iSEEK - Education

framework. At least fifty percent (50%) of the test items on the MCT2 must match the depth-of-knowledge level assigned to that objective. State level assessments may reflect skills and objectives covered in Kindergarten through grade three. 1. The student will use word recognition and vocabulary (word meaning) skills to communicate. a. The student will use word recognition skills for multi-syllabic words. (DOK 2) 1) Continue to use knowledge of vowel digraphs, diphthongs, and

2 0 http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_3rd_grade_framework.pdf#page=2 www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_3r...

framework. At least fifty percent (50%) of the test items on the MCT2 must match the depth-of-knowledge level assigned to that objective. State level assessments may reflect skills and objectives covered in Kindergarten through grade three. 1. The student will use word recognition and vocabulary (word meaning) skills to communicate. a. The student will use word recognition skills for multi-syllabic words. (DOK 2) 1) Continue to use knowledge of vowel digraphs, diphthongs, and

www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_3r...

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INTRODUCTION TO BIOLOGY

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order to place emphasis on developing the ability to ask questions, to observe, to experiment, to measure, to problem solve, to gather data, and to communicate findings. Inquiry is not an isolated unit of instruction and must be embedded throughout the content strands. The competencies, printed in bold face type, are the part of the framework that is required to be taught to all students. The Elementary/Middle School Science Tests and Biology I Subject Area Test are aligned to the competencies

36 0 http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=36 www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...

Technology, Science in Personal and Social Perspectives, and the History and Nature of Science. The three content strands, along with the five process strands, combine to provide continuity to the teaching of K-12 science. Even though the process strands are not listed throughout the framework, these strands should be incorporated when presenting the content of the curriculum. Science as Inquiry is listed as a separate strand in order to place emphasis on developing the ability to ask questions, to observe

41 0 http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=41 www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...

Science in Personal and Social Perspectives, and the History and Nature of Science. The three content strands, along with the five process strands, combine to provide continuity to the teaching of K-12 science. Even though the process strands are not listed throughout the framework, these strands should be incorporated when presenting the content of the curriculum. Science as Inquiry is listed as a separate strand in order to place emphasis on developing the ability to ask questions, to observe, to

46 0 http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=46 www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...

in Personal and Social Perspectives, and the History and Nature of Science. The three content strands, along with the five process strands, combine to provide continuity to the teaching of K-12 science. Even though the process strands are not listed throughout the framework, these strands should be incorporated when presenting the content of the curriculum. Science as Inquiry is listed as a separate strand in order to place emphasis on developing the ability to ask questions, to observe, to experiment

51 0 http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=51 www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...

order to place emphasis on developing the ability to ask questions, to observe, to experiment, to measure, to problem solve, to gather data, and to communicate findings. Inquiry is not an isolated unit of instruction and must be embedded throughout the content strands. The competencies, printed in bold face type, are the part of the framework that is required to be taught to all students. The Elementary/Middle School Science Tests and Biology I Subject Area Test are aligned to the competencies

52 0 http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=52 www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...

quantitative observations and make inferences based on observations. (DOK 3) c. Summarize data to show the cause and effect relationship between qualitative and quantitative observations (using standard, metric, and non-standard units of measurement). (DOK 3) • Tools (e.g., English rulers [to the nearest one-sixteenth of an inch], metric rulers [to the nearest millimeter], thermometers, scales, hand lenses, microscopes, balances, clocks, calculators, anemometers, rain gauges, barometers, hygrometers

www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...

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SIXTH GRADE

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2006 Mississippi Language Arts Framework-Revised Competencies and Objectives Each competency and objective assumes the student has mastered the competencies and objectives in fifth grade. New skills and objectives are bold-faced throughout the K-8 portion of the document; however, teachers should review previously taught skills and objectives with a focus on increasing complexity. The Mississippi Curriculum Test, 2 nd Edition (MCT2) for sixth grade is based on the objectives found in the

2 0 http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_6th_grade_framework.pdf#page=2 www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_6t...

2006 Mississippi Language Arts Framework-Revised Competencies and Objectives Each competency and objective assumes the student has mastered the competencies and objectives in fifth grade. New skills and objectives are bold-faced throughout the K-8 portion of the document; however, teachers should review previously taught skills and objectives with a focus on increasing complexity. The Mississippi Curriculum Test, 2 nd Edition (MCT2) for sixth grade is based on the objectives found in the

www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_6t...

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