iSEEK - Education

Vermont Department of Education (Science Grade Expectations) S35 Science — Physical Science: Vermont Standards and Evidences—Nuclear Change 7.12 b, bb, bbb, e, ee, eee, 1.19 Grades 5-6 Grades 3-4 Properties of Matter No S3-4:17 at this level No S3-4:18 at this level Properties of Matter No S5-6:17 at this level No S5-6:18 at this level Physical Science

12 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=12 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

Vermont Department of Education (Science Grade Expectations) S11 Science — Scientific Inquiry: Vermont Standards and Evidences—Scientific Questioning 7.1 a, aa, aaa; 2.1 a, b, c, d; Predicting and Hypothesizing 7.1 b, bb, bbb; Designing Experiments 7.1 c, cc, 7.2 a, aa, b, bb; 2.2 a, aa, aaa, b, bb, 3.10 Grades 3-4 Grades 5-6 Scientific Questioning S3-4:1 Students demonstrate their understanding of SCIENTIFIC QUESTIONING by… • Identifying at least one variable that affects a system

16 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=16 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

Vermont Department of Education (Science Grade Expectations) S15 Science — Grades 3-4 Grades 5-6 Scientific Inquiry: Vermont Standards and Evidences—Conducting Experiments 7.1 c, cc, i; 7.2 c, cc, d; 2.2 e, ee, f, g; Rep- resenting Data and Analysis 7.1 c, cc, d, dd, ddd, e, f, g; 1.17a, aa, aaa, b, bb, bbb, c, cc, ccc, d, dd; 1.18, 1.20; 2.2c, cc, d, dd, 3.10, 3.11, 3.12, 3.13 Conducting Experiments S3-4:4 Students demonstrate their ability to CONDUCT EXPERI- MENTS by… • Referring to and

20 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=20 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

Vermont Department of Education (Science Grade Expectations) S19 Science — Scientific Inquiry: Vermont Standards and Evidences—Representing Data and Analysis 7.1 c, cc, d, dd, ddd, e, f, g; 1.17a, aa, aaa, b, bb, bbb, c, cc, ccc, d, dd; 1.18, 1.20; 2.2c, cc, d, dd Grades 3-4 Grades 5-6 Representing Data and Analysis S3-4:6 Students demonstrate their ability to ANALYZE DATA by… • Interpreting patterns or trends in data. AND • Relating data to the original question and prediction

24 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=24 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

Vermont Department of Education (Science Grade Expectations) S23 Science — Physical Science: Vermont Standards and Evidences—Properties of Matter 7.12 a, aa, aaa, b, bb, bbb, c, cc, ccc, 3.10, 3.11, 3.13 [See also connection with S: 14 Physical Science—Physical Change] Grades 3-4 Grades 5-6 Properties of Matter S3-4:9 Students demonstrate their understanding of the Properties of Matter by… • Investigating and measuring how the total weight of the parts of a substance, no matter how they are

28 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=28 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

Vermont Department of Education (Science Grade Expectations) S27 Science — Physical Science: Vermont Standards and Evidences—Properties of Matter 7.12 a, aa, aaa, b, bb, bbb, c, cc, ccc, 3.10, 3.11, 3.13 [See also connection with S: 14 Physical Science—Physical Change] Grades 3-4 Grades 5-6 Properties of Matter S3-4:12 Students demonstrate their understanding of the States of Matter by… • Identifying , describing and comparing the properties of selected solids, liquids and gases. Science

32 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=32 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

Vermont Department of Education (Science Grade Expectations) S31 Science — Physical Science: Vermont Standards and Evidences—Energy and Energy Transformation 7.12 b, bb, bbb; Chemical Change 7.12 b, bb, bbb, e, ee, eee, 2.2, 3.10, 3.11 [See also connection with S: 48 Universe, Earth, Environment—Weather] Grades 3-4 Grades 5-6 Properties of Matter S3-4:14 Students demonstrate their understanding of Physical Change by… • Investigating and explaining what happens to liquids in open containers

36 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=36 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

Vermont Department of Education (Science Grade Expectations) S35 Science — Physical Science: Vermont Standards and Evidences—Nuclear Change 7.12 b, bb, bbb, e, ee, eee, 1.19 Grades 5-6 Grades 3-4 Properties of Matter No S3-4:17 at this level No S3-4:18 at this level Properties of Matter No S5-6:17 at this level No S5-6:18 at this level Physical Science

40 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=40 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

Vermont Department of Education (Science Grade Expectations) S39 Science — Physical Science: Vermont Standards and Evidences—Motion 7.12 d, dd, ddd, 2.2a, aa, aaa, 3.11 Grades 3-4 Grades 5-6 Motion No S3-4:19 at this grade level Teachers may review Grades 1-2 Motion Concepts. No S3-4:20 at this grade level Motion S5-6:19 Students demonstrate their understanding of Motion by… • Measuring and calculating speed (the distance an object moves over a measured amount

44 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=44 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

Vermont Department of Education (Science Grade Expectations) S43 Science — Grades 3-4 Grades 5-6 Physical Science: Vermont Standards and Evidences—Force 7.12 d, dd, ddd, 2.2a, aa, aaa, 3.11 Force S3-4:21 Students demonstrate their understanding of Force by… • Investigating and describing how different amounts of force can change the direction and speed of an object in motion. Science Concepts: a. Changes in speed or direction of motion are caused by forces. b. The greater the force

48 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=48 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

Vermont Department of Education (Science Grade Expectations) S47 Science — Grades 3-4 Grades 5-6 Physical Science: Vermont Standards and Evidences—Energy 7.12 e, ee, eee, f, ff, fff; Magnetism 7.12 e, ee, eee, f, ff, fff Energy and Energy Transformation No S3-4:23 at this grade level Teachers may review Grades 1-2 Heat Energy Concepts. S3-4:24 Students demonstrate their understanding of Electrical En- ergy by… • Building complete. circuits , drawing diagrams of these elec

52 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=52 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

the magnetic or electric effect it produces. Science Concepts: a. Moving electrical charges [electricity] produce magnetic force [magnetism] (i.e., electromagnet, motor). b. Moving magnets produce electricity (e.g., generator). No S5-6:27 at this grade level Energy and Energy Transformation No S3-4:26 at this level No S3-4:27 at this level Grades 3-4 Grades 5-6 Physical Science

64 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=64 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

Vermont Department of Education (Science Grade Expectations) S63 Science — Grades 5-6 Grades 3-4 Life Cycles and Reproduction S3-4:31 Students demonstrate their understanding of Reproduction by… • Investigating and describing a variety of plant and animal life cycles. Science Concept: a. Although all organisms have common stages of develop- ment, details of a life cycle are different for different organ- isms. Life Cycles and Reproduction No S5-6:31 at this grade level

68 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=68 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

Vermont Department of Education (Science Grade Expectations) S67 Science — Grades 3-4 Grades 5-6 Cell and Tissue Differentiation No S3-4:32 at this grade level Chemical Reactions within Cells No S3-4:33 at this grade level Cell and Tissue Differentiation S5-6:32 Students demonstrate their understanding of how Differen- tiation by… • Explaining the relationship between cell, tissue, organ and system. AND • Observing plant or animal tissue and explaining how

72 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=72 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

Vermont Department of Education (Science Grade Expectations) S71 Science — Grades 5-6 Grades 3-4 Interdependence within Ecosystems S3-4:34 Students demonstrate their understanding of Energy Flow in an Ecosystem by… • Identifying the source of energy for the survival of organisms. Science Concept: a. Energy derived from food is needed for all organisms (plants and animals) to stay alive and grow. S3-4:35 Students demonstrate their understanding of Food Webs in an Ecosystem by

76 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=76 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

Vermont Department of Education (Science Grade Expectations) S75 Science — Interdependence within Ecosystems S3-4:36 Students demonstrate their understanding of Equilibrium in an ecosystem by… • Explaining how one organism depends upon another or- ganism to survive. Science Concept: a. Organisms interact with one another in various ways besides providing food (e.g., Many plants depend on ani- mals for carrying their pollen to other plants for fertiliz- ing their flowers). No S3-4

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Vermont Department of Education (Science Grade Expectations) S83 Science — Heredity S3-4:40 Students demonstrate their understanding of Human He- redity by… • Identifying similarities that are inherited from a biological parent. Science Concepts: a. Some similarities between children and parents such as eye color, are inherited. Heredity S5-6:40 Students demonstrate their understanding of Human He- redity by… • Identifying that an offspring’s traits are determined by combining

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Vermont Department of Education (Science Grade Expectations) S95 Science — Patterns of Human Development No S3-4:43 at this level Teacher may review Grade 1-2 Patterns of Human Devel- opment Concepts. Patterns of Human Development S5-6:43 Students demonstrate their understanding of the Patterns of Human Development by… • Drawing/diagramming/modeling the life span of humans in a timeline highlighting major points in the cycle (e.g., one cell grows into a many-celled embryo, composed of

100 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=100 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

Vermont Department of Education (Science Grade Expectations) S99 Science — Solar System S3-4:44 Students demonstrate their understanding Characteristics of the Solar System by… • Creating a model of the planets and their correct order from the sun. AND • Drawing or building and then explaining a model of the earth rotating on its axis in relation to the sun and moon (i.e., day and night). Science Concepts: a. The earth is one of several planets that orbit the sun, and the moon orbits

104 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=104 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

Vermont Department of Education (Science Grade Expectations) S103 Science — Scale, distances, star formation, theories, instrumen- tation S3-4:45 Students demonstrate their understanding of Processes and Change over Time within Systems of the Universe by… • Identifying similar star patterns/or groups from night pho- tographs of the same location at different times of the years. AND • Comparing (similarities) between the sun and stars. Science Concepts: a. Stars are like the sun, but so

116 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=116 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

Vermont Department of Education (Science Grade Expectations) S115 Science — Atmosphere, Water Cycle, Weather, Seasons S3-4:48 Students demonstrate their understanding of Processes and Change over Time within Earth Systems by… • Observing, recording and analyzing local weather data and making predictions based on that data. AND • Describing water as it changes into vapor in the air and reappears as a liquid when it is cooled. AND • Explaining how this cycle of water relates to

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Microsoft Word - Completed Reading.rtf

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book, providing everything a teacher needs to get the writing workshop up and running. The authors explain the simple principles that underlie the writing workshop and explore the major components that make it work. Fountas, Irene and Gay Su Pinnell. Guided Reading: Good First Teaching for All Children K-3. Heinemann, 1996. Fountas, Irene and Gay Su Pinnell. Guiding Readers and Writers (Grades 3-6): Teaching Comprehension, Genre, and Content Literacy. Heinemann, 2001. This three-block framework is

89 0 http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=89 doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...

book, providing everything a teacher needs to get the writing workshop up and running. The authors explain the simple principles that underlie the writing workshop and explore the major components that make it work. Fountas, Irene and Gay Su Pinnell. Guided Reading: Good First Teaching for All Children K-3. Heinemann, 1996. Fountas, Irene and Gay Su Pinnell. Guiding Readers and Writers (Grades 3-6): Teaching Comprehension, Genre, and Content Literacy. Heinemann, 2001. This three-block framework is

doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...

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GRADE 2

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results of the vote are shown in the chart below. How many boys voted? How many girls voted? How many students chose apples as their favorite fruit? How many students chose bananas as their favorite fruit? How many students did not choose bananas? • Sally has 15 pink t-shirts. Three of her pink t-shirts have butterflies on them. How many of her pink t-shirts don’t have butterflies on them? Votes for Favorite Fruit Apples Bananas Number of Boys 30 15 Number of Girls 28 25

14 0 http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade2.pdf#page=14 www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...

results of the vote are shown in the chart below. How many boys voted? How many girls voted? How many students chose apples as their favorite fruit? How many students chose bananas as their favorite fruit? How many students did not choose bananas? • Sally has 15 pink t-shirts. Three of her pink t-shirts have butterflies on them. How many of her pink t-shirts don’t have butterflies on them? Votes for Favorite Fruit Apples Bananas Number of Boys 30 15 Number of Girls 28 25

www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...

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Microsoft Word - K-8 Mathematics Curriculum Framework.doc

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STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES Grade 5 Grade 6 Grade 7 Grade 8 Rational Numbers NO.1.5.1 Use models and visual representations to develop the concepts of the following: Fractions: • parts of unit wholes • parts of a collection • locations on number lines • locations on ruler (benchmark fractions) • divisions of whole numbers Ratios: • part-to-part (2 boys to 3 girls) • part-to-whole (2 boys to 5 people) Percents: • part-to-100 NO

30 0 http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=30 arkansased.org/teachers/pdf/k8_math_may05.pdf#page=30

PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Money M.12.1.6 Compare the value of coins (pennies, nickels, dimes and quarters) M.12.2.4 Compare the value of all coins Temperature M.12.K.6 Differentiate and make connections between hot and cold temperatures Ex. What else is as cold as ice cream? If it is cold outside, what type of clothing will you wear? M.12.1.7 Distinguish between hot and cold temperatures on a thermometer

43 0 http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=43 arkansased.org/teachers/pdf/k8_math_may05.pdf#page=43

STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES Grade 5 Grade 6 Grade 7 Grade 8 Rational Numbers NO.1.5.1 Use models and visual representations to develop the concepts of the following: Fractions: • parts of unit wholes • parts of a collection • locations on number lines • locations on ruler (benchmark fractions) • divisions of whole numbers Ratios: • part-to-part (2 boys to 3 girls) • part-to-whole (2 boys to 5 people) Percents: • part-to-100 NO

arkansased.org/teachers/pdf/k8_math_may05.pdf#page=43

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Microsoft Word - South Dakota Science 2005.rtf

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Teacher, Sioux Falls School District 49-5 District Science Curriculum Committee Member Who's Who in American Education National Science Teachers’ Association, Member Julie Dahl, Center for the Advancement of Math and Science Education, Black Hills State University Gay DeJong, 7 th Grade Science Teacher, Sioux Falls School District 49-5 South Dakota Science Teachers’ Association, Member National Science Teachers’ Association, Member Mark Emry, 6 th Grade Science Teacher, Sioux Falls School

3 0 http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=3 doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...

iii Gay DeJong, 7th Grade Science Teacher, Sioux Falls School District 49-5 Mark Emry, 6th Grade Science Teacher, Sioux Falls School District 49-5 Ronald Frary, High School Science Teacher, Chamberlain School District 07-1 Tricia Gainey, 4th Grade Classroom Teacher, Meade School District 46-1 Jon Gonsor, Science Instructor, T.F. Riggs High School, Pierre School District 32-2 Ken Graupmann, Science Teacher, Kadoka School District 35-1 Linda Heeren, 2nd Grade Teacher, Brandon Valley

186 0 http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=186 doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...

Teacher, Sioux Falls School District 49-5 District Science Curriculum Committee Member Who's Who in American Education National Science Teachers’ Association, Member Julie Dahl, Center for the Advancement of Math and Science Education, Black Hills State University Gay DeJong, 7 th Grade Science Teacher, Sioux Falls School District 49-5 South Dakota Science Teachers’ Association, Member National Science Teachers’ Association, Member Mark Emry, 6 th Grade Science Teacher, Sioux Falls School

doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...

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GRADE 4

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and Functions Concept 4: Analysis of Change Analyze how changing the values of one quantity corresponds to change in the values of another quantity. In Grade 4, students make predictions based on changes in data over time. Performance Objectives Process Integration Explanations and Examples Students are expected to: PO 1. Identify the change in a quantity over time and make simple predictions. Connections: M04-S1C3-02, M04-S2C1- 02, M04-S3-C1-02, SS04-S5C5-01 M04-S5C2-05

26 0 http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade4.pdf#page=26 www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...

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Grade 2 Page 7 Standard 7 - Media Grade Level Expectations GLE 0201.7.1 Recognize the purpose of media is to inform, persuade, and/or entertain. GLE 0201.7.2 Enhance oral presentations and/or written work with a visual medium. Checks for Understanding (Formative/Summative Assessment) #0;3 0201.7.1 Understand the main idea in a visual medium (e.g., pictures, cartoons, posters). #0;3 0201.7.2 Experience and respond to a variety of media (e.g., books, audio, video, ipods, computers

7 0 http://www.state.tn.us/education/ci/english/doc/ENG_Grade_2.pdf#page=7 www.state.tn.us/education/ci/english/doc/ENG_Grade_2.pdf#page=7

www.state.tn.us/education/ci/english/doc/ENG_Grade_2.pdf#page=7

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INTRODUCTION TO BIOLOGY

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2010 Mississippi Science Framework Approved July 25, 2008 139 SUGGESTED SCIENCE EQUIPMENT AND SUPPLIES (Grades K-4) Balance Scales Batteries Beakers Calculators Compass Computer Filters Fire Extinguisher First-Aid Kit Flashlights Funnels Graduated cylinders Hand magnifying lens Hot plate Magnets Medicine droppers Meter sticks Metric rulers Metric weights Microscope Mirrors Non-mercury Thermometers Pans and Buckets Petri dishes Ph Indicators

139 0 http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=139 www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...

2010 Mississippi Science Framework Approved July 25, 2008 139 SUGGESTED SCIENCE EQUIPMENT AND SUPPLIES (Grades K-4) Balance Scales Batteries Beakers Calculators Compass Computer Filters Fire Extinguisher First-Aid Kit Flashlights Funnels Graduated cylinders Hand magnifying lens Hot plate Magnets Medicine droppers Meter sticks Metric rulers Metric weights Microscope Mirrors Non-mercury Thermometers Pans and Buckets Petri dishes Ph Indicators

www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...

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Science.qxd

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of U.S. Fourth-Grade Mathematics And Science Achievement in International Context, Washington, D.C., U.S. Government Printing Office, 1997. U.S. Department of Education, National Center for Education Statistics, Pursuing Excellence, NCES 97-198, Washington, D.C., U.S. Government Printing Office, 1996. U.S. Department of Education, Office of Educational Research and Improvement, Attaining Excellence: A Video Presentation of Pursuing Excellence: U.S. Eighth Grade Findings From the Third

180 0 http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=180 www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=18...

of U.S. Fourth-Grade Mathematics And Science Achievement in International Context, Washington, D.C., U.S. Government Printing Office, 1997. U.S. Department of Education, National Center for Education Statistics, Pursuing Excellence, NCES 97-198, Washington, D.C., U.S. Government Printing Office, 1996. U.S. Department of Education, Office of Educational Research and Improvement, Attaining Excellence: A Video Presentation of Pursuing Excellence: U.S. Eighth Grade Findings From the Third

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Building upon knowledge and skills gained in preceding grades, by the end of Grade 7, students will: 3.5.7 A. Constructing Meaning 1. Analyze aspects of print and electronic texts that support the author’s point of view, opinion, or attitude. 2. Analyze the use of elements (e.g., setting plot, theme, characters) to understand media presentations, such as film, video, television, and theatrical productions. 3. Analyze and respond to visual and print messages (e.g., humor, irony, metaphor) and recognize

51 0 http://www.nj.gov/education/cccs/2004/s3_lal.pdf#page=51 www.nj.gov/education/cccs/2004/s3_lal.pdf#page=51

Building upon knowledge and skills gained in preceding grades, by the end of Grade 7, students will: 3.5.7 A. Constructing Meaning 1. Analyze aspects of print and electronic texts that support the author’s point of view, opinion, or attitude. 2. Analyze the use of elements (e.g., setting plot, theme, characters) to understand media presentations, such as film, video, television, and theatrical productions. 3. Analyze and respond to visual and print messages (e.g., humor, irony, metaphor) and recognize

www.nj.gov/education/cccs/2004/s3_lal.pdf#page=51

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