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The Advantages of Hierarchical Linear Modeling. ERIC/AE Digest
people or creatures that exist within hierarchies tend to be more similar to each other than people randomly sampled from the entire population. For example, students in a particular third-grade classroom are more similar to each other than to students randomly sampled from the school...
Which Word Is It?
Share Email Delicious Digg Facebook StumbleUpon TWEET Pin It Learning outcomes Students will apply contextual clues to determine the meaning of unfamiliar words in preparation for the North Carolina End of Grade test in Reading. Teacher planning Time required for lesson 45...
Fantastic Voyage
folder at the end of Day 2.) 3-D Coordinator: This group will create a model of: Materials List: Materials: a. b. c.Brought in by: a. b. c. This model will be assembled in class on: (What date?) Method of Evaluation: Students receive a group g...
 Microsoft Word - K-8 Mathematics Curriculum Framework.doc
EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Whole Number Operations NO.2.K.4 Partition or share a small set of objects into groups of equal size e.g., sharing 6 pencils equally among 3 children NO.2.1.6 Model...
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EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Whole Number Operations NO.2.K.4 Partition or share a small set of objects into groups of equal size e.g., sharing 6 pencils equally among 3 children NO.2.1.6 Model and represent division as sharing equally in contextual situations Ex. Sharing cookies equally among four children NO.2.2.7 Model, represent and explain division as sharing equally and
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=12
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=12
EACH STUDENT IS PROFICIENCY <span class="highlight">IN</span> ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Whole Number Operations NO.2.K.2 Use physical and pictorial models to demonstrate various meanings of addition and subtraction See Appendix for examples. NO.2.K.3 Demonstrate the relationship between addition and subtraction with informal language and models <span class="highlight">in</span> <span class="highlight">contextual</span> situations involving whole numbers NO.2.1.4 Use physical, pictorial and symbolic models to
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=13
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=13
EACH STUDENT IS PROFICIENCY <span class="highlight">IN</span> ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Whole Number Operations NO.2.K.4 Partition or share a small set of objects into groups of equal size e.g., sharing 6 pencils equally among 3 children NO.2.1.6 <span class="highlight">Model</span> and represent division as sharing equally <span class="highlight">in</span> <span class="highlight">contextual</span> situations Ex. Sharing cookies equally among four children NO.2.2.7 <span class="highlight">Model</span>, represent and explain division as sharing equally and
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=33
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=33
AT CURRENT AND PREVIOUS GRADES Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Elapsed Time M.13.K.3 Order events <span class="highlight">based</span> on time Ex. • Activities that take long or short time • Review what we do first, next, last • Recall what we did or plan to do yesterday, today, and tomorrow M.13.1.3 Determine elapsed time (to the hour) <span class="highlight">in</span> <span class="highlight">contextual</span> situations End time unknown Ex. Lunch began at 11:00 and lasted 1 hour. When was lunch over? Elapsed hours unknown Ex. John went to
Layout 1
educators, parents, and community members access to essential learning expectations to ensure all students achieve writing success. To that end, teachers can use the GLEs with Evidence of Learning statements as starting points to design instruction and to guide ongoing classroom-based...
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educators, parents, and community members access to essential learning expectations to ensure all students achieve writing success. To that end, teachers can use the GLEs with Evidence of Learning statements as starting points to design instruction and to guide ongoing classroom-based formative and summative assessments. A New Level of Specificity Writing and other commu- nication skills are key to students’ future success. These Grade Level Expectations highlight the critical steps our children must take in grades
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http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=5
www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...
educators, parents, and community members <span class="highlight">access</span> to essential learning expectations to ensure all students achieve writing success. To that end, teachers can use the GLEs with Evidence of Learning statements as starting points to design instruction and to guide ongoing classroom-<span class="highlight">based</span> formative and summative assessments. A New Level of Specificity Writing and other commu- nication skills are key to students’ future success. These Grade Level Expectations highlight the critical steps our children must take <span class="highlight">in</span> grades
Illinois Science Assessment Framework PSAE Grade 11
11.11.02 Distinguish among the following: observing, drawing a conclusion based on observation, forming a hypothesis, conducting an experiment, organizing data, comparing data. 11.11.03 Identify possible sources of error in an experiment. 11.11.04 Distinguish and define the following c...
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11.11.02 Distinguish among the following: observing, drawing a conclusion based on observation, forming a hypothesis, conducting an experiment, organizing data, comparing data. 11.11.03 Identify possible sources of error in an experiment. 11.11.04 Distinguish and define the following components of typical experiments: constants, variables, experimental group, control group (or control setup). STANDARD 11B – TECHNOLOGICAL DESIGN 11.11.05 Identify a technological design problem inherent in a given product
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http://www.isbe.state.il.us/assessment/pdfs/iaf_science_PSAEFINAL.pdf#page=8
www.isbe.state.il.us/assessment/pdfs/iaf_science_PSAEFINAL.pdf#page=8
11.11.02 Distinguish among the following: observing, drawing a conclusion <span class="highlight">based</span> on observation, forming a hypothesis, conducting an experiment, organizing data, comparing data. 11.11.03 Identify possible sources of error <span class="highlight">in</span> an experiment. 11.11.04 Distinguish and define the following components of typical experiments: constants, variables, experimental group, <span class="highlight">control</span> group (or <span class="highlight">control</span> setup). STANDARD 11B – TECHNOLOGICAL DESIGN 11.11.05 Identify a technological design problem inherent <span class="highlight">in</span> a given product
Mathematics Performance Standard E Grade 12
situations by formulating hypotheses that lead to collection and analysis of one- and two-variable data designing a data collection plan that considers random sampling, control groups, the role of assumptions, etc. conducting an investigation based on that plan using technology...
Colorado Model Content Standards
discussing the recycling of materials); • identifying the characteristics of renewable* and nonrenewable resources*; and • identifying the spatial distribution of resources. GRADES 5-8 As students in grades 5-8 extend their knowledge, what they know and are able to do includes &bul...
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discussing the recycling of materials); • identifying the characteristics of renewable* and nonrenewable resources*; and • identifying the spatial distribution of resources. GRADES 5-8 As students in grades 5-8 extend their knowledge, what they know and are able to do includes • describing the role of resources in daily life (for example, discussing the recycling of materials); • describing the worldwide distribution and use of resources; • identifying how technology affects the definition of, access to, and use of
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http://www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=19
www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=1...
4.5 Students know how cooperation and conflict among people influence the division and <span class="highlight">control</span> of Earth's surface. GRADES K-4 <span class="highlight">In</span> grades K-4, what students know and are able to do includes • describing how and why people create boundaries; and • describing how cooperation and conflict affect neighborhoods and communities. GRADES 5-8 As students <span class="highlight">in</span> grades 5-8 extend their knowledge, what they know and are able to do includes • describing how cooperation and conflict among people contribute to political
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http://www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=22
www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=2...
discussing the recycling of materials); • identifying the characteristics of renewable* and nonrenewable resources*; and • identifying the spatial distribution of resources. GRADES 5-8 As students <span class="highlight">in</span> grades 5-8 extend their knowledge, what they know and are able to do includes • describing the <span class="highlight">role</span> of resources <span class="highlight">in</span> daily life (for example, discussing the recycling of materials); • describing the worldwide distribution and use of resources; • identifying how technology affects the definition of, <span class="highlight">access</span> to, and use of
Microsoft Word - 06.029.0011.doc
(ii) explain how different economic systems affect the allocation of resources; (iii) understand the role that “factors of production” play in a society’s economy (e.g., natural resources, labor, capital, entrepreneurs); (c) grade 7 performance standards: (...
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(ii) explain how different economic systems affect the allocation of resources; (iii) understand the role that “factors of production” play in a society’s economy (e.g., natural resources, labor, capital, entrepreneurs); (c) grade 7 performance standards: (i) identify governmental activities that affect local, state, tribal and national economies
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http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0011.pdf#page=16
www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0011.pdf#page=16
(ii) explain how different economic systems affect the allocation of resources; (iii) understand the <span class="highlight">role</span> that “factors of production” play <span class="highlight">in</span> a society’s economy (e.g., natural resources, labor, capital, entrepreneurs); (<span class="highlight">c</span>) grade 7 performance standards: (i) identify governmental activities that affect local, state, tribal and national economies
Microsoft Word - English SOL Cur Frame Grades K-12.doc
Virginia Board of Education, 2003 Grade Five, page 12 STANDARD 5.8 STRAND: WRITING GRADE LEVEL 5 5.8 The student will write for a variety of purposes: to describe, to inform, to entertain, and to explain. a) Choose planning strategies for various writing purposes. b) Organize information. c)...
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Virginia Board of Education, 2003 Grade Five, page 12 STANDARD 5.8 STRAND: WRITING GRADE LEVEL 5 5.8 The student will write for a variety of purposes: to describe, to inform, to entertain, and to explain. a) Choose planning strategies for various writing purposes. b) Organize information. c) Demonstrate awareness of intended audience. d) Use precise and descriptive vocabulary to create tone and voice. e) Vary sentence structure. f) Revise writing for clarity. g) Use available technology to access
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http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=102
www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=102
Virginia Board of Education, 2003 Grade Five, page 12 STANDARD 5.8 STRAND: WRITING GRADE LEVEL 5 5.8 The student will write for a variety of purposes: to describe, to inform, to entertain, and to explain. a) Choose planning strategies for various writing purposes. b) Organize information. <span class="highlight">c</span>) Demonstrate awareness of intended audience. d) Use precise and descriptive vocabulary to create tone and voice. e) Vary sentence structure. f) Revise writing for clarity. g) Use available technology to <span class="highlight">access</span>
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http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=212
www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=212
Virginia Board of Education, 2003 Grade Eleven, page 17 STANDARD 11.10 STRAND: RESEARCH GRADE LEVEL 11 11.10 The student will analyze, evaluate, synthesize, and organize information from a variety of sources to produce a research product. a) Narrow a topic. b) Develop a plan for research. <span class="highlight">c</span>) Collect information to support a thesis. d) Evaluate quality and accuracy of information. e) Synthesize information <span class="highlight">in</span> a logical sequence. f) Document sources of information, using a style sheet, such as that of the
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