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 science_pub2003
Vermont Department of Education (Science Grade Expectations) S37 Science — Physical Science: Vermont Standards and Evidences—Nuclear Change 7.12 b, bb, bbb, e, ee, eee, 1.19 Grades 9-12 Properties of Matter S9-12:17 Students demonstrate their understanding of...
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Vermont Department of Education (Science Grade Expectations) S37 Science — Physical Science: Vermont Standards and Evidences—Nuclear Change 7.12 b, bb, bbb, e, ee, eee, 1.19 Grades 9-12 Properties of Matter S9-12:17 Students demonstrate their understanding of Nuclear Change by… • Explaining how alpha and beta emissions create changes in the nucleus of an atom, resulting in a completely different element. AND • Distinguishing between the reactants and products of a chemi- cal reaction and
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=38
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department <span class="highlight">of</span> Education (Science Grade Expectations) S37 Science — Physical Science: Vermont Standards <span class="highlight">and</span> Evidences—Nuclear Change 7.12 b, bb, bbb, e, ee, eee, 1.19 Grades 9-12 Properties <span class="highlight">of</span> Matter S9-12:17 Students demonstrate their understanding <span class="highlight">of</span> Nuclear Change by… • Explaining how alpha <span class="highlight">and</span> beta emissions create changes in the nucleus <span class="highlight">of</span> an atom, resulting in a completely different <span class="highlight">element</span>. <span class="highlight">AND</span> • Distinguishing between the reactants <span class="highlight">and</span> products <span class="highlight">of</span> a chemi- cal reaction <span class="highlight">and</span>
VT_04_Math GLEs_pf.indd
command of conventional English spelling by… • Independently applying spelling knowledge in proofreading and editing of writing • Correctly spelling grade-appropriate, high-frequency words, including homonyms, homophones, and homographs • Corr...
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command of conventional English spelling by… • Independently applying spelling knowledge in proofreading and editing of writing • Correctly spelling grade-appropriate, high-frequency words, including homonyms, homophones, and homographs • Correctly spelling grade-appropriate word groups that share a common root (e.g., “inspire,” “respiration,” “conspire,” “perspire”) • Recognizing spelling-meaning connections EXAMPLES: “sign/signal,” “defi ne/defi nition,” “critic/criticize” • Applying conventional and
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_writing.pdf#page=104
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_wri...
W6 Kindergarten Writing Conventions WK:2 In independent writing, students demonstrate command <span class="highlight">of</span> appropriate English conventions by… No GLE at this grade level WK:3 In independent writing, students demonstrate command <span class="highlight">of</span> <span class="highlight">conventional</span> English spelling by… • Using phonemic awareness <span class="highlight">and</span> letter knowledge to spell independently (phonetic or temporary spelling) <span class="highlight">and</span> logically represent initial <span class="highlight">and</span> fi nal consonant sounds Grade 1 Writing Conventions W1:2 In independent writing, students demonstrate command
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_writing.pdf#page=105
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_wri...
W7 Grade 2 Writing Conventions W2:2 In independent writing, students demonstrate command <span class="highlight">of</span> appropriate English conventions by… • Using capital letters for the beginning <span class="highlight">of</span> sentences <span class="highlight">and</span> names • Using correct end punctuation in simple sentences (e.g., period) W2:3 In independent writing, students demonstrate command <span class="highlight">of</span> <span class="highlight">conventional</span> English spelling by… • Correctly spelling grade-appropriate, high-frequency words • Correctly spelling past tense (three sounds for -ed) <span class="highlight">and</span> plural endings (-s <span class="highlight">and</span> -es
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_writing.pdf#page=106
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_wri...
structures W–4–9.4 W4:3 In independent writing, students demonstrate command <span class="highlight">of</span> <span class="highlight">conventional</span> English spelling by… • Applying spelling knowledge in proofreading <span class="highlight">and</span> editing <span class="highlight">of</span> writing • Correctly spelling grade-appropriate, high-frequency words <span class="highlight">and</span> recognizing syllables <span class="highlight">and</span> affi x patterns/rules that are characteristic <span class="highlight">of</span> the English spelling system EXAMPLES: consonant doubling, change y to i, drop silent e, spelling rules for affi xes W–4–9.5 • Using within-word patterns <span class="highlight">and</span> common syllable patterns to
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_writing.pdf#page=107
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_wri...
W9 Grade 6 Writing Conventions W6:2 In independent writing, students demonstrate command <span class="highlight">of</span> appropriate English conventions by… • Applying rules <span class="highlight">of</span> standard English usage to correct grammatical errors EXAMPLES: subject-verb agreement, nonstandard usage, irregular plurals, sentence fragments <span class="highlight">and</span> run-ons • Applying basic capitalization rules • Using punctuation to clarify meaning W6:3 In independent writing, students demonstrate command <span class="highlight">of</span> <span class="highlight">conventional</span> English spelling by… • Independently applying
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_writing.pdf#page=108
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_wri...
independent writing, students demonstrate command <span class="highlight">of</span> <span class="highlight">conventional</span> English spelling by… • Independently applying spelling knowledge in proofreading <span class="highlight">and</span> editing <span class="highlight">of</span> writing • Correctly spelling grade-appropriate, high-frequency words <span class="highlight">and</span> applying <span class="highlight">conventional</span> spelling patterns/rules EXAMPLES: consonant doubling, consonant patterns, units <span class="highlight">of</span> meaning—common roots, base words, pre/suffi xes W–7–9.5 • Correctly spelling grade-appropriate word groups that share a common root (e.g., “structure,” “construction
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_writing.pdf#page=109
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_wri...
command <span class="highlight">of</span> <span class="highlight">conventional</span> English spelling by… • Independently applying spelling knowledge in proofreading <span class="highlight">and</span> editing <span class="highlight">of</span> writing • Correctly spelling grade-appropriate, high-frequency words, including homonyms, homophones, <span class="highlight">and</span> homographs • Correctly spelling grade-appropriate word groups that share a common root (e.g., “inspire,” “respiration,” “conspire,” “perspire”) • Recognizing spelling-meaning connections EXAMPLES: “sign/signal,” “defi ne/defi nition,” “critic/criticize” • Applying <span class="highlight">conventional</span> <span class="highlight">and</span>
history_pub2000
information related to the impact of human activities on the physical environment (for example, through field studies, mapping, interviewing, and using scientific instruments) in order to draw conclusions and recommend actions (e.g., accompanying a naturalist work- ing to identi...
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information related to the impact of human activities on the physical environment (for example, through field studies, mapping, interviewing, and using scientific instruments) in order to draw conclusions and recommend actions (e.g., accompanying a naturalist work- ing to identify areas in need of preservation). i • Identifying different viewpoints regarding resource use in the U.S. and world (e.g., Interview the owner of a hybrid or electric vehicle.). i • Describing how the environment influences a
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=33
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
identify areas in need <span class="highlight">of</span> preservation). i • Identifying different viewpoints regarding resource use in the U.S. <span class="highlight">and</span> world (e.g., interview the owner <span class="highlight">of</span> a <span class="highlight">hybrid</span> or electric vehicle.). i • Describing how the environment influences a particular demographic factor, such as disease/epidemic rates, life expectancy, infant mortality rate, population growth rate (e.g., describe how environmental factors influence in- come). i • Recognizing patterns <span class="highlight">of</span> voluntary <span class="highlight">and</span> involuntary migra- tion in the U.S. <span class="highlight">and</span>
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=34
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
information related to the impact <span class="highlight">of</span> human activities on the physical environment (for example, through field studies, mapping, interviewing, <span class="highlight">and</span> using scientific instruments) in order to draw conclusions <span class="highlight">and</span> recommend actions (e.g., accompanying a naturalist work- ing to identify areas in need <span class="highlight">of</span> preservation). i • Identifying different viewpoints regarding resource use in the U.S. <span class="highlight">and</span> world (e.g., Interview the owner <span class="highlight">of</span> a <span class="highlight">hybrid</span> or electric vehicle.). i • Describing how the environment influences a
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=50
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
exporting labor, etc.). i • Examining how producers in the U.S. <span class="highlight">and</span>/or world have used natural, human, <span class="highlight">and</span> capital resources to produce goods <span class="highlight">and</span> services, <span class="highlight">and</span> predicting the long term effects <span class="highlight">of</span> these uses (e.g., describing how the use <span class="highlight">of</span> petroleum prod- ucts will impact the production <span class="highlight">of</span> <span class="highlight">hybrid</span> vehicles; exam- ining how the use <span class="highlight">of</span> human resources in the U.S. has changed over time). i • Drawing conclusions about how choices within an eco- nomic system affect the environment in the state, nation, <span class="highlight">and</span>/or
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