|
Education
Web
 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...
1
0
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
51
0
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
54
0
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
58
0
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
59
0
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
HIGH SCHOOL ASSESSMENT
newspapers o fiction and nonfiction books o card catalogue (traditional and electronic) o on-line websites and electronic resources (2) The student will use various information retrieval sources (traditional and electronic) to obtain information on a self-selected and/or given topic. Electron...
1
0
newspapers o fiction and nonfiction books o card catalogue (traditional and electronic) o on-line websites and electronic resources (2) The student will use various information retrieval sources (traditional and electronic) to obtain information on a self-selected and/or given topic. Electronic sources include automated catalogs, CD ROM products, and on-line services like Internet, World Wide Web, and others. (3) The student will use a systematic process for recording and documenting information. Assessment Limits
12
0
http://mdk12.org/share/clg/source/english_goals04.pdf#page=12
mdk12.org/share/clg/source/english_goals04.pdf#page=12
newspapers o fiction and nonfiction books o card catalogue (traditional and electronic) o on-line websites and electronic resources (2) <span class="highlight">The</span> student will use various information retrieval sources (traditional and electronic) to obtain information on a self-selected and/or given topic. Electronic sources include <span class="highlight">automated</span> catalogs, CD ROM products, and on-line services like Internet, World Wide Web, and others. (3) <span class="highlight">The</span> student will use a systematic process <span class="highlight">for</span> recording and documenting information. Assessment Limits
Core Content For Mathematics Assessment
global economy. PL-HS-4.3.2 Students will explain the purposes of technology tools (e.g., satellite, automated phone systems, on-line courses, computer aided drafting (CAD), graphing calculators, spreadsheets, data bases, Internet, on-line-banking) and analyze how these impact product...
1
0
global economy. PL-HS-4.3.2 Students will explain the purposes of technology tools (e.g., satellite, automated phone systems, on-line courses, computer aided drafting (CAD), graphing calculators, spreadsheets, data bases, Internet, on-line-banking) and analyze how these impact productivity in homes, schools, and jobs. DOK 3
124
0
http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=124
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=124
and jobs. DOK 3 PL-07-4.3.2 Students will explain <span class="highlight">the</span> purposes of technology tools (e.g., word processing, data bases, spreadsheets, Internet, email, <span class="highlight">automated</span> phone systems) and analyze how these impact productivity <span class="highlight">in</span> homes, schools, and jobs. DOK 3 PL-08-4.3.2 Students will explain <span class="highlight">the</span> purposes of technology tools (e.g., multi-media, Internet, digital camera, teleconferencing, debit/credit cards) and analyze how these impact productivity <span class="highlight">in</span> homes, schools, and jobs. DOK 3 PL-06-4.3.3
133
0
http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=133
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=133
global economy. PL-HS-4.3.2 Students will explain <span class="highlight">the</span> purposes of technology tools (e.g., satellite, <span class="highlight">automated</span> phone systems, on-line courses, computer aided drafting (CAD), graphing calculators, spreadsheets, data bases, Internet, on-line-banking) and analyze how these impact productivity <span class="highlight">in</span> homes, schools, and jobs. DOK 3
STANDARDS.05
conclusions based on information presented in the text (e.g., cause and effect, character motivation)* The student comprehends literal or inferred meaning from text by [5] 2.2.1 Locating information explicitly stated in narrative and informational text to answer literal-...
1
0
conclusions based on information presented in the text (e.g., cause and effect, character motivation)* The student comprehends literal or inferred meaning from text by [5] 2.2.1 Locating information explicitly stated in narrative and informational text to answer literal- comprehension questions* [5] 2.2.2 Self-monitoring comprehension by formulating questions while reading (e.g., why do characters react to the same situation differently) or rereading (e.g., for clarification, confirmation, correction)* (L
44
0
http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=44
www.eed.state.ak.us/standards/pdf/standards.pdf#page=44
order, grammar) [3] 1.1.2 Reading orally high-frequency words and abbreviations of proper nouns such as Dr., Mr., Mrs., Ms. (L) [3] 1.1.3 Obtaining information using text features including pictures (illustrations <span class="highlight">for</span> text) and visual cues (e.g., bolded or italicized text, chapter titles) [3] 1.1.4 Identifying words by using context clues (e.g., “canoe” <span class="highlight">in</span> a story about fishing) [3] 1.1.5 Self-<span class="highlight">monitoring</span> and self- correcting while reading (e.g., sounding words out, adjusting reading pace) (L) <span class="highlight">The</span>
48
0
http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=48
www.eed.state.ak.us/standards/pdf/standards.pdf#page=48
conclusions based on information presented <span class="highlight">in</span> <span class="highlight">the</span> text (e.g., cause and effect, character motivation)* <span class="highlight">The</span> student comprehends literal or inferred meaning from text by [5] 2.2.1 Locating information explicitly stated <span class="highlight">in</span> narrative and informational text to answer literal- comprehension questions* [5] 2.2.2 Self-<span class="highlight">monitoring</span> comprehension by formulating questions while reading (e.g., why do characters react to <span class="highlight">the</span> same situation differently) or rereading (e.g., <span class="highlight">for</span> clarification, confirmation, correction)* (L
Microsoft Word - writingstd8.docwritingstd8.pdf
simple directions to an elderly adult that explains one function. These instructions are then assembled into a “Computer Skills for Dummies”-type book. Test these by giving them to peers to see if they work. • Provides a series of articles about plagiarism in sc...
1
0
simple directions to an elderly adult that explains one function. These instructions are then assembled into a “Computer Skills for Dummies”-type book. Test these by giving them to peers to see if they work. • Provides a series of articles about plagiarism in schools (any level) and guides the students in discussions about the ramifications of plagiarism at the various levels.
1
0
http://www.ksde.org/LinkClick.aspx?fileticket=z41R5fbDIOQ%3d&tabid=1726&mid=8022&forcedownload=true#page=7
www.ksde.org/LinkClick.aspx?fileticket=z41R5fbDIOQ%3d&tabid=1726&mid=8022...
simple directions to an <span class="highlight">elderly</span> adult that explains one function. These instructions are then assembled into a “Computer Skills <span class="highlight">for</span> Dummies”-type book. Test these by giving them to peers to see if they work. • Provides a series of articles about plagiarism <span class="highlight">in</span> schools (any level) and guides <span class="highlight">the</span> students <span class="highlight">in</span> discussions about <span class="highlight">the</span> ramifications of plagiarism at <span class="highlight">the</span> various levels.
Microsoft Word - vsc_english_gr38.doc
in simple dialogue and for direct quotations f. Use capital letters correctly in titles and the first word in a direct quotation g. Indent for paragraphs 3. Explain editorial choices involving mechanics D. Spelling 1. Recognize conventional spelling i...
1
0
in simple dialogue and for direct quotations f. Use capital letters correctly in titles and the first word in a direct quotation g. Indent for paragraphs 3. Explain editorial choices involving mechanics D. Spelling 1. Recognize conventional spelling in and through personal and academic reading 2. Apply conventional spelling in written language a. Spell grade-appropriate high frequency and content words b. Modify spellings when adding inflectional endings and suffixes
52
0
http://mdk12.org/share/vsc/vsc_english_gr38.pdf#page=52
mdk12.org/share/vsc/vsc_english_gr38.pdf#page=52
<span class="highlight">in</span> simple dialogue and <span class="highlight">for</span> direct quotations f. Use capital letters correctly <span class="highlight">in</span> titles and <span class="highlight">the</span> first word <span class="highlight">in</span> a direct quotation g. Indent <span class="highlight">for</span> paragraphs 3. Explain editorial choices involving mechanics D. Spelling 1. Recognize conventional spelling <span class="highlight">in</span> and through personal and academic reading 2. Apply conventional spelling <span class="highlight">in</span> written language a. Spell grade-appropriate high frequency and content words b. Modify spellings when adding inflectional endings and suffixes
Microsoft Word - writingstd7.docwritingstd7.pdf
N – Narrative text; Assessed at 5 th grade Revised 11/19/2004 E - Expository text; Assessed at 8 th grade T – Technical text 7 P – Persuasive text; Assessed in High School Standard 1: Writing Seventh Grade Standard 1 – Writing: The students write effecti...
1
0
N – Narrative text; Assessed at 5 th grade Revised 11/19/2004 E - Expository text; Assessed at 8 th grade T – Technical text 7 P – Persuasive text; Assessed in High School Standard 1: Writing Seventh Grade Standard 1 – Writing: The students write effectively for a variety of audiences, purposes, and contexts. Benchmark 3: The student writes
1
0
http://www.ksde.org/LinkClick.aspx?fileticket=RDSSiP2tCB8%3d&tabid=1726&mid=8022&forcedownload=true#page=7
www.ksde.org/LinkClick.aspx?fileticket=RDSSiP2tCB8%3d&tabid=1726&mid=8022...
N – Narrative text; Assessed at 5 th grade Revised 11/19/2004 E - Expository text; Assessed at 8 th grade T – Technical text 7 P – Persuasive text; Assessed <span class="highlight">in</span> High School Standard 1: Writing Seventh Grade Standard 1 – Writing: <span class="highlight">The</span> students write effectively <span class="highlight">for</span> a variety of audiences, purposes, and contexts. Benchmark 3: <span class="highlight">The</span> student writes
ENGLISH LANGUAGE ARTS
for different purposes. c. Determine the meaning of unknown words by using a applying their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency. a. Use a range of strategies as they read including constant monitoring, searching, connecting, and infer...
1
0
for different purposes. c. Determine the meaning of unknown words by using a applying their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency. a. Use a range of strategies as they read including constant monitoring, searching, connecting, and inferring to deepen their understanding of text (s). b. Demonstrate ownership of appropriate vocabulary by effectively using a word in different contexts and for different purposes. c. Determine the meaning
4
0
http://www.maine.gov/education/lres/pei/ela102207.pdf#page=4
www.maine.gov/education/lres/pei/ela102207.pdf#page=4
<span class="highlight">for</span> different purposes. c. Determine <span class="highlight">the</span> meaning of unknown words by using a applying their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency. a. Use a range of strategies as they read including constant <span class="highlight">monitoring</span>, searching, connecting, and inferring to deepen their understanding of text (s). b. Demonstrate ownership of appropriate vocabulary by effectively using a word <span class="highlight">in</span> different contexts and <span class="highlight">for</span> different purposes. c. Determine <span class="highlight">the</span> meaning
CONTENts.PDF
understanding of textual features of each genre to their interpretations of that genre. Example: Students analyze the reasons for Shakespeare’s inclusion of both poetry and prose in Hamlet. • select and apply efficient and effective word recognition strategies, inclu...
1
0
understanding of textual features of each genre to their interpretations of that genre. Example: Students analyze the reasons for Shakespeare’s inclusion of both poetry and prose in Hamlet. • select and apply efficient and effective word recognition strategies, including contextual clues, picture clues, phonics and structural analysis; K-4: Students will learn and use effectively the complete variety of word recognition strategies to aid in comprehension. Example: Students read books at their
8
0
http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=8
www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...
understanding of textual features of each genre to their interpretations of that genre. Example: Students analyze <span class="highlight">the</span> reasons <span class="highlight">for</span> Shakespeare’s inclusion of both poetry and prose <span class="highlight">in</span> Hamlet. • select and apply efficient and effective word recognition strategies, including contextual clues, picture clues, phonics and structural analysis; K-4: Students will learn and use effectively <span class="highlight">the</span> complete variety of word recognition strategies to aid <span class="highlight">in</span> comprehension. Example: Students read books at their
Language Arts Booklet
events or tells a story. Phonics: Generally used to refer to the system of sound-letter relationships used in reading and writing. Phonics begins with the understanding that each letter (or grapheme) of the English alphabet stands for one or more sounds (o...
1
0
events or tells a story. Phonics: Generally used to refer to the system of sound-letter relationships used in reading and writing. Phonics begins with the understanding that each letter (or grapheme) of the English alphabet stands for one or more sounds (or phonemes). Prior knowledge: Knowledge that stems from previous experience. Note: Prior knowledge is a key component of schema theories of reading comprehension in spite of the redundancy inherent in the term. Recursive: Characterized by moving back and
27
0
http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Language%20Arts%20Content%20Stds.pdf#page=27
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
events or tells a story. Phonics: Generally used to refer to <span class="highlight">the</span> <span class="highlight">system</span> of sound-letter relationships used <span class="highlight">in</span> reading and writing. Phonics begins with <span class="highlight">the</span> understanding that each letter (or grapheme) of <span class="highlight">the</span> English alphabet stands <span class="highlight">for</span> one or more sounds (or phonemes). Prior knowledge: Knowledge that stems from previous experience. Note: Prior knowledge is a key component of schema theories of reading comprehension <span class="highlight">in</span> spite of <span class="highlight">the</span> redundancy inherent <span class="highlight">in</span> <span class="highlight">the</span> term. Recursive: Characterized by moving back and
|
