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 Science.qxd
for the Elementary School", Occasional Papers, no. 24. Hazen, R. M., Trefil, J., Science matters: Achieving Scientific Literacy, New York, Doubleday, 1991. International Association for the Evaluation of Educational Achievement, Science Achievement in the Middle School Years: IEA&...
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for the Elementary School", Occasional Papers, no. 24. Hazen, R. M., Trefil, J., Science matters: Achieving Scientific Literacy, New York, Doubleday, 1991. International Association for the Evaluation of Educational Achievement, Science Achievement in the Middle School Years: IEA’s Third International Mathematics and Science Study, Boston, Center for the Study of Testing, Evaluation, and Educational Policy, Boston College, 1996. International Technology Education Association
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=96
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=96
Revised 2004 92 9-12 Science • constructing hypotheses. • The ability to do scientific inquiry. • Understanding about scientific inquiry. • Abilities to perform safe and appropriate manipulation <span class="highlight">of</span> materials, equipment, and technologies. • Mastery <span class="highlight">of</span> integrated process skills. • constructing hypotheses. • acquiring, <span class="highlight">processing</span>, and interpreting data. • identifying variables and their relationships. • designing investigations. • experimenting. • analyzing investigations. • formulating models. Science and
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=176
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=17...
Revised 2004 Science 172 BIBLIOGRAPHY Aikenhead. G. & Solomon, J. (Edts.), STS Education: <span class="highlight">International</span> Perspectives On Reform, New York, Teachers College Press, 1994 Allen, N.L., Swinton, S.S., Ishman, S.P., Zelenak, C.A., Technical Report <span class="highlight">of</span> the NAEP 1996 State Assessment Program in Science, Washington, D.C., National Center for Education Statistics, 1997. American Association for the Advancement <span class="highlight">of</span> Science, Benchmarks for Science Literacy, Project 2061, New York, Oxford University
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=177
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=17...
for the Elementary School", Occasional Papers, no. 24. Hazen, R. M., Trefil, J., Science matters: Achieving Scientific Literacy, New York, Doubleday, 1991. <span class="highlight">International</span> Association for the Evaluation <span class="highlight">of</span> Educational Achievement, Science Achievement in the Middle School Years: IEA’s Third <span class="highlight">International</span> Mathematics and Science Study, Boston, Center for the Study <span class="highlight">of</span> Testing, Evaluation, and Educational Policy, Boston College, 1996. <span class="highlight">International</span> Technology Education Association
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Reform. Felton, R. (1993). Effects of instruction on the decoding skills of children with phonological-processing problems. Journal of Learning Disabilities, 26, (9), 583589. Fox, B. (1996). Strategies for word identification: Phonics from a new perspective. Columb...
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Reform. Felton, R. (1993). Effects of instruction on the decoding skills of children with phonological-processing problems. Journal of Learning Disabilities, 26, (9), 583589. Fox, B. (1996). Strategies for word identification: Phonics from a new perspective. Columbus, OH: Merrill. Gentry, R. (1997). My kid can’t spell. Portsmouth, NH: Heinemann. Gentry, R. and Gillet, J. (1993). Teaching kids to spell. Portsmouth, NH: Heinemann. Appendix A
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=43
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
strategies and skills to create oral, written, and visual texts. 4.01 Use new vocabulary in own speech and writing. 4.02 Use words that name and words that tell action in a variety <span class="highlight">of</span> simple texts (e.g., oral retelling, written stories, lists, <span class="highlight">journal</span> entries <span class="highlight">of</span> personal experiences). 4.03 Use words that describe color, size, and location in a variety <span class="highlight">of</span> texts: e.g., oral retelling, written stories, lists, <span class="highlight">journal</span> entries <span class="highlight">of</span> personal experiences. 4.04 Maintain conversation and discussions: • attending to oral
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=73
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
sources). 5.07 Use established criteria to edit for language conventions and format. 5.08 Demonstrate evidence <span class="highlight">of</span> language cohesion by: • logical sequence <span class="highlight">of</span> fiction and nonfiction retells. • time order sequence <span class="highlight">of</span> events. • sustaining conversations on a topic. 5.09 Create readable documents through legible handwriting (cursive) and/or word <span class="highlight">processing</span>. 50
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=79
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
multi-strategy approach to the learning <span class="highlight">of</span> new spellings. 5.06 Proofread for accuracy <span class="highlight">of</span> spelling using appropriate strategies to confirm spelling and to correct errors. 5.07 Edit final product for grammar, language conventions, and format. 5.08 Create readable documents through legible handwriting (cursive) and word <span class="highlight">processing</span>. 56
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=159
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
2004 136 English Language Arts The Comprehensive Model on the following page illustrates: Teaching Model <span class="highlight">of</span> Reading · Engagement and Motivation Emergent Literacy (Reason for and Appreciation (Concepts about Print, Letter <span class="highlight">of</span> Reading) Knowledge, Phonemic Awareness, Understanding Alphabetic Principle) Word Recognition Vocabulary and (Phonics and Decoding, Concept Development Sight Word Development, (Dictionary Use, Inferring Meanings Spelling Development, from Context, Proper Usage, Shades <span class="highlight">of</span> Appreciation <span class="highlight">of</span>
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=180
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
Reform. Felton, R. (1993). Effects <span class="highlight">of</span> instruction on the decoding skills <span class="highlight">of</span> children with phonological-<span class="highlight">processing</span> problems. <span class="highlight">Journal</span> <span class="highlight">of</span> Learning Disabilities, 26, (9), 583589. Fox, B. (1996). Strategies for word identification: Phonics from a new perspective. Columbus, OH: Merrill. Gentry, R. (1997). My kid can’t spell. Portsmouth, NH: Heinemann. Gentry, R. and Gillet, J. (1993). Teaching kids to spell. Portsmouth, NH: Heinemann. Appendix A
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=190
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
technology as a tool. • Use critical analysis to evaluate media messages. • Conduct research using a variety <span class="highlight">of</span> print and non-print resources. Students can: • Use word <span class="highlight">processing</span> and/or desktop publishing for a variety <span class="highlight">of</span> writing assignments/projects. • Use electronic resources for research. • Select and use the technological tools for class assignments and presentations. • Engage in ethical behavior in the use <span class="highlight">of</span> technology. • Make translations <span class="highlight">of</span> their understanding from one communication mode to another (e.g
ACKNOWLEDGEMENTS
Education graduation requirements for social studies are: • World History; • Civics and Economics; and • United States History. Students must also complete the End-of-Course Exams in Civics and Economics and United States History. Two domains, problem solving and processin...
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Education graduation requirements for social studies are: • World History; • Civics and Economics; and • United States History. Students must also complete the End-of-Course Exams in Civics and Economics and United States History. Two domains, problem solving and processing information, focus on social studies content and social studies skills. North Carolina Social Studies Standard Course of Study August 2006 Effective 2003-2004 6
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http://www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#page=8
www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...
Education graduation requirements for social studies are: • World History; • Civics and Economics; and • United States History. Students must also complete the End-<span class="highlight">of</span>-Course Exams in Civics and Economics and United States History. Two domains, problem solving and <span class="highlight">processing</span> information, focus on social studies content and social studies skills. North Carolina Social Studies Standard Course <span class="highlight">of</span> Study August 2006 Effective 2003-2004 6
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