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English Language Arts Performance Standard E Grade 12
Home News Visitor Data Topics DPI Menu Superintendent's Page Divisions & Teams Directories Ask?Away Model Academic Standards Core Areas English Language Arts ( HTML version PDF version) Mathematics ( HTML version PDF version) Science ( HTML version PDF version) So...
 Microsoft Word - 3969.doc
E1) 22. Carry on a conversation about a topic, thought, or idea from the classroom, home, or community (PK-LL-S1) (PK-LL-S3) (ELA-4-E1) 23. Repeat an instruction given orally (PK-LL-S1) (ELA-4-E2) 24. Follow one- and two-step verbal and nonverbal directions (PK-LL-L2) (ELA-4-E2) 25. Retell pa...
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E1) 22. Carry on a conversation about a topic, thought, or idea from the classroom, home, or community (PK-LL-S1) (PK-LL-S3) (ELA-4-E1) 23. Repeat an instruction given orally (PK-LL-S1) (ELA-4-E2) 24. Follow one- and two-step verbal and nonverbal directions (PK-LL-L2) (ELA-4-E2) 25. Retell part of a favorite story (PK-LL-R2) (ELA-4-E3) 26. Speak about life experiences or topics of interest (PK-LL-S3) (ELA-4-E4) 27. Actively participate in role-playing, creative dramatics, finger plays, nursery
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http://www.doe.state.la.us/lde/uploads/3906.pdf#page=2
www.doe.state.la.us/lde/uploads/3906.pdf#page=2
E1) 22. Carry on a conversation about a topic, thought, or idea from the classroom, home, or community (PK-LL-S1) (PK-LL-<span class="highlight">S3</span>) (ELA-4-E1) 23. Repeat an instruction given orally (PK-LL-S1) (ELA-4-E2) 24. Follow one- and two-step verbal and nonverbal directions (PK-LL-L2) (ELA-4-E2) 25. Retell part of a favorite story (PK-LL-R2) (ELA-4-E3) 26. Speak about life experiences or topics of interest (PK-LL-<span class="highlight">S3</span>) (ELA-4-E4) 27. Actively participate in role-playing, creative dramatics, finger plays, nursery
science_pub2003
Vermont Department of Education (Science Grade Expectations) S35 Science — Physical Science: Vermont Standards and Evidences—Nuclear Change 7.12 b, bb, bbb, e, ee, eee, 1.19 Grades 5-6 Grades 3-4 Properties of Matter No S3-4:17 at this level No S3-4:18 at this level Pr...
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Vermont Department of Education (Science Grade Expectations) S35 Science — Physical Science: Vermont Standards and Evidences—Nuclear Change 7.12 b, bb, bbb, e, ee, eee, 1.19 Grades 5-6 Grades 3-4 Properties of Matter No S3-4:17 at this level No S3-4:18 at this level Properties of Matter No S5-6:17 at this level No S5-6:18 at this level Physical Science
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=12
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S11 Science — Scientific Inquiry: Vermont Standards and Evidences—Scientific Questioning 7.1 a, aa, aaa; 2.1 a, b, c, d; Predicting and Hypothesizing 7.1 b, bb, bbb; Designing Experiments 7.1 c, cc, 7.2 a, aa, b, bb; 2.2 a, aa, aaa, b, bb, 3.10 Grades 3-4 Grades 5-6 Scientific Questioning <span class="highlight">S3</span>-4:1 Students demonstrate their understanding of SCIENTIFIC QUESTIONING by… • Identifying at least one variable that affects a system
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=16
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S15 Science — Grades 3-4 Grades 5-6 Scientific Inquiry: Vermont Standards and Evidences—Conducting Experiments 7.1 c, cc, i; 7.2 c, cc, d; 2.2 e, ee, f, g; Rep- resenting Data and Analysis 7.1 c, cc, d, dd, ddd, e, f, g; 1.17a, aa, aaa, b, bb, bbb, c, cc, ccc, d, dd; 1.18, 1.20; 2.2c, cc, d, dd, 3.10, 3.11, 3.12, 3.13 Conducting Experiments <span class="highlight">S3</span>-4:4 Students demonstrate their ability to CONDUCT EXPERI- MENTS by… • Referring to and
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=20
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S19 Science — Scientific Inquiry: Vermont Standards and Evidences—Representing Data and Analysis 7.1 c, cc, d, dd, ddd, e, f, g; 1.17a, aa, aaa, b, bb, bbb, c, cc, ccc, d, dd; 1.18, 1.20; 2.2c, cc, d, dd Grades 3-4 Grades 5-6 Representing Data and Analysis <span class="highlight">S3</span>-4:6 Students demonstrate their ability to ANALYZE DATA by… • Interpreting patterns or trends in data. AND • Relating data to the original question and prediction
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=24
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S23 Science — Physical Science: Vermont Standards and Evidences—Properties of Matter 7.12 a, aa, aaa, b, bb, bbb, c, cc, ccc, 3.10, 3.11, 3.13 [See also connection with S: 14 Physical Science—Physical Change] Grades 3-4 Grades 5-6 Properties of Matter <span class="highlight">S3</span>-4:9 Students demonstrate their understanding of the Properties of Matter by… • Investigating and measuring how the total weight of the parts of a substance, no matter how they are
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=28
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S27 Science — Physical Science: Vermont Standards and Evidences—Properties of Matter 7.12 a, aa, aaa, b, bb, bbb, c, cc, ccc, 3.10, 3.11, 3.13 [See also connection with S: 14 Physical Science—Physical Change] Grades 3-4 Grades 5-6 Properties of Matter <span class="highlight">S3</span>-4:12 Students demonstrate their understanding of the States of Matter by… • Identifying , describing and comparing the properties of selected solids, liquids and gases. Science
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=32
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S31 Science — Physical Science: Vermont Standards and Evidences—Energy and Energy Transformation 7.12 b, bb, bbb; Chemical Change 7.12 b, bb, bbb, e, ee, eee, 2.2, 3.10, 3.11 [See also connection with S: 48 Universe, Earth, Environment—Weather] Grades 3-4 Grades 5-6 Properties of Matter <span class="highlight">S3</span>-4:14 Students demonstrate their understanding of Physical Change by… • Investigating and explaining what happens to liquids in open containers
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=36
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S35 Science — Physical Science: Vermont Standards and Evidences—Nuclear Change 7.12 b, bb, bbb, e, ee, eee, 1.19 Grades 5-6 Grades 3-4 Properties of Matter No <span class="highlight">S3</span>-4:17 at this level No <span class="highlight">S3</span>-4:18 at this level Properties of Matter No S5-6:17 at this level No S5-6:18 at this level Physical Science
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=40
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S39 Science — Physical Science: Vermont Standards and Evidences—Motion 7.12 d, dd, ddd, 2.2a, aa, aaa, 3.11 Grades 3-4 Grades 5-6 Motion No <span class="highlight">S3</span>-4:19 at this grade level Teachers may review Grades 1-2 Motion Concepts. No <span class="highlight">S3</span>-4:20 at this grade level Motion S5-6:19 Students demonstrate their understanding of Motion by… • Measuring and calculating speed (the distance an object moves over a measured amount
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=44
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S43 Science — Grades 3-4 Grades 5-6 Physical Science: Vermont Standards and Evidences—Force 7.12 d, dd, ddd, 2.2a, aa, aaa, 3.11 Force <span class="highlight">S3</span>-4:21 Students demonstrate their understanding of Force by… • Investigating and describing how different amounts of force can change the direction and speed of an object in motion. Science Concepts: a. Changes in speed or direction of motion are caused by forces. b. The greater the force
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=48
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S47 Science — Grades 3-4 Grades 5-6 Physical Science: Vermont Standards and Evidences—Energy 7.12 e, ee, eee, f, ff, fff; Magnetism 7.12 e, ee, eee, f, ff, fff Energy and Energy Transformation No <span class="highlight">S3</span>-4:23 at this grade level Teachers may review Grades 1-2 Heat Energy Concepts. <span class="highlight">S3</span>-4:24 Students demonstrate their understanding of Electrical En- ergy by… • Building complete. circuits , drawing diagrams of these elec
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=52
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
the magnetic or electric effect it produces. Science Concepts: a. Moving electrical charges [electricity] produce magnetic force [magnetism] (i.e., electromagnet, motor). b. Moving magnets produce electricity (e.g., generator). No S5-6:27 at this grade level Energy and Energy Transformation No <span class="highlight">S3</span>-4:26 at this level No <span class="highlight">S3</span>-4:27 at this level Grades 3-4 Grades 5-6 Physical Science
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=56
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
reflected, trans- mitted or some combination. c. Objects can be seen only when light waves are emitted from or reflected off the object and enter into the eye. S5-6:29 Students demonstrate their understanding of Sound En- ergy by… • Generating a sound and identifying the path of vibration from the source to the ear. Science Concepts: a. Sound is produced by vibrations in materials that set up wavelike disturbances that spread away from the source. Energy and Energy Transformation <span class="highlight">S3</span>-4:28 Students
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=64
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S63 Science — Grades 5-6 Grades 3-4 Life Cycles and Reproduction <span class="highlight">S3</span>-4:31 Students demonstrate their understanding of Reproduction by… • Investigating and describing a variety of plant and animal life cycles. Science Concept: a. Although all organisms have common stages of develop- ment, details of a life cycle are different for different organ- isms. Life Cycles and Reproduction No S5-6:31 at this grade level
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=68
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S67 Science — Grades 3-4 Grades 5-6 Cell and Tissue Differentiation No <span class="highlight">S3</span>-4:32 at this grade level Chemical Reactions within Cells No <span class="highlight">S3</span>-4:33 at this grade level Cell and Tissue Differentiation S5-6:32 Students demonstrate their understanding of how Differen- tiation by… • Explaining the relationship between cell, tissue, organ and system. AND • Observing plant or animal tissue and explaining how
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=72
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S71 Science — Grades 5-6 Grades 3-4 Interdependence within Ecosystems <span class="highlight">S3</span>-4:34 Students demonstrate their understanding of Energy Flow in an Ecosystem by… • Identifying the source of energy for the survival of organisms. Science Concept: a. Energy derived from food is needed for all organisms (plants and animals) to stay alive and grow. <span class="highlight">S3</span>-4:35 Students demonstrate their understanding of Food Webs in an Ecosystem by
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=76
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S75 Science — Interdependence within Ecosystems <span class="highlight">S3</span>-4:36 Students demonstrate their understanding of Equilibrium in an ecosystem by… • Explaining how one organism depends upon another or- ganism to survive. Science Concept: a. Organisms interact with one another in various ways besides providing food (e.g., Many plants depend on ani- mals for carrying their pollen to other plants for fertiliz- ing their flowers). No <span class="highlight">S3</span>-4
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=80
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S79 Science — Classification of Living Things <span class="highlight">S3</span>-4:38 Students demonstrate their understanding of Classification of Organisms by… • Describing and sorting plants and animals into groups based on structural similarities and differences (e.g., All pine, spruce and evergreen trees have similar leaf struc- tures; Spiders have eight legs, and insects have six). Science Concept: a. The great variety of living things can be sorted
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=84
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S83 Science — Heredity <span class="highlight">S3</span>-4:40 Students demonstrate their understanding of Human He- redity by… • Identifying similarities that are inherited from a biological parent. Science Concepts: a. Some similarities between children and parents such as eye color, are inherited. Heredity S5-6:40 Students demonstrate their understanding of Human He- redity by… • Identifying that an offspring’s traits are determined by combining
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=92
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S91 Science — Human Disease <span class="highlight">S3</span>-4:42 Students demonstrate their understanding of the Patterns of Human Health/Disease by… • Explaining that tears, saliva, and skin, can protect the body from harmful germs. Science Concepts: a. If germs are able to get inside a person’s body, they may keep it from working properly. Tears, saliva, and skin protect our bodies from germs. Human Disease S5-6:42 Students demonstrate their
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f. Explore poetry. g. Explore lyrics to songs. h. View various media genres (e.g., posters, pictures, photographs, films, videos). i. Sequence events in a story (e.g., using books, videos, films). K.1.14 Develop and maintain a motivation to read. a. Visit libraries and regularly chec...
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f. Explore poetry. g. Explore lyrics to songs. h. View various media genres (e.g., posters, pictures, photographs, films, videos). i. Sequence events in a story (e.g., using books, videos, films). K.1.14 Develop and maintain a motivation to read. a. Visit libraries and regularly check out materials. b. Share storybooks, poems and environmental print. c. Identify favorite stories.
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http://www.state.tn.us/education/ci/english/doc/READ_Grade_K.pdf#page=4
www.state.tn.us/education/ci/english/doc/READ_Grade_K.pdf#page=4
f. Explore poetry. g. Explore lyrics to songs. h. View various media genres (e.g., posters, pictures, photographs, films, <span class="highlight">videos</span>). i. Sequence events in a story (e.g., using books, <span class="highlight">videos</span>, films). K.1.14 Develop and maintain a motivation to read. a. Visit libraries and regularly check out materials. b. Share storybooks, poems and environmental print. c. Identify favorite stories.
DRAFT
magazines to assist student comprehension. • Use visuals /videos to help students make the abstract more concrete. This can help students quickly focus on concepts to develop understandings that will help them prepare to read or better understand what they just read. • Use visuals/...
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magazines to assist student comprehension. • Use visuals /videos to help students make the abstract more concrete. This can help students quickly focus on concepts to develop understandings that will help them prepare to read or better understand what they just read. • Use visuals/videos in the written text whenever possible. For example while reading Romeo and Juliet, use scenes from various film versions or pair slave narratives with scenes from Roots or drawings of the auction block. Consider using
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http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=76
www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=76
magazines to assist student comprehension. • Use visuals /<span class="highlight">videos</span> to help students make the abstract more concrete. This can help students quickly focus on concepts to develop understandings that will help them prepare to read or better understand what they just read. • Use visuals/<span class="highlight">videos</span> in the written text whenever possible. For example while reading Romeo and Juliet, use scenes from various film versions or pair slave narratives with scenes from Roots or drawings of the auction block. Consider using
Microsoft Word - Content Area Reading Middle School.doc
fractions. The teacher used pie graphs from magazines to assist student comprehension. • Use visuals /videos to help students make the abstract more concrete. This can help students quickly focus on concepts to develop understandings that will help them prepare to read or better unders...
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fractions. The teacher used pie graphs from magazines to assist student comprehension. • Use visuals /videos to help students make the abstract more concrete. This can help students quickly focus on concepts to develop understandings that will help them prepare to read or better understand what they just read. • Use visuals/videos in the written text whenever possible. For example, while reading Romeo and Juliet, use scenes from various film versions or pair slave narratives with scenes from Roots or
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=100
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
fractions. The teacher used pie graphs from magazines to assist student comprehension. • Use visuals /<span class="highlight">videos</span> to help students make the abstract more concrete. This can help students quickly focus on concepts to develop understandings that will help them prepare to read or better understand what they just read. • Use visuals/<span class="highlight">videos</span> in the written text whenever possible. For example, while reading Romeo and Juliet, use scenes from various film versions or pair slave narratives with scenes from Roots or
English Language Arts Performance Standard F Grade 4
Home News Visitor Data Topics DPI Menu Superintendent's Page Divisions & Teams Directories Ask?Away Model Academic Standards Core Areas English Language Arts ( HTML version PDF version) Mathematics ( HTML version PDF version) Science ( HTML version PDF version) So...
Mathematics Performance Standard A Grade 4
Home News Visitor Data Topics DPI Menu Superintendent's Page Divisions & Teams Directories Ask?Away Model Academic Standards Core Areas English Language Arts ( HTML version PDF version) Mathematics ( HTML version PDF version) Science ( HTML version PDF version) So...
English Language Arts Performance Standard D Grade 4
Home News Visitor Data Topics DPI Menu Superintendent's Page Divisions & Teams Directories Ask?Away Model Academic Standards Core Areas English Language Arts ( HTML version PDF version) Mathematics ( HTML version PDF version) Science ( HTML version PDF version) So...
Mathematics Performance Standard E Grade 4
Home News Visitor Data Topics DPI Menu Superintendent's Page Divisions & Teams Directories Ask?Away Model Academic Standards Core Areas English Language Arts ( HTML version PDF version) Mathematics ( HTML version PDF version) Science ( HTML version PDF version) So...
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