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Scholastic: Lewis & Clark for Grades 3-5
would be needed to go on a journey like Lewis and Clark's Participate in active writing activities and peer review Use technology tools to synthesize information and communicate that knowledge Investigate change over time to gain perspective on the successes...
ReadWriteThink: Name Talk: Exploring Letter-Sound Knowledge in the Primary Classroom
PreviewStandardsResources & PreparationInstructional PlanRelated ResourcesComments Overview Featured Resources From Theory to Practice OVERVIEW This lesson invites pre-school through first grade students to share what they know about letters and sounds with a small gr...
Time4Learning Reading Level: Second Grade
competently for many purposes Using punctuation appropriately Experiencing a variety of literary genres Second grade is also a year of exploration and discovery of the numbers in the world around us. Major milestones for 2nd grade math include: App...
Keiko, Killer Whale
Objectives Students will understand the following: 1. Keiko is a killer whale who lived for a long time in an aquarium and had to be taught how to live independently. Keiko now resides in the part of the world he came from—Iceland. 2. Computer use...
Scholastic: Native American Cultures for Grades 6-8
online introduction to "Be an Explorer." Explain that students will conduct research on a Native American culture that is found in their home state. They will look at the challenges faced by this local culture through history and how it has been preserved an...
Microsoft Word - readstd8g.docreadstd8g.pdf
Grade-by-Grade Approved by the KS State Board of Education: July 8, 2003 Page 182 Standard 2: Literature EIGHTH GRADE Literature: The student responds to a variety of text. Benchmark 2: The student understands the significance of literature and its contributions to various cultu...
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Grade-by-Grade Approved by the KS State Board of Education: July 8, 2003 Page 182 Standard 2: Literature EIGHTH GRADE Literature: The student responds to a variety of text. Benchmark 2: The student understands the significance of literature and its contributions to various cultures. Eighth Grade Knowledge Base Indicators Instructional Examples The student… 1. identifies common structures and stylistic elements in literature, folklore, and myths from a variety of cultures
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http://www.ksde.org/LinkClick.aspx?fileticket=IVB9sexgfwc%3d&tabid=142&mid=8050&forcedownload=true#page=19
www.ksde.org/LinkClick.aspx?fileticket=IVB9sexgfwc%3d&tabid=142&mid=8050&...
Grade-by-Grade Approved by the KS State Board of Education: July 8, 2003 Page 182 Standard 2: Literature EIGHTH GRADE Literature: The student responds to <span class="highlight">a</span> variety of text. Benchmark 2: The student understands the significance of literature <span class="highlight">and</span> its contributions to various cultures. Eighth Grade <span class="highlight">Knowledge</span> Base Indicators Instructional Examples The student… 1. identifies <span class="highlight">common</span> structures <span class="highlight">and</span> stylistic elements <span class="highlight">in</span> literature, folklore, <span class="highlight">and</span> myths from <span class="highlight">a</span> variety of cultures
 Microsoft Word - English SOL Cur Frame Grades K-12.doc
KNOWLEDGE, SKILLS, AND PROCESSES • Students will recognize that Internet resources and electronic databases complement books and the traditional library as key avenues for accessing, organizing, and presenting information. • Students will ac...
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KNOWLEDGE, SKILLS, AND PROCESSES • Students will recognize that Internet resources and electronic databases complement books and the traditional library as key avenues for accessing, organizing, and presenting information. • Students will acquire skills in evaluating resources, both print and electronic. • Students will become adept at embedding information accessed electronically in a research document. All students should • understand how to use electronic databases and online resources to conduct research
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http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=24
www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=24
Virginia Board of Education, 2003 Grade One, page 3 STANDARD 1.2 STRAND: ORAL LANGUAGE GRADE LEVEL 1 1.2 The student will continue to expand <span class="highlight">and</span> use listening <span class="highlight">and</span> speaking vocabularies. <span class="highlight">a</span>) Increase oral descriptive vocabulary. b) Begin to ask <span class="highlight">for</span> clarification <span class="highlight">and</span> explanation of words <span class="highlight">and</span> ideas. c) Follow simple two-step oral directions. d) Give simple two-step oral directions. e) Use singular <span class="highlight">and</span> plural nouns. UNDERSTANDING THE STANDARD (Teacher Notes) ESSENTIAL UNDERSTANDINGS ESSENTIAL <span class="highlight">KNOWLEDGE</span>, SKILLS
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http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=27
www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=27
first grade, they should have <span class="highlight">a</span> reading vocabulary of 300 to 500 sight words <span class="highlight">and</span> be able to decode single-syllable words. These concepts <span class="highlight">and</span> skills will be learned <span class="highlight">through</span> systematic explicit direct instruction, individual <span class="highlight">and</span> small-group activities, <span class="highlight">and</span> time spent <span class="highlight">exploring</span> <span class="highlight">and</span> reading books <span class="highlight">and</span> other print material. <span class="highlight">Through</span> reading decodable books, students will build fluency <span class="highlight">and</span> automaticity <span class="highlight">in</span> using their <span class="highlight">knowledge</span> of phonetic principles <span class="highlight">and</span> print to read. Reading <span class="highlight">and</span> listening to both fiction <span class="highlight">and</span>
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http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=48
www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=48
such as un-, re-, dis-, pre-, <span class="highlight">and</span> mis- • demonstrate an understanding of <span class="highlight">common</span> suffixes, such as -er, -y, -ful, -less, -est, <span class="highlight">and</span> -ly • demonstrate an understanding of the meaning of contractions • demonstrate an understanding of what the apostrophe signifies <span class="highlight">in</span> singular possessive words (e.g., Mary�s) • identify simple abbreviations, including those <span class="highlight">for</span> titles (e.g., Mr., Mrs., Ms., <span class="highlight">and</span> Dr.), calendar words (e.g., Jan., Feb., Mon., Tue.), <span class="highlight">and</span> address words (e.g., St., Rd.) • supply synonyms <span class="highlight">and</span> antonyms <span class="highlight">for</span> <span class="highlight">a</span>
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http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=174
www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=174
<span class="highlight">KNOWLEDGE</span>, SKILLS, <span class="highlight">AND</span> PROCESSES • Students will recognize that Internet resources <span class="highlight">and</span> electronic <span class="highlight">databases</span> complement books <span class="highlight">and</span> the traditional library as key avenues <span class="highlight">for</span> accessing, organizing, <span class="highlight">and</span> presenting information. • Students will acquire skills <span class="highlight">in</span> evaluating resources, both print <span class="highlight">and</span> electronic. • Students will become adept at embedding information accessed electronically <span class="highlight">in</span> <span class="highlight">a</span> research document. All students should • understand how to use electronic <span class="highlight">databases</span> <span class="highlight">and</span> online resources to conduct research
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http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=227
www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=227
or the American Psychological Association (APA). f) Edit copies <span class="highlight">for</span> correct use of language, spelling, punctuation, <span class="highlight">and</span> capitalization. g) Proofread final copy <span class="highlight">and</span> prepare document <span class="highlight">for</span> publication or submission. UNDERSTANDING THE STANDARD (Teacher Notes) ESSENTIAL UNDERSTANDINGS ESSENTIAL <span class="highlight">KNOWLEDGE</span>, SKILLS, <span class="highlight">AND</span> PROCESSES • Students will research topics <span class="highlight">and</span> develop documented papers that support <span class="highlight">a</span> thesis. <span class="highlight">A</span> documented paper is the result of following <span class="highlight">a</span> process leading to <span class="highlight">discovery</span> of information that is then
Science.qxd
Revised 2004 Science17 It was a strange sight: a man, standing before a fountain, watching the falling water and tilting his head from side to side. Drawing closer, I saw he was rapidly moving the fingers of his right hand up and down in front of his...
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Revised 2004 Science17 It was a strange sight: a man, standing before a fountain, watching the falling water and tilting his head from side to side. Drawing closer, I saw he was rapidly moving the fingers of his right hand up and down in front of his face. I was in the seventh grade, visiting Princeton University with my science class, and the man at the fountain was Albert Einstein. For several minutes, he continued silently flicking his fingers. Then he turned and asked, "Can you do it? Can you see the
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=20
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=20
Revised 2004 Science17 It was <span class="highlight">a</span> strange sight: <span class="highlight">a</span> <span class="highlight">man</span>, standing before <span class="highlight">a</span> fountain, watching the falling water <span class="highlight">and</span> tilting his head from side to side. Drawing closer, I saw he was rapidly moving the fingers of his right hand up <span class="highlight">and</span> down <span class="highlight">in</span> front of his face. I was <span class="highlight">in</span> the seventh grade, visiting Princeton University with my science class, <span class="highlight">and</span> the <span class="highlight">man</span> at the fountain was Albert Einstein. <span class="highlight">For</span> several minutes, he continued silently flicking his fingers. Then he turned <span class="highlight">and</span> asked, "Can you do it? Can you see the
Microsoft Word - ssstd5.docssstd5.pdf
Grade Knowledge and/or Application Indicators Fifth Grade Instructional Suggestions The student: 1. (A) examines varying viewpoints regarding resource use (e.g., American Indian vs. European settler, past vs. present). 2. (K) identifies the relationship between the acquisition ...
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Grade Knowledge and/or Application Indicators Fifth Grade Instructional Suggestions The student: 1. (A) examines varying viewpoints regarding resource use (e.g., American Indian vs. European settler, past vs. present). 2. (K) identifies the relationship between the acquisition and use of natural resources and advances in technology using historical and contemporary examples (e.g., compass for navigation, water power, steel plow). • Complete a T chart to compare motivations for settling and exploring
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http://www.ksde.org/LinkClick.aspx?fileticket=8gYkr3rCics%3d&tabid=1715&mid=8016&forcedownload=true#page=17
www.ksde.org/LinkClick.aspx?fileticket=8gYkr3rCics%3d&tabid=1715&mid=8016...
Grade <span class="highlight">Knowledge</span> <span class="highlight">and</span>/or Application Indicators Fifth Grade Instructional Suggestions The student: 1. (<span class="highlight">A</span>) examines varying viewpoints regarding resource use (e.g., American Indian vs. European settler, past vs. present). 2. (K) identifies the relationship between the acquisition <span class="highlight">and</span> use of natural resources <span class="highlight">and</span> advances <span class="highlight">in</span> technology using historical <span class="highlight">and</span> contemporary examples (e.g., compass <span class="highlight">for</span> navigation, water power, steel plow). • Complete <span class="highlight">a</span> T chart to compare motivations <span class="highlight">for</span> settling <span class="highlight">and</span> <span class="highlight">exploring</span>
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http://www.ksde.org/LinkClick.aspx?fileticket=8gYkr3rCics%3d&tabid=1715&mid=8016&forcedownload=true#page=18
www.ksde.org/LinkClick.aspx?fileticket=8gYkr3rCics%3d&tabid=1715&mid=8016...
8/9/2005 Page 147 of 298 Kansas, United States, <span class="highlight">and</span> World History Fifth Grade History Standard: The student uses <span class="highlight">a</span> working <span class="highlight">knowledge</span> <span class="highlight">and</span> understanding of significant individuals, groups, ideas, events, eras, <span class="highlight">and</span> developments <span class="highlight">in</span> the history of Kansas, the United States, <span class="highlight">and</span> the world, utilizing essential analytical <span class="highlight">and</span> research skills. Benchmark 1: The student uses <span class="highlight">a</span> working <span class="highlight">knowledge</span> <span class="highlight">and</span> understanding of individuals, groups, ideas, developments, <span class="highlight">and</span> turning points <span class="highlight">in</span> the age of
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national government in later grades. In second grade, students are introduced to the role of government in the economy as they learn about the role of taxes and fees in paying for government services. The expectations help to prepare students for...
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national government in later grades. In second grade, students are introduced to the role of government in the economy as they learn about the role of taxes and fees in paying for government services. The expectations help to prepare students for responsible citizenship by exploring how citizens participate in community decisions and by examining why both personal and civic responsibility are important aspects of community life. Students apply this knowledge by designing and participating in community
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http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=18
www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=18
national government <span class="highlight">in</span> later grades. <span class="highlight">In</span> second grade, students are introduced to the role of government <span class="highlight">in</span> the economy as they learn about the role of taxes <span class="highlight">and</span> fees <span class="highlight">in</span> paying <span class="highlight">for</span> government <span class="highlight">services</span>. The expectations help to prepare students <span class="highlight">for</span> responsible citizenship by <span class="highlight">exploring</span> how citizens participate <span class="highlight">in</span> community decisions <span class="highlight">and</span> by examining why both personal <span class="highlight">and</span> civic responsibility are important aspects of community life. Students apply this <span class="highlight">knowledge</span> by designing <span class="highlight">and</span> participating <span class="highlight">in</span> community
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