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 Core Content For Mathematics Assessment
Psychomotor Skills PL-HS-2.1.1 Students will analyze the principles for motor skills (e.g., accuracy, technique, physics, mechanics) and make applications for improving these skills (locomotor, nonlocomotor, transitional). PL-HS-2.1.2 Students will infer how an analysis of specialized...
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Psychomotor Skills PL-HS-2.1.1 Students will analyze the principles for motor skills (e.g., accuracy, technique, physics, mechanics) and make applications for improving these skills (locomotor, nonlocomotor, transitional). PL-HS-2.1.2 Students will infer how an analysis of specialized movement patterns (e.g., swinging golf clubs, shooting basketballs) and sequence evaluation (e.g., positioning, performing, following through) can be used to make recommendations for the improvement of skills used in individual
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=28
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=28
identify and describe the types <span class="highlight">of</span> stages (arena, thrust, proscenium). AH-07-1.3.4 Students will identify and describe the types <span class="highlight">of</span> stages (arena, thrust, proscenium). AH-08-1.3.4 Students will identify and describe the types <span class="highlight">of</span> stages (arena, thrust, proscenium). Visual Arts AH-06-1.4.1 Students will describe works <span class="highlight">of</span> art <span class="highlight">using</span> elements <span class="highlight">of</span> art and principles <span class="highlight">of</span> design. DOK 2 Elements <span class="highlight">of</span> art: Line, Shape, <span class="highlight">Color</span> properties (hue, value, intensity) and <span class="highlight">color</span> schemes/groups (monochromatic), Form
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=128
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=128
Psychomotor Skills PL-HS-2.1.1 Students will analyze the principles for motor skills (e.g., accuracy, <span class="highlight">technique</span>, physics, mechanics) and make applications for improving these skills (locomotor, nonlocomotor, transitional). PL-HS-2.1.2 Students will infer how an analysis <span class="highlight">of</span> specialized movement patterns (e.g., swinging golf clubs, shooting basketballs) and sequence evaluation (e.g., positioning, performing, following through) can be used to make recommendations for the improvement <span class="highlight">of</span> skills used in individual
Microsoft Word - English SOL Cur Frame Grades K-12.doc
students will continue to develop the higher-level phonemic awareness skills of segmentation, deletion, and substitution.
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students will continue to develop the higher-level phonemic awareness skills of segmentation, deletion, and substitution.
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http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=22
www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=22
students will continue to develop the higher-level phonemic awareness skills <span class="highlight">of</span> <span class="highlight">segmentation</span>, deletion, and substitution.
K-12
unknown words (i.e., segmentation) W.6.K.4 Spell a few high frequency words correctly W.6.1.4 Use phonetic strategies to spell unknown words (i.e., segmentation and analogies to known words) W.6.1.5 Spell basic high frequency words correctly W.6.2.7 Use phonetic strategies and co...
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unknown words (i.e., segmentation) W.6.K.4 Spell a few high frequency words correctly W.6.1.4 Use phonetic strategies to spell unknown words (i.e., segmentation and analogies to known words) W.6.1.5 Spell basic high frequency words correctly W.6.2.7 Use phonetic strategies and common visual patterns to spell unfamiliar words W.6.2.8 Spell a growing number of high frequency words correctly W.6.3.9 Use less common visual patterns to spell unfamiliar words
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http://arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=19
arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=19
unknown words (i.e., <span class="highlight">segmentation</span>) W.6.K.4 Spell a few high frequency words correctly W.6.1.4 Use phonetic strategies to spell unknown words (i.e., <span class="highlight">segmentation</span> and analogies to known words) W.6.1.5 Spell basic high frequency words correctly W.6.2.7 Use phonetic strategies and common visual patterns to spell unfamiliar words W.6.2.8 Spell a growing number <span class="highlight">of</span> high frequency words correctly W.6.3.9 Use less common visual patterns to spell unfamiliar words
VT_04_Math GLEs_pf.indd
W22 Grade 4 Informational Writing: Reports W4:8 In reports, students organize information by… • Grouping ideas logically (e.g., predictable categories, steps of a procedure, reasons/arguments) W–4–6.1 • Writing an introduction that sets the context (includi...
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W22 Grade 4 Informational Writing: Reports W4:8 In reports, students organize information by… • Grouping ideas logically (e.g., predictable categories, steps of a procedure, reasons/arguments) W–4–6.1 • Writing an introduction that sets the context (including materials list in procedures) W–4–6.2 • Using transition words or phrases W–4–6.3 • Writing a conclusion W–4–6.4 • Listing sources at end of a report, if appropriate W4:9 In reports, students effectively convey a perspective on a subject by
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_writing.pdf#page=120
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_wri...
W22 Grade 4 Informational Writing: Reports W4:8 In reports, students organize information by… • <span class="highlight">Grouping</span> ideas logically (e.g., predictable categories, steps <span class="highlight">of</span> a procedure, reasons/arguments) W–4–6.1 • Writing an introduction that sets the context (including materials list in procedures) W–4–6.2 • <span class="highlight">Using</span> transition words or phrases W–4–6.3 • Writing a conclusion W–4–6.4 • Listing sources at end <span class="highlight">of</span> a report, if appropriate W4:9 In reports, students effectively convey a perspective on a subject by
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revision SKillS tO SuPPOrt StanDarDS • EL.06.WR.01 use a variety of strategies to prepare for writing, such as brainstorming, making lists, mapping, outlining, grouping related ideas, using graphic organizers, and taking notes. • EL.06.WR.02 Discuss ideas for writing w...
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revision SKillS tO SuPPOrt StanDarDS • EL.06.WR.01 use a variety of strategies to prepare for writing, such as brainstorming, making lists, mapping, outlining, grouping related ideas, using graphic organizers, and taking notes. • EL.06.WR.02 Discuss ideas for writing with classmates, teachers, and other writers, and develop drafts alone and collaboratively. • EL.06.WR.03 identify audience and purpose. • EL.06.WR.04 Choose the form of writing that best suits the intended purpose—personal letter, letter to
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http://www.ode.state.or.us/teachlearn/real/documents/el06.pdf#page=2
www.ode.state.or.us/teachlearn/real/documents/el06.pdf#page=2
revision SKillS tO SuPPOrt StanDarDS • EL.06.WR.01 use a variety <span class="highlight">of</span> strategies to prepare for writing, such as brainstorming, making lists, mapping, outlining, <span class="highlight">grouping</span> related ideas, <span class="highlight">using</span> graphic organizers, and taking notes. • EL.06.WR.02 Discuss ideas for writing with classmates, teachers, and other writers, and develop drafts alone and collaboratively. • EL.06.WR.03 identify audience and purpose. • EL.06.WR.04 Choose the form <span class="highlight">of</span> writing that best suits the intended purpose—personal letter, letter to
K-12 Reading
New Hampshire Curriculum Framework Written and Oral Communication June, 2006 Writing and Oral Communication 3-5 Page 28 of 73 Informational Writing Reports, Procedures, or Persuasive Writing – Organizing and Conveying Information (IW:1) W:IW:1: In informational writing (reports or proce...
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New Hampshire Curriculum Framework Written and Oral Communication June, 2006 Writing and Oral Communication 3-5 Page 28 of 73 Informational Writing Reports, Procedures, or Persuasive Writing – Organizing and Conveying Information (IW:1) W:IW:1: In informational writing (reports or procedures), students organize ideas/concepts by … Grade 3 Grade 4 Grade 5 W:IW:3:1.1: Using a given organizational structure for grouping facts and ideas (e.g., template, frame, graphic organizer) (Local) W:IW:3:1.2
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12FrameworkWrittenandOralCommunication_001.pdf#page=28
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework Written and Oral Communication June, 2006 Writing and Oral Communication 3-5 Page 28 <span class="highlight">of</span> 73 Informational Writing Reports, Procedures, or Persuasive Writing – Organizing and Conveying Information (IW:1) W:IW:1: In informational writing (reports or procedures), students organize ideas/concepts by … Grade 3 Grade 4 Grade 5 W:IW:3:1.1: <span class="highlight">Using</span> a given organizational structure for <span class="highlight">grouping</span> facts and ideas (e.g., template, frame, graphic organizer) (Local) W:IW:3:1.2
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