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 Core Content For Mathematics Assessment
CCA 4.1 High School Practical Living/Vocational Studies AUGUST 2006 Bold – State Assessment Content Standard 128 Italics – Supporting Content Standard Financial Literacy PL-HS-3.2.1 Students will apply financial management practices, including budgeting, banking (e.g., check writing, ba...
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CCA 4.1 High School Practical Living/Vocational Studies AUGUST 2006 Bold – State Assessment Content Standard 128 Italics – Supporting Content Standard Financial Literacy PL-HS-3.2.1 Students will apply financial management practices, including budgeting, banking (e.g., check writing, balancing a checking account), savings and investments (e.g., advantages and disadvantages of savings accounts, stocks, bonds, mutual funds, certificates of deposit, IRAs, 401Ks) and credit (e.g., responsible use of
120
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=120
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=120
achieve a specific goal. DOK 2 PL-07-3.2.1 Students will identify financial management practices and the purposes of budgeting, savings, banking services (e.g., checking and saving accounts, debit/credit, certificate of <span class="highlight">deposit</span>), general types of investments (stocks, bonds, mutual funds) and explain why these practices are important in achieving personal financial goals. DOK 2 PL-08-3.2.1 Students will identify financial management practices and the purposes of budgeting, savings, banking services
131
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=131
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=131
CCA 4.1 High School Practical Living/Vocational Studies AUGUST 2006 Bold – State Assessment Content Standard 128 Italics – Supporting Content Standard Financial Literacy PL-HS-3.2.1 Students will apply financial management practices, including budgeting, banking (e.g., check writing, balancing a checking account), savings and investments (e.g., advantages and disadvantages of savings accounts, stocks, bonds, mutual funds, certificates of <span class="highlight">deposit</span>, IRAs, 401Ks) and credit (e.g., responsible use of
WYOMING LANGUAGE ARTS
story elements, summarize key ideas, and support opinions with textual evidence. Students use a table of contents, index, or glossary to locate information. Students apply context clues, prior knowledge, and knowledge of base words to understand unfamiliar words. They read fluently, with accu...
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story elements, summarize key ideas, and support opinions with textual evidence. Students use a table of contents, index, or glossary to locate information. Students apply context clues, prior knowledge, and knowledge of base words to understand unfamiliar words. They read fluently, with accuracy, expression, and appropriate rate. They monitor accuracy, expression, and appropriate rate. They monitor and self-correct for meaning. BASIC PERFORMANCE 4 th grade readers performing at the basic level
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http://www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=32
www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=32
story elements, summarize key ideas, and support opinions with textual evidence. Students use a table of contents, <span class="highlight">index</span>, or glossary to locate information. Students apply context clues, prior knowledge, and knowledge of base words to understand unfamiliar words. They read fluently, with accuracy, expression, and appropriate rate. They monitor accuracy, expression, and appropriate rate. They monitor and self-correct for meaning. BASIC PERFORMANCE 4 th grade readers performing at the basic level
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Use a text index and glossary appropriately. 2. Survey and explain text features that contribute to comprehension (e.g., headings, introductory and concluding paragraphs). 3.1.5 B. Phonological Awareness No additional indicators at this grade level. 3.1.5 C. Decoding and Word Recogniti...
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Use a text index and glossary appropriately. 2. Survey and explain text features that contribute to comprehension (e.g., headings, introductory and concluding paragraphs). 3.1.5 B. Phonological Awareness No additional indicators at this grade level. 3.1.5 C. Decoding and Word Recognition 1. Use the pronunciation key of a dictionary to decode new words. 2. Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words. 3. Interpret new words correctly in context. 4
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http://www.nj.gov/education/cccs/2004/s3_lal.pdf#page=15
www.nj.gov/education/cccs/2004/s3_lal.pdf#page=15
Use a text <span class="highlight">index</span> and glossary appropriately. 2. Survey and explain text features that contribute to comprehension (e.g., headings, introductory and concluding paragraphs). 3.1.5 B. Phonological Awareness <span class="highlight">No</span> additional indicators at this grade level. 3.1.5 C. Decoding and Word Recognition 1. Use the pronunciation key of a dictionary to decode new words. 2. Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words. 3. Interpret new words correctly in context. 4
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http://www.nj.gov/education/cccs/2004/s3_lal.pdf#page=16
www.nj.gov/education/cccs/2004/s3_lal.pdf#page=16
ideas, and/or making charts. 8. Produce projects and reports, using visuals, media, and/or technology to show learning and support the learning of an audience. Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will: 3.1.6 A. Concepts About Print/Text 1. Use a text <span class="highlight">index</span> and glossary independently and appropriately. 2. Survey and explain text features that contribute to comprehension (e.g., headings, introductory, concluding paragraphs). 3. Recognize and use common
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http://www.nj.gov/education/cccs/2004/s3_lal.pdf#page=18
www.nj.gov/education/cccs/2004/s3_lal.pdf#page=18
features (e.g., paragraphs, topic, sentence, <span class="highlight">index</span>, glossary, table of contents) and graphic features, (e.g., charts, maps, diagrams) to comprehend information. 2. Develop an understanding of the organizational structure of printed material (e.g. chronological, sequential, procedural text). 3.1.7 B. Phonological Awareness <span class="highlight">No</span> additional indicators at this grade level. 3.1.7 C. Decoding and Word Recognition 1. Distinguish among the spellings of homophones (e.g. cite, site, sight). 2. Apply spelling rules and
Microsoft Word - readstdscopeseqrevised081909.docreadstdscopeseqrevised081909.pdf
and charts, table of contents, boldface type, italics, glossary, index) to understand information. ▲ Understands the purpose of text features (e.g., ▲ title, ▲ graphs and charts, ▲ table of contents, ▲ pictures /illustrations, boldface type, italics, glossary, ...
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and charts, table of contents, boldface type, italics, glossary, index) to understand information. ▲ Understands the purpose of text features (e.g., ▲ title, ▲ graphs and charts, ▲ table of contents, ▲ pictures /illustrations, boldface type, italics, glossary, index) and uses such features to locate information in and to gain meaning from appropriate- level texts. ▲ Understands the purpose of text features (e.g., title, ▲ graphs/charts and maps, ▲ table of contents
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http://www.ksde.org/LinkClick.aspx?fileticket=r815MZ9KHeo%3d&tabid=142&mid=8050&forcedownload=true#page=7
www.ksde.org/LinkClick.aspx?fileticket=r815MZ9KHeo%3d&tabid=142&mid=8050&...
and charts, table of contents, boldface type, italics, glossary, <span class="highlight">index</span>) to understand information. ▲ Understands the purpose of text features (e.g., ▲ title, ▲ graphs and charts, ▲ table of contents, ▲ pictures /illustrations, boldface type, italics, glossary, <span class="highlight">index</span>) and uses such features to locate information in and to gain meaning from appropriate- level texts. ▲ Understands the purpose of text features (e.g., title, ▲ graphs/charts and maps, ▲ table of contents
 IDAHO CONTENT STANDARDS Grade 6 Language Arts Reading Process
IDAHO CONTENT STANDARDS GRADE 6 LANGUAGE ARTS Shaded objectives should be assessed in the classroom, but not included on the ISAT assessment. Standard 1: Reading Process Goals:#7;Objective 1#7;Objective 2#7;Objective 3#7;Objective 4#7;#7;Goal 1.1: Acquire Concepts About Print#7;No objectiv...
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captions, diagrams, charts, graphs, table of contents, index, and glossary. c. Identify information from text, headings, subheadings, diagrams, charts, captions, graphs, table of contents, index, and glossary. c. Identify information from text, headings, subheadings, diagrams, cha...
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captions, diagrams, charts, graphs, table of contents, index, and glossary. c. Identify information from text, headings, subheadings, diagrams, charts, captions, graphs, table of contents, index, and glossary. c. Identify information from text, headings, subheadings, diagrams, charts, captions, graphs, table of contents, index, and glossary. c. Identify information from text, headings, subheadings, diagrams, charts, captions, graphs, table of contents, index, and glossary. 44
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http://www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=62
www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=62
captions, diagrams, charts, graphs, table of contents, <span class="highlight">index</span>, and glossary. c. Identify information from text, headings, subheadings, diagrams, charts, captions, graphs, table of contents, <span class="highlight">index</span>, and glossary. c. Identify information from text, headings, subheadings, diagrams, charts, captions, graphs, table of contents, <span class="highlight">index</span>, and glossary. c. Identify information from text, headings, subheadings, diagrams, charts, captions, graphs, table of contents, <span class="highlight">index</span>, and glossary. 44
Colorado Model Content Standards
Colorado Model Content Standards For Reading and Writing Page Index: Terms and Topics abbreviations 10 academic 14, 17 accuracy 11 adjectives 10 adverbs 10 alphabetizing 13 analysis 8, 11 appendices 14 articulate 11 audience 4, 7-9 author 11, 16 autobiographies 6, 17 bibliography 14 book rep...
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Colorado Model Content Standards For Reading and Writing Page Index: Terms and Topics abbreviations 10 academic 14, 17 accuracy 11 adjectives 10 adverbs 10 alphabetizing 13 analysis 8, 11 appendices 14 articulate 11 audience 4, 7-9 author 11, 16 autobiographies 6, 17 bibliography 14 book report 7 books 8 borrowed information 14 bulletin boards 14 business communications 8 capitalization 4, 9, 10 captions 13 career 6, 8, 14 career issues 17 catalog 14 cause/effect relationship 7 CD-ROM 14 chapter heading
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http://www.cde.state.co.us/cdeassess/documents/OSA/standards/reading.pdf#page=18
www.cde.state.co.us/cdeassess/documents/OSA/standards/reading.pdf#page=18
Colorado Model Content Standards For Reading and Writing Page <span class="highlight">Index</span>: Terms and Topics abbreviations 10 academic 14, 17 accuracy 11 adjectives 10 adverbs 10 alphabetizing 13 analysis 8, 11 appendices 14 articulate 11 audience 4, 7-9 author 11, 16 autobiographies 6, 17 bibliography 14 book report 7 books 8 borrowed information 14 bulletin boards 14 business communications 8 capitalization 4, 9, 10 captions 13 career 6, 8, 14 career issues 17 catalog 14 cause/effect relationship 7 CD-ROM 14 chapter heading
Standard 1
Grade 8 LOCAL ONLY End of Grade 10 STATE ASSESSED End of Grade 12 LOCAL ONLY R–5–7 Demonstrate initial understanding of informational texts (expository and practical texts) by… • R–5–7.1 Obtaining information from text features (e.g., table of contents, glossary,...
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Grade 8 LOCAL ONLY End of Grade 10 STATE ASSESSED End of Grade 12 LOCAL ONLY R–5–7 Demonstrate initial understanding of informational texts (expository and practical texts) by… • R–5–7.1 Obtaining information from text features (e.g., table of contents, glossary, index, transition words/phrases, bold or italicized text, headings, subheadings, graphic organizers, charts, graphs, or illustrations) (State) R–6–7 Demonstrate initial understanding of informational texts (expository and
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http://www.ride.ri.gov/Instruction/DOCS/gle/GLE%20pdf/FINAL/Grades%205-12%20Reading%20GLEs%20%20GSEs%20Final%20Version%202006.pdf#page=15
www.ride.ri.gov/Instruction/DOCS/gle/GLE%20pdf/FINAL/Grades%205-12%20Read...
Grade 8 LOCAL ONLY End of Grade 10 STATE ASSESSED End of Grade 12 LOCAL ONLY R–5–7 Demonstrate initial understanding of informational texts (expository and practical texts) by… • R–5–7.1 Obtaining information from text features (e.g., table of contents, glossary, <span class="highlight">index</span>, transition words/phrases, bold or italicized text, headings, subheadings, graphic organizers, charts, graphs, or illustrations) (State) R–6–7 Demonstrate initial understanding of informational texts (expository and
K-12 Reading
New Hampshire Curriculum Framework Reading June, 2006 Reading K-2 Page 26 of 96 Breadth of Reading: Reading for Research Across Content Areas (B:3) *Research materials should be at the student’s instructional and independent reading levels, including print and non-print texts. R:B:3: Research...
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New Hampshire Curriculum Framework Reading June, 2006 Reading K-2 Page 26 of 96 Breadth of Reading: Reading for Research Across Content Areas (B:3) *Research materials should be at the student’s instructional and independent reading levels, including print and non-print texts. R:B:3: Research* by reading multiple sources (including print and non-print texts) to report information by… Grade K Grade 1 Grade 2 R:B:K:3.1: No GLE at this grade level R:B:K:3.2: No GLE at this grade level R:B:K:3.3
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12CurriculumFrameworkReading_001.pdf#page=26
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework Reading June, 2006 Reading K-2 Page 26 of 96 Breadth of Reading: Reading for Research Across Content Areas (B:3) *Research materials should be at the student’s instructional and independent reading levels, including print and non-print texts. R:B:3: Research* by reading multiple sources (including print and non-print texts) to report information by… Grade K Grade 1 Grade 2 R:B:K:3.1: <span class="highlight">No</span> GLE at this grade level R:B:K:3.2: <span class="highlight">No</span> GLE at this grade level R:B:K:3.3
27
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12CurriculumFrameworkReading_001.pdf#page=27
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework Reading June, 2006 Reading 3-5 Page 27 of 96 Early Reading Strategies (ERS:1) Phonemic Awareness and Phonological Knowledge R:ERS:1: Demonstrates phonemic awareness and applies phonological knowledge and skills by… Grade 3 Grade 4 Grade 5 <span class="highlight">No</span> GLE at this grade level <span class="highlight">No</span> GLE at this grade level <span class="highlight">No</span> GLE at this grade level
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12CurriculumFrameworkReading_001.pdf#page=28
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework Reading June, 2006 Reading 3-5 Page 28 of 96 Early Reading Strategies (ERS:2) Concepts of Print R:ERS:2: Demonstrates understanding of concepts of print during shared or individual reading by… Grade 3 Grade 4 Grade 5 <span class="highlight">No</span> GLE at this grade level <span class="highlight">No</span> GLE at this grade level <span class="highlight">No</span> GLE at this grade level
44
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12CurriculumFrameworkReading_001.pdf#page=44
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework Reading June, 2006 Reading 6-8 Page 44 of 96 Early Reading Strategies (ERS:1) Phonemic Awareness and Phonological Knowledge R:ERS:1: Demonstrates phonemic awareness and applies phonological knowledge and skills by… Grade 6 Grade 7 Grade 8 <span class="highlight">No</span> GLE at this grade level <span class="highlight">No</span> GLE at this grade level <span class="highlight">No</span> GLE at this grade level
45
0
http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12CurriculumFrameworkReading_001.pdf#page=45
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework Reading June, 2006 Reading 6-8 Page 45 of 96 Early Reading Strategies (ERS:2) Concepts of Print R:ERS:2: Demonstrates understanding of concepts of print during shared or individual reading by… Grade 6 Grade 7 Grade 8 <span class="highlight">No</span> GLE at this grade level <span class="highlight">No</span> GLE at this grade level <span class="highlight">No</span> GLE at this grade level
54
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12CurriculumFrameworkReading_001.pdf#page=54
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework Reading June, 2006 Reading 6-8 Page 54 of 96 Initial Understanding of Informational Texts (IT:1) (R:IT:1: Assumes increasing text complexity across grade levels. See Appendix F for descriptions of increasing text complexity.) R:IT:1: Demonstrate initial understanding of informational texts (expository and practical texts) by… Grade 6 Grade 7 Grade 8 R:IT:6:1.1a: Obtaining information from text features (e.g., table of contents, glossary, <span class="highlight">index</span>, transition words
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12CurriculumFrameworkReading_001.pdf#page=61
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework Reading June, 2006 Reading 9-12 Page 61 of 96 Early Reading Strategies (ERS:1) Phonemic Awareness and Phonological Knowledge R:ERS:1: Demonstrates phonemic awareness and applies phonological knowledge and skills by… Grade 8 Grade 10 Grade 12 <span class="highlight">No</span> GLE at this grade level <span class="highlight">No</span> GLE at this grade level <span class="highlight">No</span> GLE at this grade level
62
0
http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12CurriculumFrameworkReading_001.pdf#page=62
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework Reading June, 2006 Reading 9-12 Page 62 of 96 Early Reading Strategies (ERS:2) Concepts of Print R:ERS:2: Demonstrates understanding of concepts of print during shared or individual reading by… Grade 8 Grade 10 Grade 12 <span class="highlight">No</span> GLE at this grade level <span class="highlight">No</span> GLE at this grade level <span class="highlight">No</span> GLE at this grade level
71
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12CurriculumFrameworkReading_001.pdf#page=71
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework Reading June, 2006 Reading 9-12 Page 71 of 96 Initial Understanding of Informational Texts (IT:1) (R:IT:1: Assumes increasing text complexity across grade levels. See Appendix F for descriptions of increasing text complexity.) R:IT:1: Demonstrate initial understanding of informational texts (expository and practical texts) by… Grade 8 Grade 10 Grade 12 R:IT:8:1.1: Obtaining information from text features (e.g., table of contents, glossary, <span class="highlight">index</span>, transition words
Microsoft Word - readstd4g[1]_081709.docreadstd4g[1]_081709.pdf
creates a cloze activity using sentence strips for pairs of homophones with a blank where the homophone should be. Students are given index cards with homophones on them. Sentence strips are displayed and students are then directed to use the index cards to place in the appropriate bla...
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creates a cloze activity using sentence strips for pairs of homophones with a blank where the homophone should be. Students are given index cards with homophones on them. Sentence strips are displayed and students are then directed to use the index cards to place in the appropriate blank in a sentence strip. The teacher then leads a discussion about how students made decisions about which homophone was the correct one for each sentence strip. Next, students create their own set of cards with written
1
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http://www.ksde.org/LinkClick.aspx?fileticket=xhRSfm%2fFzpc%3d&tabid=142&mid=8050&forcedownload=true#page=6
www.ksde.org/LinkClick.aspx?fileticket=xhRSfm%2fFzpc%3d&tabid=142&mid=805...
creates a cloze activity using sentence strips for pairs of homophones with a blank where the homophone should be. Students are given <span class="highlight">index</span> cards with homophones on them. Sentence strips are displayed and students are then directed to use the <span class="highlight">index</span> cards to place in the appropriate blank in a sentence strip. The teacher then leads a discussion about how students made decisions about which homophone was the correct one for each sentence strip. Next, students create their own set of cards with written
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