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 7th Grade„Grade Level Expectations
or opposes a debatable issue or question • Support the position with reasons that include facts, stats, expert opinions, examples • Acknowledge readers’ anticipated position and/or opposition • Avoid unsupported reasoning (begging, circular reasoning) • Identify and...
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or opposes a debatable issue or question • Support the position with reasons that include facts, stats, expert opinions, examples • Acknowledge readers’ anticipated position and/or opposition • Avoid unsupported reasoning (begging, circular reasoning) • Identify and use primary and secondary sources • Avoid copying verbatim • TBW: combine information from text and prior knowledge to elaborate upon ideas that reveal to the reader the writer’s depth of understanding of the issue Organization
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/6th%20Grade%20GLEs.pdf#page=2
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/6th%20Grade...
or opposes a debatable issue or question • Support the position with reasons that include facts, stats, <span class="highlight">expert</span> opinions, examples • Acknowledge readers’ anticipated position and/or opposition • Avoid unsupported reasoning (begging, circular reasoning) • Identify and use primary and secondary sources • Avoid copying verbatim • TBW: combine information from text and prior knowledge to elaborate upon ideas that reveal to the reader the writer’s depth <span class="highlight">of</span> understanding <span class="highlight">of</span> the issue Organization
7th Grade„Grade Level Expectations
Writing 1.1, 1.2, 1.3 “New” to 9 th Grade from 8 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Persuasive Audience (audience-centered) • Communicate necessary background information and/or definitions for a given audience • Write in...
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Writing 1.1, 1.2, 1.3 “New” to 9 th Grade from 8 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Persuasive Audience (audience-centered) • Communicate necessary background information and/or definitions for a given audience • Write in a manner that demonstrates an awareness of the audience (e.g., prior knowledge, motivation) • Communicate necessary background information and/or definitions • Acknowledge reader’s positions or beliefs about ideas or issues, understand
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade%20GLEs.pdf#page=2
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade...
Writing 1.1, 1.2, 1.3 “New” to 9 th Grade from 8 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Persuasive Audience (audience-centered) • Communicate necessary background information and/or definitions <span class="highlight">for</span> a given audience • Write in a manner that demonstrates an awareness <span class="highlight">of</span> the audience (e.g., prior knowledge, motivation) • Communicate necessary background information and/or definitions • Acknowledge reader’s positions or beliefs about ideas or issues, understand
Standard Eight: Ecology
Enduring Understandings: Matter needed to sustain life is continually recycled among and between organisms and the environment. Energy from the sun flows irreversibly through ecosystems and is conserved as organisms use and transform it. There are no grade level expectations for this...
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Enduring Understandings: Matter needed to sustain life is continually recycled among and between organisms and the environment. Energy from the sun flows irreversibly through ecosystems and is conserved as organisms use and transform it. There are no grade level expectations for this understanding. Investigate and discuss how short-term physiological changes of an organism (e.g., skin tanning, muscle development, formation of calluses) differ from long-term evolutionary adaptations (e.g
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard8.pdf#page=13
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
Enduring Understandings: Matter needed to sustain life is continually recycled among and between organisms and the <span class="highlight">environment</span>. Energy from the sun flows irreversibly through ecosystems and is conserved as organisms use and transform it. There are no grade level expectations <span class="highlight">for</span> this understanding. Investigate and discuss how short-term physiological changes <span class="highlight">of</span> an organism (e.g., skin tanning, muscle <span class="highlight">development</span>, formation <span class="highlight">of</span> calluses) differ from long-term evolutionary adaptations (e.g
7th Grade„Grade Level Expectations
view, listen, or interact with information and decide what is valuable for research • Extract information (e.g., take notes, make copies) • Relay facts from research 3.1b Independently extract information to achieve a specific purpose • Select and use methods (e.g., web...
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view, listen, or interact with information and decide what is valuable for research • Extract information (e.g., take notes, make copies) • Relay facts from research 3.1b Independently extract information to achieve a specific purpose • Select and use methods (e.g., web, chart) to manage information • Use appropriate technology for the task of extracting the needed information (e.g., appropriate word processing functions, photocopier, audiovisual equipment) • Decide what information is
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/3rd%20Grade%20GLEs.pdf#page=19
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/3rd%20Grade...
view, listen, or interact with information and decide what is valuable <span class="highlight">for</span> research • Extract information (e.g., take notes, make copies) • Relay facts from research 3.1b Independently extract information to achieve a specific purpose • Select and use methods (e.g., <span class="highlight">web</span>, chart) to manage information • Use appropriate technology <span class="highlight">for</span> the task <span class="highlight">of</span> extracting the needed information (e.g., appropriate word processing functions, photocopier, audiovisual equipment) • Decide what information is
7th Grade„Grade Level Expectations
(e.g., prior knowledge, motivation) • Communicate necessary background information and/or definitions for a given audience • Acknowledge reader’s positions or beliefs about ideas or issues, understand implications for the writer, and adjust content accordingly • Wr...
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(e.g., prior knowledge, motivation) • Communicate necessary background information and/or definitions for a given audience • Acknowledge reader’s positions or beliefs about ideas or issues, understand implications for the writer, and adjust content accordingly • Write to audiences that can be increasingly distant and abstract (e.g., unknown audiences such as politicians, leaders/owners of businesses [CEOS] in addition to more familiar “others” from previous grades) Form • Letters to appropriate
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/11th%20Grade%20GLEs.pdf#page=2
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/11th%20Grad...
(e.g., prior knowledge, motivation) • Communicate necessary background information and/or definitions <span class="highlight">for</span> a given audience • Acknowledge reader’s positions or beliefs about ideas or issues, understand implications <span class="highlight">for</span> the writer, and adjust content accordingly • Write to audiences that can be increasingly distant and abstract (e.g., unknown audiences such as politicians, leaders/owners <span class="highlight">of</span> businesses [CEOS] in addition to more familiar “others” from previous grades) Form • Letters to appropriate
Standard One: 2/9/05
science when we say that we stand on the shoulders of giants? Enduring Understanding: Scientific inquiry involves asking scientifically-oriented questions, collecting evidence, forming explanations, connecting explanations to scientific knowledge and theory, and communicating and justifying t...
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science when we say that we stand on the shoulders of giants? Enduring Understanding: Scientific inquiry involves asking scientifically-oriented questions, collecting evidence, forming explanations, connecting explanations to scientific knowledge and theory, and communicating and justifying the explanation. Enduring Understanding: The development of technology and advancement in science influence and drive each other forward. Enduring Understanding: Understanding past processes and contributions is essential
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard1.pdf#page=22
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
is essential in building scientific knowledge. Building upon the K-3 expectations, all students in Grade 4 will be able to: Building upon the K-4 expectations, all students in Grade 5 will be able to: Enduring Understanding: The <span class="highlight">development</span> <span class="highlight">of</span> technology and advancement in science influence each other and drive each other forward. Also in Standard 3: Using books, computers, and other resources, <span class="highlight">search</span> <span class="highlight">for</span> ways that people use natural resources to supply energy needs <span class="highlight">for</span> lighting, heating, and
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard1.pdf#page=36
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
choices such as diet or exercise (<span class="highlight">for</span> example lack <span class="highlight">of</span> exercise leads to cardiovascular disease). Enduring Understanding: The <span class="highlight">development</span> <span class="highlight">of</span> technology and advancement in science influence and drive each other forward. Also in Standard 2: Select a manufactured item and identify its component materials. Explain how the physical properties <span class="highlight">of</span> the materials contribute to the function <span class="highlight">of</span> the item. Discuss the social, economic, and/or environmental consequences <span class="highlight">of</span> the production <span class="highlight">of</span>
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard1.pdf#page=51
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
science when we say that we stand on the shoulders <span class="highlight">of</span> giants? Enduring Understanding: Scientific inquiry involves asking scientifically-oriented questions, collecting evidence, forming explanations, connecting explanations to scientific knowledge and theory, and communicating and justifying the explanation. Enduring Understanding: The <span class="highlight">development</span> <span class="highlight">of</span> technology and advancement in science influence and drive each other forward. Enduring Understanding: Understanding past processes and contributions is essential
7th Grade„Grade Level Expectations
• Advertisements Development • Support the position with credible personal and expert opinions • Acknowledge readers’ anticipated position on the issue and/or anticipated opposition (e.g., make concessions) • Present clear position that supports or opposes...
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• Advertisements Development • Support the position with credible personal and expert opinions • Acknowledge readers’ anticipated position on the issue and/or anticipated opposition (e.g., make concessions) • Present clear position that supports or opposes a debatable issue or question • Support the position with reasons that include relevant facts, statistics, expert opinions, examples (e.g., acknowledge alternative viewpoints, propose solutions) • Acknowledge readers’ anticipated position(s) on
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/5th%20Grade%20GLEs.pdf#page=2
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/5th%20Grade...
• Advertisements <span class="highlight">Development</span> • Support the position with credible personal and <span class="highlight">expert</span> opinions • Acknowledge readers’ anticipated position on the issue and/or anticipated opposition (e.g., make concessions) • Present clear position that supports or opposes a debatable issue or question • Support the position with reasons that include relevant facts, statistics, <span class="highlight">expert</span> opinions, examples (e.g., acknowledge alternative viewpoints, propose solutions) • Acknowledge readers’ anticipated position(s) on
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