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 VT_04_Math GLEs_pf.indd
select the best category title for the words listed R–2–3.1 • Describing words in terms of categories, functions, or features • Selecting appropriate words to use in context, including words specifi c to the content of the text E...
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select the best category title for the words listed R–2–3.1 • Describing words in terms of categories, functions, or features • Selecting appropriate words to use in context, including words specifi c to the content of the text EXAMPLE: In a short passage about Native American homes, students might encounter the words “longhouse” and “igloo,” and then be asked to show that they know the difference between them. R–2–3.2 R3:6 Shows breadth of vocabulary knowledge through demonstrating understanding of
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_writing.pdf#page=51
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_wri...
select <span class="highlight">the</span> best category title <span class="highlight">for</span> <span class="highlight">the</span> words listed R–2–3.1 • Describing words <span class="highlight">in</span> terms of categories, functions, or features • Selecting appropriate words to use <span class="highlight">in</span> context, including words specifi c to <span class="highlight">the</span> content of <span class="highlight">the</span> text EXAMPLE: <span class="highlight">In</span> a short passage about Native American homes, students might encounter <span class="highlight">the</span> words “longhouse” and “igloo,” and then be asked to show that they know <span class="highlight">the</span> difference between them. R–2–3.2 R3:6 Shows breadth of vocabulary knowledge through demonstrating understanding of
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_writing.pdf#page=54
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_wri...
meanings) EXAMPLE (multiple meanings): Students identify <span class="highlight">the</span> intended meaning of words found <span class="highlight">in</span> text: “<span class="highlight">The</span> word ‘<span class="highlight">fall</span>’ can mean a time of <span class="highlight">the</span> year or losing your step. What words from <span class="highlight">the</span> passage help you to know what ‘<span class="highlight">fall</span>’ means <span class="highlight">in</span> this story?” EXAMPLE (multiple meanings): “<span class="highlight">The</span> word ‘<span class="highlight">fall</span>’ has many different meanings. Which sentence below uses <span class="highlight">the</span> word ‘<span class="highlight">fall</span>’ to mean a time of <span class="highlight">the</span> year? OR Which sentence below uses ‘<span class="highlight">fall</span>’ with <span class="highlight">the</span> same meaning as it is used <span class="highlight">in</span> <span class="highlight">the</span> poem?” R–3–3.2 R4:6 Shows breadth of
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_writing.pdf#page=58
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_wri...
and making text- based inferences; determining importance; generating literal, clarifying, and inferential questions; constructing sensory images (e.g., making pictures <span class="highlight">in</span> one’s mind); making connections (text to self, text to text, and text to world); taking notes; locating, using, and analyzing text features (e.g., transition words, subheadings, bold/italicized print, parts of <span class="highlight">the</span> book); or using text structure clues (e.g., chronological, cause/effect, compare/contrast, proposition and support
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_writing.pdf#page=59
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_wri...
arguments used); or using text structure clues (e.g., chronological, cause/effect, compare/contrast, proposition and support) <span class="highlight">Monitoring</span> and Adjusting Strategies <span class="highlight">Monitoring</span> and Adjusting Strategies R8:8 Demonstrates ability to monitor comprehension and adjust reading rate and strategy use <span class="highlight">for</span> different types of text and purposes during reading by… • Using a range of self-<span class="highlight">monitoring</span> and self-correction approaches (e.g., rereading, adjusting rate, subvocalizing, consulting resources, questioning, fl exible
science_pub2003
Vermont Department of Education (Science Grade Expectations) S41 Science — Physical Science: Vermont Standards and Evidences—Motion 7.12 d, dd, ddd, 2.2a, aa, aaa, 3.11 Extensions Grades 9-12 Motion S9-12:19 Students demonstrate their understanding of Motion by... • Predicting ...
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Vermont Department of Education (Science Grade Expectations) S41 Science — Physical Science: Vermont Standards and Evidences—Motion 7.12 d, dd, ddd, 2.2a, aa, aaa, 3.11 Extensions Grades 9-12 Motion S9-12:19 Students demonstrate their understanding of Motion by... • Predicting the path of an object in different reference planes and explaining how and why this occurs. AND • Using modeling, illustrating and explaining of how distance and velocity change over time for a free falling object
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=42
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S41 Science — Physical Science: Vermont Standards and Evidences—Motion 7.12 d, dd, ddd, 2.2a, aa, aaa, 3.11 Extensions Grades 9-12 Motion S9-12:19 Students demonstrate their understanding of Motion by... • Predicting <span class="highlight">the</span> path of an object <span class="highlight">in</span> different reference planes and explaining how and why this occurs. AND • Using modeling, illustrating and explaining of how distance and velocity change over time <span class="highlight">for</span> a free falling object
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