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 English Language Arts Content Standards - Curriculum Frameworks (CA Dept of Education)
important points in the history of English language and use com- mon word origins to determine the historical influences on English word meanings. 1.3 Use word meanings within the appropriate context and show ability to verify those meanings by definition, restatement, example, comparison, or...
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important points in the history of English language and use com- mon word origins to determine the historical influences on English word meanings. 1.3 Use word meanings within the appropriate context and show ability to verify those meanings by definition, restatement, example, comparison, or contrast. 2.0 Reading Comprehension (Focus on Informational Materials) Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the
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http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=57
www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=57
important points in the history of English language and use <span class="highlight">com</span>- mon word origins to determine the historical influences on English word meanings. 1.3 Use word meanings within the appropriate context and show ability to verify those meanings by definition, restatement, example, comparison, or contrast. 2.0 Reading Comprehension (Focus on Informational Materials) Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the
Science Content Standards - Curriculum Frameworks (CA Dept of Education)
diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands. c. Students know living things cause changes in the environment in which they live: some of these changes are detrimental to the organism or other organisms, and some are benefic...
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diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands. c. Students know living things cause changes in the environment in which they live: some of these changes are detrimental to the organism or other organisms, and some are beneficial. d. Students know when the environment changes, some plants and animals survive and reproduce; others die or move to new locations. e. Students know that some kinds of organisms that once lived on Earth have com
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http://www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf#page=18
www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf#page=18
diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands. c. Students know living things cause changes in the environment in which they live: some of these changes are detrimental to the organism or other organisms, and some are beneficial. d. Students know when the environment changes, some plants and animals survive and reproduce; others die or move to new locations. e. Students know that some kinds of organisms that once lived on Earth have <span class="highlight">com</span>
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http://www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf#page=36
www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf#page=36
GRADE EIGHT d. Students know how to identify separately the two or more forces that are acting on�a single static object, including gravity, elastic forces due to tension or <span class="highlight">com</span> pression in matter, and friction. e. Students know that when the forces on an object are unbalanced, the object will change its velocity (that is, it will speed up, slow down, or change direction). f. Students know the greater the mass of an object, the more force is needed to achieve the same rate of change in motion. g
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