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Education
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 Core Content For Mathematics Assessment
analogous to those of living organisms. During their lifetimes, stars generate energy from nuclear fusion reactions that create successively heavier chemical elements. SC-HS-2.3.5 Students will understand that the Sun, Earth and the rest of the solar system formed...
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analogous to those of living organisms. During their lifetimes, stars generate energy from nuclear fusion reactions that create successively heavier chemical elements. SC-HS-2.3.5 Students will understand that the Sun, Earth and the rest of the solar system formed approximately 4.6 billion years ago from a nebular cloud of dust and gas. SC-HS-2.3.6 Students will: • compare the limitations/benefits of various techniques ( radioactive dating, observing rock sequences and comparing fossils) for estimating
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=196
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=196
helps illustrate that the Earth is layered. The lithosphere is the thin crust <span class="highlight">and</span> the upper part <span class="highlight">of</span> the mantle. Lithospheric plates move slowly in response to movements in the mantle. There is <span class="highlight">a</span> dense core at the center <span class="highlight">of</span> the Earth. DOK 2 SC-08-2.3.2 Students will understand that earthquakes <span class="highlight">and</span> volcanic eruptions can be observed on <span class="highlight">a</span> <span class="highlight">human</span> time scale, but many processes, such as mountain building <span class="highlight">and</span> plate movements, take place over hundreds <span class="highlight">of</span> millions <span class="highlight">of</span> years. SC-06-2.3.3 Students will
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=210
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=210
analogous to those <span class="highlight">of</span> living organisms. During their lifetimes, stars generate energy <span class="highlight">from</span> nuclear <span class="highlight">fusion</span> reactions that create successively heavier chemical elements. SC-HS-2.3.5 Students will understand that the Sun, Earth <span class="highlight">and</span> the rest <span class="highlight">of</span> the solar system formed approximately 4.6 billion years ago <span class="highlight">from</span> <span class="highlight">a</span> nebular cloud <span class="highlight">of</span> dust <span class="highlight">and</span> gas. SC-HS-2.3.6 Students will: • compare the limitations/benefits <span class="highlight">of</span> various techniques ( radioactive dating, observing rock sequences <span class="highlight">and</span> comparing fossils) <span class="highlight">for</span> estimating
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=260
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=260
influence climate, culture, the economy <span class="highlight">and</span> world events. <span class="highlight">A</span> geographic perspective also enables students to better understand the past <span class="highlight">and</span> present <span class="highlight">and</span> to prepare <span class="highlight">for</span> the future. High School The Use <span class="highlight">of</span> Geographic Tools SS-HS-4.1.1 Students will use <span class="highlight">a</span> variety <span class="highlight">of</span> geographic tools (e.g., maps, globes, photographs, models, satellite <span class="highlight">images</span>, charts, graphs, databases) to explain <span class="highlight">and</span> analyze the reasons <span class="highlight">for</span> the distribution <span class="highlight">of</span> physical <span class="highlight">and</span> <span class="highlight">human</span> features on Earth's surface. DOK 3 SS-HS-4.1.2 Students will explain
English Language Arts Performance Standard A Grade 8
reading. Use knowledge of sentence and word structure, word origins, visual images, and context clues to understand unfamiliar words and clarify passages of text Use knowledge of the visual features of texts, such as headings a...
STANDARDS.05
language study that all cultures contribute to the global society. A student who meets the content standard should: 1) interact appropriately in multilingual communities through various means, including printed and electronic media, audio and visual sources, fac...
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language study that all cultures contribute to the global society. A student who meets the content standard should: 1) interact appropriately in multilingual communities through various means, including printed and electronic media, audio and visual sources, face-to-face conversations, penpals, and travel; 2) use experiences with language and culture to explore the student’s personal interests and career options; 3) learn how language skills and cultural knowledge enhance a person’s competitiveness in the
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=30
www.eed.state.ak.us/standards/pdf/standards.pdf#page=30
language <span class="highlight">study</span> that all cultures contribute to the global society. <span class="highlight">A</span> student who meets the content standard should: 1) interact appropriately in multilingual communities through various means, including printed <span class="highlight">and</span> electronic media, audio <span class="highlight">and</span> <span class="highlight">visual</span> sources, <span class="highlight">face</span>-to-<span class="highlight">face</span> conversations, penpals, <span class="highlight">and</span> travel; 2) use experiences with language <span class="highlight">and</span> culture to explore the student’s personal interests <span class="highlight">and</span> career options; 3) learn how language skills <span class="highlight">and</span> cultural knowledge enhance <span class="highlight">a</span> person’s competitiveness in the
CONTENts.PDF
visual and written texts; K-4: Students will note in their independent reading the qualities they like and dislike. Example: Students respond in their reader-response journals, giving reasons for why they like or dislike Grandpa’s Face. 5-8: Students will...
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visual and written texts; K-4: Students will note in their independent reading the qualities they like and dislike. Example: Students respond in their reader-response journals, giving reasons for why they like or dislike Grandpa’s Face. 5-8: Students will identify and discuss the aesthetic attributes of literary works. Example: Students work in pairs to prepare a presentation which focuses on aesthetic elements in My Brother, My Sister and I. K-12 PERFORMANCE STANDARDS 9-12: Students will
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http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=19
www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...
<span class="highlight">visual</span> <span class="highlight">and</span> written texts; K-4: Students will note in their independent reading the qualities they like <span class="highlight">and</span> dislike. Example: Students respond in their reader-response journals, giving reasons <span class="highlight">for</span> why they like or dislike Grandpa’s <span class="highlight">Face</span>. 5-8: Students will identify <span class="highlight">and</span> discuss the aesthetic attributes <span class="highlight">of</span> literary works. Example: Students work in pairs to prepare <span class="highlight">a</span> presentation which focuses on aesthetic elements in My Brother, My Sister <span class="highlight">and</span> I. K-12 PERFORMANCE STANDARDS 9-12: Students will
Microsoft Word - 06.029.0004.doc
and usability goals for a media communication have been achieved (e.g., ease of access to the communication, ease of navigation of sites, diction, layout). (3) Benchmark 8-C: Create coherent media productions using effective images, text, graphics,...
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and usability goals for a media communication have been achieved (e.g., ease of access to the communication, ease of navigation of sites, diction, layout). (3) Benchmark 8-C: Create coherent media productions using effective images, text, graphics, music and sound effects to present a distinctive point of view on a topic. (a) Grade 9 performance indicators: (i) Select appropriate media for a specific
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http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=27
www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=27
<span class="highlight">and</span> usability goals <span class="highlight">for</span> <span class="highlight">a</span> media communication have been achieved (e.g., ease <span class="highlight">of</span> access to the communication, ease <span class="highlight">of</span> navigation <span class="highlight">of</span> sites, diction, layout). (3) Benchmark 8-C: Create coherent media productions using effective <span class="highlight">images</span>, text, graphics, music <span class="highlight">and</span> sound effects to present <span class="highlight">a</span> distinctive point <span class="highlight">of</span> view on <span class="highlight">a</span> topic. (<span class="highlight">a</span>) Grade 9 performance indicators: (i) Select appropriate media <span class="highlight">for</span> <span class="highlight">a</span> specific
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to questions from teacher and other group members. h. Begin to retell familiar stories. i. Dramatize, retell, and dictate what has been learned. j. Use familiar texts for recitations. K.1.02 Develop listening skills. a. Listen attentively to speaker for sp...
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to questions from teacher and other group members. h. Begin to retell familiar stories. i. Dramatize, retell, and dictate what has been learned. j. Use familiar texts for recitations. K.1.02 Develop listening skills. a. Listen attentively to speaker for specific information. b. Use appropriate listening skills (e.g., do not interrupt, face speaker, ask questions). c. Listen and respond to a variety of media (e.g., books, audio tapes, videos). d. Recognize the difference between formal and
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http://www.state.tn.us/education/ci/english/doc/READ_Grade_K.pdf#page=1
www.state.tn.us/education/ci/english/doc/READ_Grade_K.pdf#page=1
to questions <span class="highlight">from</span> teacher <span class="highlight">and</span> other group members. h. Begin to retell familiar stories. i. Dramatize, retell, <span class="highlight">and</span> dictate what has been learned. j. Use familiar texts <span class="highlight">for</span> recitations. K.1.02 Develop listening skills. <span class="highlight">a</span>. Listen attentively to speaker <span class="highlight">for</span> specific information. b. Use appropriate listening skills (e.g., do not interrupt, <span class="highlight">face</span> speaker, ask questions). c. Listen <span class="highlight">and</span> respond to <span class="highlight">a</span> variety <span class="highlight">of</span> media (e.g., books, audio tapes, videos). d. Recognize the difference between formal <span class="highlight">and</span>
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Develop and maintain a motivation to read. Accomplishments: 3.1.01 Develop oral language. a. Show evidence of expanding oral language through vocabulary growth. b. Consistently use established rules for conversation (e.g., taking turns, raising hand, and as...
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Develop and maintain a motivation to read. Accomplishments: 3.1.01 Develop oral language. a. Show evidence of expanding oral language through vocabulary growth. b. Consistently use established rules for conversation (e.g., taking turns, raising hand, and asking questions). c. Understand, follow, and give oral directions. d. Respond to questions from teachers and other group members and pose follow-up questions for clarity. e. Participate in creative responses to text (e.g., choral reading
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http://www.state.tn.us/education/ci/english/doc/READ_Grade_3.pdf#page=1
www.state.tn.us/education/ci/english/doc/READ_Grade_3.pdf#page=1
Develop <span class="highlight">and</span> maintain <span class="highlight">a</span> motivation to read. Accomplishments: 3.1.01 Develop oral language. <span class="highlight">a</span>. Show evidence <span class="highlight">of</span> expanding oral language through vocabulary growth. b. Consistently use established rules <span class="highlight">for</span> conversation (e.g., taking turns, raising hand, <span class="highlight">and</span> asking questions). c. Understand, follow, <span class="highlight">and</span> give oral directions. d. Respond to questions <span class="highlight">from</span> teachers <span class="highlight">and</span> other group members <span class="highlight">and</span> pose follow-up questions <span class="highlight">for</span> clarity. e. Participate in creative responses to text (e.g., choral reading
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Develop and maintain a motivation to read. Accomplishments: 1.1.01 Develop oral language. a. Show evidence of expanding oral language through vocabulary growth. b. Implement rules for conversation (e.g., raise hands, take turns, focus attention on speaker). c. Und...
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Develop and maintain a motivation to read. Accomplishments: 1.1.01 Develop oral language. a. Show evidence of expanding oral language through vocabulary growth. b. Implement rules for conversation (e.g., raise hands, take turns, focus attention on speaker). c. Understand, follow and give oral directions. d. Participate in group discussions. e. Participate in creative responses to text (e.g., choral reading, discussion and drama). f. Respond to questions from teacher and other group members. g
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http://www.state.tn.us/education/ci/english/doc/READ_Grade_1.pdf#page=1
www.state.tn.us/education/ci/english/doc/READ_Grade_1.pdf#page=1
Develop <span class="highlight">and</span> maintain <span class="highlight">a</span> motivation to read. Accomplishments: 1.1.01 Develop oral language. <span class="highlight">a</span>. Show evidence <span class="highlight">of</span> expanding oral language through vocabulary growth. b. Implement rules <span class="highlight">for</span> conversation (e.g., raise hands, take turns, focus attention on speaker). c. Understand, follow <span class="highlight">and</span> give oral directions. d. Participate in group discussions. e. Participate in creative responses to text (e.g., choral reading, discussion <span class="highlight">and</span> drama). f. Respond to questions <span class="highlight">from</span> teacher <span class="highlight">and</span> other group members. g
Microsoft Word - readstd4g[1]_081709.docreadstd4g[1]_081709.pdf
characteristics, and physical processes and characteristics of two or more regions of the United States using compare and contrast charts, Venn Diagrams, or other graphic representations. Then discusses the characteristics. (b) models use of comparison ...
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characteristics, and physical processes and characteristics of two or more regions of the United States using compare and contrast charts, Venn Diagrams, or other graphic representations. Then discusses the characteristics. (b) models use of comparison and contrast graphic organizers, such as Venn Diagram. (c) and students read together from the text. As the students read, they put a sticky note with a frowning face when they identify a problem and a smiley face when they identify a solution. A sticky
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http://www.ksde.org/LinkClick.aspx?fileticket=xhRSfm%2fFzpc%3d&tabid=142&mid=8050&forcedownload=true#page=11
www.ksde.org/LinkClick.aspx?fileticket=xhRSfm%2fFzpc%3d&tabid=142&mid=805...
characteristics, <span class="highlight">and</span> physical processes <span class="highlight">and</span> characteristics <span class="highlight">of</span> two or more regions <span class="highlight">of</span> the United States using compare <span class="highlight">and</span> contrast charts, Venn Diagrams, or other graphic representations. Then discusses the characteristics. (b) models use <span class="highlight">of</span> comparison <span class="highlight">and</span> contrast graphic organizers, such as Venn Diagram. (c) <span class="highlight">and</span> students read together <span class="highlight">from</span> the text. As the students read, they put <span class="highlight">a</span> sticky note with <span class="highlight">a</span> frowning <span class="highlight">face</span> when they identify <span class="highlight">a</span> problem <span class="highlight">and</span> <span class="highlight">a</span> smiley <span class="highlight">face</span> when they identify <span class="highlight">a</span> solution. <span class="highlight">A</span> sticky
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http://www.ksde.org/LinkClick.aspx?fileticket=xhRSfm%2fFzpc%3d&tabid=142&mid=8050&forcedownload=true#page=16
www.ksde.org/LinkClick.aspx?fileticket=xhRSfm%2fFzpc%3d&tabid=142&mid=805...
Grade-by-Grade Approved by the KS State Board <span class="highlight">of</span> Education: July 8, 2003 Page 103 3. ▲ identifies or describes the major conflict in <span class="highlight">a</span> story <span class="highlight">and</span> how it is resolved. 3. (<span class="highlight">a</span>) models use <span class="highlight">of</span> problem-solution graphic organizers, such as story map. (b) uses instructional activity where students mark problem with frowning <span class="highlight">face</span> <span class="highlight">and</span> solution with smiling <span class="highlight">face</span>. (c) explains that conflict in literature is the problem faced by, or the goal <span class="highlight">of</span> the main character(s) <span class="highlight">of</span> <span class="highlight">a</span> story. Further, students
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are able to do all of the above and the following: • VP-E1. Analyze visual media for language, subject matter and visual techniques used to influence opinions, decision making and cultural perceptions • VP-E2. Plan, develop and prod...
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are able to do all of the above and the following: • VP-E1. Analyze visual media for language, subject matter and visual techniques used to influence opinions, decision making and cultural perceptions • VP-E2. Plan, develop and produce a visual presentation, using a variety of media such as videos, films, newspapers, magazines and computer images • VP-E3. Compare, contrast and establish criteria to evaluate visual media for purpose and effectiveness
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http://www.ade.state.az.us/standards/language-arts/std4.pdf#page=1
www.ade.state.az.us/standards/language-arts/std4.pdf#page=1
are able to do all <span class="highlight">of</span> the above <span class="highlight">and</span> the following: • VP-E1. Analyze <span class="highlight">visual</span> media <span class="highlight">for</span> language, subject matter <span class="highlight">and</span> <span class="highlight">visual</span> techniques used to influence opinions, decision making <span class="highlight">and</span> cultural perceptions • VP-E2. Plan, develop <span class="highlight">and</span> produce <span class="highlight">a</span> <span class="highlight">visual</span> presentation, using <span class="highlight">a</span> variety <span class="highlight">of</span> media such as videos, films, newspapers, magazines <span class="highlight">and</span> computer <span class="highlight">images</span> • VP-E3. Compare, contrast <span class="highlight">and</span> establish criteria to evaluate <span class="highlight">visual</span> media <span class="highlight">for</span> purpose <span class="highlight">and</span> effectiveness
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