iSEEK - Education

rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions. R.MT.06.02 plan, monitor, regulate, and evaluate skills, strategies, and processes for their own reading comprehension by applying appropriate metacognitive skills such as SQP3R and pattern guides. Critical Standards Students will… R.CS.06.01 compare the appropriateness of shared, individual and expert standards based on purpose, context, and audience in order to assess their own

28 0 http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=28 www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=28

including making credible predictions to increase comprehension when reading or listening to text. R.MT.02.02 self-monitor comprehension by using strategies including constructing mental images, visually representing ideas in text, and asking questions before, during, and after reading. R.MT.02.03 self-monitor comprehension by re-reading or listening again if uncertain about meaning, making inferences, and summarizing the most important ideas and themes in a text. R.MT.02.04 plan, monitor, regulate, and

52 0 http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=52 www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=52

ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions. R.MT.05.02 plan, monitor, regulate, and evaluate skills, strategies, and processes to construct and convey meaning (e.g., decoding unfamiliar words); select an appropriate text type from known genre for particular writing purposes; and use theory/evidence, cause/effect, and persuasive organizational patterns. Critical Standards Students will… R.CS

60 0 http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=60 www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=60

rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions. R.MT.06.02 plan, monitor, regulate, and evaluate skills, strategies, and processes for their own reading comprehension by applying appropriate metacognitive skills such as SQP3R and pattern guides. Critical Standards Students will… R.CS.06.01 compare the appropriateness of shared, individual and expert standards based on purpose, context, and audience in order to assess their own

68 0 http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=68 www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=68

representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions. R.MT.07.02 plan, monitor, regulate, and evaluate skills, strategies, and processes for their own reading comprehension by applying appropriate metacognitive skills such as SQP3R and pattern guides. Critical Standards Students will… R.CS.07.01 analyze the appropriateness of shared, individual and expert standards based on purpose, context, and

76 0 http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=76 www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=76

questioning, rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions. R.MT.08.02 plan, monitor, regulate, and evaluate skills, strategies, and processes for their own reading comprehension by applying appropriate metacognitive skills. Critical Standards Students will… R.CS.08.01 evaluate the appropriateness of shared, individual and expert standards based on purpose, context, and audience in order to assess their own writing and the writing

77 0 http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=77 www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=77

08.02 write an historical expository piece such as a journal, biography, or simulated memoir that includes appropriate organization, illustrations, marginal notes and/or annotations. W.GN.08.03 formulate research questions that demonstrate critical evaluation of multiple resources, perspectives, and arguments/counter-arguments that culminate in a presented ﬁnal project using the writing process. Writing Process Students will… W.PR.08.01 set a purpose, consider audience, and replicate authors

www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=60

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Microsoft Word - 06.029.0004.doc

1 0

and usability goals for a media communication have been achieved (e.g., ease of access to the communication, ease of navigation of sites, diction, layout). (3) Benchmark 8-C: Create coherent media productions using effective images, text, graphics, music and sound effects to present a distinctive point of view on a topic. (a) Grade 9 performance indicators: (i) Select appropriate media for a specific

27 0 http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=27 www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=27

and usability goals for a media communication have been achieved (e.g., ease of access to the communication, ease of navigation of sites, diction, layout). (3) Benchmark 8-C: Create coherent media productions using effective images, text, graphics, music and sound effects to present a distinctive point of view on a topic. (a) Grade 9 performance indicators: (i) Select appropriate media for a specific

www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=27

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Microsoft Word - writingstdhs.docwritingstdhs.pdf

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big idea". The teacher will divide the students into cooperative groups and assign each group a topic about which to prepare a saturation report. Topics may include but should not be limited to: colonialism, growth of slavery, advances in navigation and other technologies, influence of Christianity, rise of mercantilism, and the advent of capitalism. Each group will present the topic about which they saturated their knowledge and will include handouts and assignments to support their information

1 0 http://www.ksde.org/LinkClick.aspx?fileticket=yJmfPKH2WRk%3d&tabid=1726&mid=8022&forcedownload=true#page=12 www.ksde.org/LinkClick.aspx?fileticket=yJmfPKH2WRk%3d&tabid=1726&mid=8022...

big idea". The teacher will divide the students into cooperative groups and assign each group a topic about which to prepare a saturation report. Topics may include but should not be limited to: colonialism, growth of slavery, advances in navigation and other technologies, influence of Christianity, rise of mercantilism, and the advent of capitalism. Each group will present the topic about which they saturated their knowledge and will include handouts and assignments to support their information

www.ksde.org/LinkClick.aspx?fileticket=yJmfPKH2WRk%3d&tabid=1726&mid=8022...

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Core Content For Mathematics Assessment

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4.7.1 Students will make predictions and/or inferences based on patterns of evidence related to the survival and reproductive success of organisms in particular environments. The world has many different environments. Distinct environments support the lives of different types of organisms. When the environment changes some plants and animals survive and reproduce and others die or move to new locations. Examples of environmental changes resulting in either increase or decrease in numbers of a

189 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=189 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=189

4.7.1 Students will make predictions and/or inferences based on patterns of evidence related to the survival and reproductive success of organisms in particular environments. The world has many different environments. Distinct environments support the lives of different types of organisms. When the environment changes some plants and animals survive and reproduce and others die or move to new locations. Examples of environmental changes resulting in either increase or decrease in numbers of a

www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=189

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STANDARDS.05

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basis for solving real-world problems (M6.4.5) [10] S&P-7 designing, conducting, analyzing, and communicating the results of a multi-stage probability experiment (L) (M6.4.6) The student demonstrates a conceptual understanding of probability and counting techniques by [7] S&P-4 determining the [experimental and] (L) theoretical probability of a simple event (M6.3.5) [7] S&P-5 using a systematic approach to finding sample spaces or to making predictions about the probability of independent events

103 0 http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=103 www.eed.state.ak.us/standards/pdf/standards.pdf#page=103

basis for solving real-world problems (M6.4.5) [10] S&P-7 designing, conducting, analyzing, and communicating the results of a multi-stage probability experiment (L) (M6.4.6) The student demonstrates a conceptual understanding of probability and counting techniques by [7] S&P-4 determining the [experimental and] (L) theoretical probability of a simple event (M6.3.5) [7] S&P-5 using a systematic approach to finding sample spaces or to making predictions about the probability of independent events

www.eed.state.ak.us/standards/pdf/standards.pdf#page=103

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9-12

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17 Writing: Craftsmanship Grades 9-12 English Language Arts Curriculum Framework Amended 2006 Arkansas Department of Education Key: W.7.9.1=Writing. Standard 7.Grade 9.1 st Student Learning Expectation Strand: Writing Standard 7: Craftsmanship Students shall develop personal style and voice as they approach the craftsmanship of writing. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL

18 0 http://arkansased.org/teachers/pdf/ela_9-12_2006.pdf#page=18 arkansased.org/teachers/pdf/ela_9-12_2006.pdf#page=18

17 Writing: Craftsmanship Grades 9-12 English Language Arts Curriculum Framework Amended 2006 Arkansas Department of Education Key: W.7.9.1=Writing. Standard 7.Grade 9.1 st Student Learning Expectation Strand: Writing Standard 7: Craftsmanship Students shall develop personal style and voice as they approach the craftsmanship of writing. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL

arkansased.org/teachers/pdf/ela_9-12_2006.pdf#page=18

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Microsoft Word - English SOL Cur Frame Grades K-12.doc

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Virginia Board of Education, 2003 Grade Ten, page 8 STANDARD 10.4 STRAND: READING ANALYSIS GRADE LEVEL 10 10.4 The student will read and interpret informational materials. a) Analyze and apply the information contained in warranties, contracts, job descriptions, technical descriptions, and other informational sources, including labels, warnings, manuals, directions, applications, and forms, to complete specific tasks. b) Skim manuals or informational sources to locate information. c) Compare and contrast

183 0 http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=183 www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=183

Virginia Board of Education, 2003 Grade Ten, page 8 STANDARD 10.4 STRAND: READING ANALYSIS GRADE LEVEL 10 10.4 The student will read and interpret informational materials. a) Analyze and apply the information contained in warranties, contracts, job descriptions, technical descriptions, and other informational sources, including labels, warnings, manuals, directions, applications, and forms, to complete specific tasks. b) Skim manuals or informational sources to locate information. c) Compare and contrast

www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=183

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