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 Numbers, Number Sense, and Computation
Glossary Hyperbole: A figure of speech that uses intentional exaggeration for effect (e.g., “She cried buckets of tears.”) Hypothesis: An assumption made to test its logical consequences Idiom: An expression that does not mean what it literally says (e.g., “I ran into Joe the oth...
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Glossary Hyperbole: A figure of speech that uses intentional exaggeration for effect (e.g., “She cried buckets of tears.”) Hypothesis: An assumption made to test its logical consequences Idiom: An expression that does not mean what it literally says (e.g., “I ran into Joe the other day.”) Imagery: The process or result of words forming mental images while reading, writing, or listening to a story Inference: A logical assumption based on observed facts and one’s own knowledge and
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http://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=24
www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=24
assistance, make inferences and draw conclusions about setting and plot <span class="highlight">based</span> on evidence. 3.2.1 I/L Identify • setting • sequence of events I/L With assistance, identify conflict. I/L With assistance, identify resolution. I/L With assistance, identify how one <span class="highlight">event</span> may cause another <span class="highlight">event</span>. I/L With assistance, make
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http://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=25
www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=25
Describe main plot and subplots. E/I/S Describe how one <span class="highlight">event</span> may cause another <span class="highlight">event</span>. E/I/S Explain an author’s use of flashback. I/L With assistance, analyze an author’s use of flashback. E/I/S Analyze an author’s use of foreshadowing. I/S Make inferences and draw conclusions about setting and plot <span class="highlight">based</span> on evidence. 3.8.1 E/I/S
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http://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=89
www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=89
Glossary Hyperbole: A figure of speech that uses intentional exaggeration for effect (e.g., “She cried buckets of tears.”) Hypothesis: An assumption made to test its logical consequences Idiom: An expression that does not mean what it literally says (e.g., “I ran into Joe the other day.”) Imagery: The process or result of words forming mental images while reading, writing, or listening to a story Inference: A logical assumption <span class="highlight">based</span> on observed facts and one’s own knowledge and
CONTENts.PDF
paper, historical fiction, news article, research paper, documentary. Example: Students examine newspaper articles and interview participants in a local event to create a documentary showing both sides of an issue. 9-12: Students will determine which primary and secondary sources are approp...
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paper, historical fiction, news article, research paper, documentary. Example: Students examine newspaper articles and interview participants in a local event to create a documentary showing both sides of an issue. 9-12: Students will determine which primary and secondary sources are appropriate to the task (research paper, fiction, school newspaper, video) and will integrate and elaborate upon information effectively in the final product. Example: Students examine two pieces of literature
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http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=9
www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...
classification <span class="highlight">system</span> before reading a relevant chapter in their science text. 9-12: Students will read extensively and apply the variety of vocabulary strategies to read ever more complex texts. Example: Students analyze the denotation and connotation of words used in a political campaign speech for the purpose of selecting powerful words to incorporate into their own speeches. I: Reading and Responding • identify and use main ideas and supporting details in informational texts or elements, such as key
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http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=12
www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...
paper, historical fiction, news article, research paper, documentary. Example: Students examine newspaper articles and interview participants in a local <span class="highlight">event</span> to create a documentary showing both sides of an issue. 9-12: Students will determine which primary and secondary sources are appropriate to the task (research paper, fiction, school newspaper, <span class="highlight">video</span>) and will integrate and elaborate upon information effectively in the final product. Example: Students examine two pieces of literature
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based upon the content of still images. 5. Compare and contrast media sources, such as film and book versions of a story. 3.5.7 C. Living with Media 1. Evaluate media forms, such as television, video, games, music, and film for content appropriateness (e.g. rating systems, rubric). 2....
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based upon the content of still images. 5. Compare and contrast media sources, such as film and book versions of a story. 3.5.7 C. Living with Media 1. Evaluate media forms, such as television, video, games, music, and film for content appropriateness (e.g. rating systems, rubric). 2. Analyze media content for emotional effect on audience. 3. Create media presentations and written reports, using multi-media resources such as an overhead projector, computer, and/or a tape recorder to communicate information
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http://www.nj.gov/education/cccs/2004/s3_lal.pdf#page=51
www.nj.gov/education/cccs/2004/s3_lal.pdf#page=51
<span class="highlight">based</span> upon the content of still images. 5. Compare and contrast media sources, such as film and book versions of a story. 3.5.7 C. Living with Media 1. Evaluate media forms, such as television, <span class="highlight">video</span>, games, music, and film for content appropriateness (e.g. rating systems, rubric). 2. Analyze media content for emotional effect on audience. 3. Create media presentations and written reports, using multi-media resources such as an overhead projector, computer, and/or a tape recorder to communicate information
LA 7-06.indd
spoken and multimedia presentations that effectively address audiences by careful use of voice, pacing, gestures, eye contact, visual aids, audio and video technology. CE 1.5.3 Select format and tone based on the desired effect and audience, using effective written and spoken language,...
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spoken and multimedia presentations that effectively address audiences by careful use of voice, pacing, gestures, eye contact, visual aids, audio and video technology. CE 1.5.3 Select format and tone based on the desired effect and audience, using effective written and spoken language, sound, and/or visual representations (e.g., focus, transitions, facts, detail and evidence to support judgments, skillful use of rhetorical devices, and a coherent conclusion). CE 1.5.4 Use technology tools (e.g, word
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http://www.michigan.gov/documents/ELA11-14open1_142201_7.pdf#page=9
www.michigan.gov/documents/ELA11-14open1_142201_7.pdf#page=9
spoken and multimedia presentations that effectively address audiences by careful use of voice, pacing, gestures, eye contact, visual aids, audio and <span class="highlight">video</span> technology. CE 1.5.3 Select format and tone <span class="highlight">based</span> on the desired effect and audience, using effective written and spoken language, sound, and/or visual representations (e.g., focus, transitions, facts, detail and evidence to support judgments, skillful use of rhetorical devices, and a coherent conclusion). CE 1.5.4 Use technology tools (e.g, word
7th Grade„Grade Level Expectations
“New” to 10 th Grade from 9 th Grade Curriculum Coverage (UNIT) Other—“Carryover” or Review 3.1b Independently extract information to achieve a specific purpose • Use various technologies (e.g., appropriate word processing functions, photocopier, scanner, audiovis...
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“New” to 10 th Grade from 9 th Grade Curriculum Coverage (UNIT) Other—“Carryover” or Review 3.1b Independently extract information to achieve a specific purpose • Use various technologies (e.g., appropriate word processing functions, photocopier, scanner, audiovisual equipment) to extract needed information • Determine the most appropriate form of technology for the task of extracting needed information • Decide what information is valuable for a particular situation • Create own system
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/10th%20Grade%20GLEs.pdf#page=27
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/10th%20Grad...
“New” to 10 th Grade from 9 th Grade Curriculum Coverage (UNIT) Other—“Carryover” or Review 3.1b Independently extract information to achieve a specific purpose • Use various technologies (e.g., appropriate word processing functions, photocopier, scanner, audiovisual equipment) to extract needed information • Determine the most appropriate form of technology for the task of extracting needed information • Decide what information is valuable for a particular situation • Create own <span class="highlight">system</span>
SEVENTH GRADE
poems 3) PowerPoint presentations 4) Plays 5) Biographies and autobiographies 6) Video narratives d. The student will compose informational text utilizing topic sentences, effective organization, transitions, vivid word choices, and specific supporting details, including but not limited to t...
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poems 3) PowerPoint presentations 4) Plays 5) Biographies and autobiographies 6) Video narratives d. The student will compose informational text utilizing topic sentences, effective organization, transitions, vivid word choices, and specific supporting details, including but not limited to the following: texts containing chronological order; procedural; cause and effect; comparison and contrast; order of importance; problem and solution. (DOK 3) 1) Reports 2) Letters (friendly and business) 3
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http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_7th_grade_framework.pdf#page=5
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_7t...
poems 3) PowerPoint presentations 4) Plays 5) Biographies and autobiographies 6) <span class="highlight">Video</span> narratives d. The student will compose informational text utilizing topic sentences, effective organization, transitions, vivid word choices, and specific supporting details, including but not limited to the following: texts containing chronological order; procedural; cause and effect; comparison and contrast; order of importance; problem and solution. (DOK 3) 1) Reports 2) Letters (friendly and business) 3
SIXTH GRADE
2006 Mississippi Language Arts Framework-Revised b. The student will compose descriptive texts using sensory details and vivid language. (DOK 3) c. The student will compose narrative text utilizing effective organization and vivid word choice containing multiple events with specific details. (DOK...
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2006 Mississippi Language Arts Framework-Revised b. The student will compose descriptive texts using sensory details and vivid language. (DOK 3) c. The student will compose narrative text utilizing effective organization and vivid word choice containing multiple events with specific details. (DOK 3) 1) Stories or retellings 2) Narrative poems 3) PowerPoint presentations 4) Plays 5) Biographies and autobiographies 6) Video narratives d. The student will compose informational text
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http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_6th_grade_framework.pdf#page=5
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_6t...
2006 Mississippi Language Arts Framework-Revised b. The student will compose descriptive texts using sensory details and vivid language. (DOK 3) c. The student will compose narrative text utilizing effective organization and vivid word choice containing multiple events with specific details. (DOK 3) 1) Stories or retellings 2) Narrative poems 3) PowerPoint presentations 4) Plays 5) Biographies and autobiographies 6) <span class="highlight">Video</span> narratives d. The student will compose informational text
FIFTH GRADE
2006 Mississippi Language Arts Framework-Revised 2) Narrative poems 3) PowerPoint presentations 4) Plays 5) Biographies or autobiographies 6) Video narratives d. The student will compose informational text clearly expressing a main idea with supporting details, including but not limited to...
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2006 Mississippi Language Arts Framework-Revised 2) Narrative poems 3) PowerPoint presentations 4) Plays 5) Biographies or autobiographies 6) Video narratives d. The student will compose informational text clearly expressing a main idea with supporting details, including but not limited to the following: texts containing chronological order; procedural; cause and effect; comparison and contrast; order of importance; problem/solution. (DOK 3) 1) Reports 2) Letters 3) Functional texts
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http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_5th_grade_framework.pdf#page=5
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_5t...
2006 Mississippi Language Arts Framework-Revised 2) Narrative poems 3) PowerPoint presentations 4) Plays 5) Biographies or autobiographies 6) <span class="highlight">Video</span> narratives d. The student will compose informational text clearly expressing a main idea with supporting details, including but not limited to the following: texts containing chronological order; procedural; cause and effect; comparison and contrast; order of importance; problem/solution. (DOK 3) 1) Reports 2) Letters 3) Functional texts
7th Grade„Grade Level Expectations
“New” to 9 th Grade from 8 th Grade Curriculum Coverage (UNIT) Other—“Carryover” or Review 3.1b Independently extract information to achieve a specific purpose • Use various technologies (e.g., appropriate word processing functions, photocopier, scanner, audiovisu...
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“New” to 9 th Grade from 8 th Grade Curriculum Coverage (UNIT) Other—“Carryover” or Review 3.1b Independently extract information to achieve a specific purpose • Use various technologies (e.g., appropriate word processing functions, photocopier, scanner, audiovisual equipment) to extract needed information • Determine the most appropriate form of technology for the task of extracting needed information • Decide what information is valuable for a particular situation • Create own system
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade%20GLEs.pdf#page=25
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade...
“New” to 9 th Grade from 8 th Grade Curriculum Coverage (UNIT) Other—“Carryover” or Review 3.1b Independently extract information to achieve a specific purpose • Use various technologies (e.g., appropriate word processing functions, photocopier, scanner, audiovisual equipment) to extract needed information • Determine the most appropriate form of technology for the task of extracting needed information • Decide what information is valuable for a particular situation • Create own <span class="highlight">system</span>
7th Grade„Grade Level Expectations
“New” to 11 th Grade from 10 th Grade Curriculum Coverage (UNIT) Other—“Carryover” or Review 3.1b Independently extract information to achieve a specific purpose • Use various technologies (e.g., appropriate word processing functions, photocopier, scanner, audiovi...
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“New” to 11 th Grade from 10 th Grade Curriculum Coverage (UNIT) Other—“Carryover” or Review 3.1b Independently extract information to achieve a specific purpose • Use various technologies (e.g., appropriate word processing functions, photocopier, scanner, audiovisual equipment) to extract needed information • Determine the most appropriate form of technology for the task of extracting needed information • Decide what information is valuable for a particular situation • Create own system
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/11th%20Grade%20GLEs.pdf#page=28
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/11th%20Grad...
“New” to 11 th Grade from 10 th Grade Curriculum Coverage (UNIT) Other—“Carryover” or Review 3.1b Independently extract information to achieve a specific purpose • Use various technologies (e.g., appropriate word processing functions, photocopier, scanner, audiovisual equipment) to extract needed information • Determine the most appropriate form of technology for the task of extracting needed information • Decide what information is valuable for a particular situation • Create own <span class="highlight">system</span>
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