iSEEK - Education

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 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

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 the intended meaning of words found in text: “The word ‘fall’ can mean a time of the year or losing your step. What words from the passage help you to know what ‘fall’ means in this story?” EXAMPLE (multiple meanings): “The word ‘fall’ has many different meanings. Which sentence below uses the word ‘fall’ to mean a time of the year? OR Which sentence below uses ‘fall’ with the same meaning as it is used in the 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 in 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 the 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) Monitoring and Adjusting Strategies Monitoring and Adjusting Strategies R8:8 Demonstrates ability to monitor comprehension and adjust reading rate and strategy use for different types of text and purposes during reading by… • Using a range of self-monitoring and self-correction approaches (e.g., rereading, adjusting rate, subvocalizing, consulting resources, questioning, fl exible

education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_wri...

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Core Content For Mathematics Assessment

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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...

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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 the purposes of technology tools (e.g., word processing, data bases, spreadsheets, Internet, email, automated phone systems) and analyze how these impact productivity in homes, schools, and jobs. DOK 3 PL-08-4.3.2 Students will explain the purposes of technology tools (e.g., multi-media, Internet, digital camera, teleconferencing, debit/credit cards) and analyze how these impact productivity in 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 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

www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=133

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Microsoft Word - 2007 MS Math Framework Competencies and Objectives 9-18-07.doc

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throughout the framework, these strands should be incorporated when presenting the content of the curriculum. The competencies, printed in bold face type, are the required learning standards for all students. Competencies do not have to be taught in the order presented in the framework. The competencies are presented in outline form for consistency and for easy reference throughout the framework. Competencies are intentionally broad in order to allow school districts and teachers the flexibility to

81 0 http://www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math%20Framework%20Competencies%20and%20Objectives%209-18-07.pdf#page=81 www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math...

throughout the framework, these strands should be incorporated when presenting the content of the curriculum. The competencies, printed in bold face type, are the required learning standards for all students. Competencies do not have to be taught in the order presented in the framework. The competencies are presented in outline form for consistency and for easy reference throughout the framework. Competencies are intentionally broad in order to allow school districts and teachers the flexibility to

www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math...

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Microsoft Word - MathStandards--Approved05-17-04.rtf

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in an addition or multiplication problem, e.g., cbacba ++=++ )()(; cbacbax ××=× )()(. Axiom A basic assumption about a mathematical system from which theorems can be deduced. For example, the system could be the points and lines in the plane. Then an axiom would be that given any two distinct points in the plane, there is a unique line through them. Bar graph A graph form using rectangular bars to summarize data; specifically to show how many observations fall into a particular category. Box

177 0 http://doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf#page=177 doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf...

in an addition or multiplication problem, e.g., cbacba ++=++ )()(; cbacbax ××=× )()(. Axiom A basic assumption about a mathematical system from which theorems can be deduced. For example, the system could be the points and lines in the plane. Then an axiom would be that given any two distinct points in the plane, there is a unique line through them. Bar graph A graph form using rectangular bars to summarize data; specifically to show how many observations fall into a particular category. Box

doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf...

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STANDARDS.05

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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 for 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” in a story about fishing) [3] 1.1.5 Self-monitoring and self- correcting while reading (e.g., sounding words out, adjusting reading pace) (L) The

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 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

www.eed.state.ak.us/standards/pdf/standards.pdf#page=48

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Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 18C High School Advanced Knowledge and Skills for Mathematics Discrete Mathematics In addition to the standards for high school, ODE has created advanced mathematics knowledge and skills organized by five disciplines: algebra, trigonometry, discrete mathematics, statistics, and calculus. These advanced knowledge and skills are intended to provide students with more options for advanced course work and to assist

4 0 http://www.ode.state.or.us/teachlearn/real/documents/maaks.pdf#page=4 www.ode.state.or.us/teachlearn/real/documents/maaks.pdf#page=4

Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 18C High School Advanced Knowledge and Skills for Mathematics Discrete Mathematics In addition to the standards for high school, ODE has created advanced mathematics knowledge and skills organized by five disciplines: algebra, trigonometry, discrete mathematics, statistics, and calculus. These advanced knowledge and skills are intended to provide students with more options for advanced course work and to assist

www.ode.state.or.us/teachlearn/real/documents/maaks.pdf#page=4

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CONTENts.PDF

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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 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

www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...

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Microsoft Word - GLEmathALL.doc

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22. Compare and estimate measurements between the U.S. and metric systems in terms of common reference points (e.g., l vs. qt., m vs. yd.) (M-4-M) 23. Convert between units of measurement for length, weight, and time, in U.S. and metric, within the same system (M-5-M) Geometry 24. Use mathematical terms to classify and describe the properties of 2-dimensional shapes, including circles, triangles, and polygons (G-2-M) 25. Identify and use appropriate terminology for transformations (e.g

10 0 http://www.doe.state.la.us/lde/uploads/3920.pdf#page=10 www.doe.state.la.us/lde/uploads/3920.pdf#page=10

22. Compare and estimate measurements between the U.S. and metric systems in terms of common reference points (e.g., l vs. qt., m vs. yd.) (M-4-M) 23. Convert between units of measurement for length, weight, and time, in U.S. and metric, within the same system (M-5-M) Geometry 24. Use mathematical terms to classify and describe the properties of 2-dimensional shapes, including circles, triangles, and polygons (G-2-M) 25. Identify and use appropriate terminology for transformations (e.g

www.doe.state.la.us/lde/uploads/3920.pdf#page=10

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Standard 1: Number and Operation

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media, experiences, and instruction that guide a student’s exposure to the standards. The standards define the “what” and the curriculum defines the “how” of education. To hold itself accountable for the educational services it provides through its schools, the State has developed an assessment system that is designed to measure student performance in terms of these State standards. By measuring student achievement in terms of the State’s challenging standards, we are able to monitor growth, address

7 0 http://www.dpi.state.nd.us/standard/content/math/math.pdf#page=7 www.dpi.state.nd.us/standard/content/math/math.pdf#page=7

media, experiences, and instruction that guide a student’s exposure to the standards. The standards define the “what” and the curriculum defines the “how” of education. To hold itself accountable for the educational services it provides through its schools, the State has developed an assessment system that is designed to measure student performance in terms of these State standards. By measuring student achievement in terms of the State’s challenging standards, we are able to monitor growth, address

www.dpi.state.nd.us/standard/content/math/math.pdf#page=7

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