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Education
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the area of a trapezoid to the area of a parallelogram. #0;9 0606.4.15 Find lengths given areas or volumes, and vice versa. #0;9 0606.4.16 Solve contextual problems involving area and circumference of circles, surface areas and volumes of prisms, pyramids, c...
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the area of a trapezoid to the area of a parallelogram. #0;9 0606.4.15 Find lengths given areas or volumes, and vice versa. #0;9 0606.4.16 Solve contextual problems involving area and circumference of circles, surface areas and volumes of prisms, pyramids, cones, and cylinders. #0;9 0606.4.17 Use manipulatives to discover the volume of a pyramid is one-third the volume of the related prism (the heights and base areas are equal). #0;9 0606.4.18 Use manipulatives to discover the volume of a cone is one
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http://www.state.tn.us/education/ci/math/doc/MA_Grade_6.pdf#page=1
www.state.tn.us/education/ci/math/doc/MA_Grade_6.pdf#page=1
multiplication, ^ for exponent), but use mathematical notation in written work. #0;9 0606.1.2 Recognize when an estimate is more appropriate than an exact answer in a variety <span class="highlight">of</span> problem situations. #0;9 0606.1.3 Recognize errors generated by rounding. #0;9 0606.1.4 Describe how changes in <span class="highlight">one</span> quantity or variable result in changes in another. #0;9 0606.1.5 Illustrate properties <span class="highlight">of</span> operations by showing that two expressions are equivalent in a given context (e.g., <span class="highlight">using</span> an area <span class="highlight">model</span> for distributive property, and
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http://www.state.tn.us/education/ci/math/doc/MA_Grade_6.pdf#page=4
www.state.tn.us/education/ci/math/doc/MA_Grade_6.pdf#page=4
the area <span class="highlight">of</span> a trapezoid to the area <span class="highlight">of</span> a parallelogram. #0;9 0606.4.15 Find lengths given <span class="highlight">areas</span> or volumes, and vice versa. #0;9 0606.4.16 Solve contextual problems involving area and circumference <span class="highlight">of</span> circles, surface <span class="highlight">areas</span> and volumes <span class="highlight">of</span> prisms, pyramids, cones, and cylinders. #0;9 0606.4.17 Use manipulatives to discover the volume <span class="highlight">of</span> a pyramid is <span class="highlight">one</span>-third the volume <span class="highlight">of</span> the related prism (the heights and base <span class="highlight">areas</span> are equal). #0;9 0606.4.18 Use manipulatives to discover the volume <span class="highlight">of</span> a cone is <span class="highlight">one</span>
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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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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
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 ...
cover.indd
alphabetic principle, that sounds in words are expressed by the letters of the alphabet. R.WS.00.04 use grapho-phonemic (letter-sound) cues to recognize a few one-syllable words when presented completely out of context. Begin to associate letters and sounds, particularly initial...
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alphabetic principle, that sounds in words are expressed by the letters of the alphabet. R.WS.00.04 use grapho-phonemic (letter-sound) cues to recognize a few one-syllable words when presented completely out of context. Begin to associate letters and sounds, particularly initial and fi nal consonants. Word Recognition Students will… R.WS.00.05 automatically recognize a small number (about 18) of frequently encountered, personally meaningful words in print. R.WS.00.06 make progress in automatically
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=7
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=7
2 KINDERGARTEN E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs, and
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=8
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=8
alphabetic principle, that sounds in words are expressed by the letters <span class="highlight">of</span> the alphabet. R.WS.00.04 use grapho-phonemic (letter-sound) cues to recognize a few <span class="highlight">one</span>-syllable words when presented completely out <span class="highlight">of</span> context. Begin to associate letters and sounds, particularly initial and fi nal consonants. Word <span class="highlight">Recognition</span> Students will… R.WS.00.05 automatically recognize a small number (about 18) <span class="highlight">of</span> frequently encountered, personally meaningful words in print. R.WS.00.06 make progress in automatically
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=16
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=16
2 FIRST GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=17
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=17
alphabetic principle, that sounds in words are expressed by the letters <span class="highlight">of</span> the alphabet. R.WS.01.04 use structural cues to recognize <span class="highlight">one</span>-syllable words, blends, and consonant digraphs including: letter-sound, onset and rimes, whole word chunks, word families, digraphs th, ch, sh. Word <span class="highlight">Recognition</span> Students will… R.WS.01.05 automatically recognize frequently encountered words in and out <span class="highlight">of</span> context with the number <span class="highlight">of</span> words that can be read fluently increasing steadily across the school year. R.WS.01.06
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=25
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=25
2 SECOND GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=34
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=34
2 THIRD GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=35
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=35
… R.WS.03.08 in context, determine the meaning <span class="highlight">of</span> words and phrases including synonyms, homonyms, multiple meaning words, content vocabulary, and literary terms <span class="highlight">using</span> strategies and resources including context clues, concept mapping, and the dictionary. Narrative Text Students will… R.NT.03.01 explain how characters express attitudes about <span class="highlight">one</span> another in familiar classic, multicultural, and contemporary literature recognized for quality and literary merit. R.NT.03.02 identify and describe the basic
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=42
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=42
2 FOURTH GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=50
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=50
2 FIFTH GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=58
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=58
2 SIXTH GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=66
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=66
2 SEVENTH GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=74
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=74
2 EIGHTH GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs
TO:Nonaccredited Private School Officialsreadstd5g[1]_081709.doc
to provide practice in oral reading. This can be a reading pair between a student with an adult or a student with another student. One person in the pair must be able to model good reading fluency. (c) models for students while reading aloud by using a Think Aloud strategy....
Understand patterns, relations, and functions
Number and Operations April, 2008 4 2. Understand meanings of operations and how they relate to one another Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 A *represent/ model a given situation involving addition and subtraction of whole nu...
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Number and Operations April, 2008 4 2. Understand meanings of operations and how they relate to one another Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 A *represent/ model a given situation involving addition and subtraction of whole numbers using pictures, objects, or symbols *represent/ model a given situation involving two-digit whole number addition or subtraction *represent/ model a given situation in- Volving multi- plication and
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http://dese.mo.gov/divimprove/curriculum/GLE/documents/ma_gle_2.0_k8_0408.pdf#page=4
dese.mo.gov/divimprove/curriculum/GLE/documents/ma_gle_2.0_k8_0408.pdf#pa...
Number and Operations April, 2008 4 2. Understand meanings <span class="highlight">of</span> operations and how they relate to <span class="highlight">one</span> another Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 A *represent/ <span class="highlight">model</span> a given situation involving addition and subtraction <span class="highlight">of</span> whole numbers <span class="highlight">using</span> pictures, objects, or symbols *represent/ <span class="highlight">model</span> a given situation involving two-digit whole number addition or subtraction *represent/ <span class="highlight">model</span> a given situation in- Volving multi- plication and
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http://dese.mo.gov/divimprove/curriculum/GLE/documents/ma_gle_2.0_k8_0408.pdf#page=24
dese.mo.gov/divimprove/curriculum/GLE/documents/ma_gle_2.0_k8_0408.pdf#pa...
Data and Probability April, 2008 24 4. Understand and apply basic concepts <span class="highlight">of</span> probability Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 A *describe the degree <span class="highlight">of</span> likelihood <span class="highlight">of</span> events <span class="highlight">using</span> such words as certain, equally likely and impossible use a <span class="highlight">model</span> (diagrams, list, <span class="highlight">sample</span> space, or area <span class="highlight">model</span>) to illustrate the possible outcomes <span class="highlight">of</span> an event use models to compute the probability
GRADE 8
and apply pattern recognition to reason mathematically while integrating content from each of the other strands. In Grade 8, students increase their fluency with numerical and geometric sequences by expressing their thinking using a variety of representations. Students d...
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and apply pattern recognition to reason mathematically while integrating content from each of the other strands. In Grade 8, students increase their fluency with numerical and geometric sequences by expressing their thinking using a variety of representations. Students describe and analyze patterns and have the opportunity to create both types of sequences. Performance Objectives Process Integration Explanations and Examples Students are expected to: PO 1. Recognize, describe, create, and
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade8.pdf#page=17
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
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 8, students increase their fluency with numerical and geometric sequences by expressing their thinking <span class="highlight">using</span> a variety <span class="highlight">of</span> representations. Students describe and analyze patterns and have the opportunity to create both types <span class="highlight">of</span> sequences. Performance Objectives Process Integration Explanations and Examples Students are expected to: PO 1. Recognize, describe, create, and
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