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18 WISCONSIN’S MODEL ACADEMIC STANDARDS ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○&#...
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18 WISCONSIN’S MODEL ACADEMIC STANDARDS ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ Sample Proficiency Standards MATHEMATICS B. Number Operations and Relationships CONTENT STANDARD Students in Wisconsin will use numbers effectively for various purposes, such as counting, measuring, estimating, and problem solving. PERFORMANCE STANDARD B.4.5 In problem solving situations involving whole numbers, select and efficiently use appropriate computational procedures such as recalling the basic
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http://dpi.wi.gov/standards/pdf/math.pdf#page=1
dpi.wi.gov/standards/pdf/math.pdf#page=1
16 WISCONSIN’S <span class="highlight">MODEL</span> ACADEMIC STANDARDS ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ <span class="highlight">Sample</span> Proficiency Standards The following general statements reflect ratings <span class="highlight">of</span> student work created in response to a mathematically challenging task. Advanced Student work is distinguished in that it goes well beyond the criteria for Proficient in an insightful and creative ap- proach to the task. It includes: • evidence <span class="highlight">of</span> reflection upon one’s work • multiple solutions and/or solution strategies
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http://dpi.wi.gov/standards/pdf/math.pdf#page=3
dpi.wi.gov/standards/pdf/math.pdf#page=3
18 WISCONSIN’S <span class="highlight">MODEL</span> ACADEMIC STANDARDS ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ <span class="highlight">Sample</span> Proficiency Standards MATHEMATICS B. Number Operations and Relationships CONTENT STANDARD Students in Wisconsin will use numbers effectively for various purposes, such as counting, measuring, estimating, and problem solving. PERFORMANCE STANDARD B.4.5 In problem solving situations involving whole numbers, select and efficiently use appropriate computational procedures such as recalling the basic
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http://dpi.wi.gov/standards/pdf/math.pdf#page=5
dpi.wi.gov/standards/pdf/math.pdf#page=5
20 WISCONSIN’S <span class="highlight">MODEL</span> ACADEMIC STANDARDS ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ Basic All aspects <span class="highlight">of</span> the task are addressed but there is no <span class="highlight">recognition</span> that Toni has some impossible numbers. The explanation for Question 3 is clear and understandable, but shows some misconception that chance <span class="highlight">of</span> winning is based solely on a balance <span class="highlight">of</span> odd and even numbers, and not on choice <span class="highlight">of</span> sums that are more likely to occur than others.
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Reading - Eighth Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation,and appreciation of print and non- print text. Learning Expectations: 1.01 Continue to develop or...
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Reading - Eighth Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation,and appreciation of print and non- print text. Learning Expectations: 1.01 Continue to develop oral language and listening skills. 1.02 Develop an understanding of the concepts of print. 1.03 Expand reading skills through phonemic awareness. 1.04 Use decoding strategies to read unfamiliar words. 1.05
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http://www.state.tn.us/education/ci/english/doc/READ_Grade_8.pdf#page=1
www.state.tn.us/education/ci/english/doc/READ_Grade_8.pdf#page=1
Reading - Eighth Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word <span class="highlight">recognition</span>, comprehension, interpretation, analysis, evaluation,and appreciation <span class="highlight">of</span> print and non- print text. Learning Expectations: 1.01 Continue to develop oral language and listening skills. 1.02 Develop an understanding <span class="highlight">of</span> the concepts <span class="highlight">of</span> print. 1.03 Expand reading skills through phonemic awareness. 1.04 Use decoding strategies to read unfamiliar words. 1.05
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Reading - Sixth Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non- print text. Learning Expectations: 1.01 Continue to develop or...
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Reading - Sixth Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non- print text. Learning Expectations: 1.01 Continue to develop oral language and listening skills. 1.02 Develop an understanding of the concepts of print. 1.03 Expand reading skills through phonemic awareness. 1.04 Use decoding strategies to read unfamiliar words. 1.05
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http://www.state.tn.us/education/ci/english/doc/READ_Grade_6.pdf#page=1
www.state.tn.us/education/ci/english/doc/READ_Grade_6.pdf#page=1
Reading - Sixth Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word <span class="highlight">recognition</span>, comprehension, interpretation, analysis, evaluation, and appreciation <span class="highlight">of</span> print and non- print text. Learning Expectations: 1.01 Continue to develop oral language and listening skills. 1.02 Develop an understanding <span class="highlight">of</span> the concepts <span class="highlight">of</span> print. 1.03 Expand reading skills through phonemic awareness. 1.04 Use decoding strategies to read unfamiliar words. 1.05
GRADE 5
numbers, shapes, iteration, recursion, and graphs within a variety of real-world problem solving situations. Iteration and recursion are used to model sequential, step-by-step change. Algebra emphasizes relationships among quantities, including functions, ways of representing ma...
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numbers, shapes, iteration, recursion, and graphs within a variety of real-world problem solving situations. Iteration and recursion are used to model sequential, step-by-step change. Algebra emphasizes relationships among quantities, including functions, ways of representing mathematical relationships, and the analysis of change. Concept 1: Patterns Identify patterns and apply pattern recognition to reason mathematically while integrating content from each of the other strands. In Grade 5, students
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade5.pdf#page=19
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
numbers, shapes, iteration, recursion, and graphs within a variety <span class="highlight">of</span> real-world problem solving situations. Iteration and recursion are used to <span class="highlight">model</span> sequential, step-by-step change. Algebra emphasizes relationships among quantities, including functions, ways <span class="highlight">of</span> representing mathematical relationships, and the analysis <span class="highlight">of</span> change. Concept 1: 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 5, students
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2004 136 English Language Arts The Comprehensive Model on the following page illustrates: Teaching Model of Reading · Engagement and Motivation Emergent Literacy (Reason for and Appreciation (Concepts about Print, Letter of Reading) Knowledge, Phonemic Awareness,...
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2004 136 English Language Arts The Comprehensive Model on the following page illustrates: Teaching Model of Reading · Engagement and Motivation Emergent Literacy (Reason for and Appreciation (Concepts about Print, Letter of Reading) Knowledge, Phonemic Awareness, Understanding Alphabetic Principle) Word Recognition Vocabulary and (Phonics and Decoding, Concept Development Sight Word Development, (Dictionary Use, Inferring Meanings Spelling Development, from Context, Proper Usage, Shades of Appreciation of
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=159
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
2004 136 English Language Arts The Comprehensive <span class="highlight">Model</span> on the following page illustrates: Teaching <span class="highlight">Model</span> <span class="highlight">of</span> Reading · Engagement and Motivation Emergent Literacy (Reason for and Appreciation (Concepts about Print, Letter <span class="highlight">of</span> Reading) Knowledge, Phonemic Awareness, Understanding Alphabetic Principle) Word <span class="highlight">Recognition</span> Vocabulary and (Phonics and Decoding, Concept Development Sight Word Development, (Dictionary Use, Inferring Meanings Spelling Development, from Context, Proper Usage, Shades <span class="highlight">of</span> Appreciation <span class="highlight">of</span>
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Reading - Seventh Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non- print text. Learning Expectations: 1.01 Continue to develop...
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Reading - Seventh Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non- print text. Learning Expectations: 1.01 Continue to develop oral language and listening skills. 1.02 Develop an understanding of the concepts of print. 1.03 Expand reading skills through phonemic awareness. 1.04 Use decoding strategies to read unfamiliar words. 1.05
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http://www.state.tn.us/education/ci/english/doc/READ_Grade_7.pdf#page=1
www.state.tn.us/education/ci/english/doc/READ_Grade_7.pdf#page=1
Reading - Seventh Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word <span class="highlight">recognition</span>, comprehension, interpretation, analysis, evaluation, and appreciation <span class="highlight">of</span> print and non- print text. Learning Expectations: 1.01 Continue to develop oral language and listening skills. 1.02 Develop an understanding <span class="highlight">of</span> the concepts <span class="highlight">of</span> print. 1.03 Expand reading skills through phonemic awareness. 1.04 Use decoding strategies to read unfamiliar words. 1.05
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• solve multi-step linear inequalities in real-world situations; • analyze "families of functions" using technology; • determine the domain and/or range of a function represented by the graph of real- world situations; • select the system...
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• solve multi-step linear inequalities in real-world situations; • analyze "families of functions" using technology; • determine the domain and/or range of a function represented by the graph of real- world situations; • select the system of equations that could be used to solve a given real-world problem; • find the solution to a quadratic equation given in standard form (integral solutions and a leading coefficient of one). Sample Task: Students use an
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http://www.state.tn.us/education/ci/math/doc/MA_3132.pdf#page=4
www.state.tn.us/education/ci/math/doc/MA_3132.pdf#page=4
• solve multi-step linear inequalities in real-world situations; • analyze "families <span class="highlight">of</span> functions" <span class="highlight">using</span> technology; • determine the domain and/or range <span class="highlight">of</span> a function represented by the graph <span class="highlight">of</span> real- world situations; • select the system <span class="highlight">of</span> equations that could be used to solve a given real-world problem; • find the solution to a quadratic equation given in standard form (integral solutions and a leading coefficient <span class="highlight">of</span> <span class="highlight">one</span>). <span class="highlight">Sample</span> Task: Students use an
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to observe the process of growing vegetables or to test the performance of cars. s compare the relative merits of using a flat map or a globe to model where places are situated on Earth. s use blueprints or scale models to represent room plans. Standard 6—Int...
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to observe the process of growing vegetables or to test the performance of cars. s compare the relative merits of using a flat map or a globe to model where places are situated on Earth. s use blueprints or scale models to represent room plans. Standard 6—Interconnectedness: Common Themes Intermediate Systems Thinking Models 52 Key ideas are identified by numbers (1). Performance indicators are identified by bullets (•). Sample tasks are identified by triangles (s ). Sample Problem/Activity
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http://www.emsc.nysed.gov/ciai/mst/pub/mststa6_7.pdf#page=4
www.emsc.nysed.gov/ciai/mst/pub/mststa6_7.pdf#page=4
Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other <span class="highlight">areas</span> <span class="highlight">of</span> learning. 51 <span class="highlight">Sample</span> Problem/Activity
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http://www.emsc.nysed.gov/ciai/mst/pub/mststa6_7.pdf#page=5
www.emsc.nysed.gov/ciai/mst/pub/mststa6_7.pdf#page=5
to observe the process <span class="highlight">of</span> growing vegetables or to test the performance <span class="highlight">of</span> cars. s compare the relative merits <span class="highlight">of</span> <span class="highlight">using</span> a flat map or a globe to <span class="highlight">model</span> where places are situated on Earth. s use blueprints or scale models to represent room plans. Standard 6—Interconnectedness: Common Themes Intermediate Systems Thinking Models 52 Key ideas are identified by numbers (1). Performance indicators are identified by bullets (•). <span class="highlight">Sample</span> tasks are identified by triangles (s ). <span class="highlight">Sample</span> Problem/Activity
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http://www.emsc.nysed.gov/ciai/mst/pub/mststa6_7.pdf#page=8
www.emsc.nysed.gov/ciai/mst/pub/mststa6_7.pdf#page=8
Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other <span class="highlight">areas</span> <span class="highlight">of</span> learning. 55 <span class="highlight">Sample</span> Problem/Activity
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http://www.emsc.nysed.gov/ciai/mst/pub/mststa6_7.pdf#page=12
www.emsc.nysed.gov/ciai/mst/pub/mststa6_7.pdf#page=12
Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other <span class="highlight">areas</span> <span class="highlight">of</span> learning. 59 <span class="highlight">Sample</span> Problem/Activity
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Root Theorem, and Synthetic Division). Sample Task: Examine patterns found in Pascal’s Triangle. Linkages: Mathematics: Statistics and Probability. Data analysis and pattern recognition in science. Standard 3.0: Geometry The student will: Learning Expectations: 3.1 apply and j...
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Root Theorem, and Synthetic Division). Sample Task: Examine patterns found in Pascal’s Triangle. Linkages: Mathematics: Statistics and Probability. Data analysis and pattern recognition in science. Standard 3.0: Geometry The student will: Learning Expectations: 3.1 apply and justify properties of quadrilaterals and circles; 3.2 solve real world problems involving volume of geometric solids;
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http://www.state.tn.us/education/ci/math/doc/MA_3134.pdf#page=3
www.state.tn.us/education/ci/math/doc/MA_3134.pdf#page=3
Root Theorem, and Synthetic Division). <span class="highlight">Sample</span> Task: Examine patterns found in Pascal’s Triangle. Linkages: Mathematics: Statistics and Probability. Data analysis and pattern <span class="highlight">recognition</span> in science. Standard 3.0: Geometry The student will: Learning Expectations: 3.1 apply and justify properties <span class="highlight">of</span> quadrilaterals and circles; 3.2 solve real world problems involving volume <span class="highlight">of</span> geometric solids;
English Language Arts Performance Standard A Grade 8
reading. Use knowledge of sentence and word structure, word origins, visual images, and context clues to understand unfamiliar words and clarify passages of text Use knowledge of the visual features of texts, such as headings and bold face print, and structures ...
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