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Education
Web
 Career/Technical Education Standards (CA Dept. of Education)
computer technology, and public address/warning sys tems to manage emergency situations. C5.0 Students understand the common objectives and mission of the protective services, which are to solve problems, save lives, and protect property: C5.1 Understand the u...
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computer technology, and public address/warning sys tems to manage emergency situations. C5.0 Students understand the common objectives and mission of the protective services, which are to solve problems, save lives, and protect property: C5.1 Understand the use of tables of organization and other administrative systems to assign tasks and responsibilities for maximum effectiveness. C5.2 Use organizational knowledge to describe how protective services operations interface with and rely on the other
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http://www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf#page=341
www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf#page=341
Foundation Standards 10.0 Technical <span class="highlight">Knowledge</span> <span class="highlight">and</span> Skills Students understand the essential <span class="highlight">knowledge</span> <span class="highlight">and</span> skills <span class="highlight">common</span> to all pathways <span class="highlight">in</span> the Public <span class="highlight">Services</span> sector: 10.1 Apply technical <span class="highlight">knowledge</span> <span class="highlight">and</span> skills required to function <span class="highlight">in</span> <span class="highlight">a</span> career. 10.2 Use resource allocation <span class="highlight">and</span> distribution to assist with planning <span class="highlight">and</span> delivery of ser­ vices. 10.3 Understand the interconnected components of public <span class="highlight">services</span> pathways. 10.4 Understand how budget issues, technology, <span class="highlight">and</span> legislative action can affect
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http://www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf#page=348
www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf#page=348
computer technology, <span class="highlight">and</span> public address/warning sys­ tems to manage emergency situations. C5.0 Students understand the <span class="highlight">common</span> objectives <span class="highlight">and</span> mission of the protective <span class="highlight">services</span>, which are to solve problems, save lives, <span class="highlight">and</span> protect property: C5.1 Understand the use of tables of organization <span class="highlight">and</span> other administrative systems to assign tasks <span class="highlight">and</span> responsibilities <span class="highlight">for</span> maximum effectiveness. C5.2 Use organizational <span class="highlight">knowledge</span> to describe how protective <span class="highlight">services</span> operations interface with <span class="highlight">and</span> rely on the other
National Park Service: Archaeology for Interpreters
TSM archeology in the parks archeology nationwide professional tools for the public kennewick man the antiquities act what's new technical assistance databases standards & guidelines training & education reports publications features learn and pa...
Ryan White: Facing Discrimination, Finding Determination
audi- ences and for different purposes. Standard 5: Writing Strategies and Process Students employ a wide range of strategies as they write and use dif- ferent writing process elements appro- priately to communicate with different audiences for a vari...
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audi- ences and for different purposes. Standard 5: Writing Strategies and Process Students employ a wide range of strategies as they write and use dif- ferent writing process elements appro- priately to communicate with different audiences for a variety of purposes. Standard 6: Writing Genres and Techniques Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media tech- niques, figurative language, and genre to create, critique, and discuss print and non
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http://www.childrensmuseum.org/themuseum/powerofchildren/html/ryanwhiteUOS.pdf#page=65
www.childrensmuseum.org/themuseum/powerofchildren/html/ryanwhiteUOS.pdf#p...
audi- ences <span class="highlight">and</span> <span class="highlight">for</span> different purposes. Standard 5: Writing Strategies <span class="highlight">and</span> Process Students employ <span class="highlight">a</span> wide range of strategies as they write <span class="highlight">and</span> use dif- ferent writing process elements appro- priately to communicate with different audiences <span class="highlight">for</span> <span class="highlight">a</span> variety of purposes. Standard 6: Writing Genres <span class="highlight">and</span> Techniques Students apply <span class="highlight">knowledge</span> of language structure, language conventions (e.g., spelling <span class="highlight">and</span> punctuation), media tech- niques, figurative language, <span class="highlight">and</span> genre to create, critique, <span class="highlight">and</span> discuss print <span class="highlight">and</span> non
Career/Technical Education Framework (CA Dept. of Education)
xiii knowledge constructed in examining how those traits might combine in a breed- ing situation is new procedural knowledge created by the situation or context. A knowledge and skills approach to standards development supports hands-on instruc...
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xiii knowledge constructed in examining how those traits might combine in a breed- ing situation is new procedural knowledge created by the situation or context. A knowledge and skills approach to standards development supports hands-on instruction that applies principles, concepts, skills, and processes from academic and technical curricula to real-life tasks. Standards written at the knowledge- and-skills level incorporate principles that can transfer across occupations within an industry sector. For
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http://www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=13
www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=13
xiii <span class="highlight">knowledge</span> constructed <span class="highlight">in</span> examining how those traits might combine <span class="highlight">in</span> <span class="highlight">a</span> breed- ing situation is new procedural <span class="highlight">knowledge</span> created by the situation or context. <span class="highlight">A</span> <span class="highlight">knowledge</span> <span class="highlight">and</span> skills approach to standards development supports hands-on instruction that applies principles, concepts, skills, <span class="highlight">and</span> processes from academic <span class="highlight">and</span> technical curricula to real-life tasks. Standards written at the <span class="highlight">knowledge</span>- <span class="highlight">and</span>-skills level incorporate principles that can transfer across occupations within an industry sector. <span class="highlight">For</span>
Discovery Education
Social Studies Revival A comprehensive digital program that replaces traditional texbooks, fuels digital transformation, and supports Common Core State Standards is now available for middle school social studies classes...
Microsoft Word - readstd8g.docreadstd8g.pdf
Grade-by-Grade Approved by the KS State Board of Education: July 8, 2003 Page 182 Standard 2: Literature EIGHTH GRADE Literature: The student responds to a variety of text. Benchmark 2: The student understands the significance of literature and its contributions to various cultu...
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Grade-by-Grade Approved by the KS State Board of Education: July 8, 2003 Page 182 Standard 2: Literature EIGHTH GRADE Literature: The student responds to a variety of text. Benchmark 2: The student understands the significance of literature and its contributions to various cultures. Eighth Grade Knowledge Base Indicators Instructional Examples The student… 1. identifies common structures and stylistic elements in literature, folklore, and myths from a variety of cultures
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http://www.ksde.org/LinkClick.aspx?fileticket=IVB9sexgfwc%3d&tabid=142&mid=8050&forcedownload=true#page=19
www.ksde.org/LinkClick.aspx?fileticket=IVB9sexgfwc%3d&tabid=142&mid=8050&...
Grade-by-Grade Approved by the KS State Board of Education: July 8, 2003 Page 182 Standard 2: Literature EIGHTH GRADE Literature: The student responds to <span class="highlight">a</span> variety of text. Benchmark 2: The student understands the significance of literature <span class="highlight">and</span> its contributions to various cultures. Eighth Grade <span class="highlight">Knowledge</span> Base Indicators Instructional Examples The student… 1. identifies <span class="highlight">common</span> structures <span class="highlight">and</span> stylistic elements <span class="highlight">in</span> literature, folklore, <span class="highlight">and</span> myths from <span class="highlight">a</span> variety of cultures
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Kindergarten Language Arts Standard 1 (Oral Language): Students develop language for the purpose of effectively communicating through listening, speaking, viewing, and presenting. Objective 1: Develop language through listening and speaking. a. Listen at...
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Kindergarten Language Arts Standard 1 (Oral Language): Students develop language for the purpose of effectively communicating through listening, speaking, viewing, and presenting. Objective 1: Develop language through listening and speaking. a. Listen attentively. b. Listen and demonstrate understanding by responding appropriately (e.g., follow two-step directions). c. Speak clearly and audibly with expression in communicating ideas. d. Speak in complete sentences. Objective 2: Develop
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http://www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=85
www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=85
Kindergarten Language Arts Standard 1 (Oral Language): Students develop language <span class="highlight">for</span> the purpose of effectively communicating <span class="highlight">through</span> listening, speaking, viewing, <span class="highlight">and</span> presenting. Objective 1: Develop language <span class="highlight">through</span> listening <span class="highlight">and</span> speaking. <span class="highlight">a</span>. Listen attentively. b. Listen <span class="highlight">and</span> demonstrate understanding by responding appropriately (e.g., follow two-step directions). c. Speak clearly <span class="highlight">and</span> audibly with expression <span class="highlight">in</span> communicating ideas. d. Speak <span class="highlight">in</span> complete sentences. Objective 2: Develop
KINDERGARTEN
scientific knowledge, the use of logic, and evidence from the investigation) and arguments that encourage the revision of their explanations, leading to further inquiry. BIOLOGY I High School Standard 1: The Cell - Cells are the fundamental unit of life, composed of a...
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scientific knowledge, the use of logic, and evidence from the investigation) and arguments that encourage the revision of their explanations, leading to further inquiry. BIOLOGY I High School Standard 1: The Cell - Cells are the fundamental unit of life, composed of a variety of structures that perform functions necessary to maintain life. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: 1. Cells are composed of
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http://sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=36
sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=36
scientific <span class="highlight">knowledge</span>, the use of logic, <span class="highlight">and</span> evidence from the investigation) <span class="highlight">and</span> arguments that encourage the revision of their explanations, leading to further inquiry. BIOLOGY I High School Standard 1: The Cell - Cells are the fundamental unit of life, composed of <span class="highlight">a</span> variety of structures that perform functions necessary to maintain life. The student will engage <span class="highlight">in</span> investigations that integrate the process standards <span class="highlight">and</span> lead to the <span class="highlight">discovery</span> of the following objectives: 1. Cells are composed of
Microsoft Word - 2912516B.doc
New York State Learning Standard for Mathematics Page 88 Revised by NYS Board of Regents March 15, 2005 therefore important that a clear and common definition of these terms be understood. The order of these terms reflects different stages of the reasoning process. In...
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New York State Learning Standard for Mathematics Page 88 Revised by NYS Board of Regents March 15, 2005 therefore important that a clear and common definition of these terms be understood. The order of these terms reflects different stages of the reasoning process. Investigate/Explore - Students will be given situations in which they will be asked to look for patterns or relationships between elements within the setting. Discover
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http://www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=91
www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=91
New York State Learning Standard <span class="highlight">for</span> Mathematics Page 88 Revised by NYS Board of Regents March 15, 2005 therefore important that <span class="highlight">a</span> clear <span class="highlight">and</span> <span class="highlight">common</span> definition of these terms be understood. The order of these terms reflects different stages of the reasoning process. Investigate/Explore - Students will be given situations <span class="highlight">in</span> which they will be asked to look <span class="highlight">for</span> patterns or relationships between elements within the setting. Discover
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and apply basic spelling patterns. 6. Write legibly to meet district standards. 3.2.2 D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 1. Create written texts for others to read. 2. Generate ideas and write on topics in forms a...
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and apply basic spelling patterns. 6. Write legibly to meet district standards. 3.2.2 D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 1. Create written texts for others to read. 2. Generate ideas and write on topics in forms appropriate to science, social studies, or other subject areas. 3. Use writing as a tool for learning self-discovery and reflection. 4. Use reading and technology to support writing. 5. Write in a variety of simple genres to satisfy personal, academic, and
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http://www.nj.gov/education/cccs/2004/s3_lal.pdf#page=25
www.nj.gov/education/cccs/2004/s3_lal.pdf#page=25
<span class="highlight">and</span> apply basic spelling patterns. 6. Write legibly to meet district standards. 3.2.2 D. Writing Forms, Audiences, <span class="highlight">and</span> Purposes (<span class="highlight">exploring</span> <span class="highlight">a</span> variety of forms) 1. Create written texts <span class="highlight">for</span> others to read. 2. Generate ideas <span class="highlight">and</span> write on topics <span class="highlight">in</span> forms appropriate to science, social studies, or other subject areas. 3. Use writing as <span class="highlight">a</span> tool <span class="highlight">for</span> learning self-<span class="highlight">discovery</span> <span class="highlight">and</span> reflection. 4. Use reading <span class="highlight">and</span> technology to support writing. 5. Write <span class="highlight">in</span> <span class="highlight">a</span> variety of simple genres to satisfy personal, academic, <span class="highlight">and</span>
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http://www.nj.gov/education/cccs/2004/s3_lal.pdf#page=31
www.nj.gov/education/cccs/2004/s3_lal.pdf#page=31
expository writing <span class="highlight">and</span> indent appropriately <span class="highlight">in</span> own writing. 8. Edit writing <span class="highlight">for</span> correct grammar usage, capitalization, punctuation, <span class="highlight">and</span> spelling. 9. Use <span class="highlight">a</span> variety of materials, such as <span class="highlight">a</span> dictionary, grammar reference, <span class="highlight">and</span>/or internet/software resources to edit written work. 10. Write legibly <span class="highlight">in</span> manuscript or cursive to meet district standards. 3.2.6 D. Writing Forms, Audiences, <span class="highlight">and</span> Purposes (<span class="highlight">exploring</span> <span class="highlight">a</span> variety of forms) 1. Write <span class="highlight">for</span> different purposes (e.g., to express ideas, inform, entertain, respond to
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