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Microsoft Word - readstd6g.docreadstd6g.pdf
(c) in social studies, assists the students to make a Venn Diagram to compare and contrast democracy and republic. (d) in social studies, has the students compare and contrast features of life in the New England, Middle, and Southern colonies (e.g., economic, so...
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(c) in social studies, assists the students to make a Venn Diagram to compare and contrast democracy and republic. (d) in social studies, has the students compare and contrast features of life in the New England, Middle, and Southern colonies (e.g., economic, social, political, geographic). (e) in social studies, has the students compare and contrast the impact of European settlement from an American Indian and European point of view. (f) in science or biology, explains that there are many
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(c) in social studies, assists the students to make <span class="highlight">a</span> Venn Diagram to compare <span class="highlight">and</span> contrast democracy <span class="highlight">and</span> republic. (d) in social studies, has the students compare <span class="highlight">and</span> contrast features of life in the New England, Middle, <span class="highlight">and</span> Southern colonies (e.g., economic, social, political, geographic). (e) in social studies, has the students compare <span class="highlight">and</span> contrast the impact of European settlement from an American Indian <span class="highlight">and</span> European point of view. (f) in science or biology, explains that there are many
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it?” 11. (<span class="highlight">a</span>) discusses with students possible answers to "What do you think is the author's purpose for this text?; <span class="highlight">and</span> Why?". 12. (<span class="highlight">a</span>) uses the Think-Pair-Share strategy. The teacher guides students to compare their purpose for reading with the author's purpose. (b) provides note cards where students write "entertain”, “persuade”, “explain”, <span class="highlight">and</span> etc. on the cards. The teacher reads <span class="highlight">a</span> short text <span class="highlight">and</span> the student holds up the <span class="highlight">card</span> identifying the author's purpose. (c) instructs <span class="highlight">using</span> the
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students create <span class="highlight">a</span> greeting <span class="highlight">card</span> that reflects the beliefs <span class="highlight">and</span> traditions of another culture's faith (e.g., Islamic), as it was taught in another country. Students may choose to create <span class="highlight">a</span> birthday <span class="highlight">card</span> or another greeting <span class="highlight">card</span> for one of the cultures. 2. (<span class="highlight">a</span>) provides fairy tales written from <span class="highlight">a</span> variety of cultural views. The teacher has the students discuss the fairy tales as <span class="highlight">a</span> whole group. In cooperative groups, the teacher has the students complete <span class="highlight">a</span> comparison/contrast organizer. (b) in social
Microsoft Word - readstd1g.docreadstd1g.pdf
The teacher stresses the sound of the word and the students take turns turning the card (beginning, middle, or end) which he/she thinks is the correct sounds. (i) demonstrates phoneme manipulation, for example, students are shown a picture of a bee and are asked...
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The teacher stresses the sound of the word and the students take turns turning the card (beginning, middle, or end) which he/she thinks is the correct sounds. (i) demonstrates phoneme manipulation, for example, students are shown a picture of a bee and are asked to take off the /b/ and add a /s/ to the word to create a new word using magnetic letters, letter tiles, or white boards with markers. (This is an year long activity.) 5. (a) reads nursery rhymes and riddles to students in order for
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/p/, /<span class="highlight">a</span>/, /t/?) • demonstrates detecting <span class="highlight">and</span> manipulating sounds within words (e.g., Is there <span class="highlight">a</span> /k/ in the word bike?) • demonstrates sequences of sounds in words (e.g., How many sounds do you hear in the word "fish?" - /f/, /i/, /sh/) • demonstrates isolated beginning, middle, <span class="highlight">and</span> ending sounds (e.g., "What are the first sound, medial, <span class="highlight">and</span> ending sounds in "dog"?) • demonstrates <span class="highlight">using</span> known words to make analogy for new words (These are on-going processes throughout the school year.) (c) has
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The teacher stresses the sound of the word <span class="highlight">and</span> the students take turns turning the <span class="highlight">card</span> (beginning, middle, or end) which he/she thinks is the correct sounds. (i) demonstrates phoneme manipulation, for example, students are shown <span class="highlight">a</span> picture of <span class="highlight">a</span> bee <span class="highlight">and</span> are asked to take off the /b/ <span class="highlight">and</span> add <span class="highlight">a</span> /s/ to the word to create <span class="highlight">a</span> new word <span class="highlight">using</span> magnetic letters, letter tiles, or white boards with markers. (This is an year long activity.) 5. (<span class="highlight">a</span>) reads nursery rhymes <span class="highlight">and</span> riddles to students in order for
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transparencies. 6. (<span class="highlight">a</span>) helps students understand why they are learning the relationships between letters <span class="highlight">and</span> sounds. (b) uses <span class="highlight">a</span> wheel to reinforce the letter patterns. The teacher makes sure that have worked in whole <span class="highlight">and</span> small groups to sort the words from the various word families. (b) uses decodable text <span class="highlight">based</span> on specific lessons in the early part of the first grade as an intervening step between explicit skill-acquisition <span class="highlight">and</span> the student's ability to read quality trade books. Decodable steps
Microsoft Word - readstd2g.docreadstd2g.pdf
Grade-by-Grade Approved by the KS State Board of Education: July 8, 2003 Page 58 5. ▲ determines meaning of words through knowledge of word structure (e.g., ▲ base words, ▲ compound nouns, ▲ contractions, inflectional endings). for underlined words in a sentence....
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Grade-by-Grade Approved by the KS State Board of Education: July 8, 2003 Page 58 5. ▲ determines meaning of words through knowledge of word structure (e.g., ▲ base words, ▲ compound nouns, ▲ contractions, inflectional endings). for underlined words in a sentence. 5. (a) uses word ladders to express word structure. (b) has students review contractions. On index cards, clip art, or die cut figures, the students write the two words which form a particular contraction on a card and
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word down. The teacher gives the students 2 minutes per round. Each "passer" then passes his/her group's consonant cluster to the group sitting to his/her group's right. When each group has had every cluster, the words are read <span class="highlight">and</span> can be challenged by other groups, but the dictionary settles any challenges. (b) selects several grade-appropriate words which rhyme. The teacher has the students listen to <span class="highlight">a</span> song which contains rhyming words. <span class="highlight">Using</span> the teacher selected rhyming words, the teacher
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2. reads expressively with appropriate pace, phrasing, intonation, <span class="highlight">and</span> rhythm of speech. The teacher… 1. (<span class="highlight">a</span>) has students make note cards with ending punctuation. The teacher writes sentences on the board omitting the ending punctuation. The students must hold up the <span class="highlight">card</span> with the correct punctuation as the teacher reads the sentence from the board. (b) reads selected text <span class="highlight">using</span> voice inflection for students to identify the correct punctuation represented by the inflection
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commonly used. Then, encourages independent reading. (d) encourages repeated oral reading <span class="highlight">using</span> irregular words that have been previously taught. 5. (<span class="highlight">a</span>) has each student put his/her name, book, title, <span class="highlight">and</span> four signature lines on <span class="highlight">a</span> 4x6 note <span class="highlight">card</span>. The students collect signatures for each time he/she reads the story to anyone who would listen. (b) encourages students to monitor his/her own comprehension <span class="highlight">and</span> to act purposefully when comprehension breaks down <span class="highlight">using</span> strategies such as rereading
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teacher discusses with the students whether or not there are services or goods they barter for at home. Then, teacher has students brainstorm <span class="highlight">a</span> list of five goods they desire <span class="highlight">and</span> describe ways of obtaining these goods <span class="highlight">and</span> services without <span class="highlight">using</span> money. Then, the teacher explains why <span class="highlight">using</span> money makes it easier to get the same five items. (c) covers one word in <span class="highlight">a</span> sentence with colored tape. The student uses the rest of the sentence, picture, or paragraph to determine what the word could be <span class="highlight">and</span>/or
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Grade-by-Grade Approved by the KS State Board of Education: July 8, 2003 Page 58 5. ▲ determines meaning of words through knowledge of word structure (e.g., ▲ base words, ▲ compound nouns, ▲ contractions, inflectional endings). for underlined words in <span class="highlight">a</span> sentence. 5. (<span class="highlight">a</span>) uses word ladders to express word structure. (b) has students review contractions. On index cards, clip art, or die cut figures, the students write the two words which form <span class="highlight">a</span> particular contraction on <span class="highlight">a</span> <span class="highlight">card</span> <span class="highlight">and</span>
Microsoft Word - mathstd20038g.docmathstd20038g.pdf
standing next to the building. By using the person as a frame of reference adjust your original estimate. 2. estimates to check whether or not the result of a real-world problem using rational numbers and/or simple algebraic expressions is reasonable and ma...
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standing next to the building. By using the person as a frame of reference adjust your original estimate. 2. estimates to check whether or not the result of a real-world problem using rational numbers and/or simple algebraic expressions is reasonable and makes predictions based on the information (2.4.A1a) ($), e.g., you have a $4,000 debt on a credit card. You pay the minimum of $30 per month. Is it reasonable to pay off the debt in 10 years? 3. determines a reasonable range for the estimation of a
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standing next to the building. By <span class="highlight">using</span> the person as <span class="highlight">a</span> frame of reference adjust your original estimate. 2. estimates to check whether or not the result of <span class="highlight">a</span> real-world problem <span class="highlight">using</span> rational numbers <span class="highlight">and</span>/or simple algebraic expressions is reasonable <span class="highlight">and</span> makes predictions <span class="highlight">based</span> on the information (2.4.A1a) ($), e.g., you have <span class="highlight">a</span> $4,000 debt on <span class="highlight">a</span> credit <span class="highlight">card</span>. You pay the minimum of $30 per month. Is it reasonable to pay off the debt in 10 years? 3. determines <span class="highlight">a</span> reasonable range for the estimation of <span class="highlight">a</span>
Microsoft Word - mathstdrev0703.docmathstdrev0703.pdf
standing next to the building. By using the person as a frame of reference adjust your original estimate. 2. estimates to check whether or not the result of a real-world problem using rational numbers and/or simple algebraic expressions is reasonable and ma...
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standing next to the building. By using the person as a frame of reference adjust your original estimate. 2. estimates to check whether or not the result of a real-world problem using rational numbers and/or simple algebraic expressions is reasonable and makes predictions based on the information (2.4.A1a) ($), e.g., you have a $4,000 debt on a credit card. You pay the minimum of $30 per month. Is it reasonable to pay off the debt in 10 years? 3. determines a reasonable range for the estimation of a
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standing next to the building. By <span class="highlight">using</span> the person as <span class="highlight">a</span> frame of reference adjust your original estimate. 2. estimates to check whether or not the result of <span class="highlight">a</span> real-world problem <span class="highlight">using</span> rational numbers <span class="highlight">and</span>/or simple algebraic expressions is reasonable <span class="highlight">and</span> makes predictions <span class="highlight">based</span> on the information (2.4.A1a) ($), e.g., you have <span class="highlight">a</span> $4,000 debt on <span class="highlight">a</span> credit <span class="highlight">card</span>. You pay the minimum of $30 per month. Is it reasonable to pay off the debt in 10 years? 3. determines <span class="highlight">a</span> reasonable range for the estimation of <span class="highlight">a</span>
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real numbers <span class="highlight">and</span>/or algebraic expressions is reasonable <span class="highlight">and</span> makes predictions <span class="highlight">based</span> on the information (2.4.A1a) ($), e.g., if you have <span class="highlight">a</span> $4,000 debt on <span class="highlight">a</span> credit <span class="highlight">card</span> <span class="highlight">and</span> the minimum of $30 is paid per month, is it reasonable to pay off the debt in 10 years? 3. determines if <span class="highlight">a</span> real-world problem calls for an exact or approximate answer <span class="highlight">and</span> performs the appropriate computation <span class="highlight">using</span> various computational strategies including mental math, paper <span class="highlight">and</span> pencil, concrete objects, <span class="highlight">and</span>/or appropriate technology
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▲ analyzes the impact of transformations on the perimeter <span class="highlight">and</span> area of circles, rectangles, <span class="highlight">and</span> triangles <span class="highlight">and</span> volume of rectangular prisms <span class="highlight">and</span> cylinders (2.4.A1f), e.g., reducing by <span class="highlight">a</span> factor of ½ multiplies an area by <span class="highlight">a</span> factor of ¼ <span class="highlight">and</span> multiplies the volume by <span class="highlight">a</span> factor of 1/8, whereas, rotating <span class="highlight">a</span> geometric figure does not change perimeter or area. 2. describes <span class="highlight">and</span> draws <span class="highlight">a</span> simple three-dimensional shape after undergoing one specified <span class="highlight">transformation</span> without <span class="highlight">using</span> concrete objects to perform the <span class="highlight">transformation</span>
Microsoft Word - mathstd1.docmathstdbystd1.pdf
estimate. 2. estimates to check whether or not the result of a real-world problem using rational numbers and/or simple algebraic expressions is reasonable and makes predictions based on the information (2.4.A1a) ($), e.g., you have a $4,000 debt on a...
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estimate. 2. estimates to check whether or not the result of a real-world problem using rational numbers and/or simple algebraic expressions is reasonable and makes predictions based on the information (2.4.A1a) ($), e.g., you have a $4,000 debt on a credit card. You pay the minimum of $30 per month. Is it reasonable to pay off the debt in 10 years? 3. determines a reasonable range for the estimation of a quantity given a real-world problem and explains the reasonableness of the range (2.4.A1c
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estimate. 2. estimates to check whether or not the result of <span class="highlight">a</span> real-world problem <span class="highlight">using</span> rational numbers <span class="highlight">and</span>/or simple algebraic expressions is reasonable <span class="highlight">and</span> makes predictions <span class="highlight">based</span> on the information (2.4.A1a) ($), e.g., you have <span class="highlight">a</span> $4,000 debt on <span class="highlight">a</span> credit <span class="highlight">card</span>. You pay the minimum of $30 per month. Is it reasonable to pay off the debt in 10 years? 3. determines <span class="highlight">a</span> reasonable range for the estimation of <span class="highlight">a</span> quantity given <span class="highlight">a</span> real-world problem <span class="highlight">and</span> explains the reasonableness of the range (2.4.A1c
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result of <span class="highlight">a</span> real-world problem <span class="highlight">using</span> real numbers <span class="highlight">and</span>/or algebraic expressions is reasonable <span class="highlight">and</span> makes predictions <span class="highlight">based</span> on the information (2.4.A1a) ($), e.g., if you have <span class="highlight">a</span> $4,000 debt on <span class="highlight">a</span> credit <span class="highlight">card</span> <span class="highlight">and</span> the minimum of $30 is paid per month, is it reasonable to pay off the debt in 10 years? 3. determines if <span class="highlight">a</span> real-world problem calls for an exact or approximate answer <span class="highlight">and</span> performs the appropriate computation <span class="highlight">using</span> various computational strategies including mental math, paper <span class="highlight">and</span> pencil, concrete
Microsoft Word - writingstd7.docwritingstd7.pdf
create one paragraph using information from all three. Parenthetical insertions should be taught here as well. • Provides one source and the students write the information exactly onto a note card. Then the students paraphrase the text on a second note ca...
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create one paragraph using information from all three. Parenthetical insertions should be taught here as well. • Provides one source and the students write the information exactly onto a note card. Then the students paraphrase the text on a second note card in simplified form. (e.g. word choice change or leave out certain words. • Provides a timeline of events in random order. The students sequence the events chronologically. • Provides three different types of resource (e.g. book, periodical
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create one paragraph <span class="highlight">using</span> information from all three. Parenthetical insertions should be taught here as well. • Provides one source <span class="highlight">and</span> the students write the information exactly onto <span class="highlight">a</span> note <span class="highlight">card</span>. Then the students paraphrase the text on <span class="highlight">a</span> second note <span class="highlight">card</span> in simplified form. (e.g. word choice change or leave out certain words. • Provides <span class="highlight">a</span> timeline of events in random order. The students sequence the events chronologically. • Provides three different types of resource (e.g. book, periodical
Kansas Curricular Standard forReadingStd[1]_081709.doc
has students distinguish rhyming words from non-rhyming words. (h) prepares a sound box for students. Using a three-pocket folder, the teacher selects words which contain three letters (e.g., sun) and makes cards to fit into the pockets which contain the letters to the...
Microsoft Word - readstd3g[1]_081709.docreadstd3g[1]_081709.pdf
instructs the students to write one vocabulary word on a card and the definition on another card (this procedure will be completed for each word and definition). The students use these cards for study guides and to play match up, or memory. (d) guides the...
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instructs the students to write one vocabulary word on a card and the definition on another card (this procedure will be completed for each word and definition). The students use these cards for study guides and to play match up, or memory. (d) guides the students to use a graphic organizer. 5. (a) models using strategies to decode multi-syllabic words using the structural features of such word parts as affixes (e.g., pre-, mis-, and -tion) to aid in word recognition. (b) relies on examples more
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instructs the students to write one vocabulary word on <span class="highlight">a</span> <span class="highlight">card</span> <span class="highlight">and</span> the definition on another <span class="highlight">card</span> (this procedure will be completed for each word <span class="highlight">and</span> definition). The students use these cards for study guides <span class="highlight">and</span> to play match up, or memory. (d) guides the students to use <span class="highlight">a</span> graphic organizer. 5. (<span class="highlight">a</span>) models <span class="highlight">using</span> strategies to decode multi-syllabic words <span class="highlight">using</span> the structural features of such word parts as affixes (e.g., pre-, mis-, <span class="highlight">and</span> -tion) to aid in word recognition. (b) relies on examples more
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14. (<span class="highlight">a</span>) will divide the students into groups. Each group will be given two signs (fact, opinion). The teacher will read <span class="highlight">a</span> statement. Each group will hold up either the fact or opinion <span class="highlight">card</span>. This can also be applied to <span class="highlight">a</span> story the students have read. Statements from the story will be read by the teacher <span class="highlight">and</span> each group determines if it is <span class="highlight">a</span> fact or opinion. (b) in science, explains that facts <span class="highlight">and</span> opinions are represented. Facts are what is observed <span class="highlight">and</span> opinion is <span class="highlight">a</span> personal view about your
Microsoft Word - ssstd6.docssstd6.pdf
– legend, S – source). (1) • Routinely locate places studied on maps. (2) • Practice learning locations related to areas of study through games such as “Baseball” or “Around the World” using a map with numbers in place of names for the assi...
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– legend, S – source). (1) • Routinely locate places studied on maps. (2) • Practice learning locations related to areas of study through games such as “Baseball” or “Around the World” using a map with numbers in place of names for the assigned location. (2) • Create a classroom “Continental Fact File” that includes one 3x5 card for each of the major physical and political features of Earth. Play the “memory game” by laying the cards face down on the table in a rectangular pattern. Try to “match” each
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– legend, S – source). (1) • Routinely locate places studied on maps. (2) • Practice learning locations related to areas of study through games such as “Baseball” or “Around the World” <span class="highlight">using</span> <span class="highlight">a</span> map with numbers in place of names for the assigned location. (2) • Create <span class="highlight">a</span> classroom “Continental Fact File” that includes one 3x5 <span class="highlight">card</span> for each of the major physical <span class="highlight">and</span> political features of Earth. Play the “memory game” by laying the cards face down on the table in <span class="highlight">a</span> rectangular pattern. Try to “match” each
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