|
Education
Web
PI: A search engine for politics and policy
Political Information (.com) -- A search engine for politics & policy Other Site Content: Legislative Archive Book Catalogue IT Governance Tax / SIPPS Over 5000 carefully selected policy & political websites The latest political news from dozens of authoritative sources...
 ReadWriteThink: Meeting of the Minds Rubric
Comprehension Presentation Communication/ Discussion Student answers all questions and shows complete compre- hension of the story and characters. Student is com- pletely comfortable and convincing in his or her role. Student communi- cates clearly and makes many contri- butions to class dis-...
1
0
Comprehension Presentation Communication/ Discussion Student answers all questions and shows complete compre- hension of the story and characters. Student is com- pletely comfortable and convincing in his or her role. Student communi- cates clearly and makes many contri- butions to class dis- cussions. Student answers all questions and shows comprehension of the story and char- acters. Student is mostly comfortable and convincing in his or her role. Student communi- cates and makes some contributions to
1
0
http://www.readwritethink.org/lesson_images/lesson244/rubric.pdf#page=1
www.readwritethink.org/lesson_images/lesson244/rubric.pdf#page=1
Comprehension Presentation Communication/ Discussion Student answers all questions and shows complete compre- hension of the story and characters. Student is <span class="highlight">com</span>- pletely comfortable and convincing in his or her role. Student communi- cates clearly and makes many contri- butions to class dis- cussions. Student answers all questions and shows comprehension of the story and char- acters. Student is mostly comfortable and convincing in his or her role. Student communi- cates and makes some contributions to
Career/Technical Education Framework (CA Dept. of Education)
Agricultural Business | 143 A G R IC U LT U R E A N D N A T U R A L R ES O U R C ES Performance task rubric: Your grade will be based on the following rubric. Individual teachers should determine how to weight the standards and assign points for each level. Standards Advanced Proficient Basic Unac...
1
0
Agricultural Business | 143 A G R IC U LT U R E A N D N A T U R A L R ES O U R C ES Performance task rubric: Your grade will be based on the following rubric. Individual teachers should determine how to weight the standards and assign points for each level. Standards Advanced Proficient Basic Unacceptable ANR A4.6: Understand how to determine the tax obligations for an agribusiness. Student com- pletes all three forms within 5 percent of the correct total. Student com- pletes all three
163
0
http://www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=163
www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=163
Agricultural Business | 143 A G R IC U LT U R E A N D N A T U R A L R ES O U R C ES Performance task rubric: Your grade will be based on the following rubric. Individual teachers should determine how to weight the standards and assign points for each level. Standards Advanced Proficient Basic Unacceptable ANR A4.6: Understand how to determine the tax obligations for an agribusiness. Student <span class="highlight">com</span>- pletes all three forms within 5 percent of the correct total. Student <span class="highlight">com</span>- pletes all three
262
0
http://www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=262
www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=262
con- ventional energy resources, giving three examples for each. (5 points) Students calculate the percentage of increase and decrease of energy resources for the four types of con- ventional energy resources, giving one example for each. (3 points) Students calculate the percentage of increase and de- crease of energy resources for up to three types of conventional energy resources. (1 point) Communications 2.1 Reading <span class="highlight">Com</span>- prehension (grades nine and ten) 2.6: Demonstrate use of
Smithsonian: Payin' Your Dues
? Indicators of Success: Students can describe the difficulties musicians went through to be working musicians. Learn more about Lambert, Hendricks, and Ross: http://www.ralf.org/~colomon/vocalese/lhr.html http://www.mp3.com/lambert-hendricks-&-ross/artists/35863/biography.html...
1
0
? Indicators of Success: Students can describe the difficulties musicians went through to be working musicians. Learn more about Lambert, Hendricks, and Ross: http://www.ralf.org/~colomon/vocalese/lhr.html http://www.mp3.com/lambert-hendricks-&-ross/artists/35863/biography.html
2
0
http://www.smithsonianjazz.org/class/groovintojazz/lessonplans/moanin.pdf#page=2
www.smithsonianjazz.org/class/groovintojazz/lessonplans/moanin.pdf#page=2
? Indicators of Success: Students can describe the difficulties musicians went through to be working musicians. Learn more about Lambert, Hendricks, and Ross: http://www.ralf.org/~colomon/vocalese/lhr.html http://www.mp3.<span class="highlight">com</span>/lambert-hendricks-&-ross/artists/35863/biography.html
PINDULI
love and adore. This webquest is designed to take upper elementary students on a journey to learn about the UNIQUE features of animals. Introduction Read more about Janell Cannon at this site: http://www.google.com/imgres?imgurl=http://www.teachingk-8.com/teachersk8/images/content/img...
Microsoft Word - mathsol2009.doc
Mathematics Standards of Learning for Virginia Public Schools – February 2009 36 COM.8 The student will design and implement computer graphics, which will include topics appropriate for the available programming environment as well as student background. Students will use graphics as an...
1
0
Mathematics Standards of Learning for Virginia Public Schools – February 2009 36 COM.8 The student will design and implement computer graphics, which will include topics appropriate for the available programming environment as well as student background. Students will use graphics as an end in itself, as an enhancement to other output, and as a vehicle for reinforcing programming techniques. COM.9 The student will define simple variable data types that include integer, real (fixed and scientific
41
0
http://www.doe.virginia.gov/VDOE/Superintendent/Sols/mathsol2009.pdf#page=41
www.doe.virginia.gov/VDOE/Superintendent/Sols/mathsol2009.pdf#page=41
mathematical applications should be integrated throughout the course. These standards identify fundamental principles and concepts in the field of computer science that will be used within the context of mathematical problem solving in a variety of applications. As students develop and refine skills in logic, organization, and precise expression, they will apply those skills to enhance learning in all disciplines. <span class="highlight">COM</span>.1 The student will apply programming techniques and skills to solve practical real-world
42
0
http://www.doe.virginia.gov/VDOE/Superintendent/Sols/mathsol2009.pdf#page=42
www.doe.virginia.gov/VDOE/Superintendent/Sols/mathsol2009.pdf#page=42
Mathematics Standards of Learning for Virginia Public Schools – February 2009 36 <span class="highlight">COM</span>.8 The student will design and implement computer graphics, which will include topics appropriate for the available programming environment as well as student background. Students will use graphics as an end in itself, as an enhancement to other output, and as a vehicle for reinforcing programming techniques. <span class="highlight">COM</span>.9 The student will define simple variable data types that include integer, real (fixed and scientific
English Language Arts Content Standards - Curriculum Frameworks (CA Dept of Education)
KINDERGARTEN Reading 2.0 Reading Comprehension Students identify the basic facts and ideas in what they have read, heard, or viewed. They use comprehension strategies (e.g., generating and responding to questions, com- paring new information to what is already known). The selections in Recomm...
1
0
KINDERGARTEN Reading 2.0 Reading Comprehension Students identify the basic facts and ideas in what they have read, heard, or viewed. They use comprehension strategies (e.g., generating and responding to questions, com- paring new information to what is already known). The selections in Recommended Literature, Kindergarten Through Grade Twelve (California Department of Education, 2002) illustrate the quality and complexity of the materials to be read by students. Structural Features of Informational
10
0
http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=10
www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=10
KINDERGARTEN Reading 2.0 Reading Comprehension Students identify the basic facts and ideas in what they have read, heard, or viewed. They use comprehension strategies (e.g., generating and responding to questions, <span class="highlight">com</span>- paring new information to what is already known). The selections in Recommended Literature, Kindergarten Through Grade Twelve (California Department of Education, 2002) illustrate the quality and complexity of the materials to be read by students. Structural Features of Informational
null
democracy. � Identify how the political ideas of the Enlightenment and the ideas of religion afected the founders of the United States. � Define sovereignty and consent of the governed. � Describe separation of powers, federalism, and checks and balance. � Com...
1
0
democracy. � Identify how the political ideas of the Enlightenment and the ideas of religion afected the founders of the United States. � Define sovereignty and consent of the governed. � Describe separation of powers, federalism, and checks and balance. � Com pare the Declaration of Independence and “Comon Sense.” 12.3.3 Students will analyze the significance of amendments to the United States Constitution. Example Indicators: � Identify factors, e.g., the conflicts they addressed and the
28
0
http://www.nde.state.ne.us/SS/DOCUMENTS/TheHistory-SocialStudiesStandardsPDF.pdf#page=28
www.nde.state.ne.us/SS/DOCUMENTS/TheHistory-SocialStudiesStandardsPDF.pdf...
democracy. � Identify how the political ideas of the Enlightenment and the ideas of religion afected the founders of the United States. � Define sovereignty and consent of the governed. � Describe separation of powers, federalism, and checks and balance. � <span class="highlight">Com</span> pare the Declaration of Independence and “Comon Sense.” 12.3.3 Students will analyze the significance of amendments to the United States Constitution. Example Indicators: � Identify factors, e.g., the conflicts they addressed and the
SIXTH GRADE
framework. At least fifty percent (50%) of the test items on the MCT2 must match the depth-of-knowledge level assigned to that objective. State level assessments may reflect skills and objectives covered in kindergarten through grade six. 1. The student will use word recognition and vocabulary (w...
1
0
framework. At least fifty percent (50%) of the test items on the MCT2 must match the depth-of-knowledge level assigned to that objective. State level assessments may reflect skills and objectives covered in kindergarten through grade six. 1. The student will use word recognition and vocabulary (word meaning) skills to communicate. a. The student will apply knowledge of roots and affixes (e.g., non-, trans-, over-, anti-, inter-, super-, semi-, com-, ex-, il-, mid-, under-, sub-, -tion, -or
2
0
http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_6th_grade_framework.pdf#page=2
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_6t...
framework. At least fifty percent (50%) of the test items on the MCT2 must match the depth-of-knowledge level assigned to that objective. State level assessments may reflect skills and objectives covered in kindergarten through grade six. 1. The student will use word recognition and vocabulary (word meaning) skills to communicate. a. The student will apply knowledge of roots and affixes (e.g., non-, trans-, over-, anti-, inter-, super-, semi-, <span class="highlight">com</span>-, ex-, il-, mid-, under-, sub-, -tion, -or
science_pub2003
• Recognizing that all living and non-living things are formed from combinations of about 100 elements. Science Concepts: a. All matter is made up of atoms that are too small to see. b. Atoms bond together to form molecules. c. An element is a substance in which the atoms are all the same. d. A...
1
0
• Recognizing that all living and non-living things are formed from combinations of about 100 elements. Science Concepts: a. All matter is made up of atoms that are too small to see. b. Atoms bond together to form molecules. c. An element is a substance in which the atoms are all the same. d. All living and non-living things are formed from com- binations of about 100 elements. S7-8:11 Not assessed at this level Properties of Matter S5-6:9 Students demonstrate their understanding of the Properties
25
0
http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=25
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
• Recognizing that all living and non-living things are formed from combinations of about 100 elements. Science Concepts: a. All matter is made up of atoms that are too small to see. b. Atoms bond together to form molecules. c. An element is a substance in which the atoms are all the same. d. All living and non-living things are formed from <span class="highlight">com</span>- binations of about 100 elements. S7-8:11 Not assessed at this level Properties of Matter S5-6:9 Students demonstrate their understanding of the Properties
|
