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Education
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 Strand 1: Reading Process (Kindergarten)
features (e.g., directions, legend, illustrations, diagram, sequence, bold face print, headings) of functional text. PO 3. Interpret details from functional text for a specific purpose (e.g., to follow directions, to solve a problem, to perform a procedure, to answer questions). I...
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features (e.g., directions, legend, illustrations, diagram, sequence, bold face print, headings) of functional text. PO 3. Interpret details from functional text for a specific purpose (e.g., to follow directions, to solve a problem, to perform a procedure, to answer questions). Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex reading selections. Arizona Department of Education
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http://www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr6.pdf#page=2
www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr6.pdf#page=...
READING STANDARD ARTICULATED BY GRADE LEVEL GRADE 6 Concept 5: Fluency Read fluently. PO 1. Read from a variety <span class="highlight">of</span> genres with accuracy, automaticity (immediate <span class="highlight">recognition</span>), and prosody (expression). Concept 6: Comprehension Strategies Employ strategies to comprehend text. PO 1. Predict text content <span class="highlight">using</span> prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words). PO 2. Confirm predictions about text for accuracy. PO 3. Generate clarifying
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http://www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr6.pdf#page=4
www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr6.pdf#page=...
features (e.g., directions, legend, illustrations, diagram, sequence, bold <span class="highlight">face</span> print, headings) <span class="highlight">of</span> functional text. PO 3. Interpret details from functional text for a specific purpose (e.g., to follow directions, to solve a problem, to perform a procedure, to answer questions). Italics denotes a repetition <span class="highlight">of</span> a <span class="highlight">performance</span> objective (learned in an earlier grade) that is to be applied to more complex reading selections. Arizona Department <span class="highlight">of</span> Education
Strand 1: Reading Process (Kindergarten)
READING STANDARD ARTICULATED BY GRADE LEVEL GRADE 10 Concept 5: Fluency Read fluently. PO 1. Read from a variety of genres with accuracy, automaticity (immediate recognition), and prosody (expression). Concept 6: Comprehension Strategies Employ strategies to comprehend text. PO...
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READING STANDARD ARTICULATED BY GRADE LEVEL GRADE 10 Concept 5: Fluency Read fluently. PO 1. Read from a variety of genres with accuracy, automaticity (immediate recognition), and prosody (expression). Concept 6: Comprehension Strategies Employ strategies to comprehend text. PO 1. Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words). PO 2. Generate clarifying questions in order to comprehend text. PO 3. Use
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http://www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr10.pdf#page=2
www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr10.pdf#page...
READING STANDARD ARTICULATED BY GRADE LEVEL GRADE 10 Concept 5: Fluency Read fluently. PO 1. Read from a variety <span class="highlight">of</span> genres with accuracy, automaticity (immediate <span class="highlight">recognition</span>), and prosody (expression). Concept 6: Comprehension Strategies Employ strategies to comprehend text. PO 1. Predict text content <span class="highlight">using</span> prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words). PO 2. Generate clarifying questions in order to comprehend text. PO 3. Use
GRADE CWR
including estimations; generalizations; and formal and informal methods of proof. Performance Objectives Process Integration Explanations and Examples Students are expected to: PO 1. Use a variety of approaches (inductive and deductive reasoning, estimations, generalizations...
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including estimations; generalizations; and formal and informal methods of proof. Performance Objectives Process Integration Explanations and Examples Students are expected to: PO 1. Use a variety of approaches (inductive and deductive reasoning, estimations, generalizations, formal and informal methods of proof) to analyze algorithms. MCWR-S5C2-05. Summarize and communicate mathematical ideas using formal and informal reasoning. MCWR-S5C2-08. Use inductive and deductive reasoning to
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGradeCWR.pdf#page=29
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
product <span class="highlight">of</span> two-dimensional vectors; multiply a two-dimensional <span class="highlight">vector</span> by a scalar. Addition <span class="highlight">of</span> vectors can determine the resultant <span class="highlight">of</span> two given vectors. Example: • Find 3u – 4v given u = and v = . 8,2 −− 8,2 Strand 3: Patterns, Algebra, and Functions Concept 4: Analysis <span class="highlight">of</span> Change Analyze how changing the values <span class="highlight">of</span> one quantity corresponds to change in the values <span class="highlight">of</span> another quantity. In Grades 11 and 12, students apply their understanding <span class="highlight">of</span> rate <span class="highlight">of</span> change from grades 9 and 10 to <span class="highlight">using</span>
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGradeCWR.pdf#page=41
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
including estimations; generalizations; and formal and informal methods <span class="highlight">of</span> proof. <span class="highlight">Performance</span> Objectives Process Integration Explanations and Examples Students are expected to: PO 1. Use a variety <span class="highlight">of</span> approaches (inductive and deductive reasoning, estimations, generalizations, formal and informal methods <span class="highlight">of</span> proof) to analyze <span class="highlight">algorithms</span>. MCWR-S5C2-05. Summarize and communicate mathematical ideas <span class="highlight">using</span> formal and informal reasoning. MCWR-S5C2-08. Use inductive and deductive reasoning to
GRADE 6
calculating the area of compound figures. Performance Objectives Process Integration Explanations and Examples Students are expected to: PO 1. Analyze algorithms for multiplying and dividing fractions and decimals using the associative, commutative, and distributive...
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calculating the area of compound figures. Performance Objectives Process Integration Explanations and Examples Students are expected to: PO 1. Analyze algorithms for multiplying and dividing fractions and decimals using the associative, commutative, and distributive properties Connections: M06-S1C2-02, M06-S1C2- 03, M06-S1C2-04, M06-S1C2-05 M06-S5C2-07. Isolate and organize mathematical information taken from symbols, diagrams, and graphs to make inferences, draw conclusions, and justify
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade6.pdf#page=21
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Arizona Mathematics Standard Articulated by Grade Level The bulleted items within a <span class="highlight">performance</span> objective indicate the specific content to be taught. Explanations and Examples Updated 1.19.09 Grade 6 Arizona Department <span class="highlight">of</span> Education: Standards and Assessment Division 21 Approved 6.24.08 Strand 3: Patterns, Algebra, and Functions Patterns occur everywhere in nature. Algebraic methods are used to explore, model and describe patterns
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade6.pdf#page=33
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
calculating the area <span class="highlight">of</span> compound figures. <span class="highlight">Performance</span> Objectives Process Integration Explanations and Examples Students are expected to: PO 1. Analyze <span class="highlight">algorithms</span> for multiplying and dividing fractions and decimals <span class="highlight">using</span> the associative, commutative, and distributive properties Connections: M06-S1C2-02, M06-S1C2- 03, M06-S1C2-04, M06-S1C2-05 M06-S5C2-07. Isolate and organize mathematical information taken from symbols, diagrams, and graphs to make inferences, draw conclusions, and justify
Strand 1: Reading Process (Kindergarten)
Read fluently. PO 1. Read from a variety of genres with accuracy, automaticity (immediate recognition), and prosody (expression). Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex reading selecti...
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Read fluently. PO 1. Read from a variety of genres with accuracy, automaticity (immediate recognition), and prosody (expression). Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex reading selections. Arizona Department of Education 8/12/03 1
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http://www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr12.pdf#page=1
www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr12.pdf#page...
Read fluently. PO 1. Read from a variety <span class="highlight">of</span> genres with accuracy, automaticity (immediate <span class="highlight">recognition</span>), and prosody (expression). Italics denotes a repetition <span class="highlight">of</span> a <span class="highlight">performance</span> objective (learned in an earlier grade) that is to be applied to more complex reading selections. Arizona Department <span class="highlight">of</span> Education 8/12/03 1
Strand 1: Reading Process (Kindergarten)
Read fluently. PO 1. Read from a variety of genres with accuracy, automaticity (immediate recognition), and prosody (expression). Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex reading selecti...
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Read fluently. PO 1. Read from a variety of genres with accuracy, automaticity (immediate recognition), and prosody (expression). Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex reading selections. Arizona Department of Education 8/12/03 1
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http://www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr11.pdf#page=1
www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr11.pdf#page...
Read fluently. PO 1. Read from a variety <span class="highlight">of</span> genres with accuracy, automaticity (immediate <span class="highlight">recognition</span>), and prosody (expression). Italics denotes a repetition <span class="highlight">of</span> a <span class="highlight">performance</span> objective (learned in an earlier grade) that is to be applied to more complex reading selections. Arizona Department <span class="highlight">of</span> Education 8/12/03 1
Strand 1: Reading Process (Kindergarten)
READING STANDARD ARTICULATEDBY GRADE LEVEL GRADE 7 Concept 5: Fluency Read fluently. PO 1. Read from a variety of genres with accuracy, automaticity (immediate recognition), and prosody (expression). Concept 6: Comprehension Strategies Employ strategies to comprehend text. PO 1...
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READING STANDARD ARTICULATEDBY GRADE LEVEL GRADE 7 Concept 5: Fluency Read fluently. PO 1. Read from a variety of genres with accuracy, automaticity (immediate recognition), and prosody (expression). Concept 6: Comprehension Strategies Employ strategies to comprehend text. PO 1. Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words). PO 2. Confirm predictions about text for accuracy. PO 3. Generate clarifying
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http://www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr7.pdf#page=2
www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr7.pdf#page=...
READING STANDARD ARTICULATEDBY GRADE LEVEL GRADE 7 Concept 5: Fluency Read fluently. PO 1. Read from a variety <span class="highlight">of</span> genres with accuracy, automaticity (immediate <span class="highlight">recognition</span>), and prosody (expression). Concept 6: Comprehension Strategies Employ strategies to comprehend text. PO 1. Predict text content <span class="highlight">using</span> prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words). PO 2. Confirm predictions about text for accuracy. PO 3. Generate clarifying
Strand 1: Reading Process (Kindergarten)
READING STANDARD ARTICULATED BY GRADE LEVEL GRADE 8 Concept 5: Fluency Read fluently. PO 1. Read from a variety of genres with accuracy, automaticity (immediate recognition), and prosody (expression). Concept 6: Comprehension Strategies Employ strategies to comprehend text PO 1...
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READING STANDARD ARTICULATED BY GRADE LEVEL GRADE 8 Concept 5: Fluency Read fluently. PO 1. Read from a variety of genres with accuracy, automaticity (immediate recognition), and prosody (expression). Concept 6: Comprehension Strategies Employ strategies to comprehend text PO 1. Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words). PO 2. Confirm predictions about text for accuracy. PO 3. Generate clarifying
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http://www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr8.pdf#page=2
www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr8.pdf#page=...
READING STANDARD ARTICULATED BY GRADE LEVEL GRADE 8 Concept 5: Fluency Read fluently. PO 1. Read from a variety <span class="highlight">of</span> genres with accuracy, automaticity (immediate <span class="highlight">recognition</span>), and prosody (expression). Concept 6: Comprehension Strategies Employ strategies to comprehend text PO 1. Predict text content <span class="highlight">using</span> prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words). PO 2. Confirm predictions about text for accuracy. PO 3. Generate clarifying
Strand 1: Reading Process (Kindergarten)
READING STANDARD ARTICULATED BY GRADE LEVEL GRADE 9 Concept 5: Fluency Read fluently. PO 1. Read from a variety of genres with accuracy, automaticity (immediate recognition), and prosody (expression). Concept 6: Comprehension Strategies Employ strategies to comprehend text. PO...
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READING STANDARD ARTICULATED BY GRADE LEVEL GRADE 9 Concept 5: Fluency Read fluently. PO 1. Read from a variety of genres with accuracy, automaticity (immediate recognition), and prosody (expression). Concept 6: Comprehension Strategies Employ strategies to comprehend text. PO 1. Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words). PO 2. Generate clarifying questions in order to comprehend text. PO 3. Use
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http://www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr9.pdf#page=2
www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr9.pdf#page=...
READING STANDARD ARTICULATED BY GRADE LEVEL GRADE 9 Concept 5: Fluency Read fluently. PO 1. Read from a variety <span class="highlight">of</span> genres with accuracy, automaticity (immediate <span class="highlight">recognition</span>), and prosody (expression). Concept 6: Comprehension Strategies Employ strategies to comprehend text. PO 1. Predict text content <span class="highlight">using</span> prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words). PO 2. Generate clarifying questions in order to comprehend text. PO 3. Use
GRADE 4
Performance Objectives Process Integration Explanations and Examples Students are expected to: PO 1. Analyze common algorithms for computing (adding, subtracting, multiplying, and dividing) with whole numbers using the associative, commutative, and distributive properties....
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Performance Objectives Process Integration Explanations and Examples Students are expected to: PO 1. Analyze common algorithms for computing (adding, subtracting, multiplying, and dividing) with whole numbers using the associative, commutative, and distributive properties. Connections: M04-S1C2-01, M04-S1C2- 02, M04-S1C2-04, M04-S1C2-05, M04- S1C2-06, M04-S1C3-02 M04-S5C2-03. Select and use one or more strategies to efficiently solve the problem and justify the selection. Students apply the
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade4.pdf#page=23
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Patterns Identify patterns and apply pattern <span class="highlight">recognition</span> to reason mathematically while integrating content from each <span class="highlight">of</span> the other strands. In Grade 4, students identify, describe, and extend numeric patterns involving all operations. They develop an understanding <span class="highlight">of</span> the use <span class="highlight">of</span> a rule to describe a sequence <span class="highlight">of</span> numbers. <span class="highlight">Performance</span> Objectives Process Integration Explanations and Examples Students are expected to: PO 1. Recognize, describe, create, extend, and find missing terms in a numerical
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade4.pdf#page=37
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
<span class="highlight">Performance</span> Objectives Process Integration Explanations and Examples Students are expected to: PO 1. Analyze common <span class="highlight">algorithms</span> for computing (adding, subtracting, multiplying, and dividing) with whole numbers <span class="highlight">using</span> the associative, commutative, and distributive properties. Connections: M04-S1C2-01, M04-S1C2- 02, M04-S1C2-04, M04-S1C2-05, M04- S1C2-06, M04-S1C3-02 M04-S5C2-03. Select and use one or more strategies to efficiently solve the problem and justify the selection. Students apply the
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