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GRADE LEVEL EXPECTATIONS 15 EALR 1 EALR 1: The student understands and uses different skills and strategies to read. Component 1.4: Apply word recognition skills and strategies to read fluently. GLE 5 6 7 8 9/10 1.4.1 1.4.2 Apply fluency to enhance compreh...
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GRADE LEVEL EXPECTATIONS 15 EALR 1 EALR 1: The student understands and uses different skills and strategies to read. Component 1.4: Apply word recognition skills and strategies to read fluently. GLE 5 6 7 8 9/10 1.4.1 1.4.2 Apply fluency to enhance comprehension. square6 Read aloud grade-level informational/ expository text and literary/narrative text accurately, using appropriate pacing, phrasing, and expression. square6 Read aloud unpracticed grade-level text with fluency in a range of 125–135+ words
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=16
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
pleasure reading vs. reading for information). Apply different reading rates <span class="highlight">to</span> match text. square6 Adjust reading rate <span class="highlight">to</span> match difficulty and type of text and <span class="highlight">the</span> purposes for reading (e.g., skimming for facts, scan- ning for key words, and close/careful reading for understanding <span class="highlight">new</span> or complex ideas). Fluent readers focus attention <span class="highlight">on</span> understanding what they read, rather than concentrating <span class="highlight">on</span> decoding <span class="highlight">the</span> words
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=17
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
GRADE LEVEL EXPECTATIONS 15 EALR 1 EALR 1: <span class="highlight">The</span> student understands and uses different skills and strategies <span class="highlight">to</span> read. Component 1.4: Apply word <span class="highlight">recognition</span> skills and strategies <span class="highlight">to</span> read fluently. GLE 5 6 7 8 9/10 1.4.1 1.4.2 Apply fluency <span class="highlight">to</span> <span class="highlight">enhance</span> comprehension. square6 Read aloud grade-level informational/ expository text and literary/narrative text accurately, using appropriate pacing, phrasing, and expression. square6 Read aloud unpracticed grade-level text with fluency in <span class="highlight">a</span> range of 125–135+ words
Strand 1: Reading Process (Kindergarten)
Identify and manipulate the sounds of speech. (Grades K-3) Concept 3: Phonics Decode words, using knowledge of phonics, syllabication, and word parts. (Grades K-3) Concept 4: Vocabulary Acquire and use new vocabulary in relevant contexts. PO 1. Draw inferences about meaning o...
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Identify and manipulate the sounds of speech. (Grades K-3) Concept 3: Phonics Decode words, using knowledge of phonics, syllabication, and word parts. (Grades K-3) Concept 4: Vocabulary Acquire and use new vocabulary in relevant contexts. PO 1. Draw inferences about meaning of new vocabulary, based on knowledge of linguistic roots and affixes (e.g., Latin, Greek, Anglo-Saxon). PO 2. Identify the meaning of metaphors based on literary allusions and conceits. Concept 5: Fluency
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http://www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr12.pdf#page=1
www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr12.pdf#page...
Identify and manipulate <span class="highlight">the</span> sounds of speech. (Grades K-3) Concept 3: Phonics Decode words, using knowledge of phonics, syllabication, and word parts. (Grades K-3) Concept 4: Vocabulary Acquire and use <span class="highlight">new</span> vocabulary in relevant contexts. PO 1. Draw inferences about meaning of <span class="highlight">new</span> vocabulary, <span class="highlight">based</span> <span class="highlight">on</span> knowledge of linguistic roots and affixes (e.g., Latin, Greek, Anglo-Saxon). PO 2. Identify <span class="highlight">the</span> meaning of metaphors <span class="highlight">based</span> <span class="highlight">on</span> literary allusions and conceits. Concept 5: Fluency
Strand 1: Reading Process (Kindergarten)
Identify and manipulate the sounds of speech. (Grades K-2) Concept 3: Phonics Decode words, using knowledge of phonics, syllabication, and word parts. (Grades K-3) Concept 4: Vocabulary Acquire and use new vocabulary in relevant contexts. PO 1. Draw inferences about meaning o...
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Identify and manipulate the sounds of speech. (Grades K-2) Concept 3: Phonics Decode words, using knowledge of phonics, syllabication, and word parts. (Grades K-3) Concept 4: Vocabulary Acquire and use new vocabulary in relevant contexts. PO 1. Draw inferences about meaning of new vocabulary, based on knowledge of linguistic roots and affixes (e.g., Latin, Greek, Anglo-Saxon). PO 2. Identify the meaning of metaphors based on literary allusions and conceits. Concept 5: Fluency
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http://www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr11.pdf#page=1
www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr11.pdf#page...
Identify and manipulate <span class="highlight">the</span> sounds of speech. (Grades K-2) Concept 3: Phonics Decode words, using knowledge of phonics, syllabication, and word parts. (Grades K-3) Concept 4: Vocabulary Acquire and use <span class="highlight">new</span> vocabulary in relevant contexts. PO 1. Draw inferences about meaning of <span class="highlight">new</span> vocabulary, <span class="highlight">based</span> <span class="highlight">on</span> knowledge of linguistic roots and affixes (e.g., Latin, Greek, Anglo-Saxon). PO 2. Identify <span class="highlight">the</span> meaning of metaphors <span class="highlight">based</span> <span class="highlight">on</span> literary allusions and conceits. Concept 5: Fluency
K-1
care in collecting, analyzing, and displaying the data. Plan and conduct a scientific investigation, choosing a method appropriate to the question being asked. Collect, analyze, and display data using calculators, computers, or other technical devices when a...
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care in collecting, analyzing, and displaying the data. Plan and conduct a scientific investigation, choosing a method appropriate to the question being asked. Collect, analyze, and display data using calculators, computers, or other technical devices when available.*b 9-12 INQC Explain Conclusions must be logical, based on evidence, and consistent with prior established knowledge. Draw conclusions supported by evidence from the investigation and consistent with established scientific
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http://www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL.pdf#page=90
www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL....
care in collecting, analyzing, and displaying <span class="highlight">the</span> data. Plan and conduct <span class="highlight">a</span> scientific investigation, choosing <span class="highlight">a</span> <span class="highlight">method</span> appropriate <span class="highlight">to</span> <span class="highlight">the</span> question being asked. Collect, analyze, and display data using calculators, computers, or other technical devices when available.*b 9-12 INQC Explain Conclusions must be logical, <span class="highlight">based</span> <span class="highlight">on</span> evidence, and consistent with prior established knowledge. Draw conclusions supported by evidence from <span class="highlight">the</span> investigation and consistent with established scientific
Standard 1: Students engage in the research process
text e.g., synonyms/antonyms, prefixes/suffixes, multiple meaning words, context clues, and word reference aids – dictionary, glossary, thesaurus, base words Students use an extensive variety of word recognition strategies and reference aids to determine the meaning of unf...
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text e.g., synonyms/antonyms, prefixes/suffixes, multiple meaning words, context clues, and word reference aids – dictionary, glossary, thesaurus, base words Students use an extensive variety of word recognition strategies and reference aids to determine the meaning of unfamiliar words and enhance comprehension. Students use a variety of word recognition strategies and reference aids to determine the meaning of unfamiliar words and enhance comprehension. Students use some word
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http://www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=36
www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=36
variety of strategies <span class="highlight">to</span> monitor and <span class="highlight">enhance</span> comprehension. Students consistently use strategies <span class="highlight">to</span> monitor and <span class="highlight">enhance</span> comprehension. Students sometimes use strategies <span class="highlight">to</span> monitor and <span class="highlight">enhance</span> comprehension. Students rarely use strategies <span class="highlight">to</span> monitor and <span class="highlight">enhance</span> comprehension. 2.2.11. Locate <span class="highlight">the</span> main idea and identify supporting details of <span class="highlight">a</span> text Students always identify <span class="highlight">the</span> main idea and supporting details of <span class="highlight">a</span> text. Students consistently identify <span class="highlight">the</span> main idea and supporting details of
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http://www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=43
www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=43
text e.g., synonyms/antonyms, prefixes/suffixes, multiple meaning words, context clues, and word reference aids – dictionary, glossary, thesaurus, base words Students use an extensive variety of word <span class="highlight">recognition</span> strategies and reference aids <span class="highlight">to</span> determine <span class="highlight">the</span> meaning of unfamiliar words and <span class="highlight">enhance</span> comprehension. Students use <span class="highlight">a</span> variety of word <span class="highlight">recognition</span> strategies and reference aids <span class="highlight">to</span> determine <span class="highlight">the</span> meaning of unfamiliar words and <span class="highlight">enhance</span> comprehension. Students use some word
KINDERGARTEN
data by making inferences, predictions, or conclusions. modeling - modeling is the active process of forming a mental or physical representation from data, patterns, or relationships to facilitate understanding and enhance prediction. observing and measuring - observin...
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data by making inferences, predictions, or conclusions. modeling - modeling is the active process of forming a mental or physical representation from data, patterns, or relationships to facilitate understanding and enhance prediction. observing and measuring - observing is the first action taken by the learner to acquire new information about an object or event. Opportunities for observations are developed through the use of a variety of scientific tools. Measurement allows observations to be
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http://sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=44
sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=44
data by making inferences, predictions, or conclusions. modeling - modeling is <span class="highlight">the</span> active process of forming <span class="highlight">a</span> mental or physical representation from data, patterns, or relationships <span class="highlight">to</span> facilitate understanding and <span class="highlight">enhance</span> prediction. observing and measuring - observing is <span class="highlight">the</span> first action taken by <span class="highlight">the</span> learner <span class="highlight">to</span> acquire <span class="highlight">new</span> information about an object or event. Opportunities for observations are developed through <span class="highlight">the</span> use of <span class="highlight">a</span> variety of scientific tools. Measurement allows observations <span class="highlight">to</span> be
K-12 Social Studies
contemporary challenges they will face as individuals in a state, a country and an interdependent world. Ultimately, the study of history will help students plan and implement responsible actions that support and enhance our collective values. An effective study o...
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contemporary challenges they will face as individuals in a state, a country and an interdependent world. Ultimately, the study of history will help students plan and implement responsible actions that support and enhance our collective values. An effective study of history must focus on broad themes, important concepts, major issues and significant movements, rather than a lengthy and fragmented list of people, places, events and other facts. The five standards below invite students to share in the excitement
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=33
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
contemporary challenges they will <span class="highlight">face</span> as individuals in <span class="highlight">a</span> state, <span class="highlight">a</span> country and an interdependent world. Ultimately, <span class="highlight">the</span> study of history will help students plan and implement responsible actions that support and <span class="highlight">enhance</span> our collective values. An effective study of history must focus <span class="highlight">on</span> broad themes, important concepts, major issues and significant movements, rather than <span class="highlight">a</span> lengthy and fragmented list of people, places, events and other facts. <span class="highlight">The</span> five standards below invite students <span class="highlight">to</span> share in <span class="highlight">the</span> excitement
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=34
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
contemporary challenges they will <span class="highlight">face</span> as individuals in <span class="highlight">a</span> state, <span class="highlight">a</span> country and an interdependent world. Ultimately, <span class="highlight">the</span> study of history will help students plan and implement responsible actions that support and <span class="highlight">enhance</span> our collective values. An effective study of history must focus <span class="highlight">on</span> broad themes, important concepts, major issues and significant movements, rather than <span class="highlight">a</span> lengthy and fragmented list of people, places, events and other facts. <span class="highlight">The</span> five standards below invite students <span class="highlight">to</span> share in <span class="highlight">the</span> excitement
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=35
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
contemporary challenges they will <span class="highlight">face</span> as individuals in <span class="highlight">a</span> state, <span class="highlight">a</span> country and an interdependent world. Ultimately, <span class="highlight">the</span> study of history will help students plan and implement responsible actions that support and <span class="highlight">enhance</span> our collective values. An effective study of history must focus <span class="highlight">on</span> broad themes, important concepts, major issues and significant movements, rather than <span class="highlight">a</span> lengthy and fragmented list of people, places, events and other facts. <span class="highlight">The</span> five standards below invite students <span class="highlight">to</span> share in <span class="highlight">the</span> excitement
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=36
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
contemporary challenges they will <span class="highlight">face</span> as individuals in <span class="highlight">a</span> state, <span class="highlight">a</span> country and an interdependent world. Ultimately, <span class="highlight">the</span> study of history will help students plan and implement responsible actions that support and <span class="highlight">enhance</span> our collective values. An effective study of history must focus <span class="highlight">on</span> broad themes, important concepts, major issues and significant movements, rather than <span class="highlight">a</span> lengthy and fragmented list of people, places, events and other facts. <span class="highlight">The</span> five standards below invite students <span class="highlight">to</span> share in <span class="highlight">the</span> excitement
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=37
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
contemporary challenges they will <span class="highlight">face</span> as individuals in <span class="highlight">a</span> state, <span class="highlight">a</span> country and an interdependent world. Ultimately, <span class="highlight">the</span> study of history will help students plan and implement responsible actions that support and <span class="highlight">enhance</span> our collective values. An effective study of history must focus <span class="highlight">on</span> broad themes, important concepts, major issues and significant movements, rather than <span class="highlight">a</span> lengthy and fragmented list of people, places, events and other facts. <span class="highlight">The</span> five standards below invite students <span class="highlight">to</span> share in <span class="highlight">the</span> excitement
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=42
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
<span class="highlight">New</span> Hampshire Curriculum Framework Social Studies World History (WH:4) <span class="highlight">The</span> study of World History and Contemporary Issues is important in helping citizens understand and appreciate <span class="highlight">the</span> contemporary challenges they will <span class="highlight">face</span> as individuals in an interdependent, increasingly connected world. Knowledge of past achievements and failures of different peoples and nations provides citizens of <span class="highlight">the</span> 21st century with <span class="highlight">a</span> broader context within which <span class="highlight">to</span> address <span class="highlight">the</span> many issues facing our nation and <span class="highlight">the</span> world
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=61
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
contemporary challenges they will <span class="highlight">face</span> as individuals in <span class="highlight">a</span> state, <span class="highlight">a</span> country and an interdependent world. Ultimately, <span class="highlight">the</span> study of history will help students plan and implement responsible actions that support and <span class="highlight">enhance</span> our collective values. An effective study of history must focus <span class="highlight">on</span> broad themes, important concepts, major issues and significant movements, rather than <span class="highlight">a</span> lengthy and fragmented list of people, places, events and other facts. <span class="highlight">The</span> five standards below invite students <span class="highlight">to</span> share in <span class="highlight">the</span> excitement
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=63
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
contemporary challenges they will <span class="highlight">face</span> as individuals in <span class="highlight">a</span> state, <span class="highlight">a</span> country and an interdependent world. Ultimately, <span class="highlight">the</span> study of history will help students plan and implement responsible actions that support and <span class="highlight">enhance</span> our collective values. An effective study of history must focus <span class="highlight">on</span> broad themes, important concepts, major issues and significant movements, rather than <span class="highlight">a</span> lengthy and fragmented list of people, places, events and other facts. <span class="highlight">The</span> five standards below invite students <span class="highlight">to</span> share in <span class="highlight">the</span> excitement
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=65
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
contemporary challenges they will <span class="highlight">face</span> as individuals in <span class="highlight">a</span> state, <span class="highlight">a</span> country and an interdependent world. Ultimately, <span class="highlight">the</span> study of history will help students plan and implement responsible actions that support and <span class="highlight">enhance</span> our collective values. An effective study of history must focus <span class="highlight">on</span> broad themes, important concepts, major issues and significant movements, rather than <span class="highlight">a</span> lengthy and fragmented list of people, places, events and other facts. <span class="highlight">The</span> five standards below invite students <span class="highlight">to</span> share in <span class="highlight">the</span> excitement
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=66
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
contemporary challenges they will <span class="highlight">face</span> as individuals in <span class="highlight">a</span> state, <span class="highlight">a</span> country and an interdependent world. Ultimately, <span class="highlight">the</span> study of history will help students plan and implement responsible actions that support and <span class="highlight">enhance</span> our collective values. An effective study of history must focus <span class="highlight">on</span> broad themes, important concepts, major issues and significant movements, rather than <span class="highlight">a</span> lengthy and fragmented list of people, places, events and other facts. <span class="highlight">The</span> five standards below invite students <span class="highlight">to</span> share in <span class="highlight">the</span> excitement
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=67
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
contemporary challenges they will <span class="highlight">face</span> as individuals in <span class="highlight">a</span> state, <span class="highlight">a</span> country and an interdependent world. Ultimately, <span class="highlight">the</span> study of history will help students plan and implement responsible actions that support and <span class="highlight">enhance</span> our collective values. An effective study of history must focus <span class="highlight">on</span> broad themes, important concepts, major issues and significant movements, rather than <span class="highlight">a</span> lengthy and fragmented list of people, places, events and other facts. <span class="highlight">The</span> five standards below invite students <span class="highlight">to</span> share in <span class="highlight">the</span> excitement
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=92
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
contemporary challenges they will <span class="highlight">face</span> as individuals in <span class="highlight">a</span> state, <span class="highlight">a</span> country and an interdependent world. Ultimately, <span class="highlight">the</span> study of history will help students plan and implement responsible actions that support and <span class="highlight">enhance</span> our collective values. An effective study of history must focus <span class="highlight">on</span> broad themes, important concepts, major issues and significant movements, rather than <span class="highlight">a</span> lengthy and fragmented list of people, places, events and other facts. <span class="highlight">The</span> five standards below invite students <span class="highlight">to</span> share in <span class="highlight">the</span> excitement
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=94
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
contemporary challenges they will <span class="highlight">face</span> as individuals in <span class="highlight">a</span> state, <span class="highlight">a</span> country and an interdependent world. Ultimately, <span class="highlight">the</span> study of history will help students plan and implement responsible actions that support and <span class="highlight">enhance</span> our collective values. An effective study of history must focus <span class="highlight">on</span> broad themes, important concepts, major issues and significant movements, rather than <span class="highlight">a</span> lengthy and fragmented list of people, places, events and other facts. <span class="highlight">The</span> five standards below invite students <span class="highlight">to</span> share in <span class="highlight">the</span> excitement
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=95
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
contemporary challenges they will <span class="highlight">face</span> as individuals in <span class="highlight">a</span> state, <span class="highlight">a</span> country and an interdependent world. Ultimately, <span class="highlight">the</span> study of history will help students plan and implement responsible actions that support and <span class="highlight">enhance</span> our collective values. An effective study of history must focus <span class="highlight">on</span> broad themes, important concepts, major issues and significant movements, rather than <span class="highlight">a</span> lengthy and fragmented list of people, places, events and other facts. <span class="highlight">The</span> five standards below invite students <span class="highlight">to</span> share in <span class="highlight">the</span> excitement
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=96
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
contemporary challenges they will <span class="highlight">face</span> as individuals in <span class="highlight">a</span> state, <span class="highlight">a</span> country and an interdependent world. Ultimately, <span class="highlight">the</span> study of history will help students plan and implement responsible actions that support and <span class="highlight">enhance</span> our collective values. An effective study of history must focus <span class="highlight">on</span> broad themes, important concepts, major issues and significant movements, rather than <span class="highlight">a</span> lengthy and fragmented list of people, places, events and other facts. <span class="highlight">The</span> five standards below invite students <span class="highlight">to</span> share in <span class="highlight">the</span> excitement
DRAFT
logical relationships, and draw conclusions based on sufficient evidence. d) Make connections to previous learning, other content areas, and personal experiences. Learning Expectation: The student will evaluate and reflect upon learning strategies utilized to make...
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logical relationships, and draw conclusions based on sufficient evidence. d) Make connections to previous learning, other content areas, and personal experiences. Learning Expectation: The student will evaluate and reflect upon learning strategies utilized to make meaning from text. a) Discern reading strategies appropriate to text and the individual. b) Apply the strategies and processes learned to a variety of texts and contents.
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http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=7
www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=7
logical relationships, and draw conclusions <span class="highlight">based</span> <span class="highlight">on</span> sufficient evidence. d) Make connections <span class="highlight">to</span> previous learning, other content areas, and personal experiences. Learning Expectation: <span class="highlight">The</span> student will evaluate and reflect upon learning strategies utilized <span class="highlight">to</span> make meaning from text. <span class="highlight">a</span>) Discern reading strategies appropriate <span class="highlight">to</span> text and <span class="highlight">the</span> individual. b) Apply <span class="highlight">the</span> strategies and processes learned <span class="highlight">to</span> <span class="highlight">a</span> variety of texts and contents.
Microsoft Word - 06.029.0004.doc
6.29.4 NMAC 18 (iv) Select from among a variety of presentational aids or performance props to enhance ideas for audience response. (v) Rehearse the presentation orally to gain fluency, build confidence and develop poise. Use feedback from others to...
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6.29.4 NMAC 18 (iv) Select from among a variety of presentational aids or performance props to enhance ideas for audience response. (v) Rehearse the presentation orally to gain fluency, build confidence and develop poise. Use feedback from others to evaluate whether the presentation leaves a strong impression on the audience and whether the presentation appeals to the audience and achieves its purpose and goals
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http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=3
www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=3
(b) Grade 1 <span class="highlight">performance</span> standards: (i) Develop phonemic awareness and knowledge of alphabetic principles by: blending <span class="highlight">the</span> phonemes of one-syllable words, segmenting <span class="highlight">the</span> phonemes of one-syllable words that contain <span class="highlight">a</span> minimum of three and four phonemes, and changing <span class="highlight">the</span> beginning, middle and ending sounds <span class="highlight">to</span> produce <span class="highlight">new</span> words. (ii) Demonstrate decoding and word <span class="highlight">recognition</span> strategies and skills by: using phonics
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http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=18
www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=18
6.29.4 NMAC 18 (iv) Select from among <span class="highlight">a</span> variety of presentational aids or <span class="highlight">performance</span> props <span class="highlight">to</span> <span class="highlight">enhance</span> ideas for audience response. (v) Rehearse <span class="highlight">the</span> presentation orally <span class="highlight">to</span> gain fluency, build confidence and develop poise. Use feedback from others <span class="highlight">to</span> evaluate whether <span class="highlight">the</span> presentation leaves <span class="highlight">a</span> strong impression <span class="highlight">on</span> <span class="highlight">the</span> audience and whether <span class="highlight">the</span> presentation appeals <span class="highlight">to</span> <span class="highlight">the</span> audience and achieves its purpose and goals
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Introduction v This revised edition of the Learning Standards for Mathematics, Science, and Technology incorporates changes to the content standards and performance indicators based on extensive review by the public. As educational practice improves,...
1
0
Introduction v This revised edition of the Learning Standards for Mathematics, Science, and Technology incorporates changes to the content standards and performance indicators based on extensive review by the public. As educational practice improves, these standards will continually be revised. New in this edition are samples of student work, along with teachers’ comments on the work. The examples are intended to provide some ideas of tasks that support attainment of the performance standards. They are not
5
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http://www.emsc.nysed.gov/ciai/mst/pub/mststa1_2.pdf#page=5
www.emsc.nysed.gov/ciai/mst/pub/mststa1_2.pdf#page=5
Introduction v This revised edition of <span class="highlight">the</span> Learning Standards for Mathematics, Science, and Technology incorporates changes <span class="highlight">to</span> <span class="highlight">the</span> content standards and <span class="highlight">performance</span> indicators <span class="highlight">based</span> <span class="highlight">on</span> extensive review by <span class="highlight">the</span> public. As educational practice improves, these standards will continually be revised. <span class="highlight">New</span> in this edition are samples of student work, along with teachers’ comments <span class="highlight">on</span> <span class="highlight">the</span> work. <span class="highlight">The</span> examples are intended <span class="highlight">to</span> provide some ideas of tasks that support attainment of <span class="highlight">the</span> <span class="highlight">performance</span> standards. They are not
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