Georgia State Educational Standards
This website supports state essential standards for ELA, Health Education and Science.
| Subject | Grade Levels | Broad Standard Reference | Specific Standard Code | Specific Standard Name | Specific Wording of Standard |
|---|---|---|---|---|---|
| GA ELA | 1 | Reading Informational | ELAGSE1RI1 | Key Ideas and Details | Ask and answer questions about key details in a text. |
| GA ELA | 1 | Reading Informational | ELAGSE1RI10 | Range of Reading and Level of Text Complexity | With prompting and support, read informational texts appropriately complex for grade 1. |
| GA ELA | 1 | Reading Informational | ELAGSE1RI5 | Craft and Structure | Know and use various text features (e.g., headings, tables of content, glossaries, electronic menus, icons) to locate key facts or information in a text. |
| GA ELA | 2 | Language | ELAGSE2L4e | Vocabulary Acquisition and Use | Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. |
| GA ELA | 2 | Reading Informational | ELAGSE2RI5 | Craft and Structure | Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. |
| GA ELA | 2 | Reading Informational | ELAGSE2RI7 | Integration of Knowledge and Ideas | Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. |
| Science | 2 | Physical Science | S2P1 | -- | Obtain, evaluate, and communicate information about the properties of matter and changes that occur in objects. |
| Science | 2 | Physical Science | S2P1a | -- | Ask questions to describe and classify different objects according to their physical properties. |
| GA ELA | 3 | Language | ELAGSE3L4d | Vocabulary Acquisition and Use | Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. |
| GA ELA | 3 | Reading Informational | ELAGSE3RI4 | Craft and Structure | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. |
| GA ELA | 3 | Reading Informational | ELAGSE3RI7 | Integration of Knowledge and Ideas | Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). |
| Science | 3 | Physical Science | S3P1 | -- | Obtain, evaluate, and communicate information about the ways heat energy is transferred and measured. |
| GA ELA | 4 | Language | ELAGSE4L6 | Vocabulary Acquisition and Use | Acquire and use accurately grade-appropriate general academic and domain-specific vocabulary, including words and phrases . . . basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). |
| GA ELA | 4 | Reading Informational | ELAGSE4RI7 | Integration of Knowledge and Ideas | Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. |
| GA ELA | 5 | Language | ELAGSE5RI10 | Range of Reading and Level of Text Complexity | By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently. |
| GA ELA | 5 | Language | ELAGSE5RI4 | Craft and Structure | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. |
| GA ELA | 5 | Speaking and Listening | ELAGSE5SL4 | Presentation of Knoweldge and Ideas | Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. |
| Science | 5 | Physical Science | S5P2 | -- | Obtain, evaluate, and communicate information to investigate electricity. |
| Science | 5 | Physical Science | S5P2b | -- | Design a complete, simple electric circuit, and explain all necessary components. |
| Science | 5 | Physical Science | S5P2c | -- | Plan and carry out investigations on common materials to determine if they are insulators or conductors of electricity. |
| GA ELA | 6 | Language | ELAGSE6L4 | Vocabulary Acquisition and Use | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. |
| GA ELA | 6 | Speaking and Listening | ELAGSE6RI7 | Integration of Knowledge and Ideas | Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. |
| GA ELA | 6 | Speaking and Listening | ELAGSE6W7 | Research to Build and Present Knowledge | Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. |
| Science | 6 | Earth and Space Science | S6E6 | -- | Obtain, evaluate, and communicate information about the uses and conservation of various natural resources and how they impact the Earth. |
| Science | 6 | Earth and Space Science | S6E6a | -- | Ask questions to determine the differences between renewable/sustainable energy resources (examples: hydro, solar, wind, geothermal, tidal, biomass) and nonrenewable energy resources (examples: nuclear: uranium, fossil fuels: oil, coal, and natural gas), and how they are used in our everyday lives. |
| Science | 6 | Earth and Space Science | S6E6b | -- | Design and evaluate solutions for sustaining the quality and supply of natural resources such as water, soil, and air. |
| Health | K-5 | Standard 4 | -- | Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. | |
| Health | K-5 | Standard 7 | -- | Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. | |
| GA ELA | K | Language | ELAGSEKL6 | Vocabulary Acquisition and Use | Use words and phrases acquired through conversations, independent reading and being read to. |
| GA ELA | K | Reading Informational | ELAGSEKRI1 | Key Ideas and Details | With support, ask and answer key details in . . . informational texts. |
| GA ELA | K | Reading Informational | ELAGSEKRI7 | Integration of Knowledge and Ideas | With support, describe the relationship between pictures and text in the story. |
| Health | K | HE 1.3b | -- | Demonstrate how to dial 911 or other emergency numbers and provide appropriate information. | |
| Health | K | HE 2.1 | -- | Identify safety hazards in the community. | |
| Health | K | HE 2.4a | -- | Demonstrate verbal and non-verbal ways to ask an adult for help about an unsafe situation. | |
| Health | K | HE 2.7b | -- | Apply strategies to avoid fires and burns. | |
| Health | K | HE 2.8a | -- | Demonstrate the ability to influence safety practices of family members. | |
| Health | K | HE 3.1 | -- | Explain how injuries can be prevented. | |
| Health | K | HE 3.1 | -- | Identify ways to reduce risk of injuries in case of fire. | |
| Health | K | HE 3.4 | -- | Demonstrate what to say when calling 911. | |
| Health | K | HE K.1a | -- | Identify safety hazards in the home. | |
| Health | K | HE.5.1 | -- | List ways to prevent injuries in the community. | |
| Health | K | HE.5.1 | -- | List examples of dangerous or risky behaviors that might lead to injuries. | |
| Health | K | HE1.1a | -- | Identify safety rules for being around fire. | |
| Science | K | Earth and Space Science | S2E3 | -- | Obtain, evaluate, and communicate information about how weather, plants, animals, and humans cause changes to the environment. |