iSEEK - Education

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

196 0 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 and the upper part of the mantle. Lithospheric plates move slowly in response to movements in the mantle. There is a dense core at the center of the Earth. DOK 2 SC-08-2.3.2 Students will understand that earthquakes and volcanic eruptions can be observed on a human time scale, but many processes, such as mountain building and plate movements, take place over hundreds of millions of years. SC-06-2.3.3 Students will

210 0 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 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

260 0 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 and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future. High School The Use of Geographic Tools SS-HS-4.1.1 Students will use a variety of geographic tools (e.g., maps, globes, photographs, models, satellite images, charts, graphs, databases) to explain and analyze the reasons for the distribution of physical and human features on Earth's surface. DOK 3 SS-HS-4.1.2 Students will explain

www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=210

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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...

dpi.wi.gov/standards/elaa8.html

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STANDARDS.05

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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

30 0 http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=30 www.eed.state.ak.us/standards/pdf/standards.pdf#page=30

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

www.eed.state.ak.us/standards/pdf/standards.pdf#page=30

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CONTENts.PDF

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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

19 0 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...

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

www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...

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Microsoft Word - 06.029.0004.doc

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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

27 0 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

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

www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=27

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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

1 0 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 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

www.ade.state.az.us/standards/language-arts/std4.pdf#page=1

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Language Arts Booklet

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for a variety of purposes and situations. This strand addresses the astonishing variety of forms humans read, write, speak, and hear. Learners need the opportunity to read and write many different kinds of texts in order to become proficient and knowledgeable. As the years progress they will move from reading and writing simple fiction and non-fiction stories to reading and writing in an array of genres, including articles, poems, memoirs, letters, and critical studies of various types. Through their

20 0 http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Language%20Arts%20Content%20Stds.pdf#page=20 165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...

for a variety of purposes and situations. This strand addresses the astonishing variety of forms humans read, write, speak, and hear. Learners need the opportunity to read and write many different kinds of texts in order to become proficient and knowledgeable. As the years progress they will move from reading and writing simple fiction and non-fiction stories to reading and writing in an array of genres, including articles, poems, memoirs, letters, and critical studies of various types. Through their

165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...

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English Language Arts Performance Standard A Grade 4

establishing purpose, self-correcting and self-monitoring, rereading, making predictions, finding context clues, developing visual images, applying knowledge of text structures, and adjusting reading rate according to purpose and difficulty Read aloud with a...

dpi.wi.gov/standards/elaa4.html

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language of face-to-face communication. Written or electronic messages sent for social purposes try to capture the tone of friendly conversation. APPROPRIATE - Social language requires selecting the language and behavior appropriate for the relationship, taking into account the age, gender, position, and cultural traditions of the other person or persons. Both verbal and non-verbal signals are important. RANGE (breadth and depth of topics, issues, treatments) • of individuals and groups • of topics of

23 0 http://www.emsc.nysed.gov/ciai/ela/pub/elalearn.pdf#page=23 www.emsc.nysed.gov/ciai/ela/pub/elalearn.pdf#page=23

language of face-to-face communication. Written or electronic messages sent for social purposes try to capture the tone of friendly conversation. APPROPRIATE - Social language requires selecting the language and behavior appropriate for the relationship, taking into account the age, gender, position, and cultural traditions of the other person or persons. Both verbal and non-verbal signals are important. RANGE (breadth and depth of topics, issues, treatments) • of individuals and groups • of topics of

www.emsc.nysed.gov/ciai/ela/pub/elalearn.pdf#page=23

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Cumulative Progress Indicators By the end of Kindergarten, students will: 3.5.K A. Constructing Meaning 1. Make predictions about visual information (e.g., pictures in books). 2. Discuss favorite characters from books, film, and television. 3.5.K B. Visual and Verbal Messages 1. Begin to sequence a series of pictures or images to tell a story. 2. Show understanding of purpose for pictures in books. Building upon knowledge and skills gained in the preceding grade, by the end of Grade 1, students will: 3.5.1 A

48 0 http://www.nj.gov/education/cccs/2004/s3_lal.pdf#page=48 www.nj.gov/education/cccs/2004/s3_lal.pdf#page=48

Cumulative Progress Indicators By the end of Kindergarten, students will: 3.5.K A. Constructing Meaning 1. Make predictions about visual information (e.g., pictures in books). 2. Discuss favorite characters from books, film, and television. 3.5.K B. Visual and Verbal Messages 1. Begin to sequence a series of pictures or images to tell a story. 2. Show understanding of purpose for pictures in books. Building upon knowledge and skills gained in the preceding grade, by the end of Grade 1, students will: 3.5.1 A

www.nj.gov/education/cccs/2004/s3_lal.pdf#page=48

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