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 ReadWriteThink: Nonfiction Book Review
1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10 - Name ___ Date ___ NONFICTION BOOK REVIEW Author: ___ Title: ___ Card Catalog Location: ___ ORGANIZATION TEXT (WORDS) Yes/No Yes/No Index ___ Easy to read ___ Contents...
Core Content For Mathematics Assessment
CCA 4.1 High School Practical Living/Vocational Studies AUGUST 2006 Bold – State Assessment Content Standard 128 Italics – Supporting Content Standard Financial Literacy PL-HS-3.2.1 Students will apply financial management practices, including budgeting, banking (e.g., check writing, ba...
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CCA 4.1 High School Practical Living/Vocational Studies AUGUST 2006 Bold – State Assessment Content Standard 128 Italics – Supporting Content Standard Financial Literacy PL-HS-3.2.1 Students will apply financial management practices, including budgeting, banking (e.g., check writing, balancing a checking account), savings and investments (e.g., advantages and disadvantages of savings accounts, stocks, bonds, mutual funds, certificates of deposit, IRAs, 401Ks) and credit (e.g., responsible use of
120
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=120
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=120
achieve a specific goal. DOK 2 PL-07-3.2.1 Students will identify financial management practices and the purposes of budgeting, savings, banking services (e.g., checking and saving accounts, debit/credit, certificate of <span class="highlight">deposit</span>), general types of investments (stocks, bonds, mutual funds) and explain why these practices are important in achieving personal financial goals. DOK 2 PL-08-3.2.1 Students will identify financial management practices and the purposes of budgeting, savings, banking services
131
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=131
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=131
CCA 4.1 High School Practical Living/Vocational Studies AUGUST 2006 Bold – State Assessment Content Standard 128 Italics – Supporting Content Standard Financial Literacy PL-HS-3.2.1 Students will apply financial management practices, including budgeting, banking (e.g., check writing, balancing a checking account), savings and investments (e.g., advantages and disadvantages of savings accounts, stocks, bonds, mutual funds, certificates of <span class="highlight">deposit</span>, IRAs, 401Ks) and credit (e.g., responsible use of
WYOMING LANGUAGE ARTS
story elements, summarize key ideas, and support opinions with textual evidence. Students use a table of contents, index, or glossary to locate information. Students apply context clues, prior knowledge, and knowledge of base words to understand unfamiliar words. They read fluently, with accu...
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story elements, summarize key ideas, and support opinions with textual evidence. Students use a table of contents, index, or glossary to locate information. Students apply context clues, prior knowledge, and knowledge of base words to understand unfamiliar words. They read fluently, with accuracy, expression, and appropriate rate. They monitor accuracy, expression, and appropriate rate. They monitor and self-correct for meaning. BASIC PERFORMANCE 4 th grade readers performing at the basic level
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http://www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=32
www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=32
story elements, summarize key ideas, and support opinions with textual evidence. Students use a table of contents, <span class="highlight">index</span>, or glossary to locate information. Students apply context clues, prior knowledge, and knowledge of base words to understand unfamiliar words. They read fluently, with accuracy, expression, and appropriate rate. They monitor accuracy, expression, and appropriate rate. They monitor and self-correct for meaning. BASIC PERFORMANCE 4 th grade readers performing at the basic level
Standard 1: Students engage in the research process
particular text with no significant errors. Students describe elements of a particular text with few significant errors. Students describe elements of a particular text with many significant errors. 2.2.3. Describe the features of a non-fiction text i.e., table of contents, index, t...
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particular text with no significant errors. Students describe elements of a particular text with few significant errors. Students describe elements of a particular text with many significant errors. 2.2.3. Describe the features of a non-fiction text i.e., table of contents, index, topic headings, bold- faced words, and glossary Students describe features of a particular text with few if any errors. Students describe features of a particular text with no significant errors. Students
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http://www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=35
www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=35
particular text with <span class="highlight">no</span> significant errors. Students describe elements of a particular text with few significant errors. Students describe elements of a particular text with many significant errors. 2.2.3. Describe the features of a non-fiction text i.e., table of contents, <span class="highlight">index</span>, topic headings, bold- faced words, and glossary Students describe features of a particular text with few if any errors. Students describe features of a particular text with <span class="highlight">no</span> significant errors. Students
Colorado Model Content Standards
wealth 13 weaponry 15 weeks 7 Western Civilization 4 Western Hemisphere 12, 19 world history 4, 7 World War I 20 World War II 7, 20 world, 19th Century 7 world, contemporary 7 years 7 Colorado Content Standards Adopted 9-14-95 History Index 5
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wealth 13 weaponry 15 weeks 7 Western Civilization 4 Western Hemisphere 12, 19 world history 4, 7 World War I 20 World War II 7, 20 world, 19th Century 7 world, contemporary 7 years 7 Colorado Content Standards Adopted 9-14-95 History Index 5
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http://www.cde.state.co.us/cdeassess/documents/OSA/standards/history.pdf#page=26
www.cde.state.co.us/cdeassess/documents/OSA/standards/history.pdf#page=26
Colorado Model Content Standards for History Page <span class="highlight">Index</span>: Major Categories Chronology...6 - 9 Historical Inquiry...9 - 11 Societies...12 - 14 Science, Technology, Economics...14 - 17 Political Institutions...17 - 21 Religion and Philosophy...22 - 24 Page <span class="highlight">Index</span>: Historical Terms and Topics absolutism 19 Africa 12 African-Americans 12, 13 age 13 agricultural revolution 15
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http://www.cde.state.co.us/cdeassess/documents/OSA/standards/history.pdf#page=30
www.cde.state.co.us/cdeassess/documents/OSA/standards/history.pdf#page=30
wealth 13 weaponry 15 weeks 7 Western Civilization 4 Western Hemisphere 12, 19 world history 4, 7 World War I 20 World War II 7, 20 world, 19th Century 7 world, contemporary 7 years 7 Colorado Content Standards Adopted 9-14-95 History <span class="highlight">Index</span> 5
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features (e.g., paragraphs, topic, sentence, index, glossary, table of contents) and graphic features, (e.g., charts, maps, diagrams) to comprehend information. 2. Develop an understanding of the organizational structure of printed material (e.g. chronological, sequential, procedural text). 3...
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features (e.g., paragraphs, topic, sentence, index, glossary, table of contents) and graphic features, (e.g., charts, maps, diagrams) to comprehend information. 2. Develop an understanding of the organizational structure of printed material (e.g. chronological, sequential, procedural text). 3.1.7 B. Phonological Awareness No additional indicators at this grade level. 3.1.7 C. Decoding and Word Recognition 1. Distinguish among the spellings of homophones (e.g. cite, site, sight). 2. Apply spelling rules and
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http://www.nj.gov/education/cccs/2004/s3_lal.pdf#page=18
www.nj.gov/education/cccs/2004/s3_lal.pdf#page=18
features (e.g., paragraphs, topic, sentence, <span class="highlight">index</span>, glossary, table of contents) and graphic features, (e.g., charts, maps, diagrams) to comprehend information. 2. Develop an understanding of the organizational structure of printed material (e.g. chronological, sequential, procedural text). 3.1.7 B. Phonological Awareness <span class="highlight">No</span> additional indicators at this grade level. 3.1.7 C. Decoding and Word Recognition 1. Distinguish among the spellings of homophones (e.g. cite, site, sight). 2. Apply spelling rules and
Economics
Strand: Personal Financial Management Content Standard 13: Students shall evaluate wealth management choices available to individuals. PFM.13.E.1 Discuss the importance of establishing personal financial goals (e.g., long term, short term) PFM.13.E.2 Identify reasons for saving and investing (e...
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Strand: Personal Financial Management Content Standard 13: Students shall evaluate wealth management choices available to individuals. PFM.13.E.1 Discuss the importance of establishing personal financial goals (e.g., long term, short term) PFM.13.E.2 Identify reasons for saving and investing (e.g., education, emergency, down payment, retirement) PFM.13.E.3 Compare and contrast methods of saving and investing (e.g., certificates of deposit, interest bearing savings account, individual
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http://arkansased.org/teachers/pdf/economics_061009.pdf#page=10
arkansased.org/teachers/pdf/economics_061009.pdf#page=10
Strand: Macroeconomics Content Standard 8: Students shall examine measurements of economic performance. MA.8.E.1 Analyze the following economic indicators used to measure economic performance • Gross Domestic Product (GDP) • Gross Domestic Product per capita • Real Gross Domestic Product • unemployment rates • Consumer Price <span class="highlight">Index</span> (CPI) (e.g., inflation) • stock market MA.8.E.2 Compare and contrast the causes and types of unemployment (e.g
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http://arkansased.org/teachers/pdf/economics_061009.pdf#page=15
arkansased.org/teachers/pdf/economics_061009.pdf#page=15
Strand: Personal Financial Management Content Standard 13: Students shall evaluate wealth management choices available to individuals. PFM.13.E.1 Discuss the importance of establishing personal financial goals (e.g., long term, short term) PFM.13.E.2 Identify reasons for saving and investing (e.g., education, emergency, down payment, retirement) PFM.13.E.3 Compare and contrast methods of saving and investing (e.g., certificates of <span class="highlight">deposit</span>, interest bearing savings account, individual
Colorado Model Content Standards
Colorado Model Content Standards for Geography Page Index: Major Categories Geographic Tools ...6-9 Places and Regions...10-12 Physical Processes...13-15 Human Systems...16-20 Human/Environment Interactions...21-25 Page Index: Geographic Terms and Topics accessibility 9 aerial...
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Colorado Model Content Standards for Geography Page Index: Major Categories Geographic Tools ...6-9 Places and Regions...10-12 Physical Processes...13-15 Human Systems...16-20 Human/Environment Interactions...21-25 Page Index: Geographic Terms and Topics accessibility 9 aerial
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http://www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=31
www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=3...
Colorado Model Content Standards for Geography Page <span class="highlight">Index</span>: Major Categories Geographic Tools ...6-9 Places and Regions...10-12 Physical Processes...13-15 Human Systems...16-20 Human/Environment Interactions...21-25 Page <span class="highlight">Index</span>: Geographic Terms and Topics accessibility 9 aerial
Microsoft Word - readstdscopeseqrevised081909.docreadstdscopeseqrevised081909.pdf
and charts, table of contents, boldface type, italics, glossary, index) to understand information. ▲ Understands the purpose of text features (e.g., ▲ title, ▲ graphs and charts, ▲ table of contents, ▲ pictures /illustrations, boldface type, italics, glossary, ...
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and charts, table of contents, boldface type, italics, glossary, index) to understand information. ▲ Understands the purpose of text features (e.g., ▲ title, ▲ graphs and charts, ▲ table of contents, ▲ pictures /illustrations, boldface type, italics, glossary, index) and uses such features to locate information in and to gain meaning from appropriate- level texts. ▲ Understands the purpose of text features (e.g., title, ▲ graphs/charts and maps, ▲ table of contents
1
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http://www.ksde.org/LinkClick.aspx?fileticket=r815MZ9KHeo%3d&tabid=142&mid=8050&forcedownload=true#page=7
www.ksde.org/LinkClick.aspx?fileticket=r815MZ9KHeo%3d&tabid=142&mid=8050&...
and charts, table of contents, boldface type, italics, glossary, <span class="highlight">index</span>) to understand information. ▲ Understands the purpose of text features (e.g., ▲ title, ▲ graphs and charts, ▲ table of contents, ▲ pictures /illustrations, boldface type, italics, glossary, <span class="highlight">index</span>) and uses such features to locate information in and to gain meaning from appropriate- level texts. ▲ Understands the purpose of text features (e.g., title, ▲ graphs/charts and maps, ▲ table of contents
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