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Education
Web
 Career/Technical Education Framework (CA Dept. of Education)
Agricultural Business | 143 A G R IC U LT U R E A N D N A T U R A L R ES O U R C ES Performance task rubric: Your grade will be based on the following rubric. Individual teachers should determine how to weight the standards and assign points for each level. Standards Advanced Proficient Basic Unac...
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Agricultural Business | 143 A G R IC U LT U R E A N D N A T U R A L R ES O U R C ES Performance task rubric: Your grade will be based on the following rubric. Individual teachers should determine how to weight the standards and assign points for each level. Standards Advanced Proficient Basic Unacceptable ANR A4.6: Understand how to determine the tax obligations for an agribusiness. Student com- pletes all three forms within 5 percent of the correct total. Student com- pletes all three
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http://www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=163
www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=163
Agricultural Business | 143 A G R IC U LT U R E A N D N A T U R A L R ES O U R C ES Performance task rubric: Your grade will be based on the following rubric. Individual teachers should determine how to weight the standards and assign points for each level. Standards Advanced Proficient Basic Unacceptable ANR A4.6: Understand how to determine the tax obligations for an agribusiness. Student <span class="highlight">com</span>- pletes all three forms within 5 percent of the correct total. Student <span class="highlight">com</span>- pletes all three
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http://www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=227
www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=227
Mechanical Construction | 207 B U IL D IN G T R A D ES A N D C O N ST R U C T IO N Standards Advanced Proficient Basic Unacceptable Academics 1.2 Investigation and Experimentation (grades nine through twelve) 1.a: Select and use appropriate tools and technol- ogy (such as <span class="highlight">com</span>- puter-linked probes, spreadsheets, and graphing calculators) to perform tests, collect data, analyze relationships, and display data. (10 points) Uses a multime- ter to measure multiple quali- ties and sets up
Furniture for Libraries
resultant price increase as the patterns become more sophisticated. Basic simple weaves in solid or heathered colors begin at grade 1, with several higher levels after that. In a large project with many panels, the choice of fabric can have a significant impact on the overall cost. If the system...
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resultant price increase as the patterns become more sophisticated. Basic simple weaves in solid or heathered colors begin at grade 1, with several higher levels after that. In a large project with many panels, the choice of fabric can have a significant impact on the overall cost. If the system furniture manufacturer’s fabric choices are not desirable, COM or Customer’s Own Material may be specified. However, only vertical panel fabric (100% polyester) may be used, and the furniture manufacturer must
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http://www.librisdesign.org/docs/FurnitureLibraries.pdf#page=21
www.librisdesign.org/docs/FurnitureLibraries.pdf#page=21
resultant price increase as the patterns become more sophisticated. Basic simple weaves in solid or heathered colors begin at grade 1, with several higher levels after that. In a large project with many panels, the choice of fabric can have a significant impact on the overall cost. If the system furniture manufacturer’s fabric choices are not desirable, <span class="highlight">COM</span> or Customer’s Own Material may be specified. However, only vertical panel fabric (100% polyester) may be used, and the furniture manufacturer must
Layout 1
Introduction GRADE LEVEL EXPECTATIONS 1 The Grade Level Expectations emphasize the important com- ponents in reading instruction — phonemic awareness, phonics, fluency, vocabulary, and comprehension. Our students need competency in each of these areas to be successful readers.” n...
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Introduction GRADE LEVEL EXPECTATIONS 1 The Grade Level Expectations emphasize the important com- ponents in reading instruction — phonemic awareness, phonics, fluency, vocabulary, and comprehension. Our students need competency in each of these areas to be successful readers.” n Dr. Terry Bergeson Superintendent of Public Instruction “ This publication is designed to help accomplish one of our most pressing challenges — teaching children how to read and how to learn by reading. Washington’s school
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=3
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
Introduction GRADE LEVEL EXPECTATIONS 1 The Grade Level Expectations emphasize the important <span class="highlight">com</span>- ponents in reading instruction — phonemic awareness, phonics, fluency, vocabulary, and comprehension. Our students need competency in each of these areas to be successful readers.” n Dr. Terry Bergeson Superintendent of Public Instruction “ This publication is designed to help accomplish one of our most pressing challenges — teaching children how to read and how to learn by reading. Washington’s school
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=6
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
author. Grade 4 In fourth grade, students read skillfully with meaning and purpose using appropriate <span class="highlight">com</span>- prehension and vocabulary strategies. Students read, discuss, reflect, and respond, using evidence from text, to a wide variety of literary genres and informational text. Students read for pleasure and continue to choose books based on personal preference, topic, theme, or author. An Overview of K–10 Reading Instruction Grade Level Expectations describe a connected series of learning competencies necessary
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=24
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
text. square6 Identify and use grade-level-appropriate text features with teacher guidance. square6 Interpret information from graphs and charts with teacher guidance. square6 Identify and use icons and pull-down menus. Apply knowledge of printed and elec- tronic text features to locate and <span class="highlight">com</span>- prehend text. W square6 Identify and use grade-level appropriate text features. square6 Explain how certain text features help you understand the selection. square6 Interpret information from graphs, charts, diagrams
science_pub2003
an adult). AND • Explaining what occurs in the processes of fertilization and early embryo development (e.g., sperm + egg com- bine to produce a new individual). Science Concepts: a. Following fertilization, cell division produces a small cluster of cells that then differentiate by...
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an adult). AND • Explaining what occurs in the processes of fertilization and early embryo development (e.g., sperm + egg com- bine to produce a new individual). Science Concepts: a. Following fertilization, cell division produces a small cluster of cells that then differentiate by appearance and function to form the basic tissues and organs of an em- bryo, which eventually grows into an adult organism. Patterns of Human Development No S7-8:43 at this grade level
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=11
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
dur- ing the process (e.g., “on the job” planning, investigating, and explaining can happen simultaneously). AND • Using procedures that are safe and humane. Grades PreK-K Grades 1-2 Scientific Questioning S1-2:1 Students demonstrate their understanding of SCIENTIFIC QUESTIONING by… • Posing observational questions that compare things in terms of number, shape, texture, size, weight, color, mo- tion, etc. (e.g., How fast does a Lady Beetle move <span class="highlight">com</span>- pared to a Bess Beetle?). AND • Investigating
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=97
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
an adult). AND • Explaining what occurs in the processes of fertilization and early embryo development (e.g., sperm + egg <span class="highlight">com</span>- bine to produce a new individual). Science Concepts: a. Following fertilization, cell division produces a small cluster of cells that then differentiate by appearance and function to form the basic tissues and organs of an em- bryo, which eventually grows into an adult organism. Patterns of Human Development No S7-8:43 at this grade level
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=106
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
increasingly sophisti- cated technology is used to learn about the Universe (e.g., visual telescopes, radio telescopes, X-ray telescopes, <span class="highlight">com</span>- puters, space probes, atomic accelerators. d. Scientific theories on the nature of the Universe have evolved significantly through the past 2000+ years (Ptolemy, Copernicus, Kepler, Galileo), and new views are emerging. Grades 9-12 Universe, Earth and Environment: Vermont Standards and Evidences—Scale, Distances, Star Formation, Theories and Instrumentation 7.15 a
English Language Arts Content Standards - Curriculum Frameworks (CA Dept of Education)
important points in the history of English language and use com- mon word origins to determine the historical influences on English word meanings. 1.3 Use word meanings within the appropriate context and show ability to verify those meanings by definition, restatement, example, comparison, or...
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important points in the history of English language and use com- mon word origins to determine the historical influences on English word meanings. 1.3 Use word meanings within the appropriate context and show ability to verify those meanings by definition, restatement, example, comparison, or contrast. 2.0 Reading Comprehension (Focus on Informational Materials) Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the
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http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=57
www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=57
important points in the history of English language and use <span class="highlight">com</span>- mon word origins to determine the historical influences on English word meanings. 1.3 Use word meanings within the appropriate context and show ability to verify those meanings by definition, restatement, example, comparison, or contrast. 2.0 Reading Comprehension (Focus on Informational Materials) Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the
SIXTH GRADE
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 six. 1. The student will use word recognition and vocabulary (w...
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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 six. 1. The student will use word recognition and vocabulary (word meaning) skills to communicate. a. The student will apply knowledge of roots and affixes (e.g., non-, trans-, over-, anti-, inter-, super-, semi-, com-, ex-, il-, mid-, under-, sub-, -tion, -or
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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...
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 six. 1. The student will use word recognition and vocabulary (word meaning) skills to communicate. a. The student will apply knowledge of roots and affixes (e.g., non-, trans-, over-, anti-, inter-, super-, semi-, <span class="highlight">com</span>-, ex-, il-, mid-, under-, sub-, -tion, -or
history_pub2000
for selecting leaders at the school, com- munity, state, national and international levels. i Civics, Government, and Society
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for selecting leaders at the school, com- munity, state, national and international levels. i Civics, Government, and Society
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=4
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
Local <span class="highlight">Com</span>- prehensive Assessment Systems. The creation of GEs will provide more explicit guidance. GEs will: • provide a valuable resource for teachers and schools as they implement the Vermont Framework • relate directly to the Vermont Standards and associated evidences • differentiate performance on content knowledge or skills between adjacent grade clusters • lead to focused, coherent and developmentally appropriate instruction without narrowing the curriculum The purposes of the Vermont Framework
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=25
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
Vermont Department of Education (History & Social Sciences Grade Expectations) H&SS25 History and Social Sciences — History: Grouped with Vermont Standards 4.5, 4.6, 6.4, 6.5, 6.6 Grades 3-4 Grades 5-6 H&SS3-4:10 Students show understanding of past, present, and future time by… • Grouping historical events in the history of the local <span class="highlight">com</span>- munity and state by broadly defined eras . • Constructing time lines of significant historical develop- ments in the community and state, and identifying the
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=41
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
for selecting leaders at the school, <span class="highlight">com</span>- munity, state, national and international levels. i Civics, Government, and Society
EIGHTH GRADE
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 eight. 1. The student will use word recognition and vocabulary...
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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 eight. 1. The student will use word recognition and vocabulary (word meaning) skills to communicate. a. The student will apply knowledge of roots and affixes (e.g., non-, trans-, over-, anti-. inter-, super, semi-, com-, ex-, il-, mid-, under-, sub-, en-, em-, fore
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http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_8th_grade_framework.pdf#page=2
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_8t...
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 eight. 1. The student will use word recognition and vocabulary (word meaning) skills to communicate. a. The student will apply knowledge of roots and affixes (e.g., non-, trans-, over-, anti-. inter-, super, semi-, <span class="highlight">com</span>-, ex-, il-, mid-, under-, sub-, en-, em-, fore
Science Booklet
Anatomical evidence: evidence gath- ered from body structure and its com- position. Benchmarks: benchmarks indicate developmentally appropriate content Knowledge and skills at specific grade levels or at a cluster of grade levels. Big Bang Theory: theory that our universe began with the start...
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Anatomical evidence: evidence gath- ered from body structure and its com- position. Benchmarks: benchmarks indicate developmentally appropriate content Knowledge and skills at specific grade levels or at a cluster of grade levels. Big Bang Theory: theory that our universe began with the start of an expansion from a highly condensed point of matter long ago. Biological abnormalities: abnormali- ties rooted in the life processes. Celestial: of or relating to that which exists outside of the earth (as
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Science%20Content%20Stds.pdf#page=48
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
Anatomical evidence: evidence gath- ered from body structure and its <span class="highlight">com</span>- position. Benchmarks: benchmarks indicate developmentally appropriate content Knowledge and skills at specific grade levels or at a cluster of grade levels. Big Bang Theory: theory that our universe began with the start of an expansion from a highly condensed point of matter long ago. Biological abnormalities: abnormali- ties rooted in the life processes. Celestial: of or relating to that which exists outside of the earth (as
Science Content Standards - Curriculum Frameworks (CA Dept of Education)
GRADE EIGHT d. Students know how to identify separately the two or more forces that are acting on�a single static object, including gravity, elastic forces due to tension or com pression in matter, and friction. e. Students know that when the forces on an object are unb...
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GRADE EIGHT d. Students know how to identify separately the two or more forces that are acting on�a single static object, including gravity, elastic forces due to tension or com pression in matter, and friction. e. Students know that when the forces on an object are unbalanced, the object will change its velocity (that is, it will speed up, slow down, or change direction). f. Students know the greater the mass of an object, the more force is needed to achieve the same rate of change in motion. g
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http://www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf#page=36
www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf#page=36
GRADE EIGHT d. Students know how to identify separately the two or more forces that are acting on�a single static object, including gravity, elastic forces due to tension or <span class="highlight">com</span> pression in matter, and friction. e. Students know that when the forces on an object are unbalanced, the object will change its velocity (that is, it will speed up, slow down, or change direction). f. Students know the greater the mass of an object, the more force is needed to achieve the same rate of change in motion. g
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