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 Microsoft Word - 3969.doc
represent characters in familiar stories (PK-LL-S1) (ELA-1-E4) 8. Listen to a story and state orally what the story is about (PK-LL-R1) (PK-LL-R2) (PK-LL-L1) (ELA-1-E5) 9. Answer simple questions about a story read aloud (PK-LL-S3) (PK-LL-R4) (ELA-1-E5) 10. Share related life experiences afte...
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represent characters in familiar stories (PK-LL-S1) (ELA-1-E4) 8. Listen to a story and state orally what the story is about (PK-LL-R1) (PK-LL-R2) (PK-LL-L1) (ELA-1-E5) 9. Answer simple questions about a story read aloud (PK-LL-S3) (PK-LL-R4) (ELA-1-E5) 10. Share related life experiences after stories are read aloud (PK-LL-L1) (PK-LL-S1) (ELA-1-E6) 11. Orally express thoughts about characters or events in a story (PK-LL-S1) (PK-LL-S2) (PKS-LL-R2) (ELA-1-E6) Standard 7: 12. Demonstrate understanding
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http://www.doe.state.la.us/lde/uploads/3906.pdf#page=1
www.doe.state.la.us/lde/uploads/3906.pdf#page=1
represent characters in familiar stories (PK-LL-S1) (ELA-1-E4) 8. Listen to a story and state orally what the story is about (PK-LL-R1) (PK-LL-R2) (PK-LL-L1) (ELA-1-E5) 9. Answer simple questions about a story read aloud (PK-LL-<span class="highlight">S3</span>) (PK-LL-R4) (ELA-1-E5) 10. Share related life experiences after stories are read aloud (PK-LL-L1) (PK-LL-S1) (ELA-1-E6) 11. Orally express thoughts about characters or events in a story (PK-LL-S1) (PK-LL-S2) (PKS-LL-R2) (ELA-1-E6) Standard 7: 12. Demonstrate understanding
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http://www.doe.state.la.us/lde/uploads/3906.pdf#page=2
www.doe.state.la.us/lde/uploads/3906.pdf#page=2
E1) 22. Carry on a conversation about a topic, thought, or idea from the classroom, home, or community (PK-LL-S1) (PK-LL-<span class="highlight">S3</span>) (ELA-4-E1) 23. Repeat an instruction given orally (PK-LL-S1) (ELA-4-E2) 24. Follow one- and two-step verbal and nonverbal directions (PK-LL-L2) (ELA-4-E2) 25. Retell part of a favorite story (PK-LL-R2) (ELA-4-E3) 26. Speak about life experiences or topics of interest (PK-LL-<span class="highlight">S3</span>) (ELA-4-E4) 27. Actively participate in role-playing, creative dramatics, finger plays, nursery
Core Content For Mathematics Assessment
CCA 4.1 High School Mathematics AUGUST 2006 Bold – State Assessment Content Standard 86 Italics – Supporting Content Standard Plain text – ADP Benchmarks Supporting Content Standard Data Analysis and Probability High school students extend data representations, interpretations and...
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CCA 4.1 High School Mathematics AUGUST 2006 Bold – State Assessment Content Standard 86 Italics – Supporting Content Standard Plain text – ADP Benchmarks Supporting Content Standard Data Analysis and Probability High school students extend data representations, interpretations and conclusions. They describe data distributions in multiple ways and connect data gathering issues with data interpretation issues. They relate curve of best fit with two-variable data and determine line of best fit for a
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=89
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=89
CCA 4.1 High School Mathematics AUGUST 2006 Bold – State Assessment Content Standard 86 Italics – Supporting Content Standard Plain text – ADP Benchmarks Supporting Content Standard Data Analysis and Probability High school students extend data representations, interpretations and conclusions. They describe data distributions in multiple ways and connect data gathering issues with data interpretation issues. They relate curve of <span class="highlight">best</span> fit with two-variable data and determine line of <span class="highlight">best</span> fit for a
Microsoft Word - iaf_writing_PSAEFINAL.doc
Illinois Writing Assessment Framework for PSAE Grade 11 | State Assessments Beginning Spring 2007 9 Goal 3 – Writing Grade 11 COMPOSITION Organization and Paragraphs (Standard B) 3.11.27 Recognize and eliminate wordiness or redundancy. 3.11.28 Recognize the best order of words in a sent...
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Illinois Writing Assessment Framework for PSAE Grade 11 | State Assessments Beginning Spring 2007 9 Goal 3 – Writing Grade 11 COMPOSITION Organization and Paragraphs (Standard B) 3.11.27 Recognize and eliminate wordiness or redundancy. 3.11.28 Recognize the best order of words in a sentence or of sentences in a paragraph to maintain or establish clarity and coherence. 3.11.29 Recognize the word or phrase that creates the most logical and effective transition between parts of a sentence, between
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http://www.isbe.state.il.us/assessment/pdfs/iaf_writing_PSAEFINAL.pdf#page=9
www.isbe.state.il.us/assessment/pdfs/iaf_writing_PSAEFINAL.pdf#page=9
Illinois Writing Assessment Framework for PSAE Grade 11 | State Assessments Beginning Spring 2007 9 Goal 3 – Writing Grade 11 COMPOSITION Organization and Paragraphs (Standard B) 3.11.27 Recognize and eliminate wordiness or redundancy. 3.11.28 Recognize the <span class="highlight">best</span> order of words in a sentence or of sentences in a paragraph to maintain or establish clarity and coherence. 3.11.29 Recognize the word or phrase that creates the most logical and effective transition between parts of a sentence, between
Microsoft Word - English SOL Cur Frame Grades K-12.doc
print resources to gather information on a specific topic. • Students will select which resource is best for locating a specific type of information. All students should • understand ways to select the best resource for gathering information on a given topic. To be successful...
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print resources to gather information on a specific topic. • Students will select which resource is best for locating a specific type of information. All students should • understand ways to select the best resource for gathering information on a given topic. To be successful with this standard, students are expected to • make decisions about which resource is best for locating a given type of information • locate selected information in glossaries, dictionaries, thesauruses, encyclopedias, atlases, and other
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http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=71
www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=71
print resources to gather information on a specific topic. • Students will select which resource is <span class="highlight">best</span> for locating a specific type of information. All students should • understand ways to select the <span class="highlight">best</span> resource for gathering information on a given topic. To be successful with this standard, students are expected to • make decisions about which resource is <span class="highlight">best</span> for locating a given type of information • locate selected information in glossaries, dictionaries, thesauruses, encyclopedias, atlases, and other
Language Arts Booklet
Refinements Reflect Theory and Best Practice The refined standards and benchmarks were compiled by groups of local exemplary educators, who drew on their knowledge of related theory, research, and best teaching practices to promote learning across the grade lev- els. During the revisi...
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Refinements Reflect Theory and Best Practice The refined standards and benchmarks were compiled by groups of local exemplary educators, who drew on their knowledge of related theory, research, and best teaching practices to promote learning across the grade lev- els. During the revision process, the standards were reviewed at the national level by scholars/practitioners who provided their insights to help improve the standards and make certain they were consistent with the very best stan- dards across the
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Language%20Arts%20Content%20Stds.pdf#page=7
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
Refinements Reflect Theory and <span class="highlight">Best</span> Practice The refined standards and benchmarks were compiled by groups of local exemplary educators, who drew on their knowledge of related theory, research, and <span class="highlight">best</span> teaching practices to promote learning across the grade lev- els. During the revision process, the standards were reviewed at the national level by scholars/practitioners who provided their insights to help improve the standards and make certain they were consistent with the very <span class="highlight">best</span> stan- dards across the
28
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Language%20Arts%20Content%20Stds.pdf#page=28
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
or demands. Because no single reading strategy, study technique, or writing process is <span class="highlight">best</span> for all students, it is inappropriate to teach a single way of approaching all language tasks. Instead, we must help every student to acquire a range of strategies and to learn how to choose and apply those that <span class="highlight">best</span> fit his or her needs and the literacy situation at hand. Technological resources: An informational resource using newer technologies such as computer software, computer networks, databases, CD-ROMs
STANDARDS.05
P-3 using and justifying range and measures of central tendency to determine the best representation of the data for a practical situation (M6.4.3) [10] S&P-4 using a best fit line to describe trends and make predictions about data (M6.4.2) The student demonstrates an ability to an...
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P-3 using and justifying range and measures of central tendency to determine the best representation of the data for a practical situation (M6.4.3) [10] S&P-4 using a best fit line to describe trends and make predictions about data (M6.4.2) The student demonstrates an ability to analyze data (comparing, explaining, interpreting, evaluating, making predictions; drawing or justifying conclusions) by [7] S&P-2 using information from a variety of displays (e.g., as found in graphical displays in
103
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=103
www.eed.state.ak.us/standards/pdf/standards.pdf#page=103
P-3 using and justifying range and measures of central tendency to determine the <span class="highlight">best</span> representation of the data for a practical situation (M6.4.3) [10] S&P-4 using a <span class="highlight">best</span> fit line to describe trends and make predictions about data (M6.4.2) The student demonstrates an ability to analyze data (comparing, explaining, interpreting, evaluating, making predictions; drawing or justifying conclusions) by [7] S&P-2 using information from a variety of displays (e.g., as found in graphical displays in
English Voluntary State Curriculum
logical structure appropriate to the subject, audience, purpose, and medium ADP G4 #0;z Develop ideas, opinions, and/or arguments with effective evidence and support #0;z Apply technology (e.g., software, audio, digital video, graphics) to address audience understanding by communicating ideas and in...
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logical structure appropriate to the subject, audience, purpose, and medium ADP G4 #0;z Develop ideas, opinions, and/or arguments with effective evidence and support #0;z Apply technology (e.g., software, audio, digital video, graphics) to address audience understanding by communicating ideas and information best understood visually ADP C8, G4 #0;z Alter a text to present the same content to a different audience via the same or different media ECLG 4.3.3 Grades 11 and 12 The student will #0;z Establish
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http://mdk12.org/share/hsvsc/source/VSC_english_hs.pdf#page=15
mdk12.org/share/hsvsc/source/VSC_english_hs.pdf#page=15
logical structure appropriate to the subject, audience, purpose, and medium ADP G4 #0;z Develop ideas, opinions, and/or arguments with effective evidence and support #0;z Apply technology (e.g., software, audio, digital video, graphics) to address audience understanding by communicating ideas and information <span class="highlight">best</span> understood visually ADP C8, G4 #0;z Alter a text to present the same content to a different audience via the same or different media ECLG 4.3.3 Grades 11 and 12 The student will #0;z Establish
WYOMING LANGUAGE ARTS
teachers and citizen leaders will have a common understanding and measurement of success. • What recommendation(s) should be considered by the SBE to accomplish this goal? 3. The Board believes that the standards and supporting documents should be written so that there is uniformity and consi...
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teachers and citizen leaders will have a common understanding and measurement of success. • What recommendation(s) should be considered by the SBE to accomplish this goal? 3. The Board believes that the standards and supporting documents should be written so that there is uniformity and consistency across content areas. • What improvements are needed? • How best do we accomplish these improvements? 4. The Board believes that each district must incorporate the common core of skills into its
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http://www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=4
www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=4
teachers and citizen leaders will have a common understanding and measurement of success. • What recommendation(s) should be considered by the SBE to accomplish this goal? 3. The Board believes that the standards and supporting documents should be written so that there is uniformity and consistency across content areas. • What improvements are needed? • How <span class="highlight">best</span> do we accomplish these improvements? 4. The Board believes that each district must incorporate the common core of skills into its
VT_04_Math GLEs_pf.indd
mode), dispersion (range or variation), outliers, quartile values, or estimated line of best fi t to analyze situations, or to solve problems; and evaluates the sample from which the statistics were developed (bias, random, or nonrandom). M8:25 Organizes and displays data using scatter plots...
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mode), dispersion (range or variation), outliers, quartile values, or estimated line of best fi t to analyze situations, or to solve problems; and evaluates the sample from which the statistics were developed (bias, random, or nonrandom). M8:25 Organizes and displays data using scatter plots to answer questions related to the data, to analyze the data to formulate or justify conclusions, to make predictions, or to solve problems; or identifi es representations or elements of representations that best
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_writing.pdf#page=37
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_wri...
mode), dispersion (range or variation), outliers, quartile values, or estimated line of <span class="highlight">best</span> fi t to analyze situations, or to solve problems; and evaluates the sample from which the statistics were developed (bias, random, or nonrandom). M8:25 Organizes and displays data using scatter plots to answer questions related to the data, to analyze the data to formulate or justify conclusions, to make predictions, or to solve problems; or identifi es representations or elements of representations that <span class="highlight">best</span>
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