Search the California Content Standards

Standard:
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure.* b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent ,dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

Footnote:
Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).

Standard:
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly.

Standard:
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations.

Cluster:
Perform arithmetic operations with complex numbers.

Standard:
Use the relation i^2 = −1 and the commutative, associative, and distributive properties to add, subtract, and multiply complex numbers.

Overarching Standard:
Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities.

Standard:
Identify, explain, and apply the skill-related components of balance, reaction time, agility, coordination, explosive power, and speed that enhance performance levels in aquatic, rhythms/dance, and individual and dual activities.

Overarching Standard:
Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities.

Standard:
Examine the physical, emotional, cognitive, and scientific factors that affect performance and explain the relationship between those factors.

Overarching Standard:
Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.

Standard:
Meet health-related physical fitness standards established by a scientifically based health- related fitness assessment.

Overarching Standard:
Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.

Standard:
Discuss the changing psychological and sociological needs of a diverse society in relation to physical activity.

Overarching Standard:
Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities.

Standard:
Explain the skill-related components of balance, reaction time, agility, coordination, explosive power, and speed that enhance performance levels in combative, gymnastic/ tumbling, and team activities and apply those components in performance.

Overarching Standard:
Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities.

Standard:
Evaluate the relationships of physical, emotional, and cognitive factors affecting individual and team performance.