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 Visual and Performing Arts Standards (CA Dept. of Education)
Commitment to Standards-Based Education for California’s Middle Grades Students (2001) ...13.50 001592 Visual and Performing Arts Framework for California Public Schools, Kindergarten Through Grade Twelve (includes CD-ROM) (2004) ...19.95 Orders should be directed to: California...
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Commitment to Standards-Based Education for California’s Middle Grades Students (2001) ...13.50 001592 Visual and Performing Arts Framework for California Public Schools, Kindergarten Through Grade Twelve (includes CD-ROM) (2004) ...19.95 Orders should be directed to: California Department of Education CDE Press, Sales Office 1430 N Street, Suite 3207 Sacramento
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http://www.cde.ca.gov/re/pn/fd/documents/vpastandards.pdf#page=172
www.cde.ca.gov/re/pn/fd/documents/vpastandards.pdf#page=172
Commitment to Standards-<span class="highlight">Based</span> Education for California’s Middle Grades Students (2001) ...13.50 001592 Visual and Performing Arts Framework for California Public Schools, Kindergarten Through Grade Twelve (includes CD-ROM) (2004) ...19.95 Orders should be <span class="highlight">directed</span> to: California Department of Education CDE Press, Sales Office 1430 N Street, Suite 3207 Sacramento
The Student Pledge Against Gun Violence: Older Students
The Student Pledge I will never bring a gun to school; I will never use a gun to settle a personal problem or dispute; I will use my influence with my friends to keep them from using guns to settle disputes. My individual choices and actions, when multiplied by those of young people t...
Core Content For Mathematics Assessment
It is the artist's choice of these in the creative process that results in a distinctively expressive work. Students make choices about how to use structural organizers to create meaningful works of their own. The more students understand, the greater their ability to produce, interpret or critique...
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It is the artist's choice of these in the creative process that results in a distinctively expressive work. Students make choices about how to use structural organizers to create meaningful works of their own. The more students understand, the greater their ability to produce, interpret or critique artworks from other artists, cultures and historical periods. 6 th Grade 7 th Grade 8 th Grade Music AH-06-1.1.1 Students will identify or describe the use of elements in a variety of music. DOK 2
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=24
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=24
It is the artist's choice of these in the creative process that results in a distinctively expressive work. Students make choices about how to use structural organizers to create meaningful works of their own. The more students understand, the greater their ability to produce, interpret or critique artworks <span class="highlight">from</span> other artists, cultures and historical periods. 6 th Grade 7 th Grade 8 th Grade Music AH-06-1.1.1 Students will identify or describe the use of elements in a variety of music. DOK 2
English Language Arts Content Standards - Curriculum Frameworks (CA Dept of Education)
1.0. Using the writing strategies of grade two outlined in Writing Standard 1.0, students: 2.1 Write brief narratives based on their experiences: a. Move through a logical sequence of events. b. Describe the setting, characters, objects, and events in detail. 2.2 Write a friendly letter compl...
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1.0. Using the writing strategies of grade two outlined in Writing Standard 1.0, students: 2.1 Write brief narratives based on their experiences: a. Move through a logical sequence of events. b. Describe the setting, characters, objects, and events in detail. 2.2 Write a friendly letter complete with the date, salutation, body, closing, and signature. 13 California Department of Education Reposted June 9, 2009
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http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=21
www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=21
1.0. Using the writing strategies of grade two outlined in Writing Standard 1.0, students: 2.1 Write brief narratives <span class="highlight">based</span> on their experiences: a. Move through a logical sequence of events. b. Describe the setting, characters, objects, and events in detail. 2.2 Write a friendly letter complete with the date, salutation, body, closing, and <span class="highlight">signature</span>. 13 California Department of Education Reposted June 9, 2009
Strand 1: Reading Process (Kindergarten)
Writing Standard Articulated by Grade Level Grade 11 Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex writing. The bulleted (lettered) items within a performance objective indicate specific content to be taught. Words shown...
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Writing Standard Articulated by Grade Level Grade 11 Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex writing. The bulleted (lettered) items within a performance objective indicate specific content to be taught. Words shown in bold print are referenced in the glossary. Arizona Department of Education – Standards Based Teaching and Learning Approved June 28, 2004 9 Concept 5: Literary Response Literary
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http://www.ade.state.az.us/standards/language-arts/writing/grade11.pdf#page=9
www.ade.state.az.us/standards/language-arts/writing/grade11.pdf#page=9
Writing Standard Articulated by Grade Level Grade 11 Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex writing. The bulleted (lettered) items within a performance objective indicate specific content to be taught. Words shown in bold print are referenced in the glossary. Arizona Department of Education – Standards <span class="highlight">Based</span> Teaching and Learning Approved June 28, 2004 9 Concept 5: Literary Response Literary
GRADE 8
Mathematics Concept 4: Vertex-Edge Graphs Understand and apply vertex-edge graphs. In Grade 8, students explore using directed graphs as a means of problem solving. This will lay a foundation for network and adjacency matrix investigations in high school. Performance Objectives Process I...
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Mathematics Concept 4: Vertex-Edge Graphs Understand and apply vertex-edge graphs. In Grade 8, students explore using directed graphs as a means of problem solving. This will lay a foundation for network and adjacency matrix investigations in high school. Performance Objectives Process Integration Explanations and Examples Students are expected to: PO 1. Use directed graphs to solve problems. M08-S5C2-01. Analyze a problem situation to determine the question(s) to be answered. M08
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade8.pdf#page=14
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Mathematics Concept 4: Vertex-Edge Graphs Understand and apply vertex-edge graphs. In Grade 8, students explore using <span class="highlight">directed</span> graphs as a means of problem solving. This will lay a foundation for network and adjacency matrix investigations in high school. Performance Objectives Process Integration Explanations and Examples Students are expected to: PO 1. Use <span class="highlight">directed</span> graphs to solve problems. M08-S5C2-01. Analyze a problem situation to determine the question(s) to be answered. M08
Strand 1: Reading Process (Kindergarten)
Writing Standard Articulated by Grade Level Grade 8 Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex writing. The bulleted (lettered) items within a performance objective indicate specific content to be taught. Words shown i...
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Writing Standard Articulated by Grade Level Grade 8 Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex writing. The bulleted (lettered) items within a performance objective indicate specific content to be taught. Words shown in bold print are referenced in the glossary. Arizona Department of Education – Standards Based Teaching and Learning Approved June 28, 2004 8 Concept 3: Functional
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http://www.ade.state.az.us/standards/language-arts/writing/grade8.pdf#page=8
www.ade.state.az.us/standards/language-arts/writing/grade8.pdf#page=8
Writing Standard Articulated by Grade Level Grade 8 Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex writing. The bulleted (lettered) items within a performance objective indicate specific content to be taught. Words shown in bold print are referenced in the glossary. Arizona Department of Education – Standards <span class="highlight">Based</span> Teaching and Learning Approved June 28, 2004 8 Concept 3: Functional
Strand 1: Reading Process (Kindergarten)
Writing Standard Articulated by Grade Level Grade 7 Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex writing. The bulleted (lettered) items within a performance objective indicate specific content to be taught. Words shown i...
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Writing Standard Articulated by Grade Level Grade 7 Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex writing. The bulleted (lettered) items within a performance objective indicate specific content to be taught. Words shown in bold print are referenced in the glossary. Arizona Department of Education – Standards Based Teaching and Learning Approved June 28, 2004 8 Concept 3: Functional Functional writing
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http://www.ade.state.az.us/standards/language-arts/writing/grade7.pdf#page=8
www.ade.state.az.us/standards/language-arts/writing/grade7.pdf#page=8
Writing Standard Articulated by Grade Level Grade 7 Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex writing. The bulleted (lettered) items within a performance objective indicate specific content to be taught. Words shown in bold print are referenced in the glossary. Arizona Department of Education – Standards <span class="highlight">Based</span> Teaching and Learning Approved June 28, 2004 8 Concept 3: Functional Functional writing
Strand 1: Reading Process (Kindergarten)
Writing Standard Articulated by Grade Level Grade 6 Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex writing. The bulleted (lettered) items within a performance objective indicate specific content to be taught. Words shown i...
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Writing Standard Articulated by Grade Level Grade 6 Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex writing. The bulleted (lettered) items within a performance objective indicate specific content to be taught. Words shown in bold print are referenced in the glossary. Arizona Department of Education – Standards Based Teaching and Learning Approved June 28, 2004 8 Concept 3: Functional Functional
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http://www.ade.state.az.us/standards/language-arts/writing/grade6.pdf#page=8
www.ade.state.az.us/standards/language-arts/writing/grade6.pdf#page=8
Writing Standard Articulated by Grade Level Grade 6 Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex writing. The bulleted (lettered) items within a performance objective indicate specific content to be taught. Words shown in bold print are referenced in the glossary. Arizona Department of Education – Standards <span class="highlight">Based</span> Teaching and Learning Approved June 28, 2004 8 Concept 3: Functional Functional
FIFTH GRADE
2006 Mississippi Language Arts Framework-Revised COMPETENCIES and Objectives Each competency and objective assumes the student has mastered the competencies and objectives in fourth grade. New skills and objectives are bold-faced throughout the K-8 portion of the document; however, teachers shoul...
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2006 Mississippi Language Arts Framework-Revised COMPETENCIES and Objectives Each competency and objective assumes the student has mastered the competencies and objectives in fourth grade. New skills and objectives are bold-faced throughout the K-8 portion of the document; however, teachers should review previously taught skills and objectives with a focus on increasing complexity. The Mississippi Curriculum Test, 2 nd Edition (MCT2) for fifth grade is based on the objectives found in the
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http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_5th_grade_framework.pdf#page=2
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_5t...
2006 Mississippi Language Arts Framework-Revised COMPETENCIES and Objectives Each competency and objective assumes the student has mastered the competencies and objectives in fourth grade. New skills and objectives are bold-faced throughout the K-8 portion of the document; however, teachers should review previously taught skills and objectives with a focus on increasing complexity. The Mississippi Curriculum Test, 2 nd Edition (MCT2) for fifth grade is <span class="highlight">based</span> on the objectives found in the
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