information from:

(I) Illustrations;

(II) Graphs;

(III) Charts; and

(IV) Titles;

(2) With assistance, identify:

(I) Dialect; and

(II) Words and phrases that reveal tone;

(3) With assistance, listen to and identify the topic;

(4) With assistance, listen to and describe the sequential order;

(5) With assistance, listen to, read and discuss texts from different:

(I) Cultures; and

(II) Time periods;

(6) With assistance, make connections between the text and:

(I) The pupil;

(II) Other texts; and

(III) The world;

(7) With assistance, listen to and use information to answer specific questions;

(8) With assistance, listen to and make predictions and inferences based on evidence from the text;

(9) With assistance, listen to and draw conclusions based on evidence from the text; and

(10) With assistance, listen to and follow pictorial and written directions to complete a task.

2. For the area of writing:

(a) Write a variety of texts using the writing process, as demonstrated by the pupil’s ability to:

(1) With assistance, use prewriting strategies to plan written work;

(2) With assistance, choose and narrow a topic to organize ideas;

(3) With assistance, explore a topic to plan written work;

(4) With assistance, draw or communicate ideas in writing;

(5) With assistance, revise drafts:

(I) To focus ideas;

(II) For voice; and

(III) For appropriateness for the audience;

(6) Edit to ensure correct spelling of first and last names;

(7) Edit for correct use of capitalization of first and last names;

(8) With assistance, edit for correct use of nouns;

(9) With assistance, edit sentence structure for complete sentences; and

(10) Create a final draft through writing, drawing or dictation.

(b) Write a variety of texts that inform, persuade, describe, evaluate, entertain or tell a story and are appropriate to purpose and audience, as demonstrated by the pupil’s ability to:

(1) With assistance, draw or write to communicate;

(2) Draw or write about familiar experiences and events;

(3) With assistance, write sentences about familiar experiences or events appropriate to the audience and purpose;

(4) Listen to and discuss poetry;

(5) With assistance, draw or write:

(I) Responses to texts;

(II) Responses to expository texts; and

(III) Personal messages;

(6) With assistance, draw or communicate an opinion;

(7) With assistance, discuss and write or draw to:

(I) Formulate a question;

(II) Record information; and

(III) Answer a research question; and

(8) With assistance, identify the:

(I) Title of a text; and

(II) Author of a text.

3. For the areas of listening and speaking:

(a) Listen to and evaluate oral communications for content, style, purpose of the speaker and appropriateness for the audience, as demonstrated by the pupil’s ability to:

(1) Listen for a variety of purposes, including, without limitation:

(I) To gain information;

(II) Entertainment; and

(III) To understand directions;

(2) With assistance, listen for and identify the:

(I) Main idea;

(II) Purpose; and

(III) Message;

(3) Listen to and respond to oral communications;

(4) Expand vocabulary through listening;

(5) With assistance, listen for and identify:

(I) Dialect; and

(II) The use of formal and informal language;

(6) Actively listen to a speaker; and

(7) Listen to and participate in conversations.

(b) Speak using organization, style, tone, voice and media aids appropriate to the audience and purpose and participate in discussions to offer information, clarify ideas and support positions, as demonstrated by the pupil’s ability to:

(1) With assistance, give directions to complete tasks;

(2) With assistance, ask questions to clarify directions;

(3) Use precise language to describe:

(I) Feelings;

(II) Experiences;

(III) Observations; and

(IV) Ideas;

(4) With assistance, use standard English to communicate ideas;

(5) Speak clearly with prosody;

(6) Communicate personal experiences and retell stories;

(7) Communicate a statement that expresses an opinion;

(8) Participate in group discussions following a process in which pupils take turns;

(9) Participate in group discussions by asking and answering relevant questions;

(10) Demonstrate phonological awareness of spoken words through:

(I) Rhyming;

(II) Conceptualizing words;

(III) An awareness of syllables; and

(IV) An awareness of onset and rime; and

(11) Demonstrate phonemic awareness of spoken words through:

(I) Matching;

(II) Isolating;

(III) Blending;

(IV) Segmenting;

(V) Deleting; and

(VI) Substituting.

(Added to NAC by Bd. of Education by R073-01, eff. 11-1-2001; A by R102-07, 1-30-2008)

NAC 389.236 Mathematics. (NRS 385.080, 385.110, 389.0185, 389.520) Instruction in kindergarten in mathematics must be designed so that pupils meet the following performance standards by the completion of kindergarten:

1. For the areas of numbers, number sense and computation, to solve problems, communicate, reason and make connections within and beyond the field of mathematics, a pupil must accurately calculate and use estimation techniques, number relationships, operation rules and algorithms, and determine the reasonableness of answers and the accuracy of solutions. A pupil must demonstrate the ability to:

(a) Count to 20 by demonstrating one-to-one correspondence using objects;

(b) Recognize, read and write numbers from 0 through 10;

(d) Match the number of objects in a set to the correct numeral 0 through 10;

(e) Recognize relationships of more than, less than and equal to; and

(f) Use concrete objects to model simple addition and subtraction.

2. For the areas of patterns, functions and algebra, to solve problems, communicate, reason and make connections within and beyond the field of mathematics, a pupil must use various algebraic methods to analyze, illustrate, extend and create numerous representations, including, without limitation, words, numbers, tables, and graphs of patterns, functions and algebraic relations. A pupil must demonstrate the ability to:

(a) Identify and create sets of objects containing unequal amounts, and describe them as greater than or less than; and

(b) Identify attributes used to sort objects.

3. For the area of measurement, to solve problems, communicate, reason and make connections within and beyond the field of mathematics, a pupil must use appropriate tools and techniques of measurement to determine, estimate, record and verify direct and indirect measurements. A pupil must demonstrate the ability to:

(a) Compare, order and describe objects by size;

(b) Identify and sort pennies, nickels and dimes; and

4. For the areas of spatial relationships, logic and geometry, to solve problems, communicate and make connections within and beyond the field of mathematics, a pupil must identify, represent, verify and apply spatial relationships and geometric properties. A pupil must demonstrate the ability to:

(a) Identify two-dimensional shapes such as circles, triangles and rectangles, including squares, regardless of orientation;

(b) Demonstrate an understanding of position words to place objects, including, without limitation, before and after, far and near, and over and under;

(d) Identify three-dimensional figures as they appear in the environment;

(e) Sort and classify objects by color and shape; and

(f) Put events in a logical sequence.

5. For the area of data analysis, to solve problems, communicate, reason and make connections within and beyond the field of mathematics, a pupil must collect, organize, display, interpret and analyze data to determine statistical relationships and probability projections. A pupil must demonstrate the ability to:

(a) Collect, organize and record data using objects and pictures; and

(b) Represent data in a variety of ways in response to questions posed by teachers.

6. For the area of problem solving, to develop the ability to solve problems, a pupil must engage in developmentally appropriate opportunities for problem solving in which there is a need to use various approaches to investigate and understand mathematical concepts to formulate problems, find solutions to problems, develop and apply strategies to solve problems, and integrate mathematical reasoning, communication and connections. A pupil must demonstrate the ability to:

(a) Apply previous experience and knowledge to new problem-solving situations;

(b) Explain and verify results with respect to the original problem;

(d) Use technology, including, without limitation, a calculator, to develop mathematical concepts.

7. For the area of mathematical communication, to develop the ability to communicate mathematically, a pupil must solve problems in which there is a need to obtain information in everyday life by reading, listening and observing to translate information into mathematical language and symbols, process information mathematically, discuss and exchange ideas about mathematics as part of learning, read various fiction and nonfiction texts to learn about mathematics and present the results in written, oral and visual formats. A pupil must demonstrate the ability to:

(a) Use inquiry techniques to solve mathematical problems;

(b) Represent and communicate mathematical ideas using physical materials, models, pictures or writing;

(d) Communicate strategies and solutions to mathematical problems by using oral and written expression of everyday language.

8. For the area of mathematical reasoning, to develop the ability to reason mathematically, a pupil must solve problems in which there is a need to investigate mathematical ideas and construct the pupil’s own learning in all content areas to reinforce and extend the pupil’s ability to reason logically, reflect on, clarify and justify his thinking, ask questions to extend his learning, use patterns and relationships to analyze mathematical situations, and determine relevant, irrelevant and sufficient information to solve mathematical problems. A pupil must demonstrate the ability to:

(a) Draw logical conclusions about mathematical problems;

(b) Discuss the steps used to solve a mathematical problem; and

9. For the area of mathematical connections, to develop the ability to make mathematical connections, a pupil must solve problems in which there is a need to view mathematics as an integrated whole, including linking new concepts to prior knowledge, identifying relationships between content strands and integrating mathematics with other disciplines, thereby allowing the flexibility to approach problems in a variety of ways within and beyond the field of mathematics. A pupil must demonstrate the ability to:

(a) Apply mathematical thinking and modeling to solve problems that arise in other disciplines, including, without limitation, rhythm in music and motion in science; and

(b) Identify mathematics used in everyday life.

(Added to NAC by Bd. of Education by R073-01, eff. 11-1-2001; A by R155-06, 9-18-2006)

NAC 389.241 Foreign language. (NRS 385.080, 385.110) A course in a foreign language offered as an elective in a public kindergarten must include instruction designed to teach the pupil by the completion of kindergarten to:

1. Communicate in the foreign language by:

(a) Singing songs.

(b) Following simple directions.

(d) Using appropriate expressions and gestures of courtesy.

(e) Recognizing numbers and counting from 1 to 10.

(f) Comprehending brief oral directions, commands and information.

(g) Responding to personal questions.

2. Understand the culture studied by:

(a) Identifying how people in the culture celebrate important traditions, holidays and events.

(b) Exploring the products of the culture, including, without limitation, the food, musical instruments, clothing and toys of the culture.

(c) Practicing familiar concepts in the foreign language, including, without limitation, numbers, colors, animals, nursery rhymes and fairy tales.

(Added to NAC by Bd. of Education by R065-97, eff. 12-10-97)

Instruction Through First Grade

NAC 389.2417 English language arts. (NRS 385.080, 385.110, 389.0185, 389.520) By the beginning of the first grade, pupils must know and be able to do everything required in kindergarten for English language arts offered in public schools. Instruction in the first grade in English language arts must be designed so that pupils meet the following performance standards by the completion of the first grade:

1. For the area of reading:

(a) Know and use skills and strategies of word analysis to comprehend new words encountered in text and to develop vocabulary, as demonstrated by the pupil’s ability to:

(1) Demonstrate phonological awareness of spoken words through:

(I) Rhyming;

(II) Conceptualizing words;

(III) An awareness of syllables; and

(IV) An awareness of onset and rime;

(2) Demonstrate phonemic awareness of spoken words through:

(I) Matching;

(II) Isolating;

(III) Blending;

(IV) Segmenting;

(V) Deleting; and

(VI) Substituting;

(3) With assistance, decipher words in text by using:

(I) Short and long vowels;

(II) Digraphs;

(III) Blends;

(IV) Diphthongs;

(V) Word families; and

(VI) Spelling patterns;

(4) Decipher words using the relationships between letters and sounds;

(5) With assistance, decipher words through structural analysis using:

(I) Base words;

(II) Suffixes;

(III) Prefixes;

(IV) Syllables; and

(V) Compound words;

(6) Comprehend vocabulary using:

(I) Suffixes;

(II) Synonyms; and

(III) Antonyms;

(7) With assistance, comprehend vocabulary using:

(I) Homographs;

(II) Homophones;

(III) Abbreviations; and

(IV) Clues from the context in which the word is being used;

(8) Sequence the letters of the alphabet to understand alphabetical order;

(9) With assistance, apply alphabetical order to locate words using the first letter of each word;

(10) With assistance, use resources to find and confirm the meaning of an unknown word encountered in a text;

(11) Build vocabulary using pictures and symbols;

(12) Identify high-frequency words in a text to build fluency and comprehension;

(13) With assistance, identify content-specific vocabulary in a text; and

(14) With assistance, read aloud with a focus on:

(I) Prosody;

(II) Accuracy;

(III) Automaticity; and

(IV) Reading rate.

(b) Use skills and strategies relating to the process of reading to build comprehension, as demonstrated by the pupil’s ability to:

(1) Demonstrate:

(I) Concepts of print;

(II) Concepts of words; and

(III) A match of voice to print;

(2) Identify an author and an illustrator;

(3) With assistance, use strategies during the reading process which are based on the text and the purpose to:

(I) Make predictions;

(II) Identify key vocabulary; and

(III) Make inferences; and

(4) With assistance, use strategies after completion of the reading which are based on the text and the purpose to:

(I) Orally recall details; and

(II) Orally restate main ideas.

(c) Read literary texts to comprehend, interpret and evaluate authors, cultures and time periods, as demonstrated by the pupil’s ability to:

(1) With assistance, make inferences and draw conclusions based on evidence from the text about the:

(I) Setting;

(II) Plot; and

(III) Characters;

(2) With assistance, identify and describe the:

(I) Physical traits of a character; and

(II) Personality traits of a character;

(3) Identify the main idea;

(4) With assistance, identify:

(I) The theme;

(II) The first-person point of view;

(III) Examples of imagery;

(IV) Examples of sensory words;

(V) Examples of similes;

(VI) The effects of rhythm and rhyme; and

(VII) Dialect;

(5) With assistance, listen to and identify words and phrases that reveal tone;

(6) With assistance, listen to, read and discuss texts from different:

(I) Cultures; and

(II) Time periods;

(7) Make predictions based on evidence from the text;

(8) With assistance, make connections between the text and:

(I) The pupil;

(II) Other texts; and

(III) The world; and

(9) With assistance, use information to answer specific questions.

(d) Read expository and persuasive texts to comprehend, interpret and evaluate the texts for specific purposes, as demonstrated by the pupil’s ability to:

(1) With assistance, identify the purpose of and gain information from:

(I) Illustrations;

(II) Graphs;

(III) Charts;

(IV) Titles;

(V) Text boxes;

(VI) Diagrams;

(VII) Headings; and

(VIII) Tables of content;

(2) With assistance, identify and explain the use of:

(I) Boldface type;

(II) Underlined type;

(III) Highlighted type; and

(IV) Italicized type;

(3) With assistance, identify:

(I) Dialect; and

(II) Words and phrases that reveal tone;

(4) Identify the topic;

(5) Describe the sequential order of events;

(6) With assistance, describe the chronological order of events;

(7) With assistance, identify:

(I) Cause and effect, including, without limitation, the ability to identify a cause and its effect on events and relationships;

(II) Problems and solutions to the problems; and

(III) The main idea;

(8) With assistance, listen to, read and discuss texts from different:

(I) Cultures; and

(II) Time periods;

(9) With assistance, make connections between the text and:

(I) The pupil;

(II) Other texts; and

(III) The world;

(10) With assistance, use information to answer specific questions;

(11) With assistance, make predictions and inferences based on evidence from the text;

(12) With assistance, draw conclusions based on evidence from the text;

(13) With assistance, identify facts and opinions; and

(14) With assistance, follow pictorial and written directions to complete a task.

2. For the area of writing:

(a) Write a variety of texts using the writing process, as demonstrated by the pupil’s ability to:

(1) With assistance, use prewriting strategies to plan written work;

(2) With assistance, choose and narrow a topic to organize ideas;

(3) With assistance, explore a topic to plan written work;

(4) Draw or communicate ideas in writing;

(5) With assistance, draft sentences about a single topic which:

(I) Are appropriate for the audience;

(II) Address the purpose; and

(III) Contain supporting details;

(6) With assistance, revise drafts:

(I) For organization;

(II) To focus ideas;

(III) For voice;

(IV) For appropriateness for the audience;

(V) For purpose; and

(VI) For relevant details;

(7) With assistance, edit sentences to ensure correct spelling of high-frequency words, content words and patterned words;

(8) Edit for the proper capitalization of:

(I) First and last names; and

(II) The beginning of sentences;

(9) With assistance, edit for the proper capitalization of:

(I) Months of the year; and

(II) Days of the week;

(10) With assistance, edit punctuation for:

(I) Punctuation at the end of a sentence; and

(II) Commas;

(11) With assistance, edit for the correct use of:

(I) Nouns;

(II) Verbs; and

(III) Pronouns;

(12) Edit sentence structure for complete sentences; and

(13) Prepare a legible final draft to display or share.

(b) Write a variety of texts that inform, persuade, describe, evaluate, entertain or tell a story and are appropriate to purpose and audience, as demonstrated by the pupil’s ability to:

(1) Draw or write to communicate;

(2) With assistance, write sentences using a topic sentence that is:

(I) Generated by the teacher; and

(II) Generated by the pupil;

(3) Draw or write about familiar experiences and events;

(4) With assistance, write sentences about experiences and events appropriate to the audience and purpose;

(5) Listen to and discuss poetry;

(6) Write:

(I) Responses to literary text; and

(II) Responses to expository text;

(7) Draw or communicate an opinion;

(8) With assistance, write:

(I) Friendly letters adhering to an established format;

(II) Poetry; and

(III) An opinion statement;

(9) With assistance, write sentences to:

(I) Formulate a question;

(II) Record information; and

(III) Answer a research question; and

(10) Identify the:

(I) Title of a text; and

(II) Author of a text.

3. For the area of listening, listen to and evaluate oral communications for content, style, purpose of the speaker and appropriateness for the audience, as demonstrated by the pupil’s ability to:

(a) Listen for a variety of purposes, including, without limitation:

(1) To gain information;

(2) Entertainment; and

(3) To understand directions;

(b) With assistance, listen for and identify the:

(1) Main idea;

(2) Purpose; and

(3) Message;

(d) Listen to and respond to oral communications;

(e) Expand vocabulary through listening;

(f) With assistance, listen for and identify:

(1) Dialect; and

(2) The use of formal and informal language;

(g) Actively listen to a speaker; and

(h) Listen to and participate in conversations.

4. For the area of speaking, speak using organization, style, tone, voice and media aids appropriate to the audience and purpose and participate in discussions to offer information, clarify ideas and support positions, as demonstrated by the pupil’s ability to:

(a) With assistance, give directions to complete tasks;

(b) With assistance, ask questions to clarify directions;

(1) Feelings;

(2) Experiences;

(3) Observations; and

(4) Ideas;

(d) With assistance, use standard English to communicate ideas;

(e) Speak clearly with prosody;

(f) Communicate information in small and large groups;

(g) With assistance, communicate information while maintaining a clear focus;

(h) Communicate statements that express an opinion;

(i) Participate in group discussions following a process in which pupils take turns;

(j) Ask relevant questions to clarify and gather information;

(k) Demonstrate phonological awareness of spoken words through:

(1) Rhyming;

(2) Conceptualizing words;

(3) An awareness of syllables; and

(4) An awareness of onset and rime; and

(l) Demonstrate phonemic awareness of spoken words through:

(1) Matching;

(2) Isolating;

(3) Blending;

(4) Segmenting;

(5) Deleting; and

(6) Substituting.

(Added to NAC by Bd. of Education by R073-01, eff. 11-1-2001; A by R102-07, 1-30-2008)

NAC 389.2419 Mathematics. (NRS 385.080, 385.110, 389.0185, 389.520) By the end of the first grade, pupils must know and be able to do everything required in kindergarten for mathematics offered in public schools. Instruction in the first grade in mathematics must be designed so that pupils meet the following performance standards by the completion of the first grade:

(a) Identify and model basic addition facts, sums through 10, and the corresponding subtraction facts;

(b) Model the meaning of addition and subtraction in a variety of ways, including, without limitation, the comparison of sets using objects, pictorial representations and symbols;

(d) Read, write, order and compare numbers from 0 through 100;

(e) Estimate the number of objects in a set through 10 and verify by counting;

(f) Read and write numbers as words through 10;

(g) Identify the ordinal positions from 1st through 10th;

(h) Write, model, read and identify place value positions of 1s and 10s;

(i) Identify the value of a given digit in the 1s and 10s place;

(j) Identify and model a whole;

(k) Identify and model 1/2 as two equal parts of a whole or a set of objects;

(l) Create, compare and describe sets of objects and numbers from 0 through 100 as greater than, less than or equal to;

(m) Demonstrate the joining and separating of sets with 20 or fewer objects; and

(n) Describe addition, subtraction and equality by using mathematical vocabulary and symbols.

(a) Recognize, describe, extend and create simple repeating patterns using symbols, objects and manipulatives;

(b) Recognize that the unknown variable in an addition or a subtraction equation represents a missing value that will make the statement true; and

(a) Compare, describe, represent and order objects by length and weight;

(b) Compare and measure length and weight, using nonstandard units of measurement;

(d) Recite the months of the year in order;

(e) Use a calendar to identify the days, weeks, months and year; and

(f) Read time to the nearest hour.

(a) Name, sort and sketch two-dimensional shapes such as circles, triangles and rectangles, including squares, regardless of orientation;

(b) Demonstrate an understanding of position words, including, without limitation, up and down, left and right, top and bottom, and between and middle, by describing the relative location of objects;

(d) Identify and name three-dimensional figures as they appear in the environment;

(e) Sort and classify objects by size or thickness; and

(f) Identify what comes next in a step-by-step story or event sequence.

(a) Collect, organize and record data in response to questions posed by a teacher and other pupils; and

(b) Use tally marks to represent data.

(a) Apply previous experience and knowledge to new problem-solving situations;

(b) Explain and verify results with respect to the original problem;

(d) Use technology, including, without limitation, a calculator, to develop mathematical concepts.

(a) Use physical materials, models, pictures or writing to represent and communicate mathematical ideas;

(b) Use inquiry techniques to solve mathematical problems;

(d) Communicate strategies and solutions to mathematical problems by using oral and written expression of everyday language.

8. For the area of mathematical reasoning, to develop the ability to reason mathematically, a pupil must solve problems in which there is a need to investigate mathematical ideas and construct his own learning in all content areas to reinforce and extend his ability to reason logically, reflect on, clarify and justify his thinking, ask questions to extend his learning, use patterns and relationships to analyze mathematical situations, and determine relevant, irrelevant and sufficient information to solve mathematical problems. A pupil must demonstrate the ability to:

(a) Draw logical conclusions about mathematical problems;

(b) Discuss the steps used to solve a mathematical problem; and

(a) Apply mathematical thinking and modeling to solve problems that arise in other disciplines, including, without limitation, rhythm in music and motion in science; and

(b) Identify mathematics used in everyday life.

(Added to NAC by Bd. of Education by R073-01, eff. 11-1-2001; A by R155-06, 9-18-2006)

Instruction Through Second Grade

NAC 389.2423 Health. (NRS 385.080, 385.110, 389.0185, 389.520) By the end of the second grade, pupils must know and be able to do everything required in the previous grades for courses in health offered in public schools. Instruction in the second grade in health must be designed so that pupils meet the following performance standards by the completion of the second grade:

1. Comprehend concepts related to the promotion of health and the prevention of disease, as demonstrated by the ability of the pupil to:

(a) Explain why unknown or poisonous substances can be dangerous;

(b) Explain the need for obeying safety rules;

(d) Give examples of physical touching which are appropriate as compared to examples of physical touching which are not appropriate;

(e) Explain why he should eat more than one time per day; and

(f) State the job titles, locations and job descriptions of school health and safety personnel.

2. Demonstrate the ability to access valid health information and health-promoting products and services, as demonstrated by the ability of the pupil to identify positive and negative results of behaviors relating to posture, cleanliness, and dental, skin, ear and eye care.

3. Demonstrate the ability to practice health-enhancing behaviors and reduce health risks, as demonstrated by the ability of the pupil to:

(a) Explain how to say “no” to a friend;

(b) Explain the differences between illness and wellness;

(d) List the actions that a bully would take.

4. Analyze the influence of culture, media, technology and other factors on health, as demonstrated by the ability of the pupil to:

(a) Identify factors that cause a person to purchase a specific food; and

(b) Name a food that is advertised on television.

5. Demonstrate the ability to use interpersonal communication skills to enhance health, as demonstrated by the ability of the pupil to identify his wants, needs and feelings, and healthy ways through which those wants, needs and feelings can be expressed.

6. Demonstrate the ability to use goal-setting and decision-making skills to enhance health, as evidenced by the ability to define the word “decision.”

7. Demonstrate the ability to advocate for personal, family and community health, as demonstrated by the ability of the pupil to:

(a) Demonstrate proper techniques for washing hands; and

(b) List two reasons why the pupil should have healthy personal hygiene.

(Added to NAC by Bd. of Education by R032-00, 6-20-2000, eff. 7-1-2000)

NAC 389.2425 Physical education. (NRS 385.080, 385.110, 389.0185, 389.520) By the end of the second grade, pupils must know and be able to do everything required in the previous grades for courses in physical education offered in public schools. Instruction in the second grade in physical education must be designed so that pupils meet the following performance standards by the completion of the second grade:

1. Apply concepts relating to movement to the knowledge and development of motor skills, as demonstrated by the ability of the pupil to:

(a) Understand the vocabulary of simple patterns of movement;

(b) Identify the basic elements of forms of movement, including, without limitation, opposition;

(c) Identify and respond to cues that enhance skill performance, including, without limitation, to look, reach and give when catching an object; and

(d) Identify the physiological signs of moderate physical activity, including, without limitation, a fast heart rate and heavy breathing.

2. Demonstrate competency in many forms of movement and proficiency in a few forms of movement, as demonstrated by the ability of the pupil to:

(a) Combine in a sequence two or more locomotor or nonlocomotor skills;

(b) Perform a variety of basic manipulative skills in isolation; and

3. Understand dance through the use of skills, techniques and choreography, and as a form of communication, as demonstrated by the ability of the pupil to:

(a) Create shapes at high, medium and low levels in a sequence of movement;

(b) Use locomotor movements in varying directions and pathways;

(d) Create, with or without a prop, a sequence of movement that has a beginning, a middle and an end;

(e) Demonstrate a quality of relationship between forms of movement, including, without limitation, imitation through echoing or mirroring, “close/near” or “over/under” movements and contrasting movements;

(f) Discuss and demonstrate how dance is used to communicate to other persons;

(g) Perform, with or without a prop and with few errors, various locomotor and nonlocomotor movements to a steady beat; and

(h) Perform simple folk dances or social dances, or both.

4. Achieve and maintain a health-enhancing level of individual fitness for an active lifestyle, as demonstrated by the ability of the pupil to:

(a) Identify health-related components of fitness, including, aerobic endurance, muscular strength, muscular endurance and flexibility;

(b) Identify those health-related components which are addressed in selected exercises;

(d) Perform various structured exercises in a safe manner.

5. Practice personal responsibility, positive social interaction and respect for diversity in settings in which physical activities occur, as demonstrated by the ability of the pupil to:

(a) Apply class rules, procedures and safe practices, with reinforcement from a teacher;

(b) Engage in physical activity involving cooperation and sharing;

(d) Participate in multicultural activities.

(Added to NAC by Bd. of Education by R033-00, 6-20-2000, eff. 7-1-2000)

NAC 389.243 English language arts. (NRS 385.080, 385.110, 389.0185, 389.520) By the beginning of the second grade, pupils must know and be able to do everything required in the previous grades for courses in English language arts offered in public schools. Instruction in the second grade in English language arts must be designed so that pupils meet the following performance standards by the completion of the second grade:

1. For the area of reading:

(a) Know and use skills and strategies of word analysis to comprehend new words encountered in text and to develop vocabulary, as demonstrated by the pupil’s ability to:

(1) Demonstrate phonemic awareness of spoken words through:

(I) Matching;

(II) Isolating;

(III) Blending;

(IV) Segmenting;

(V) Deleting; and

(VI) Substituting;

(2) Decipher words in text using:

(I) Relationships between letters and sounds;

(II) Short and long vowels;

(III) Digraphs;

(IV) Blends;

(V) Diphthongs;

(VI) Word families; and

(VII) Spelling patterns;

(3) With assistance, decipher words through structural analysis using:

(I) Base words;

(II) Suffixes;

(III) Prefixes;

(IV) Syllables; and

(V) Compound words;

(4) Comprehend vocabulary using:

(I) Homographs;

(II) Homophones;

(III) Abbreviations;

(IV) Synonyms; and

(V) Antonyms;

(5) With assistance, comprehend vocabulary using:

(I) Clues from the context in which the word is being used;

(II) Structural analysis;

(III) Syntax; and

(IV) Parts of speech;

(6) Apply alphabetical order to locate words using the first letter of each word;

(7) With assistance, use resources to find and confirm the meaning of an unknown word encountered in a text;

(8) With assistance, identify the connotative and denotative meaning of a word in a text;

(9) Build vocabulary using pictures and symbols;

(10) Apply knowledge of high-frequency words in a text to build fluency and comprehension;

(11) With assistance, identify content-specific vocabulary in a text; and

(12) With assistance, read aloud with a focus on:

(I) Prosody;

(II) Accuracy;

(III) Automaticity; and

(IV) Reading rate.

(b) Use skills and strategies of reading process to build comprehension, as demonstrated by the pupil’s ability to:

(1) With assistance, use prereading strategies which are based on the text and the purpose to:

(I) Preview the text;

(II) Access prior knowledge;

(III) Build background knowledge;

(IV) Set the purpose for reading the text;

(V) Make predictions;

(VI) Determine the reading rate; and

(VII) Determine the type of text;

(2) With assistance, use strategies during the reading process which are based on the text and the purpose to:

(I) Apply strategies of self-correction;

(II) Make, confirm and revise predictions;

(III) Understand and use key vocabulary;

(IV) Identify the main idea and supporting details;

(V) Make inferences;

(VI) Adjust the reading rate; and

(VII) Apply knowledge of the type of text; and

(3) With assistance, use strategies after completion of the reading which are based on the text and the purpose to:

(I) Recall details;

(II) Restate main ideas;

(III) Organize information;

(IV) Record information;

(V) Synthesize the text;

(VI) Evaluate the text; and

(VII) Evaluate the effectiveness of the strategies of reading.

(c) Read literary texts to comprehend, interpret and evaluate authors, cultures and time periods, as demonstrated by the pupil’s ability to:

(1) Identify:

(I) The setting;

(II) The sequence of events in a text;

(III) Examples of imagery;

(IV) Examples of sensory words;

(V) Examples of similes; and

(VI) The effects of rhythm and rhyme on text;

(2) Describe the:

(I) Physical traits of a character; and

(II) Personality traits of a character;

(3) With assistance, make inferences and draw conclusions, based on evidence from the text, about the:

(I) Setting;

(II) Plot; and

(III) Characters;

(4) Explain the main idea of the text;

(5) With assistance, identify:

(I) Conflicts;

(II) Resolutions;

(III) Dialect and slang;

(IV) How one event may cause another event;

(V) A lesson learned based on the actions of a character;

(VI) The theme of the text;

(VII) The first-person point of view;

(VIII) Personification;

(IX) Alliteration; and

(X) Idioms;

(6) With assistance, listen to and identify words and phrases that reveal tone;

(7) Read and discuss texts from different:

(I) Cultures; and

(II) Time periods;

(8) With assistance, compare texts from different:

(I) Cultures; and

(II) Time periods;

(9) Make predictions based on evidence from the text;

(10) With assistance, make connections between the text and:

(I) The pupil;

(II) Other texts; and

(III) The world; and

(11) Use information to answer specific questions.

(d) Read expository and persuasive texts to comprehend, interpret and evaluate the texts for specific purposes, as demonstrated by the pupil’s ability to:

(1) Identify the purpose of and gain information from:

(I) Illustrations;

(II) Graphs;

(III) Charts;

(IV) Titles;

(V) Text boxes;

(VI) Diagrams;

(VII) Headings; and

(VIII) Tables of content;

(2) With assistance, gain information from glossaries, indices and maps;

(3) With assistance, explain the use of:

(I) Boldface type;

(II) Underlined type;

(III) Highlighted type;

(IV) Italicized type;

(V) Abbreviations; and

(VI) Acronyms;

(4) With assistance, identify:

(I) Dialect;

(II) Slang;

(III) Alliteration;

(IV) Metaphors;

(V) Words and phrases that reveal an author’s tone;

(VI) Theme;

(VII) A cause and its effect on events and relationships;

(VIII) Problems and solutions to the problems; and

(IX) A main idea based on evidence from the text;

(5) Identify:

(I) Cause and effect; and

(II) Fact and opinion;

(6) Explain the topic of the text;

(7) Describe the:

(I) Sequential order of the text; and

(II) Chronological order of the text;

(8) Read and discuss texts from different:

(I) Cultures; and

(II) Time periods;

(9) With assistance, compare texts from different:

(I) Cultures; and

(II) Time periods;

(10) With assistance, make connections between the text and:

(I) The pupil;

(II) Other texts; and

(III) The world;

(11) Use information to answer specific questions;

(12) Make predictions based on evidence from the text;

(13) With assistance, make inferences and draw conclusions based on evidence from the text; and

(14) Read and follow directions to complete a task.

2. For the area of writing:

(a) Write a variety of texts using the writing process, as demonstrated by the pupil’s ability to:

(1) Use prewriting strategies to plan written work;

(2) With assistance, choose and narrow a topic to organize ideas;

(3) With assistance, explore a topic to plan written work;

(4) Draft sentences about a single topic which:

(I) Are appropriate for the audience;

(II) Address the purpose; and

(III) Contain supporting details;

(5) With assistance, draft paragraphs about a single topic which address:

(I) The audience;

(II) The purpose; and

(III) Supporting details;

(6) With assistance, revise drafts:

(I) For organization;

(II) To focus ideas;

(III) For voice;

(IV) For appropriateness for the audience;

(V) For purpose;

(VI) For relevant details;

(VII) For word choice; and

(VIII) For sentence fluency;

(7) Edit sentences to ensure correct spelling of high-frequency words, content words and patterned words;

(8) Edit for the proper capitalization of:

(I) First and last names;

(II) The beginning of sentences;

(III) Months of the year; and

(IV) Days of the week;

(9) With assistance, edit for the proper capitalization of:

(I) Proper nouns;

(II) Initials; and

(III) Titles;

(10) Edit punctuation for:

(I) Punctuation at the end of a sentence; and

(II) Commas;

(11) With assistance, edit punctuation for apostrophes;

(12) With assistance, edit for the correct use of:

(I) Nouns;

(II) Verbs;

(III) Pronouns;

(IV) Adjectives;

(V) Agreement between the subject and verb; and

(VI) Verb tenses;

(13) Edit sentence structure for complete sentences;

(14) With assistance, edit sentences to combine sentences, when combining is appropriate; and

(15) Prepare a legible final draft to display or share.

(b) Write a variety of texts that inform, persuade, describe, evaluate, entertain or tell a story and are appropriate to purpose and audience, as demonstrated by the pupil’s ability to:

(1) Write sentences using a topic sentence that is:

(I) Generated by the teacher; and

(II) Generated by the pupil;

(2) With assistance, write paragraphs which include:

(I) A topic sentence;

(II) Supporting details; and

(III) A concluding statement;

(3) Write sentences about experiences and events appropriate to the purpose and audience;

(4) With assistance, write paragraphs about experiences and events which are appropriate to the purpose and audience and which:

(I) Are arranged in a logical sequence;

(II) Include characters; and

(III) Describe a setting;

(5) Write:

(I) Poetry;

(II) Responses to literary text;

(III) Responses to expository text;

(IV) An opinion statement; and

(V) Friendly letters adhering to an established format;

(6) With assistance, write persuasive paragraphs that include supporting evidence;

(7) With assistance, write directions to complete a task;

(8) Write sentences that:

(I) Formulate a question;

(II) Record information; and

(III) Answer a research question; and

(9) Identify the:

(I) Title of a text; and

(II) Author of a text.

3. For the area of listening, listen to and evaluate oral communications for content, style, purpose of the speaker and appropriateness for the audience, as demonstrated by the pupil’s ability to:

(a) Listen for a variety of purposes, including, without limitation:

(1) To gain information;

(2) Entertainment; and

(3) To understand directions;

(b) With assistance, listen for and identify the:

(1) Main idea;

(2) Purpose;

(3) Message;

(4) Mood; and

(5) Tone;

(d) With assistance, listen for and summarize ideas and supporting details;

(e) Listen to and respond to oral communications;

(f) Expand vocabulary through listening;

(g) Listen for and identify:

(1) Dialect; and

(2) The use of formal and informal language;

(h) With assistance, listen for and identify social and academic language;

(i) Actively listen to a speaker; and

(j) Listen to and participate in conversations.

(a) Give directions to complete tasks;

(b) Ask questions to clarify directions;

(1) Feelings;

(2) Experiences;

(3) Observations; and

(4) Ideas;

(d) With assistance, use standard English to communicate ideas;

(e) Speak clearly with prosody;

(f) With assistance, use techniques for public speaking to deliver presentations which address the audience with appropriate:

(1) Volume;

(2) Eye contact;

(3) Enunciation;

(4) Posture;

(5) Expression; and

(6) Purpose;

(g) Communicate information while maintaining a clear focus;

(h) Communicate statements that express an opinion;

(i) Participate in group discussions following a process in which pupils take turns;

(j) Ask relevant questions to clarify and gather information;

(k) With assistance, communicate information in a logical sequence; and

(l) Demonstrate phonemic awareness of spoken words through:

(1) Matching;

(2) Isolating;

(3) Blending;

(4) Segmenting;

(5) Deleting; and

(6) Substituting.

(Added to NAC by Bd. of Education by R075-99, eff. 11-4-99; A by R073-01, 11-1-2001; R102-07, 1-30-2008)

NAC 389.2433 Information literacy. (NRS 385.080, 385.110, 389.0185, 389.520) By the end of the second grade, pupils must know and be able to do everything required in the previous grades to be information literate. Instruction in the second grade, regardless of whether it takes place in the library or the classroom, must be designed so that pupils meet the following standards for information literacy by the completion of the second grade:

1. For the areas of understanding the process of obtaining information in such a manner as to access information efficiently and effectively, evaluate information critically and competently, and use information accurately and creatively, a pupil must demonstrate the ability to:

(a) Recognize the need for information by giving examples of situations in which information beyond the pupil’s own knowledge is needed to resolve an information problem or question.

(b) Recognize that accurate and comprehensive information is the basis for intelligent decision making by selecting examples of accurate and inaccurate information and complete and incomplete information.

(d) Identify a variety of potential sources of information by listing several sources of information and explaining the kind of information found in each source.

(e) Develop and use successful strategies for locating information by listing some ideas for identifying and finding the needed information.

(f) Distinguish among fact, point of view and opinion by recognizing those concepts in various sources and products of information.

(g) Select information appropriate to a specific problem or question by recognizing information that is applicable to that problem or question.

(h) Organize information for practical application by describing several ways to organize information, including chronologically, topically and hierarchically.

(i) Integrate new information into a pupil’s existing knowledge by recognizing and understanding new information and ideas.

(j) Apply information using critical thinking and problem-solving skills by identifying information that meets a particular need for information.

(k) Produce and communicate information and ideas in appropriate formats by naming a variety of different formats for presenting different kinds of information.

2. For the areas of pursuing information related to personal interests, appreciating literature and other creative expressions of information, and striving for excellence in seeking information and generating knowledge, a pupil must demonstrate the ability to:

(a) Seek information relating to various dimensions of personal well-being, such as vocational interests, involvement in community, matters concerning health and recreational pursuits by:

(1) Occasionally seeking information about topics of personal interest or aspects of well-being; and

(2) Generally expanding beyond the pupil’s own knowledge to seek information concerning topics of personal interest or aspects of well-being.

(b) Design, develop and evaluate information and conclusions based upon that information relating to topics of personal interest to the pupil by organizing and presenting basic information gathered by the pupil relating to those topics of personal interest.

(d) Derive meaning from information presented creatively in a variety of formats by explaining and discussing films, plays and other creative presentations of information.

(e) Develop creative methods of conveying information in a variety of formats by expressing information and ideas creatively in simple formats.

(f) Assess the quality of the process and outcome of the pupil’s efforts to obtain information by retracing the steps the pupil took to find information and explaining which were most useful for resolving a problem or question concerning the information.

3. For the areas of recognizing the importance of information to a democratic society, practicing ethical behavior in regard to information and information technology, and participating effectively in groups to pursue and generate information, a pupil must demonstrate the ability to:

(a) Seek information from diverse sources, contexts, disciplines and cultures by identifying several appropriate sources for resolving an information problem or question.

(b) Respect the principle of equitable access to information by explaining why it is important for all pupils to have access to information, information sources and information technology.

(d) Respect intellectual property rights by giving examples of what it means to respect intellectual property rights.

(e) Use information technology responsibly by stating the main points of the policy of the pupil’s school regarding the use of computing and communications hardware, software and networks.

(f) Share and contribute knowledge and information with other pupils in groups by seeking and communicating specific facts, opinions and points of view related to information problems or questions.

(g) Respect the ideas and backgrounds of other pupils and acknowledge the contributions of other pupils by describing their ideas accurately and completely.

(h) Collaborate with others, both in person and through technologies, to identify information problems and to seek solutions by:

(1) Expressing the pupil’s own ideas appropriately and effectively, in person and remotely through technologies, while working in groups to identify and resolve information problems;

(2) Participating actively in discussions with others, in person and remotely through technologies, to analyze information problems and suggest solutions; and

(3) Participating actively in discussions with others, in person and remotely through technologies, to devise solutions to information problems that integrate the information and ideas of group members.

(Added to NAC by Bd. of Education by R071-01, eff. 11-1-2001; A by R013-03, 10-30-2003)

NAC 389.2435 Mathematics. (NRS 385.080, 385.110, 389.0185, 389.520) By the end of the second grade, pupils must know and be able to do everything required in the previous grades for courses in mathematics offered in public schools. Instruction in the second grade in mathematics must be designed so that pupils meet the following performance standards by the completion of the second grade:

(a) Identify and model basic addition facts for sums through 18 and the corresponding subtraction facts;

(b) Immediately recall from memory basic addition facts for sums through 18 and the corresponding subtraction facts;

(d) Generate and solve one-step addition and subtraction problems based on practical situations;

(e) Use the patterns in numbers to skip count;

(f) Estimate the number of objects in a set through 20 and verify by counting;

(g) Read and write numbers as words through 20;

(h) Identify and model the unit fractions 1/2 and 1/4 as equal parts of a whole or set of objects;

(i) Identify, use and model place value positions of 1s, 10s and 100s;

(j) Identify the value of a given digit in the 1s, 10s and 100s place;

(k) Identify equal parts of a whole;

(l) Read, write, compare and order numbers from 0 through 999;

(m) Identify the 1st through 20th ordinal positions;

(n) Create, compare and describe sets of objects and numbers from 1 through 100 as greater than, less than or equal to;

(o) Model addition and subtraction in a variety of ways using pictorial representations and symbols to illustrate subtraction of sets, comparison of sets and missing addends; and

(p) Reinforce the use of mathematical vocabulary and symbols to describe addition, subtraction and equality.

(a) Recognize, describe, extend, create and use repeating and increasing patterns, symbols, objects and manipulatives to solve problems;

(b) Use patterns and their extensions to solve problems;

(c) Model, explain and identify missing operations and missing numbers in open number sentences involving number facts in addition and subtraction;

(d) Complete number sentences using the words plus, minus, greater than, less than or equal to, as appropriate, or using the corresponding symbol; and

(e) Represent mathematical situations using numbers, symbols and words.

(a) Compare and order objects by various measurable attributes, including, without limitation, time, temperature, length, weight, capacity and area, and describe and define those various attributes;

(b) Compare objects to standard whole units to ascertain objects that are greater than, less than or equal to a given unit;

(d) Read the time of day to the nearest half hour and quarter hour;

(e) Recognize equivalent combinations of coins;

(f) Use decimals to show amounts of money;

(g) Use elapsed time in 1-hour increments, beginning on the hour, to determine the start time, end time and elapsed time; and

(h) Recognize that there are 12 months in 1 year, 7 days in 1 week and 24 hours in 1 day.

(a) Describe, sketch and compare two-dimensional shapes without regard to orientation;

(b) Identify shapes that are congruent and similar, including, without limitation, circles, triangles, rectangles and squares;

(d) Identify, name, sort and describe two-dimensional and three-dimensional geometric figures and objects, including, without limitation, a circle, sphere, square and cube; and

(e) Sort and classify objects by two or more attributes.

(a) Collect, record and classify data in response to questions posed by a teacher and other pupils;

(b) Use tables, pictographs and bar graphs to represent data; and

(c) Use informal concepts of probability, including, without limitation, certain and impossible probability, to make predictions about future events.

(a) Apply previous experience and knowledge to new problem-solving situations;

(b) Explain and verify results with respect to the original problem;

(d) Use technology, including, without limitation, a calculator, to develop mathematical concepts.

(a) Use inquiry techniques to solve mathematical problems;

(b) Represent and communicate mathematical ideas using physical materials, models, pictures or writing;

(d) Communicate strategies and solutions to mathematical problems using oral and written expression of everyday language.

8. For the area of mathematical reasoning, to develop the ability to reason mathematically, a pupil must solve problems in which there is a need to investigate mathematical ideas and construct his own learning in all content areas to reinforce and extend his ability to reason logically, reflect on, clarify and justify his thinking, ask questions to extend his learning, use patterns and relationships to analyze mathematical situations, and determine relevant, irrelevant and sufficient information to solve mathematical problems. A pupil must demonstrate the ability to:

(a) Draw logical conclusions about mathematical problems;

(b) Discuss the steps used to solve a mathematical problem; and

(a) Apply mathematical thinking and modeling to solve problems that arise in other disciplines, including, without limitation, rhythm in music and motion in science; and

(b) Identify mathematics used in everyday life.

(Added to NAC by Bd. of Education by R075-99, eff. 11-4-99; A by R073-01, 11-1-2001; R155-06, 9-18-2006)

NAC 389.2437 Social studies. (NRS 385.080, 385.110, 389.0185, 389.520) By the end of the second grade, pupils must know and be able to do everything required in the previous grades for courses in social studies offered in public schools. Instruction in the second grade in social studies must be designed so that pupils meet the following performance standards by the completion of the second grade:

1. For the area of history:

(a) Use chronology to organize and understand the sequence and relationship of events, as demonstrated by the ability of the pupil to identify past and present events, and events that may occur in the future.

(b) Understand the impact of the interaction of peoples, cultures and ideas between the years 1200 and 1750, as demonstrated by the ability of the pupil to:

(1) Explain why Columbus day is celebrated.

(2) Explain why Thanksgiving Day is celebrated.

(c) Understand the people, events, ideas and conflicts that led to the creation and growth of a distinctive culture between the years 1700 and 1865, as demonstrated by the ability of the pupil to:

(1) Explain why Independence Day is celebrated.

(2) Explain why Presidents’ Day is celebrated.

(d) Understand the importance and impact of political, economic and social ideas between the years 1860 and 1920, as demonstrated by the ability of the pupil to:

(1) Tell why Labor Day is celebrated.

(2) Tell why Memorial Day and Veterans’ Day are celebrated.

(e) Understand the shift of international relationships and power, and significant developments in American culture between the years 1945 and 1990, as demonstrated by the ability of the pupil to explain why Martin Luther King Jr. Day is celebrated.

2. For the area of geography:

(a) Use maps, globes and other geographic tools and technologies to locate and derive information about people, places and environments, as demonstrated by the ability of the pupil to:

(1) Identify titles and symbols on a variety of maps.

(2) Choose a title and construct a key from three given map symbols.

(3) Describe what a map or globe represents.

(4) Recognize simple landforms and bodies of water on maps, globes and photographs.

(5) Obtain simple information from bar graphs and pictographs.

(6) Identify spatial patterns on a map by recognizing the repetition of symbols or features.

(7) Identify land and water on a full-color map, correctly applying the terms “continent” and “ocean.”

(8) Locate Nevada and the United States of America on an appropriate map.

(b) Understand the physical and human features and cultural characteristics of places, and use that information to define and study regions and their patterns of changes, as demonstrated by the ability of the pupil to:

(1) Identify two basic types of landforms and bodies of water.

(2) Identify four traditions and customs that are practiced by families other than the family of the pupil.

(3) Give four examples of how technology is used in the home and classroom.

(4) Identify changes that have occurred over time in the home or neighborhood in which the pupil lives or at the school which he attends.

(5) Identify five areas in a home or classroom which are used for different purposes.

(c) Understand how physical processes shape the surface patterns and ecosystems of the earth, as demonstrated by the ability of the pupil to:

(1) Recognize and describe the weather conditions which are typical for each of the traditional four seasons of the year.

(2) Label on a simple diagram some basic elements of an ecosystem, including, without limitation, air, water, weather, food, shelter, and plant and animal life.

(d) Understand how economic, political and cultural processes interact to shape patterns of human migration and settlement, influence and interdependence, and conflict and cooperation, as demonstrated by the ability of the pupil to:

(1) Use a school map to construct a visual model of population distribution.

(2) Give accurate oral directions from one location to another location within his school or community.

(3) Categorize four different ways to move people, goods and ideas.

(4) Compare three differences between rural and urban communities.

(5) Sort and explain the differences between goods and services.

(6) Use a map or chart to display information about an economic product, including, without limitation, clothing, a backpack or other personal item or a type of food.

(7) Distinguish between wants and needs, and describe how people acquire and fulfill those wants and needs.

(8) List different groups to which people belong.

(9) Identify places and occasions where cooperation and conflict can occur at school.

(e) Understand the effects of interactions between human and physical systems, and the changes in use, distribution and importance of resources, as demonstrated by the ability of the pupil to identify how people shape their physical environment at home and school, including, without limitation, lighting, heating and cooling.

(f) Apply geographic knowledge of people, places and environments to interpret the past, understand the present and plan for the future, as demonstrated by the ability of the pupil to:

(1) Recognize the location of major current events.

(2) Plan a spatial change for a classroom or school, including, without limitation, changing the location of furniture or pupils.

(g) Ask and answer questions about geography by acquiring, organizing and analyzing geographic information, as demonstrated by the ability of the pupil to:

(1) Ask questions about location, including, without limitation, questions to determine where something is and why is it there.

(2) Gather geographic information from books and pictures to identify elements of the physical and human environments.

(3) Make simple lists that distinguish between geographic and nongeographic information, organize information into simple graphs, including, without limitation, bar graphs and line graphs, and arrange visual material to illustrate a geographic process.

(4) Identify and group information from several geographic sources, including, without limitation, maps, tables, graphs, photographs and documents.

(5) Display the results of a geographic inquiry in an illustrated oral or written report.

3. For the area of civics:

(a) Know why society needs rules, law and governments, as demonstrated by the ability of the pupil to:

(1) Name classroom and school rules, and identify why those rules are necessary.

(2) Contribute to the decision-making process of the class.

(b) Know the roles, rights and responsibilities of citizens of the United States, and know the symbols of the United States, as demonstrated by the ability of the pupil to name a patriotic activity, holiday or symbol, including, without limitation, Independence Day.

(c) Know the political and economic relationship between the United States and its citizens, and other countries and their citizens, as demonstrated by the ability of the pupil to identify his school and community.

4. For the area of economics:

(a) Use fundamental concepts in economics, including, without limitation, scarcity, choice, cost, incentives and a comparison of cost and benefits, to describe and analyze problems and opportunities, both individual and social, as demonstrated by the ability of the pupil to:

(1) Cite an example of a time when a choice was made, and describe what was given up in making that choice.

(2) Give several accurate examples of “all-or-nothing” choices.

(b) Demonstrate an understanding of how markets work, including, without limitation, an understanding of why markets form, how supply and demand interact to determine market prices and interest rates, and how changes in prices act as signals to coordinate trade, as demonstrated by the ability of the pupil to:

(1) Give examples of trade.

(2) Give examples of prices that people have paid when buying goods and services.

(3) Give reasons why consumers choose to buy more of a good or service, including, without limitation, because the price of the good or service is low, and why consumers choose to buy less of a good or a service, including, without limitation, because the price of the good or service is high.

(c) Describe the roles played by various economic institutions in the United States, including, without limitation, financial institutions, labor unions, for-profit business organizations and not-for-profit organizations, as demonstrated by the ability of the pupil to identify reasons why people use banks.

(d) Demonstrate an understanding of various forms of money, how money makes it easier to trade, borrow, save, invest and compare the value of services, and how the Federal Reserve System and its policies affect the supply of money in the United States, as demonstrated by the ability of the pupil to explain the role of money in the purchase of goods and services.

(e) Demonstrate an understanding of the economic system of the United States, as a whole, in terms of how it allocates resources, how it determines the production, income, unemployment and price levels in the United States and how it leads to variations in individual levels of income, as demonstrated by the ability of the pupil to:

(1) Explain the role of consumers in the purchase of goods and services.

(2) Give examples of ways that people earn money.

(f) Demonstrate an understanding of how investment, entrepreneurship, competition and specialization lead to changes in the structure and performance of an economy, as demonstrated by the ability of the pupil to:

(1) Give examples of tools and machinery that enhance the ability of a person or company to produce goods and services.

(2) Give examples of inventions.

(Added to NAC by Bd. of Education by R074-00, eff. 6-20-2000)

NAC 389.244 Science. (NRS 385.080, 385.110, 389.0185, 389.520) Instruction in kindergarten through the second grade in science must be designed so that pupils meet the following standards by the completion of the second grade:

1. For the area of science inquiry:

(a) Understand that science is an active process of systematically examining the natural world;

(b) Know how to make observations and provide descriptions of such observations using words, numbers and drawings;

(d) Know that observable patterns can be used to predict future events or sort items.

2. For the areas of science, technology and society:

(a) Understand that many people contribute to the field of science, including, without limitation, men and women of all ages and backgrounds; and

(b) Know that teamwork is beneficial to the study of science, including, without limitation, working and sharing findings with others.

3. For the area of matter:

(a) Understand that matter has observable properties;

(b) Know that matter can exist in a solid form or liquid form;

(c) Know that certain properties of materials can be changed by heating, freezing, mixing, cutting or bending the material;

(d) Know that matter can be categorized by observable properties, including, without limitation, color, size, shape and weight; and

(e) Know that different objects can be made of many different types of materials.

4. For the areas of force and motion:

(a) Understand that the position and motion of an object can be described;

(b) Know that the position and motion of an object can be changed by pushing or pulling the object;

(1) In various manners and directions, including, without limitation, straight lines, zigzags, vibrations and circular motions; and

(2) At various speeds, including, without limitation, fast and slow;

(d) Know that magnets can be used to make certain objects move without being touched; and

(e) Know that an object will fall to the ground unless something holds the object off of the ground.

5. For the area of energy:

(a) Understand that heat, light and sound can be produced;

(b) Know that the sun is a source of heat and light;

(d) Know that an object can be described as hot or cold in relation to another object.

6. For the area of heredity:

(a) Understand that living things, including, without limitation, plants and animals, pass certain characteristics to their offspring that make them resemble each other; and

(b) Know that differences exist among individuals of the same kind of plant or animal.

7. For the area of the structure of life:

(a) Understand that living things have identifiable characteristics; and

(b) Know that humans and other animals use their senses to understand and adapt to their environment.

8. For the area of organisms and their environment:

(a) Understand that living things live in different places and environments;

(b) Know that plants and animals need certain resources for energy and growth;

(d) Know that living things exist almost everywhere on the earth.

9. For the area of the diversity of life:

(a) Understand that there are many kinds of living things on the earth;

(b) Know that plants and animals can be distinguished by observable characteristics and behaviors; and

10. For the areas of the atmospheric processes and the cycle of water:

(a) Understand that changes in the weather can transform the state of water from a liquid form to a solid form or a solid form to a liquid form;

(b) Know that the sun is a source of heat and light;

(c) Know that the water on the earth exists in a liquid form or solid form and can transform from one form to the other form;

(d) Know that the weather changes from day to day and from season to season; and

(e) Know that the weather can be described in terms of certain measurements, including, without limitation, the degree of the temperature, the direction and speed of the wind, and the amount of precipitation.

11. For the areas of the solar system and the universe:

(a) Understand that there are objects in the sky which display patterns, including, without limitation, how they look, where they are located and how they move;

(b) Know that the sun rises every day and the moon can rise during the day and night;

(d) Know that the shape of the moon appears to change over the course of a month.

12. For the area of the structure and composition of the earth:

(a) Understand that the earth is composed of various materials, including, without limitation, rock, soil and water;

(b) Know that rocks exist in various sizes, shapes, textures and colors;

(d) Know that the color and texture of soil depends upon the composition of the soil.

(Added to NAC by Bd. of Education by R075-99, eff. 11-4-99; A by R041-05, 10-31-2005)

Instruction Through Third Grade

NAC 389.246 English language arts. (NRS 385.080, 385.110, 389.0185, 389.520) By the beginning of the third grade, pupils must know and be able to do everything required in the previous grades for courses in English language arts offered in public schools. Instruction in the third grade in English language arts must be designed so that pupils meet the following performance standards by the completion of the third grade:

1. For the area of reading:

(a) Know and use skills and strategies of word analysis to comprehend new words encountered in text and to develop vocabulary, as demonstrated by the pupil’s ability to:

(1) Decipher words in text using phonics and structural analysis by applying knowledge of:

(I) Short and long vowels;

(II) Digraphs;

(III) Diphthongs;

(IV) Base words;

(V) Suffixes;

(VI) Prefixes;

(VII) Compound words;

(VIII) Blends;

(IX) Word families;

(X) Spelling patterns; and

(XI) Syllables;

(2) Comprehend, build and expand vocabulary using:

(I) Syntax;

(II) Parts of speech;

(III) Homographs;

(IV) Homophones;

(V) Synonyms;

(VI) Antonyms;

(VII) Clues from the context in which the word is being used; and

(VIII) Structural analysis;

(3) Apply alphabetical order to locate words using the first and second letters of each word;

(4) Use resources to find and confirm the meaning of an unknown word encountered in a text;

(5) With assistance, identify the connotative and denotative meaning of a word in a text;

(6) Build vocabulary using pictures and symbols;

(7) Apply knowledge of high-frequency words in a text to build fluency and comprehension;

(8) With assistance, identify content-specific vocabulary in a text; and

(9) Read aloud with a focus on:

(I) Prosody;

(II) Accuracy;

(III) Automaticity; and

(IV) Reading rate.

(b) Use skills and strategies of reading process to build comprehension, as demonstrated by the pupil’s ability to:

(1) Use prereading strategies which are based on the text and the purpose to:

(I) Preview the text;

(II) Access prior knowledge;

(III) Build background knowledge;

(IV) Set the purpose for reading the text;

(V) Make predictions;

(VI) Determine the reading rate; and

(VII) Determine the type of text;

(2) Use strategies during the reading process which are based on the text and the purpose to:

(I) Apply strategies of self-correction;

(II) Make, confirm and revise predictions;

(III) Understand and use key vocabulary;

(IV) Identify the main idea and supporting details;

(V) Make inferences;

(VI) Adjust the reading rate; and

(VII) Apply knowledge of the type of text; and

(3) With assistance, use strategies after completion of the reading which are based on the text and the purpose to:

(I) Recall details;

(II) Restate main ideas;

(III) Organize information;

(IV) Record information;

(V) Synthesize the text;

(VI) Evaluate the text; and

(VII) Evaluate the effectiveness of the strategies of reading.

(c) Read literary texts to comprehend, interpret and evaluate authors, cultures and time periods, as demonstrated by the pupil’s ability to:

(1) Describe:

(I) The setting;

(II) The sequence of events;

(III) A conflict; and

(IV) The resolution of the conflict;

(2) With assistance, identify:

(I) The climax;

(II) The turning point;

(III) The protagonist and antagonist;

(IV) The theme of the text;

(V) The third-person limited point of view;

(VI) Metaphors;

(VII) Hyperbole; and

(VIII) The use of formal and informal language;

(3) Identify:

(I) How one event may cause another event;

(II) A lesson learned based on the events or the actions of a character;

(III) The first-person point of view;

(IV) The effects of rhythm and rhyme on the text;

(V) Idioms;

(VI) Alliteration;

(VII) Sensory words;

(VIII) Dialect;

(IX) Slang; and

(X) Words and phrases that reveal tone;

(4) Make inferences and draw conclusions based on evidence from the text about the:

(I) Setting;

(II) Plot; and

(III) Characters;

(5) Describe the:

(I) Physical traits of a character;

(II) Personality traits of a character; and

(III) Motivation for the actions of a character;

(6) Explain the main idea of a text and support the explanation with evidence from the text;

(7) Identify examples of:

(I) Imagery;

(II) Similes; and

(III) Personification;

(8) Compare texts from different:

(I) Cultures; and

(II) Time periods;

(9) Make and revise predictions based on evidence from the text;

(10) Make connections between the text and:

(I) The pupil;

(II) Other texts; and

(III) The world;

(11) Use information to answer specific questions; and

(12) With assistance, summarize information.

(d) Read expository and persuasive texts to comprehend, interpret and evaluate the texts for specific purposes, as demonstrated by the pupil’s ability to:

(1) Identify the purpose of and gain information from:

(I) Illustrations;

(II) Graphs;

(III) Charts;

(IV) Titles;

(V) Text boxes;

(VI) Diagrams;

(VII) Headings;

(VIII) Maps;

(IX) Tables of content;

(X) Glossaries; and

(XI) Indices;

(2) Identify and explain the use of:

(I) Boldface type;

(II) Underlined type;

(III) Highlighted type;

(IV) Italicized type;

(V) Abbreviations; and

(VI) Acronyms;

(3) Identify:

(I) Dialect;

(II) Slang;

(III) Metaphors;

(IV) Words and phrases that reveal an author’s tone;

(V) Techniques of persuasion and propaganda;

(VI) A cause and its effect on events and relationships;

(VII) A problem and the solution to the problem; and

(VIII) The main idea, which must be supported by evidence from the text;

(4) With assistance, identify:

(I) Alliteration;

(II) Informal and formal language;

(III) Idioms;

(IV) Similes;

(V) Personification;

(VI) How language is used for persuasion and propaganda; and

(VII) The theme of the text;

(5) Explain the topic of the text and support the explanation with evidence;

(6) With assistance, distinguish the theme of the text from the topic of the text;

(7) Describe the:

(I) Sequential order of the text; and

(II) Chronological order of the text;

(8) With assistance, trace the development of the argument, viewpoint or perspective of the author;

(9) Compare texts from different:

(I) Cultures; and

(II) Time periods;

(10) Make connections between the text and:

(I) The pupil;

(II) Other texts; and

(III) The world;

(11) Use information to answer specific questions;

(12) With assistance, develop hypotheses based on information;

(13) With assistance, summarize information;

(14) Make and revise predictions based on evidence from the text;

(15) Make inferences and draw conclusions based on evidence from the text;

(16) Distinguish between fact and opinion; and

(17) Read and follow directions to complete a task.

2. For the area of writing:

(a) Write a variety of texts using the writing process, as demonstrated by the pupil’s ability to:

(1) Use prewriting strategies to plan written work;

(2) Choose and narrow a topic to organize ideas;

(3) Explore a topic to plan written work;

(4) Draft paragraphs about a single topic which:

(I) Are appropriate for the audience;

(II) Address the purpose; and

(III) Contain supporting details;

(5) With assistance, draft papers which contain more than one paragraph about a single topic and which include:

(I) An introduction; and

(II) A conclusion;

(6) With assistance, revise drafts:

(I) For organization;

(II) To focus ideas;

(III) For voice;

(IV) For appropriateness for the audience;

(V) For purpose;

(VI) For relevant details;

(VII) For word choice; and

(VIII) For sentence fluency;

(7) Edit paragraphs to ensure correct spelling of high-frequency words, content words and patterned words;

(8) Edit for the proper capitalization of:

(I) The beginning of sentences;

(II) Months of the year;

(III) Days of the week;

(IV) Proper nouns;

(V) Initials; and

(VI) Titles;

(9) With assistance, edit for the proper capitalization of abbreviations;

(10) Edit punctuation for:

(I) Punctuation at the end of a sentence;

(II) Commas; and

(III) Apostrophes;

(11) With assistance, edit punctuation for quotation marks;

(12) Edit for the correct use of:

(I) Nouns;

(II) Verbs;

(III) Pronouns;

(IV) Adjectives;

(V) Agreement between the subject and verb; and

(VI) Verb tenses;

(13) With assistance, edit for the correct use of adverbs;

(14) Edit sentence structure:

(I) For complete sentences; and

(II) To combine sentences, when combining is appropriate;

(15) With assistance, edit sentences for:

(I) Compound sentences; and

(II) Complex sentences; and

(16) Prepare a legible final draft to display or share.

(b) Write a variety of texts that inform, persuade, describe, evaluate, entertain or tell a story and are appropriate to the purpose and audience, as demonstrated by the pupil’s ability to:

(1) Write paragraphs which include:

(I) A topic sentence;

(II) Supporting details; and

(III) A concluding statement;

(2) With assistance, write papers which contain more than one paragraph and which include:

(I) A beginning, a middle and an end; and

(II) A thesis statement;

(3) Write paragraphs about experiences and events appropriate to the purpose and audience that:

(I) Are arranged in a logical sequence;

(II) Include characters; and

(III) Describe a setting;

(4) With assistance, write paragraphs about experiences and events which are appropriate to the purpose and the audience and which include:

(I) A plot; and

(II) Dialogue;

(5) Write:

(I) Poetry;

(II) Responses to literary text;

(III) Responses to expository text;

(IV) An opinion statement;

(V) Friendly letters adhering to an established format; and

(VI) Directions to complete a task;

(6) With assistance, write:

(I) Persuasive paragraphs that include supporting evidence;

(II) Responses to text that demonstrate an understanding of the setting;

(III) Responses to text that use specific details from the text; and

(IV) Persuasive essays and compositions that include supporting evidence;

(7) With assistance, summarize information; and

(8) Write research papers by:

(I) Formulating and recording questions;

(II) Identifying and collecting information;

(III) Recording information from sources used to prepare the research paper;

(IV) Organizing information collected by the pupil; and

(V) Documenting the sources from which information was obtained.

3. For the area of listening, listen to a speaker and evaluate oral communications for content, style, purpose of the speaker and appropriateness for the audience, as demonstrated by the pupil’s ability to:

(a) Listen for a variety of purposes, including, without limitation:

(1) To gain information;

(2) Entertainment; and

(3) To understand directions;

(b) Listen for and identify:

(1) The main idea;

(2) The purpose;

(3) The message;

(4) The mood;

(5) The tone;

(6) Dialect; and

(7) The use of formal and informal language;

(d) With assistance, listen for and summarize ideas and supporting details;

(e) With assistance, listen for and distinguish fact from opinion;

(f) Listen to and respond to oral communications;

(g) With assistance, listen to and evaluate the content of oral communications;

(h) Expand vocabulary through listening;

(i) With assistance, listen for and identify social and academic language;

(j) Actively listen to a speaker;

(k) Listen to and participate in conversations;

(l) With assistance, listen to and evaluate constructive feedback; and

(m) With assistance, provide constructive feedback.

4. For the area of speaking, speak using organization, style, tone, voice and media aids appropriate to audience and purpose and participate in discussions to offer information, clarify ideas and support positions, as demonstrated by the pupil’s ability to:

(a) Give directions to complete tasks;

(b) Ask questions to clarify directions;

(1) Feelings;

(2) Experiences;

(3) Observations; and

(4) Ideas;

(d) Use standard English to communicate ideas;

(e) Speak clearly with prosody;

(f) Use techniques for public speaking to deliver presentations which address the audience with appropriate:

(1) Volume;

(2) Eye contact;

(3) Enunciation;

(4) Posture;

(5) Expression;

(6) Purpose; and

(7) Prosody;

(g) Communicate information:

(1) While maintaining a clear focus; and

(2) In a logical sequence;

(h) With assistance, communicate information by illustrating information using media aids;

(i) Communicate statements that express an opinion;

(j) With assistance, defend a position using evidence which supports that position;

(k) Contribute and respond to conversations and discussions about a specified topic;

(l) Ask relevant questions to clarify information; and

(m) With assistance, take a leadership role in conversations and discussions.

(Added to NAC by Bd. of Education by R075-99, eff. 11-4-99; A by R073-01, 11-1-2001; R102-07, 1-30-2008)

NAC 389.248 Information literacy. (NRS 385.080, 385.110, 389.0185, 389.520) By the end of the third grade, pupils must know and be able to do everything required in the previous grades to be information literate. Instruction in the third grade, regardless of whether it takes place in the library or the classroom, must be designed so that pupils meet the following standards for information literacy by the completion of the third grade:

(a) Recognize the need for information by:

(1) Giving examples of situations in which additional information beyond the pupil’s own knowledge is needed to resolve an information problem or question;

(2) Determining whether additional information beyond the pupil’s own knowledge is needed to resolve an information problem or question; and

(3) By selecting examples of accurate and inaccurate information and complete and incomplete information.

(b) Recognize that accurate and comprehensive information is the basis for intelligent decision making by explaining the differences between accurate and inaccurate information.

(1) Stating at least one broad question that will help in finding the needed information; and

(2) Stating both broad and specific questions that will help in finding the needed information.

(d) Identify a variety of potential sources of information by listing several sources of information and by explaining the kind of information found in each source.

(e) Develop and use successful strategies for locating information by listing some ideas for identifying and finding information that is needed.

(f) Determine accuracy, relevance and comprehensiveness by defining “accuracy,” “relevance” and “comprehensiveness” and giving examples of their applications.

(g) Distinguish among fact, point of view and opinion by:

(1) Recognizing those concepts in various sources and products of information; and

(2) Explaining how those concepts are different from the others.

(h) Identify inaccurate and misleading information by explaining how such information can lead to faulty conclusions.

(i) Select information that is appropriate to a specific problem or question by recognizing information that is applicable to that problem or question.

(j) Organize information for practical application by:

(1) Describing several ways to organize information, including chronologically, topically and hierarchically; and

(2) Organizing the information in different ways according to the specific information problem or question.

(k) Integrate new information into the pupil’s existing knowledge by:

(1) Recognizing and understanding new information and ideas; and

(2) Combining what is already known about a topic with new information and drawing conclusions using the combined information.

(l) Apply information in critical thinking and problem solving by:

(1) Identifying information that meets a particular need for information; and

(2) Using information from a variety of sources to resolve an information problem or question.

(m) Produce and communicate information and ideas in appropriate formats by:

(1) Naming a variety of different formats for presenting different kinds of information; and

(2) Choosing an appropriate format for presenting information from a variety of sources based on the information itself, the audience, and the nature of the information problem or question to determine the applicability of that format to a specific information problem or question.

(a) Seek information relating to various dimensions of personal well-being, such as vocational interests, involvement in community, matters concerning health and recreational pursuits by:

(1) Occasionally seeking information about topics of personal interest or aspects of well-being; and

(2) Generally expanding beyond the pupil’s own knowledge to seek information concerning topics of personal interest or aspects of well-being.

(b) Design, develop and evaluate information and conclusions based upon that information relating to topics of personal interest to the pupil by:

(1) Organizing and presenting basic information gathered by the pupil relating to those topics of personal interest; and

(2) Creating solutions and methods of conveying information concerning those topics of personal interest.

(1) Explaining and discussing various examples of fiction; and

(2) Choosing fiction and other types of literature to read and analyze.

(d) Derive meaning from information presented creatively in a variety of formats by explaining and discussing films, plays and other creative presentations of information.

(e) Develop creative methods of conveying information in a variety of formats by:

(1) Expressing information and ideas creatively in simple formats; and

(2) Expressing information and ideas creatively in ways that combine several formats.

(f) Assess the quality of the process and outcome of the pupil’s efforts to obtain information by:

(1) Retracing the steps the pupil took to obtain information and explaining which were most useful for resolving a problem or question concerning the information; and

(2) Assessing each step the pupil took to obtain information with respect to a specific problem concerning the information and assessing the result.

(g) Devise basic strategies for revising, improving and updating self-generated knowledge by explaining those basic strategies.

(a) Seek information from diverse sources, contexts, disciplines and cultures by identifying several appropriate sources for resolving an information problem or question.

(b) Respect the principle of equitable access to information by:

(1) Explaining why it is important for all pupils to have access to information, information sources and information technology; and

(2) Using information, information sources and information technology efficiently so that they are available for other pupils to use.

(1) Defining or giving examples of “intellectual freedom”; and

(2) Analyzing a situation in terms of its relationship to intellectual freedom, including, without limitation, issuing a personal opinion of a book or video in the library media center.

(d) Respect intellectual property rights by:

(1) Giving examples of what it means to respect intellectual property rights; and

(2) Analyzing situations to determine the steps necessary to respect intellectual property rights, including, without limitation, the creation of a term paper or the development of a multimedia product.

(e) Use information technology responsibly by stating the main points of the policy of the pupil’s school regarding the use of computing and communications hardware, software and networks.

(f) Share and contribute knowledge and information with other pupils in groups by:

(1) Seeking and communicating specific facts, opinions and points of view related to information problems or questions; and

(2) Using information sources and selecting information and ideas that will contribute directly to the success of group projects.

(g) Respect the ideas and backgrounds of other pupils and acknowledge their contributions by:

(1) Describing the ideas of other pupils accurately and completely; and

(2) Encouraging consideration of ideas and information from all group members.

(h) Collaborate with others, both in person and through technologies, to identify information problems and to seek solutions by:

(1) Expressing the pupil’s own ideas appropriately and effectively, in person and remotely through technologies, while working in groups to identify and resolve information problems;

(2) Participating actively in discussions with others, in person and remotely through technologies, to analyze information problems and suggest solutions; and

(Added to NAC by Bd. of Education by R071-01, eff. 11-1-2001; A by R013-03, 10-30-2003)

NAC 389.251 Mathematics. (NRS 385.080, 385.110, 389.0185, 389.520) By the end of the third grade, pupils must know and be able to do everything required in the previous grades for courses in mathematics offered in public schools. Instruction in the third grade in mathematics must be designed so that pupils meet the following performance standards by the completion of the third grade:

(a) Immediately recall and use addition and subtraction facts;

(b) Immediately recall multiplication facts for products through 81;

(d) Generate and solve two-step addition and subtraction problems based on practical situations;

(e) Generate and solve one-step multiplication problems based on practical situations;

(f) Add and subtract decimals using money as a model;

(g) Read, write, compare and order numbers from 0 through 9,999;

(h) Read and write numbers as words through 100;

(i) Use, model and identify the place value positions of 1s, 10s, 100s and 1,000s;

(j) Identify the value of a given digit in the 1s, 10s, 100s and 1,000s place;

(k) Identify and model the unit fractions 1/2, 1/3, 1/4, 1/6 and 1/8 as equal parts of a whole or set of objects;

(l) Read and write unit fractions with numbers and with words that represent numbers;

(m) Model and explain multiplication and division as skip-counting patterns;

(n) Model and explain multiplication and division as repeated addition or subtraction;

(o) Estimate the number of objects in a set using a variety of techniques;

(p) Model addition, subtraction, multiplication and division in a variety of ways; and

(q) Use mathematical vocabulary and symbols to describe multiplication and division.

(a) Recognize, describe and create patterns by using objects and numbers found in tables, number charts and charts;

(b) Record results of patterns created by using manipulatives, pictures and numeric representations and describe how they are extended;

(d) Use variables and open sentences to express relationships; and

(e) Complete number sentences using the words plus, minus, greater than, less than or equal to, as appropriate, or using the corresponding symbol.

(a) Compare, order and describe objects by using various measurable attributes for area, volume and capacity;

(b) Select and use appropriate units of measure;

(d) Determine possible combinations of coins and bills to equal given amounts;

(e) Read, write and use money notations;

(f) Recognize equivalent relationships between and among bills and coins;

(g) Tell the time of day to the nearest minute by using analog and digital clocks;

(h) Determine start, end and elapsed time by using elapsed time in half-hour increments, beginning on the hour or half-hour; and

(i) Recognize that there are 60 minutes in 1 hour.

(a) Describe, sketch, compare and contrast plane geometric figures;

(b) Demonstrate and describe the transformational motions of a geometric figure, including, without limitation, a translation or slide, a rotation or turn, and a reflection or flip;

(d) Create two-dimensional designs that contain a line of symmetry;

(e) Identify, draw and describe horizontal, vertical and oblique lines; and

(f) Use the quantifiers all, some and none to describe the characteristics of a set.

(a) Use informal concepts of probability such as impossible, unlikely, likely and certain to make predictions about future events;

(b) Pose questions that can be used to guide data collection, organization and representation; and

(c) Use graphical representations, including, without limitation, number lines, frequency tables and pictographs, to represent data.

(a) Generalize and apply previous experiences and strategies to new problem-solving situations;

(b) Determine an efficient problem-solving strategy and verify, interpret and evaluate the results with respect to the original problem;

(d) Interpret and solve a variety of mathematical problems by paraphrasing;

(e) Identify necessary and extraneous information;

(f) Check the reasonableness of a solution; and

(g) Use technology, including, without limitation, a calculator, to develop mathematical concepts.

(a) Use inquiry techniques to solve mathematical problems;

(b) Use a variety of methods to represent and communicate mathematical ideas through oral, verbal and written formats;

(d) Communicate strategies and solutions to mathematical problems by using oral and written expression of everyday language.

8. For the area of mathematical reasoning, to develop the ability to reason mathematically, a pupil must solve problems in which there is a need to investigate mathematical ideas and construct his own learning in all content areas to reinforce and extend his ability to reason logically, reflect on, clarify and justify his thinking, ask questions to extend his learning, use patterns and relationships to analyze mathematical situations, and determine relevant, irrelevant and sufficient information to solve mathematical problems. A pupil must demonstrate the ability to:

(a) Draw logical conclusions about mathematical problems;

(b) Follow a logical argument and judge the validity of the argument;

(d) Justify and explain the solutions to problems using manipulatives and physical models.

(a) Use mathematical ideas from one area of mathematics to explain an idea from another area of mathematics;

(b) Use physical models to explain the relationship between concepts and procedures;

(c) Apply mathematical thinking and modeling to solve problems that arise in other disciplines, including, without limitation, rhythm in music and motion in science; and

(d) Identify, explain and use mathematics in everyday life.

(Added to NAC by Bd. of Education by R075-99, eff. 11-4-99; A by R073-01, 11-1-2001; R155-06, 9-18-2006)

NAC 389.254 Social studies. (NRS 385.080, 385.110, 389.0185, 389.520) By the end of the third grade, pupils must know and be able to do everything required in the previous grades for courses in social studies offered in public schools. Instruction in the third grade in social studies must be designed so that pupils meet the following performance standards by the completion of the third grade:

1. For the area of history:

(a) Use chronology to organize and understand the sequence and relationship of events, as demonstrated by the ability of the pupil to:

(1) Identify the source of information for a current event.

(2) Read a timeline.

(b) Use vocabulary and concepts specific to social studies to engage in inquiry, research and analysis, and use related decision-making skills, as demonstrated by the ability of the pupil to ask questions related to history.

(c) Understand the impact of the interaction of peoples, cultures and ideas between the years 1200 and 1750, as demonstrated by the ability of the pupil to identify what life was like for a Native American living in North America before European contact, including, without limitation, food, clothing and shelter.

(d) Understand the people, events, ideas and conflicts that led to the creation and growth of a distinctive culture between the years 1700 and 1865, as demonstrated by the ability of the pupil to:

(1) Identify the Declaration of Independence.

(2) Identify patriotic symbols, including, without limitation, the bald eagle, the flag of the United States and the Liberty Bell.

(3) Identify the “Star Spangled Banner” as the national anthem of the United States.

(4) Describe the life of the pioneers.

(e) Understand the importance and impact of political, economic and social ideas between the years 1860 and 1920, as demonstrated by the ability of the pupil to identify the Statue of Liberty as a patriotic symbol of the United States.

2. For the area of geography:

(a) Use maps, globes and other geographic tools and technologies to locate and derive information about people, places and environments, as demonstrated by the ability of the pupil to:

(1) Identify and use the cardinal directions, such as north, south, east and west, on a compass rose to locate places on a map.

(2) Select the appropriate map or globe for a given task.

(3) Answer detailed geographic questions using maps, globes, photographs and graphs.

(4) Independently construct a simple map which includes, without limitation, an appropriate title, a minimum of five symbols in the map key and a compass rose showing the cardinal directions.

(5) Recognize and differentiate among physical maps, political maps and special purpose and thematic maps.

(6) Identify and explain the significance of spatial patterns on a map, including, without limitation, distribution of population in rural and urban areas.

(7) Explain the differences between a city and a state, and give examples of each.

(8) Locate Nevada on a labeled map of the United States and read the names of the five states that border Nevada.

(9) Locate the United States on a labeled map of the world, and read the names of the two countries which border the United States.

(1) Observe and describe, by utilizing a variety of visual materials, sources of data and narratives, the differences among:

(I) Physical features, including, without limitation, landforms, weather and climate, bodies of water, vegetation and soils; and

(II) Human features, including, without limitation, distribution of population, languages, types of housing and types of economic activities.

(2) Identify and distinguish among expressions of different customs and cultures by examining the language, music, stories and art of those cultures.

(3) Identify and discuss how people view their own communities.

(4) Identify and list how communities use different types of technology.

(5) Identify a historic landmark and describe the event which took place at the landmark.

(6) Sequence, in chronological order, timelines or other pictorial representations that depict changes which have occurred in the same place over time.

(7) Identify and categorize where people live, work and play within the neighborhood or community in which the pupil lives.

(c) Understand how physical processes shape the surface patterns and ecosystems of the earth, as demonstrated by the ability of the pupil to:

(1) Identify appropriate land and water habitats for selected plants and animals.

(2) Identify and describe natural hazards and disasters, including, without limitation, floods, wildfires, volcanic eruptions and earthquakes.

(3) Compare the elements of different types of ecosystems, including, without limitation, living and nonliving elements, location, climate, weather, vegetation and animal life.

(4) Locate various ecosystems within his community using maps and photographs.

(5) Construct a simple model of an ecosystem that includes illustrations of locations, climate, vegetation and animal life for a pond, stream or field.

(1) Construct a graph or chart to compare the population distribution in different areas using climate, precipitation, length of growing seasons, natural resources and other physical features.

(2) Draw a simple map that illustrates how to get from one location to another location.

(3) Identify and list the types of transportation and communication networks used in daily life.

(4) Describe the characteristics of, and distinguish among, rural, suburban and urban communities.

(5) Locate sources of goods and services in the community by using materials that include, without limitation, newspapers, telephone books, maps and other media sources.

(6) Investigate an economic product by asking and answering questions about the location of the product, including, without limitation, questions about the location of the raw materials needed to produce the product, the processing or manufacturing of the product, and the distribution of the product.

(7) Compare and contrast the wants and needs of people in different communities, and the means by which those wants and needs may be fulfilled.

(8) Describe the different purposes of various organizations, including, without limitation, Scouts, Little League and 4-H clubs.

(9) Describe how cooperation and conflict affect various places in different communities.

(e) Understand the effects of interactions between human and physical systems, and the changes in use, distribution and importance of resources, as demonstrated by the ability of the pupil to:

(1) List tools, machines and other technologies that have changed the physical environment.

(2) Compare different ways that people modify their physical environment, including, without limitation, building irrigation projects, clearing land for housing projects, building roads and building parks.

(3) List examples of ways that people depend on natural resources, including, without limitation, the use of natural resources for water, shelter and food.

(4) List examples of how people modify and manage natural resources within their communities.

(f) Apply geographic knowledge of people, places and environments to interpret the past, understand the present and plan for the future, as demonstrated by the ability of the pupil to:

(1) Use visual clues, including, without limitation, historical photographs and illustrations, to define when and where an event in the past took place.

(2) Identify on a map the locations at which current events are taking place.

(3) Identify a geographic issue or theme, including, without limitation, natural hazards, climate, availability of water and changes in population, that affect the home, school or community of the pupil.

(4) Predict possible geographic changes, including, without limitation, changes in population, availability of resources, growth of a community, and influx of business and industry into a community, that could take place in the neighborhood or community in which the pupil lives.

(g) Ask and answer questions about geography by acquiring, organizing and analyzing geographic information, as demonstrated by the ability of the pupil to:

(1) Ask questions about why things are located where they are, including, without limitation, questions about places described in books, locations where current events are taking place and features of the neighborhood or community in which the pupil lives.

(2) Gather geographic information from maps, globes and atlases, and apply quantitative skills to that knowledge, including, without limitation, counting land or water forms, measuring distances and identifying directions.

(3) Use outline maps that are appropriately labeled to display geographic information obtained from graphs and other resources.

(4) Select and explain information from several geographic sources, including, without limitation, maps, tables, graphs, photographs and other documents.

(5) Create a visual model to illustrate the results of a geographic inquiry, and summarize key geographic ideas.

3. For the area of civics:

(a) Know why society needs rules, law and governments, as demonstrated by the ability of the pupil to:

(1) Identify a variety of rules, laws and authorities that keep people safe and property secure.

(2) Explain that a democracy involves voting, majority rule and the setting of rules.

(b) Know the United States Constitution and the government created by the United States Constitution, as demonstrated by the ability of the pupil to name the current President of the United States.

(c) Describe the roles of political parties, interest groups and public opinion in the democratic process, as demonstrated by the ability of the pupil to discuss why people form groups.

(d) Know the roles, rights and responsibilities of citizens of the United States, and know the symbols of the United States, as demonstrated by the ability of the pupil to:

(1) Identify his rights within the classroom.

(2) Identify conflicts that exist within his school.

(3) Explain why patriotic holidays are celebrated.

(4) Recognize the Pledge of Allegiance.

(e) Know the structure and functions of state and local governments, as demonstrated by the ability of the pupil to name the current Governor of the State of Nevada.

(f) Know the political and economic relationship between the United States and its citizens, and other countries and their citizens, as demonstrated by the ability of the pupil to identify the county, state and country in which he lives.

4. For the area of economics:

(1) Categorize the wants of a person as a good, service or leisure activity.

(2) Identify examples of incentives and categorize those examples as positive or negative incentives.

(3) Identify the benefits and costs of an “all-or-nothing” choice.

(b) Demonstrate a knowledge of past and present economic performance in the United States, identify economic indicators used to measure that performance, use that knowledge to make individual decisions and discuss relevant social issues, as demonstrated by the ability of the pupil to:

(1) Identify and use per capita measurements in the classroom, such as determining the number of pencils per pupil in the classroom.

(2) Give reasons why people seek employment.

(c) Demonstrate an understanding of how markets work, including, without limitation, an understanding of why markets form, how supply and demand interact to determine market prices and interest rates, and how changes in prices act as signals to coordinate trade, as demonstrated by the ability of the pupil to:

(1) Differentiate between barter and monetary trade.

(2) Give examples of prices received for selling goods and services.

(3) Give reasons why producers choose to sell more of a good or service, such as when the price of the good or service is high, and why producers choose to sell less of a good or service, such as when the price of the good or service is low.

(d) Describe the roles played by various economic institutions in the United States, including, without limitation, financial institutions, labor unions, for-profit business organizations and not-for-profit organizations, as demonstrated by the ability of the pupil to:

(1) Demonstrate an understanding of key banking terms, including, without limitation, savings, interest and borrowing.

(2) Identify a for-profit business organization and a service provided by that organization.

(3) Identify a not-for-profit business organization and a service provided by that organization.

(e) Demonstrate an understanding of various forms of money, how money makes it easier to trade, borrow, save, invest and compare the value of services, and how the Federal Reserve System and its policies affect the supply of money in the United States, as demonstrated by the ability of the pupil to identify forms of money, including, cash, checks and debit cards.

(f) Demonstrate an understanding of the economic system of the United States, as a whole, in terms of how it allocates resources, how it determines the production, income, unemployment and price levels in the United States and how it leads to variations in individual levels of income, as demonstrated by the ability of the pupil to:

(1) Explain that producers sell goods and services.

(2) Demonstrate an understanding of income and give examples of income.

(3) Compare jobs by identifying what skills a person must have to do a specific job and how much a person would be paid for doing that job.

(g) Demonstrate an understanding of how investment, entrepreneurship, competition and specialization lead to changes in the structure and performance of an economy, as demonstrated by the ability of the pupil to:

(1) Give examples of skills, training and education that enhance the ability of a person to produce goods and services.

(2) List examples of entrepreneurs.

(3) Describe what it means to compete in an economy.

(h) Explore the characteristics of economic systems from places other than the United States to demonstrate an understanding of how those systems and the economic system in the United States are connected, through trade, with peoples and cultures throughout the world, as demonstrated by the ability of the pupil to:

(1) Give examples of goods imported and exported by the United States.

(2) Identify the countries of origin of commonly used products.

(3) Identify the currencies of other countries.

(Added to NAC by Bd. of Education by R074-00, eff. 6-20-2000)

NAC 389.272 The arts. (NRS 385.080, 385.110, 389.0185, 389.520) By the end of the third grade, each pupil must know and be able to do everything required in the previous grades for courses in the arts offered in public elementary schools. Instruction in the arts in the third grade must be designed so that pupils meet the following standards of performance by the completion of the third grade:

1. For the area of music:

(a) Sing a varied repertoire of music alone and with others as demonstrated by the ability of the pupil to:

(1) Sing folk songs, patriotic songs and multicultural songs with the correct pitch and mood using the head tone;

(2) Sing simple ostinatos on pitch; and

(3) Maintain a part while singing a round in an ensemble.

(b) Perform a varied repertoire of music on instruments alone and with others as demonstrated by the ability of the pupil to:

(1) Play a melodic or rhythmic pattern on instruments in the classroom using the proper technique; and

(2) Accompany simple folk, traditional and multicultural music using accurate rhythmic and melodic patterns.

(c) Improvise melodies, variations and accompaniments as demonstrated by the ability of the pupil to improvise a rhythmic and melodic phrase while maintaining a steady beat.

(d) Compose and arrange music within specified guidelines as demonstrated by the ability of the pupil to:

(1) Organize sounds into musical interpretations of stories, rhymes and poetry in large groups;

(2) With assistance from the teacher, create a two-phrase song or instrumental piece with a beginning, middle and end using a pentatonic scale; and

(3) Organize simple pieces of music using a variety of sound sources.

(e) Read and notate music as demonstrated by the ability of the pupil to:

(1) Read quarter notes, quarter rests and eighth notes and perform through speaking, body percussion and instruments that are out of pitch;

(2) Sing and play simple pentatonic patterns using solfege, numbers or letters;

(3) Use music symbols such as fermata, repeat signs and double bar lines;

(4) Notate a simple oral rhythmic pattern; and

(5) Notate a simple oral melodic pattern.

(f) Listen to, analyze and describe music as demonstrated by the ability of the pupil to:

(1) Identify rhythmic and melodic patterns that are repeated within a musical piece;

(2) Describe a simple musical form;

(3) Recognize the difference in vocal timbres among the male and female voices of children when presented separately; and

(4) Recognize instruments that are out of pitch in a musical example.

(g) Evaluate music and musical performances as demonstrated by the ability of the pupil to:

(1) Use criteria provided by the teacher to evaluate performances and compositions; and

(2) Evaluate performances and compositions in his own words.

(h) Demonstrate knowledge of the historical periods and cultural diversity of music, including, without limitation, the ability to:

(1) Identify various styles of music from diverse cultures; and

(2) Recognize that various styles of music are used in different settings.

2. For the area of theater:

(a) Understand the components of a theatrical production, including, without limitation, scriptwriting, directing and production as demonstrated by the ability of the pupil to:

(1) Write or improvise a simple script based on personal experience, imagination or the retelling of a story;

(2) Create simple sets and sound effects for a dramatized idea or story; and

(3) Create props, costumes, masks or makeup for a dramatized idea or story.

(b) Understand and demonstrate the role of an actor in the theater as demonstrated by the ability of the pupil to:

(1) Identify two of the different traits of a given person, animal or object;

(2) Portray two of the traits of a given person, animal or object; and

(3) Vocally and physically portray in a dramatized idea or story the varied emotions of a character.

(c) Apply and demonstrate critical and creative thinking skills in theater, film, television and electronic media as demonstrated by the ability of the pupil to:

(1) Express opinions related to a performance of another student or a visiting artist; and

(2) Differentiate between what is real and what is make-believe.

(d) Recognize and explain how theatrical experiences contribute to a better understanding of history, culture and human relationships as demonstrated by the ability of the pupil to state the similarities and differences between dramatic characters and real people.

3. For the area of visual arts:

(a) Know and apply media, techniques and processes for developing visual arts as demonstrated by the ability of the pupil to create works of visual art using different media, techniques and processes and meeting most criteria assigned by the teacher.

(b) Use knowledge of the characteristics, purposes and functions of the visual arts as demonstrated by the ability of the pupil to:

(1) Identify selected elements and principles of design in nature and works of visual art; and

(2) Create works of visual art using various visual characteristics of visual art.

(c) Choose, apply and evaluate a range of subject matter, symbols and ideas for visual art as demonstrated by the ability of the pupil to create works of visual art that demonstrate a choice of subject matter and symbols to communicate meaning through such works.

(d) Understand the visual arts in relation to history and culture as demonstrated by the ability of the pupil to:

(1) Match a work of visual art to a particular culture, time or place; and

(2) Create a work of visual art that is influenced by a particular historical period or culture.

(e) Analyze and assess characteristics, merits and meaning in his own works of visual art and the works of others as demonstrated by the ability of the pupil to brainstorm possible meanings for a work of visual art.

(Added to NAC by Bd. of Education by R073-00, eff. 6-20-2000)

NAC 389.281 Health. (NRS 385.080, 385.110, 389.0185, 389.520) By the end of the third grade, pupils must know and be able to do everything required in the previous grades for courses in health offered in public schools. Instruction in the third grade in health must be designed so that pupils meet the following performance standards by the completion of the third grade:

1. Comprehend concepts related to the promotion of health and the prevention of disease, as demonstrated by the ability of the pupil to:

(a) Explain personal responsibility for reducing and avoiding hazards and accidents;

(b) Explain how to obtain help in an emergency;

(d) Identify potentially hazardous situations, including, without limitation, getting into an automobile, going into someone else’s house, letting someone into his house and leaving the area where the pupil is supposed to be, without the permission of his parent or guardian;

(e) Plan a meal that contains food from at least three of the five food groups;

(f) Describe the potential causes of common diseases, how those diseases spread and the measures that can be taken to help prevent the diseases from spreading;

(g) Explain the relationship between accidents and the consumption of alcohol or other drugs; and

(h) Identify the five senses of the body.

2. Access valid health information and health-promoting products and services, as demonstrated by the ability of the pupil to find information regarding the need to balance exercise, nutrition, relaxation and sleep.

3. Practice health-enhancing behaviors and reduce health risks, as demonstrated by the ability of the pupil to:

(a) Explain the individual needs of persons to balance exercise, nutrition, relaxation and sleep;

(b) Give at least one reason why he needs to eat a variety of foods from each of the five food groups;

(d) List the appropriate steps to provide first aid in the care of wounds, including, without limitation, how to stop bleeding and how to cleanse and bandage a wound;

(e) Practice ways to refuse drugs, alcohol and tobacco; and

(f) Describe a dangerous situation and possible safer solutions or alternatives to the situation.

4. Analyze the influence of culture, media, technology and other factors on health, as demonstrated by the ability of the pupil to:

(a) Identify foods which are common to a particular culture and place those foods in the correct food group; and

(b) Name two active forms of recreation practiced in another country.

5. Use interpersonal communication skills to enhance health, as demonstrated by the ability of the pupil to:

(a) Communicate care, consideration and respect for himself and others;

(b) Identify skills for attentive listening that build and maintain healthy relationships; and

6. Use goal-setting and decision-making skills to enhance health, as demonstrated by the ability of the pupil to:

(a) Identify and demonstrate the steps in a decision-making process relating to a specific health issue;

(b) Describe the ways a person can help keep a healthy home and school environment;

(c) Identify how each person has a unique rate of growth and development that is influenced by the health habits and heredity of that person;

(d) Explain how to obtain help in an emergency; and

(e) Identify abusive behavior exhibited by other children and adults and provide the names of the persons whom the pupil should tell if he sees abusive behavior being exhibited.

7. Advocate for personal, family and community health, as demonstrated by the ability of the pupil to follow instructions from a teacher related to the sharing of classroom projects with other pupils.

(Added to NAC by Bd. of Education by R032-00, 6-20-2000, eff. 7-1-2000)

NAC 389.283 Physical education. (NRS 385.080, 385.110, 389.0185, 389.520) By the end of the third grade, pupils must know and be able to do everything required in the previous grades for courses in physical education offered in public schools. Instruction in the third grade in physical education must be designed so that pupils meet the following performance standards by the completion of the third grade:

1. Understand and apply concepts relating to movement to the knowledge and development of motor skills, as demonstrated by the ability of the pupil to:

(a) Use a vocabulary relating to movement for manipulative, locomotor and nonlocomotor movement activities correctly;

(b) Apply the basic elements of a form of movement in a dynamic environment;

(d) Monitor physiological changes which occur during moderate physical activity.

2. Demonstrate competency in many forms of movement and proficiency in a few forms of movement, as demonstrated by the ability of the pupil to:

(a) Maintain a mature form in all locomotor and nonlocomotor movements with a partner;

(b) Perform a variety of manipulative skills in a dynamic environment; and

3. Understand dance through the use of skills, techniques and choreography, and as a form of communication, as demonstrated by the ability of the pupil to:

(a) Create, with a partner and with few errors, shapes at high, medium and low levels in a sequence of movement;

(b) Perform, with a partner, locomotor movements in varying directions and pathways;

(d) Create, with a partner and with or without a prop, a sequence of movement with a beginning, a middle and an end;

(e) Use appropriate skills with a partner;

(f) Express emotion through movement;

(g) Observe and discuss how dance differs from and is the same as sports and everyday activities;

(h) Perform, with a partner and with or without a prop, various movements to a steady beat;

(i) Move to a steady beat at various tempos; and

(j) Perform folk dances or social dances, or both, from various cultures.

4. Achieve and maintain a health-enhancing level of individual fitness for an active lifestyle, as demonstrated by the ability of the pupil to:

(a) Describe the implications of the results of health-related assessments of fitness;

(b) Sustain moderate physical activity that will promote the development of the health-related components of fitness;

(d) Identify proper techniques for warming up, conditioning and cooling down, and state the reasons for using those techniques.

5. Practice personal responsibility, positive social interaction and respect for diversity in settings in which physical activities occur, as demonstrated by the ability of the pupil to:

(a) Apply class rules, procedures, safety practices and etiquette with limited reinforcement from a teacher;

(b) Identify acceptable responses to challenges, successes and failures in physical activity;

(d) Understand the connection between a dance, game or sport and the culture in which the dance, game or sport originates.

(Added to NAC by Bd. of Education by R033-00, 6-20-2000, eff. 7-1-2000)

NAC 389.289 Technology and computers. (NRS 385.080, 385.110, 389.0185, 389.520) By the end of the third grade, pupils must know and be able to do everything required in the previous grades for courses in technology and computers offered in public schools. Instruction in the third grade in technology and computers must be designed so that pupils meet the following performance standards by the completion of the third grade:

1. To develop the ability to use productivity tools, pupils must be able to use appropriate productivity tools, including, without limitation, word processing, spreadsheets, databases, multimedia and telecommunications, as demonstrated by the ability of the pupil to:

(a) Locate and use letters, numbers and special keys on a keyboard using the left and right hands, as appropriate;

(b) Type and edit an existing document;

(d) Use a predesigned spreadsheet to enter simple labels, values and formulas, including, without limitation, three-cell formulas such as “2+2=4”;

(e) Use multimedia software;

(f) Explain the purpose of a multimedia presentation;

(g) Create and save files on various storage media;

(h) Identify the differences between network and stand-alone computer systems; and

(i) Identify a variety of electronic communication devices.

2. In the area of tools used for research, pupils must be able to use various tools of technology to research information and evaluate the accuracy and appropriateness of the information to solve problems and make decisions, as demonstrated by the ability of the pupil to:

(a) Contribute an idea for a topic or definition of a problem;

(b) Contribute one appropriate keyword to a group of keywords for a topic or problem, and use the keyword to conduct an electronic search;

(d) Identify an organizational tool and place information within a format;

(e) Participate in sharing his portion of the research with other members of his group; and

(f) Summarize the research process of the class and discuss the results of the research process.

3. In the area of tools and processes, pupils must be able to identify, apply and manage various concepts, tools and resources to evaluate their accuracy and appropriateness in solving problems and making decisions, as demonstrated by the ability of the pupil to:

(a) Identify tools and resources used in technology and computers;

(b) Regularly select and manipulate tools to use for tasks in the areas of technology and computers;

(d) Regularly resolve difficulties using tools or devices, with practice guided by a teacher.

4. In the area of systems, pupils must be able to recognize that systems are made up of individual components and that each component affects the operation of the entire system and its relationship with other systems, as demonstrated by the ability of the pupil to:

(a) List the parts of an open and a closed loop system;

(b) Given a system, explain how the parts of that system work together to achieve a desired outcome; and

(c) List and group technological systems, including, without limitation, construction, energy, power, transportation, biotechnology and manufacturing.

5. In the area of implications of technology and computers on society, pupils must be able to evaluate the impact and ethical implications of technology and computers on persons, society and the environment, as demonstrated by the ability of the pupil to:

(a) Discuss common uses of technology in daily life and the advantages and disadvantages provided by those uses of technology;

(b) Explain computer piracy and its implications;

(d) Identify changes in the school environment and in the community that are a result of technology;

(e) With the assistance of a teacher, list several careers which currently exist that were not in existence when the pupil was born; and

(f) Explain how physical environments are changed by human activity through technology.

(Added to NAC by Bd. of Education by R038-00, 6-20-2000, eff. 7-1-2000)

NAC 389.291 Foreign language. (NRS 385.080, 385.110) A course in a foreign language offered as an elective course in a public elementary school through the third grade must, in addition to the requirements set forth in NAC 389.241 and subject to the experience of the pupils with the foreign language in kindergarten through the second grade, include instruction designed to teach the pupil by the completion of the third grade to:

1. Engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions in the foreign language by:

(a) Counting and performing simple arithmetic problems.

(b) Participating in brief guided conversations.

(d) Asking and answering simple questions.

(e) Expressing the pupil’s state of being and feelings.

(f) Using simple commands.

2. Understand and interpret written and spoken material in the foreign language on a variety of topics by:

(a) Comprehending brief written and oral directions, commands and information.

(b) Reading familiar words.

(d) Recognizing a sound with its corresponding letter or symbol.

3. Present information, concepts and ideas to an audience in the foreign language by performing skits, puppet shows or dialogues with limited vocabulary.

4. Understand the relationship between the practices and perspectives of the culture studied by exploring the verbal and nonverbal communication of the culture, including, without limitation, gestures, body language, dance, art and music.

5. Understand the relationship between the products and perspectives of the culture studied by:

(a) Exploring the products of the culture studied.

(b) Understanding the relationship between those products and the environment in which they are produced.

6. Understand other disciplines through the foreign language by practicing familiar concepts in the foreign language, including, without limitation, numbers, colors, animals, nursery rhymes, fairy tales, the calendar, weather, money and mathematics.

7. Understand the nature of language through comparisons of the foreign language with the pupil’s language by comparing cognates, word families and language patterns.

8. Understand the concept of culture through comparisons of the culture studied and the pupil’s culture by:

(a) Exploring and recognizing the contributions of the culture studied to the American culture, including, without limitation, music, food, art, toys and folk tales.

(b) Demonstrating an awareness of ways of expressing respect and communicating differences in status in the pupil’s language and the foreign language.

9. Use the foreign language in and outside of school by participating in performances at school or in the community in the foreign language or relating to the culture studied.

10. Develop an interest in continuing the study of the foreign language for personal enjoyment and enrichment by:

(a) Playing sports or games from the culture studied that are appropriate for the pupil’s age.

(b) Listening to music, singing songs or playing musical instruments from the culture studied.

(Added to NAC by Bd. of Education by R065-97, eff. 12-10-97; A by R164-99, 2-16-2000)

Instruction Through Fourth Grade

NAC 389.293 English language arts. (NRS 385.080, 385.110, 389.0185, 389.520) By the beginning of the fourth grade, pupils must know and be able to do everything required in the previous grades for courses in English language arts offered in public schools. Instruction in the fourth grade in English language arts must be designed so that pupils meet the following performance standards by the completion of the fourth grade:

1. For the area of reading:

(a) Know and use skills and strategies of word analysis to comprehend new words encountered in text and to develop vocabulary, as demonstrated by the pupil’s ability to:

(1) Decipher words in text using phonics and structural analysis by applying knowledge of:

(I) Short and long vowels;

(II) Digraphs;

(III) Diphthongs;

(IV) Base words;

(V) Suffixes;

(VI) Prefixes;

(VII) Compound words;

(VIII) Blends;

(IX) Word families;

(X) Spelling patterns; and

(XI) Syllables;

(2) Comprehend, build and expand vocabulary using:

(I) Syntax;

(II) Parts of speech;

(III) Homographs;

(IV) Homophones;

(V) Synonyms;

(VI) Antonyms;

(VII) Clues from the context in which the word is being used; and

(VIII) Structural analysis;

(3) Apply alphabetical order to locate words in resources;

(4) Use resources to find and confirm the meaning of an unknown word encountered in a text;

(5) With assistance, use resources to confirm the origin of a word;

(6) Identify the connotative and denotative meaning of a word in a text;

(7) Build vocabulary using pictures and symbols;

(8) Apply knowledge of high-frequency words in a text to build fluency and comprehension;

(9) Identify content-specific vocabulary in a text; and

(10) Read aloud with fluency and with a focus on:

(I) Prosody;

(II) Accuracy;

(III) Automaticity; and

(IV) Reading rate.

(b) Use skills and strategies of reading process to build comprehension, as demonstrated by the pupil’s ability to:

(1) Use prereading strategies which are based on the text and the purpose to:

(I) Preview the text;

(II) Access prior knowledge;

(III) Build background knowledge;

(IV) Set the purpose for reading the text;

(V) Make predictions;

(VI) Determine the reading rate; and

(VII) Determine the type of text;

(2) Use strategies during the reading process which are based on the text and the purpose to:

(I) Apply strategies of self-correction;

(II) Make, confirm and revise predictions;

(III) Understand and use key vocabulary;

(IV) Identify the main idea and supporting details;

(V) Make inferences;

(VI) Adjust the reading rate; and

(VII) Apply knowledge of the type of text; and

(3) Use strategies after completion of the reading which are based on the text and the purpose to:

(I) Recall details;

(II) Restate main ideas;

(III) Organize information;

(IV) Record information;

(V) Synthesize the text;

(VI) Evaluate the text; and

(VII) Evaluate the effectiveness of the strategies of reading.

(c) Read literary texts to comprehend, interpret and evaluate authors, cultures and time periods, as demonstrated by the pupil’s ability to:

(1) Explain:

(I) The setting;

(II) The sequence of events;

(III) A conflict;

(IV) The resolution of the conflict;

(V) The climax;

(VI) The turning point; and

(VII) The main idea and supporting details;

(2) With assistance, describe an internal conflict and an external conflict;

(3) With assistance, identify and discuss the main plot and a subplot;

(4) Identify:

(I) How one event may cause another event;

(II) The theme;

(III) A lesson learned based on the events or the actions of a character;

(IV) The first-person point of view;

(V) The third-person limited point of view;

(VI) The effects of rhythm and rhyme on text; and

(VII) Words and phrases that reveal tone;

(5) Describe the:

(I) Physical traits of a character;

(II) Personality traits of a character; and

(III) Motivation for the actions of a character;

(6) Make inferences and draw conclusions about a character based on evidence from the text;

(7) With assistance, identify:

(I) The third-person omniscient point of view; and

(II) Examples of irony;

(8) Explain how the author of a text uses:

(I) Imagery;

(II) Similes;

(III) Personification;

(IV) Metaphors;

(V) Idioms;

(VI) Alliteration;

(VII) Sensory words;

(VIII) Hyperbole;

(IX) Dialect;

(X) Slang;

(XI) Formal language; and

(XII) Informal language;

(9) With assistance, explain:

(I) How words and phrases create tone and mood;

(II) The influence of historical events;

(III) The influence of cultures; and

(IV) The influence of the time period;

(10) Compare texts from different:

(I) Cultures; and

(II) Time periods;

(11) Make and revise predictions based on evidence from the text;

(12) Make connections between the text and:

(I) The pupil;

(II) Other texts; and

(III) The world;

(13) Use information to answer specific questions; and

(14) Summarize information.

(d) Read expository and persuasive texts to comprehend, interpret and evaluate the texts for specific purposes, as demonstrated by the pupil’s ability to:

(1) Identify the purpose of and gain information from:

(I) Illustrations;

(II) Graphs;

(III) Charts;

(IV) Titles;

(V) Text boxes;

(VI) Diagrams;

(VII) Headings;

(VIII) Maps;

(IX) Tables of content;

(X) Glossaries; and

(XI) Indices;

(2) Identify and explain the use of:

(I) Boldface type;

(II) Underlined type;

(III) Highlighted type;

(IV) Italicized type;

(V) Abbreviations; and

(VI) Acronyms;

(3) Identify:

(I) Dialect;

(II) Slang;

(III) Alliteration;

(IV) Informal and formal language;

(V) Idioms;

(VI) Words and phrases that reveal an author’s tone;

(VII) Techniques of persuasion and propaganda; and

(VIII) The theme;

(4) Explain:

(I) Idioms;

(II) Similes;

(III) Personification;

(IV) How language clarifies ideas and concepts;

(V) A cause and its effect on events and relationships; and

(VI) A problem and a solution to the problem;

(5) With assistance, explain:

(I) How analogies are used;

(II) How an author uses concrete examples to explain abstract ideas; and

(III) The influence of historical events and cultures;

(6) With assistance, identify how language is used for persuasion and propaganda;

(7) Describe the:

(I) Sequential order of the text; and

(II) Chronological order of the text;

(8) With assistance, describe the importance of sequential order and chronological order;

(9) Distinguish the theme of the text from the topic of the text;

(10) With assistance, analyze:

(I) A cause and its effect on events and relationships; and

(II) The accuracy of facts;

(11) Describe a main idea based on evidence from the text;

(12) With assistance, compare events;

(13) With assistance, trace the development of the argument, viewpoint or perspective of the author;

(14) Compare texts from different:

(I) Cultures; and

(II) Time periods;

(15) Make connections between the text and:

(I) The pupil;

(II) Other texts; and

(III) The world;

(16) Use information to answer specific questions;

(17) With assistance, develop hypotheses based on information;

(18) Summarize information;

(19) Make and revise predictions based on evidence from the text;

(20) Make inferences and draw conclusions based on evidence from the text;

(21) Distinguish between fact and opinion; and

(22) Read and follow directions to complete a task or a procedure.

2. For the area of writing:

(a) Write a variety of texts using the writing process, as demonstrated by the pupil’s ability to:

(1) Use prewriting strategies to plan written work;

(2) Choose and narrow a topic to organize ideas;

(3) Explore a topic to plan written work;

(4) Draft paragraphs about a single topic which:

(I) Are appropriate for the audience;

(II) Address the purpose;

(III) Contain supporting details;

(IV) Contain an introduction; and

(V) Contain a conclusion;

(5) With assistance, draft papers which contain more than one paragraph about a single topic and which include transitions;

(6) Revise drafts:

(I) For organization;

(II) To focus ideas;

(III) For voice;

(IV) For appropriateness for the audience;

(V) For purpose;

(VI) For relevant details;

(VII) For word choice; and

(VIII) For sentence fluency;

(7) Edit paragraphs and documents to ensure correct spelling of high-frequency words, content words and patterned words;

(8) Edit for the proper capitalization of:

(I) The beginning of sentences;

(II) Months of the year;

(III) Days of the week;

(IV) Proper nouns;

(V) Initials;

(VI) Titles; and

(VII) Abbreviations;

(9) Edit punctuation for:

(I) Punctuation at the end of a sentence;

(II) Commas;

(III) Apostrophes; and

(IV) Quotation marks;

(10) With assistance, edit punctuation for:

(I) Abbreviations; and

(II) Colons;

(11) Edit for the correct use of:

(I) Nouns;

(II) Verbs;

(III) Pronouns;

(IV) Adjectives;

(V) Agreement between the subject and verb;

(VI) Verb tenses; and

(VII) Adverbs;

(12) With assistance, edit for the correct use of:

(I) Clauses;

(II) Phrases; and

(III) Agreement between a pronoun and its antecedent;

(13) Edit sentence structure:

(I) For complete sentences;

(II) To combine sentences, when combining is appropriate;

(III) For compound sentences; and

(IV) For complex sentences;

(14) With assistance, edit sentences to eliminate:

(I) Sentence fragments; and

(II) Run-on sentences;

(15) With assistance, select a format in which to publish a final draft that is appropriate to the audience and purpose; and

(16) Prepare a legible final draft to display or share.

(b) Write a variety of texts that inform, persuade, describe, evaluate, entertain or tell a story and are appropriate to purpose and audience, as demonstrated by the pupil’s ability to:

(1) Write paragraphs which include:

(I) A topic sentence;

(II) Supporting details;

(III) A beginning, a middle and an end; and

(IV) A concluding statement;

(2) With assistance, write papers which contain more than one paragraph and which include:

(I) Transitions; and

(II) A thesis statement;

(3) Write papers which contain more than one paragraph about experiences and events appropriate to the purpose and the audience and which:

(I) Are arranged in a logical sequence;

(II) Include characters;

(III) Describe a setting;

(IV) Contain a plot; and

(V) Contain dialogue;

(4) With assistance, write papers which contain more than one paragraph about experiences and events appropriate to the purpose and the audience and which use:

(I) Figurative language; and

(II) Sensory details;

(5) Write:

(I) Poetry;

(II) Responses to text that demonstrate an understanding of the setting;

(III) Responses to text that use specific details from the text;

(IV) Persuasive paragraphs that include supporting evidence;

(V) Friendly letters adhering to an established format; and

(VI) Directions to complete a task or a procedure;

(6) With assistance, write:

(I) Responses to text that demonstrate an understanding of the development and motivation of a character;

(II) Responses to text that analyze the elements of exposition and their effects on the text;

(III) Persuasive essays and compositions which include a thesis statement, supporting evidence and relevant evidence;

(IV) Business and professional letters adhering to an established format; and

(V) A variety of communications in a format appropriate for the type of communication;

(7) Summarize information;

(8) Write research papers by:

(I) Formulating and recording questions;

(II) Identifying and collecting information;

(III) Recording information from sources used to prepare the research paper;

(IV) Paraphrasing and summarizing information;

(V) Organizing information collected by the pupil; and

(VI) Documenting the sources from which information was obtained; and

(9) With assistance, demonstrate an understanding of the differences between original works and plagiarized works.

3. For the area of listening, listen to and evaluate oral communications for content, style, purpose of the speaker and appropriateness for the audience, as demonstrated by the pupil’s ability to:

(a) Listen for a variety of purposes, including, without limitation:

(1) To gain information;

(2) Entertainment; and

(3) To understand directions;

(b) Listen for and identify:

(1) The main idea;

(2) The purpose;

(3) The message;

(4) The mood;

(5) The tone;

(6) Dialect;

(7) Slang; and

(8) The use of formal and informal language;

(d) With assistance, listen to and evaluate oral communications for:

(1) Delivery;

(2) Point of view; and

(3) Ideas;

(e) Listen for and distinguish fact from opinion;

(f) With assistance, listen for and identify techniques of persuasion;

(g) Listen to and evaluate the content of oral communications;

(h) Expand vocabulary through listening;

(i) Actively listen to a speaker;

(j) Listen to and participate in conversations;

(k) Listen to and evaluate constructive feedback;

(l) Provide constructive feedback; and

(m) With assistance, focus attention to solve problems by identifying, synthesizing and evaluating data.

(a) Give directions to complete tasks;

(b) Ask questions to clarify directions;

(1) Feelings;

(2) Experiences;

(3) Observations; and

(4) Ideas;

(d) Use standard English to communicate ideas;

(e) Use techniques for public speaking to deliver presentations which address the audience with appropriate:

(1) Volume;

(2) Eye contact;

(3) Enunciation;

(4) Posture;

(5) Expression;

(6) Purpose; and

(7) Prosody;

(f) Communicate information:

(1) While maintaining a clear focus;

(2) In a logical sequence; and

(3) By illustrating information using media aids;

(g) Communicate statements that express an opinion;

(h) Defend a position using evidence which supports that position;

(i) Contribute to conversations and discussions about a specified topic;

(j) Respond to questions to clarify and expand ideas;

(k) Ask relevant questions to clarify information;

(l) With assistance, take a leadership role in conversations and discussions; and

(m) With assistance, distinguish between relevant and irrelevant information.

(Added to NAC by Bd. of Education by R073-01, eff. 11-1-2001; A by R102-07, 1-30-2008)

NAC 389.2932 Information literacy. (NRS 385.080, 385.110, 389.0185, 389.520) By the end of the fourth grade, pupils must know and be able to do everything required in the previous grades to be information literate. Instruction in the fourth grade, regardless of whether it takes place in the library or the classroom, must be designed so that pupils meet the following standards for information literacy by the completion of the fourth grade:

(a) Recognize the need for information by:

(1) Giving examples of situations in which additional information beyond the pupil’s own knowledge is needed to resolve an information problem or question; and

(2) Determining whether additional information beyond the pupil’s own knowledge is needed to resolve an information problem or question.

(b) Recognize that accurate and comprehensive information is the basis for intelligent decision making by:

(1) Selecting examples of accurate and inaccurate information and complete and incomplete information; and

(2) Explaining the difference between accurate and inaccurate information and complete and incomplete information.

(1) Stating at least one broad question that will help in finding the needed information; and

(2) Stating both broad and specific questions that will help in finding the needed information.

(d) Identify a variety of potential sources of information by:

(1) Listing several sources of information and explaining the kind of information found in each source; and

(2) Brainstorming a range of sources of information that will meet a need for information.

(e) Develop and use successful strategies for locating information by:

(1) Listing some ideas for identifying and finding the needed information; and

(2) Explaining and applying a plan to access the needed information.

(f) Determine accuracy, relevance and comprehensiveness by:

(1) Defining the terms “accuracy,” “relevance” and “comprehensiveness” and giving examples of their applications; and

(2) Comparing and contrasting sources related to a topic.

(g) Distinguish among fact, point of view and opinion by:

(1) Recognizing those concepts in various sources and products of information; and

(2) Explaining how each concept is different from the others.

(h) Identify inaccurate and misleading information by:

(1) Recognizing inaccurate and misleading information in sources and products of information; and

(2) Explaining how such information can lead to faulty conclusions.

(i) Select information that is appropriate to a specific problem or question by:

(1) Recognizing information that is applicable to that problem or question; and

(2) Analyzing information from a variety of sources to determine its applicability to that problem or question.