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Microsoft Word - ssstd7.docssstd7.pdf
8/9/2005 Page 186 of 298 Map projections - the transfer of the shape of land and water bodies, along with a global grid, from a globe to a flat map. Mental Maps - the mental image a person has of an area. Physical feature - a natural characteri...
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8/9/2005 Page 186 of 298 Map projections - the transfer of the shape of land and water bodies, along with a global grid, from a globe to a flat map. Mental Maps - the mental image a person has of an area. Physical feature - a natural characteristic of a place (elevation, landforms, vegetation). Population distribution - location patterns of various populations. Region - an area with one or more common characteristics or features which make it different from surrounding areas. Relative location - the
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8/9/2005 Page 186 <span class="highlight">of</span> 298 Map projections - the transfer <span class="highlight">of</span> the shape <span class="highlight">of</span> land <span class="highlight">and</span> water bodies, along <span class="highlight">with</span> a global grid, from a globe to a flat map. Mental Maps - the mental <span class="highlight">image</span> a person has <span class="highlight">of</span> <span class="highlight">an</span> area. Physical feature - a natural characteristic <span class="highlight">of</span> a place (elevation, landforms, vegetation). Population distribution - location patterns <span class="highlight">of</span> various populations. Region - <span class="highlight">an</span> area <span class="highlight">with</span> one or more common characteristics or features which make it different from surrounding areas. Relative location - the
Microsoft Word - writingstd7.docwritingstd7.pdf
appropriate for the purpose and audience. (Voice: prewriting, drafting, revising: N,E,T,P) 9. Selects words that are suitable and precise, which create appropriate imagery (e.g. Explicit nouns, vivid verbs, natural The teacher… • Instructs the students to use...
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appropriate for the purpose and audience. (Voice: prewriting, drafting, revising: N,E,T,P) 9. Selects words that are suitable and precise, which create appropriate imagery (e.g. Explicit nouns, vivid verbs, natural The teacher… • Instructs the students to use a simple paragraph to revise word choice with a thesaurus (book or computer) changing an assigned number of words to a higher and appropriate level of diction. • Leads students in brainstorming elements of a story line centering around a given picture
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appropriate <span class="highlight">for</span> the purpose <span class="highlight">and</span> audience. (Voice: prewriting, drafting, revising: N,E,T,P) 9. Selects words that are suitable <span class="highlight">and</span> precise, which create appropriate <span class="highlight">imagery</span> (e.g. Explicit nouns, vivid verbs, natural The teacher… • Instructs the students to use a simple paragraph to revise word choice <span class="highlight">with</span> a thesaurus (book or computer) changing <span class="highlight">an</span> assigned number <span class="highlight">of</span> words to a higher <span class="highlight">and</span> appropriate level <span class="highlight">of</span> diction. • Leads students in brainstorming elements <span class="highlight">of</span> a story line centering around a given picture
Glossaryreadingglossary.pdf
sweet sorrow. 3. collectively, the figurative language in a work. 4. the study of image patterns in literature for clues to the author's deeper meaning. independent reading level - the readability or grade level of material that is easy for a student to read ...
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sweet sorrow. 3. collectively, the figurative language in a work. 4. the study of image patterns in literature for clues to the author's deeper meaning. independent reading level - the readability or grade level of material that is easy for a student to read with few word- identification problems and high comprehension. Note: Although suggested criteria vary, better than 99 percent word- identification accuracy and better than 90 percent comprehension are often used as standards in judging if a reader
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sweet sorrow. 3. collectively, the figurative language in a work. 4. the study <span class="highlight">of</span> <span class="highlight">image</span> patterns in literature <span class="highlight">for</span> clues to the author's deeper meaning. independent reading level - the readability or grade level <span class="highlight">of</span> material that is easy <span class="highlight">for</span> a student to read <span class="highlight">with</span> few word- identification problems <span class="highlight">and</span> <span class="highlight">high</span> comprehension. Note: Although suggested criteria vary, better than 99 percent word- identification accuracy <span class="highlight">and</span> better than 90 percent comprehension are often used as standards in judging if a reader
Microsoft Word - writingstd8.docwritingstd8.pdf
print sources). (Organization: prewriting, drafting, revising: N,E,T,P) 6. Writes a piece with an inviting introduction, appropriate body, and satisfying conclusion that leaves the reader with a sense of resolution. (Organization: prewriting, drafting, revis...
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print sources). (Organization: prewriting, drafting, revising: N,E,T,P) 6. Writes a piece with an inviting introduction, appropriate body, and satisfying conclusion that leaves the reader with a sense of resolution. (Organization: prewriting, drafting, revising: N,E,T,P) 7. Selects transitions to connect ideas within and between paragraphs. (Organization: prewriting, drafting, revising: N,E,T,P) 8. Selects original and compelling vocabulary and/or figurative language appropriate for the purpose and
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print sources). (Organization: prewriting, drafting, revising: N,E,T,P) 6. Writes a piece <span class="highlight">with</span> <span class="highlight">an</span> inviting introduction, appropriate body, <span class="highlight">and</span> satisfying conclusion that leaves the reader <span class="highlight">with</span> a sense <span class="highlight">of</span> <span class="highlight">resolution</span>. (Organization: prewriting, drafting, revising: N,E,T,P) 7. Selects transitions to connect ideas within <span class="highlight">and</span> between paragraphs. (Organization: prewriting, drafting, revising: N,E,T,P) 8. Selects original <span class="highlight">and</span> compelling vocabulary <span class="highlight">and</span>/or figurative language appropriate <span class="highlight">for</span> the purpose <span class="highlight">and</span>
Microsoft Word - sci_standards_Aug07b.docsci_standards_Aug07b.pdf
101 STANDARD 6: SCIENCE IN PERSONAL AND ENVIRONMENTAL PERSPECTIVES Grades 8-12 SCIENCE IN PERSONAL AND ENVIRONMENTAL PERSPECTIVES – The student will develop an understanding of personal and community health, population growth, natural...
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101 STANDARD 6: SCIENCE IN PERSONAL AND ENVIRONMENTAL PERSPECTIVES Grades 8-12 SCIENCE IN PERSONAL AND ENVIRONMENTAL PERSPECTIVES – The student will develop an understanding of personal and community health, population growth, natural resources, environmental quality, natural and human- induced hazards, and science and technology in local, national, and global settings. Benchmark 2: The student will demonstrate an understanding of population growth. . Grades 8-12 Indicators Additional
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100 STANDARD 6: SCIENCE IN PERSONAL <span class="highlight">AND</span> ENVIRONMENTAL <span class="highlight">PERSPECTIVES</span> Grades 8-12 SCIENCE IN PERSONAL <span class="highlight">AND</span> ENVIRONMENTAL <span class="highlight">PERSPECTIVES</span> – The student will develop <span class="highlight">an</span> understanding <span class="highlight">of</span> personal <span class="highlight">and</span> community health, population <span class="highlight">growth</span>, natural resources, environmental quality, natural <span class="highlight">and</span> human- induced hazards, <span class="highlight">and</span> science <span class="highlight">and</span> technology in local, national, <span class="highlight">and</span> global settings. Benchmark 1: The student will develop <span class="highlight">an</span> understanding <span class="highlight">of</span> the overall functioning <span class="highlight">of</span> human systems <span class="highlight">and</span> their interaction
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101 STANDARD 6: SCIENCE IN PERSONAL <span class="highlight">AND</span> ENVIRONMENTAL <span class="highlight">PERSPECTIVES</span> Grades 8-12 SCIENCE IN PERSONAL <span class="highlight">AND</span> ENVIRONMENTAL <span class="highlight">PERSPECTIVES</span> – The student will develop <span class="highlight">an</span> understanding <span class="highlight">of</span> personal <span class="highlight">and</span> community health, population <span class="highlight">growth</span>, natural resources, environmental quality, natural <span class="highlight">and</span> human- induced hazards, <span class="highlight">and</span> science <span class="highlight">and</span> technology in local, national, <span class="highlight">and</span> global settings. Benchmark 2: The student will demonstrate <span class="highlight">an</span> understanding <span class="highlight">of</span> population <span class="highlight">growth</span>. . Grades 8-12 Indicators Additional
Microsoft Word - sci_std_Aug07_hs.docsci_std_Aug07_hs.pdf
101 STANDARD 6: SCIENCE IN PERSONAL AND ENVIRONMENTAL PERSPECTIVES Grades 8-12 SCIENCE IN PERSONAL AND ENVIRONMENTAL PERSPECTIVES – The student will develop an understanding of personal and community health, population growth, natural...
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101 STANDARD 6: SCIENCE IN PERSONAL AND ENVIRONMENTAL PERSPECTIVES Grades 8-12 SCIENCE IN PERSONAL AND ENVIRONMENTAL PERSPECTIVES – The student will develop an understanding of personal and community health, population growth, natural resources, environmental quality, natural and human- induced hazards, and science and technology in local, national, and global settings. Benchmark 2: The student will demonstrate an understanding of population growth. . Grades 8-12 Indicators Additional
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100 STANDARD 6: SCIENCE IN PERSONAL <span class="highlight">AND</span> ENVIRONMENTAL <span class="highlight">PERSPECTIVES</span> Grades 8-12 SCIENCE IN PERSONAL <span class="highlight">AND</span> ENVIRONMENTAL <span class="highlight">PERSPECTIVES</span> – The student will develop <span class="highlight">an</span> understanding <span class="highlight">of</span> personal <span class="highlight">and</span> community health, population <span class="highlight">growth</span>, natural resources, environmental quality, natural <span class="highlight">and</span> human- induced hazards, <span class="highlight">and</span> science <span class="highlight">and</span> technology in local, national, <span class="highlight">and</span> global settings. Benchmark 1: The student will develop <span class="highlight">an</span> understanding <span class="highlight">of</span> the overall functioning <span class="highlight">of</span> human systems <span class="highlight">and</span> their interaction
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101 STANDARD 6: SCIENCE IN PERSONAL <span class="highlight">AND</span> ENVIRONMENTAL <span class="highlight">PERSPECTIVES</span> Grades 8-12 SCIENCE IN PERSONAL <span class="highlight">AND</span> ENVIRONMENTAL <span class="highlight">PERSPECTIVES</span> – The student will develop <span class="highlight">an</span> understanding <span class="highlight">of</span> personal <span class="highlight">and</span> community health, population <span class="highlight">growth</span>, natural resources, environmental quality, natural <span class="highlight">and</span> human- induced hazards, <span class="highlight">and</span> science <span class="highlight">and</span> technology in local, national, <span class="highlight">and</span> global settings. Benchmark 2: The student will demonstrate <span class="highlight">an</span> understanding <span class="highlight">of</span> population <span class="highlight">growth</span>. . Grades 8-12 Indicators Additional
Microsoft Word - writingstdhs.docwritingstdhs.pdf
(Organization: prewriting, drafting, revising: N,E,T,P) 6. Writes a piece with an inviting introduction, appropriate body, and satisfying conclusion that leaves the reader with a sense of resolution. (Organization: prewriting, drafting, revising: N,E,T,P) 7....
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(Organization: prewriting, drafting, revising: N,E,T,P) 6. Writes a piece with an inviting introduction, appropriate body, and satisfying conclusion that leaves the reader with a sense of resolution. (Organization: prewriting, drafting, revising: N,E,T,P) 7. Selects varied transitions to connect ideas within and between paragraphs in the writing piece. (Organization: prewriting, drafting, revising: N,E,T,P) 8. Selects vocabulary and figurative language that conveys a particular tone and personality (e.g
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(Organization: prewriting, drafting, revising: N,E,T,P) 6. Writes a piece <span class="highlight">with</span> <span class="highlight">an</span> inviting introduction, appropriate body, <span class="highlight">and</span> satisfying conclusion that leaves the reader <span class="highlight">with</span> a sense <span class="highlight">of</span> <span class="highlight">resolution</span>. (Organization: prewriting, drafting, revising: N,E,T,P) 7. Selects varied transitions to connect ideas within <span class="highlight">and</span> between paragraphs in the writing piece. (Organization: prewriting, drafting, revising: N,E,T,P) 8. Selects vocabulary <span class="highlight">and</span> figurative language that conveys a particular tone <span class="highlight">and</span> personality (e.g
Microsoft Word - ssstdg.docssstdg.pdf
conventions. Rule of law - principle that every member of a society, even a ruler, must follow the law. S Satellite image - images taken by manmade orbiting bodies. Saver - someone who sets aside items or money for future use. Savings - income that is not spen...
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conventions. Rule of law - principle that every member of a society, even a ruler, must follow the law. S Satellite image - images taken by manmade orbiting bodies. Saver - someone who sets aside items or money for future use. Savings - income that is not spent, setting aside income or money for future use. Scale - relative size as shown on a map (1 inch = 100 miles). Scarcity - not being able to have everything wanted making choices necessary; when supply is less than demand. Secondary source
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8/9/2005 Page 280 <span class="highlight">of</span> 298 Mayflower Compact - document drawn up by the Pilgrims in 1620 while on the Mayflower before landing at Plymouth Rock; the Compact provided a legal basis <span class="highlight">for</span> self-government. Megalopolis - a large, sprawled <span class="highlight">urban</span> complex, created through the spread <span class="highlight">and</span> joining <span class="highlight">of</span> separate metropolitan areas. Mental Maps - the mental <span class="highlight">image</span> a person has <span class="highlight">of</span> <span class="highlight">an</span> area. Mercantilism - <span class="highlight">an</span> economic system developed in Europe as feudalism died out, intended to unify <span class="highlight">and</span> increase the power <span class="highlight">and</span>
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conventions. Rule <span class="highlight">of</span> law - principle that every member <span class="highlight">of</span> a society, even a ruler, must follow the law. S <span class="highlight">Satellite</span> <span class="highlight">image</span> - images taken by manmade orbiting bodies. Saver - someone who sets aside items or money <span class="highlight">for</span> future use. Savings - income that is not spent, setting aside income or money <span class="highlight">for</span> future use. Scale - relative size as shown on a map (1 inch = 100 miles). Scarcity - not being able to have everything wanted making choices necessary; when supply is less than demand. Secondary source
Microsoft Word - readstdscopeseqrevised081909.docreadstdscopeseqrevised081909.pdf
Page 14 January 6, 2005 Standard 2 - Literature: The student responds to a variety of text. Benchmark 1: The student uses literary concepts to interpret and respond to text. Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade Seventh Grade Eighth G...
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Page 14 January 6, 2005 Standard 2 - Literature: The student responds to a variety of text. Benchmark 1: The student uses literary concepts to interpret and respond to text. Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade Seventh Grade Eighth Grade High School Identifies and discusses problem and solution. Follows events in a plot. Retells the plot of a story. Identifies plot sequence. ▲ Identifies or describes the major conflict in a story and
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Page 14 January 6, 2005 Standard 2 - Literature: The student responds to a variety <span class="highlight">of</span> text. Benchmark 1: The student uses literary concepts to interpret <span class="highlight">and</span> respond to text. Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade Seventh Grade Eighth Grade <span class="highlight">High</span> School Identifies <span class="highlight">and</span> discusses problem <span class="highlight">and</span> solution. Follows events in a plot. Retells the plot <span class="highlight">of</span> a story. Identifies plot sequence. ▲ Identifies or describes the major conflict in a story <span class="highlight">and</span>
Kansas Curricular Standard forReadingStd[1]_081709.doc
Kansas Curricular Standard for #11;Reading Education Approved July, 2003 #12; #12;Introduction Purpose This document is a revision of the reading and literature standards, benchmarks, and indicators for the Kansas Curricular Standards for Communication...
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