iSEEK - Education

GLOSSARY prior knowledge r-controlled sound red herring rhetorical strategies root word sentences: declarative exclamatory imperative interrogative sight word standard American English syllabication theme The knowledge that stems from previous experience. Note: Prior knowl- edge is a major component of schema theories of reading comprehension in spite of the redundancy inherent in the term. The modified sound of a vowel immediately preceding /r/ in the same syllable, such as in care

90 0 http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=90 www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=90

GLOSSARY prior knowledge r-controlled sound red herring rhetorical strategies root word sentences: declarative exclamatory imperative interrogative sight word standard American English syllabication theme The knowledge that stems from previous experience. Note: Prior knowl- edge is a major component of schema theories of reading comprehension in spite of the redundancy inherent in the term. The modified sound of a vowel immediately preceding /r/ in the same syllable, such as in care

www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=90

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Microsoft Word - 0519LAStandards.doc

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May 19, 2003 Grade 8 1 GRADE 8 I. READING AND LITERATURE The student will read and understand grade-appropriate English language text. A. Word Recognition, Analysis and Fluency (Standards under this heading may be locally determined and based on the individual needs of the student.) B. Vocabulary Expansion Standard: The student will use a variety of strategies to expand reading, listening and speaking vocabularies. The student will: 1. Acquire, understand and use new

13 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=13 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...

May 19, 2003 Grade 2 1 GRADE 2 The grade level designations in the K-2 Minnesota Academic Standards are strongly recommended. However, school districts may place the K-2 standards at grade levels that accommodate their particular curriculum, provided that all standards have been mastered by the end of grade 2. I. READING AND LITERATURE The student will read and understand grade-appropriate English language text. A. Word Recognition, Analysis and Fluency Standard: The student will

18 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=18 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...

May 19, 2003 Grade 3 1 GRADE 3 I. READING AND LITERATURE The student will read and understand grade-appropriate English language text. A. Word Recognition, Analysis and Fluency Standard: The student will apply word recognition strategies to decode unfamiliar multi- syllabic words and will read grade-appropriate text with accuracy and fluency. The student will: 1. Read unfamiliar complex and multi-syllabic words using advanced phonetic and structural analysis. 2. Read aloud

23 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=23 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...

May 19, 2003 Grade 4 1 GRADE 4 I. READING AND LITERATURE The student will read and understand grade-appropriate English language text. A. Word Recognition, Analysis and Fluency Standard: The student will decode unfamiliar words using phonetic and structural analysis and will read with fluency and expression. The student will: 1. Read unfamiliar complex and multi-syllabic words using advanced phonetic and structural analysis in grade-appropriate text. 2. Read aloud narrative and

28 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=28 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...

May 19, 2003 Grade 5 1 GRADE 5 I. READING AND LITERATURE The student will read and understand grade-appropriate English language text. A. Word Recognition, Analysis, and Fluency Standard: The student will decode unfamiliar words using phonetic and structural analysis and will read with fluency and expression. The student will: 1. Read unfamiliar, complex and multi-syllabic words using advanced phonetic and structural analysis. 2. Read aloud narrative and expository text with

34 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=34 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...

May 19, 2003 Grade 6 1 GRADE 6 I. READING AND LITERATURE Students will read and understand grade-appropriate English language text. A. Word Recognition, Analysis and Fluency Standard: The student will read with accuracy and fluency. The student will: 1. Read unfamiliar complex and multi-syllabic words using advanced phonetic analysis and structural analysis. 2. Read narrative and expository text with fluency, accuracy and appropriate pacing. 3. Apply correct word

40 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=40 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...

May 19, 2003 Grade 7 1 GRADE 7 I. READING AND LITERATURE The student will read and understand grade-appropriate English language text. A. Word Recognition, Analysis and Fluency Standard: The student will read with accuracy and fluency. The student will: 1. Read unfamiliar complex and multi-syllabic words using cueing systems, advanced phonetic analysis and structural analysis. 2. Read narrative and expository text with fluency, accuracy and comprehension at an appropriate silent

46 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=46 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...

May 19, 2003 Grade 8 1 GRADE 8 I. READING AND LITERATURE The student will read and understand grade-appropriate English language text. A. Word Recognition, Analysis and Fluency (Standards under this heading may be locally determined and based on the individual needs of the student.) B. Vocabulary Expansion Standard: The student will use a variety of strategies to expand reading, listening and speaking vocabularies. The student will: 1. Acquire, understand and use new

52 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=52 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...

appropriate English language text. A. Word Recognition, Analysis, and Fluency (Standard under this heading may be locally determined.) B. Vocabulary Expansion Standard: The student will apply a variety of strategies to expand vocabulary. The student will: 1. Acquire, understand and use vocabulary by learning words through explicit vocabulary instruction and independent reading, and appropriately use these words in writing. 2. Determine the meaning of unfamiliar words and metaphors by using

education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...

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2004 English Language Arts Appendix C 164 Appendix C Strand Skill Continuum Written Language: Reading K-2 3-5 6-8 9-12 Students Can • Use enabling strategies and skills to read texts by using: phonics structural analysis decoding high frequency words self-monitoring all sources of information. • Use comprehension strategies to read texts designed for early independent readers: preparation strategies self-monitoring summarizing interpreting information • Connect and compare new concepts and vocabulary with

22 0 http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=22 www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...

plan will remain in effect for students who entered ninth grade for the first time in or before 2002-2003. The revised plan is effective for students who enter the ninth grade for the first time in or after 2003-2004. Students who complete the requirements for an academically challenging high school program will be named North Carolina Academic Scholars and receive special recognition. Recognition The students who qualify for this special recognition • will be designated by the State Board of

184 0 http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=184 www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...

2004 English Language Arts Appendix B 161 3-5 Grade Span Continuum Written Language Oral Language Other Media/Technology Reading Writing Students can: • Apply phonics and structural analysis to develop automatically in word recognition. • Apply extended knowledge of prefixes, suffixes, and root words to identify unknown words. • Use fix-up strategies when meaning breaks down (self- question, reread, visualize, read on, retell). • Apply a variety of reading and thinking strategies according to purpose and

187 0 http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=187 www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...

2004 English Language Arts Appendix C 164 Appendix C Strand Skill Continuum Written Language: Reading K-2 3-5 6-8 9-12 Students Can • Use enabling strategies and skills to read texts by using: phonics structural analysis decoding high frequency words self-monitoring all sources of information. • Use comprehension strategies to read texts designed for early independent readers: preparation strategies self-monitoring summarizing interpreting information • Connect and compare new concepts and vocabulary with

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Microsoft Word - Front Cover Page

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Glossary 43 Coordinates: A pair of numbers used to describe the location of a point on a coordinate plane. Counterexample: An example that proves a statement false. Cube: A three-dimensional figure that has six square faces. Customary Systems: A measuring system used mainly in the United States using units such as inches and feet. Data: Information, facts, or numbers used to describe something. Data Analysis: A process of collecting and organizing data in order to identify

50 0 http://www.doe.nv.gov/Standards/Mathematics/New_Nevada_Math_Standards_Complete_Document_6.29.06_PDF.pdf#page=50 www.doe.nv.gov/Standards/Mathematics/New_Nevada_Math_Standards_Complete_D...

Glossary 43 Coordinates: A pair of numbers used to describe the location of a point on a coordinate plane. Counterexample: An example that proves a statement false. Cube: A three-dimensional figure that has six square faces. Customary Systems: A measuring system used mainly in the United States using units such as inches and feet. Data: Information, facts, or numbers used to describe something. Data Analysis: A process of collecting and organizing data in order to identify

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Speaking Standard 3

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slate of officers from a class (e.g., if there are 23 students and 3 officers, the number is 23 x 22 x 21) 3. List the possible combinations of two elements chosen from a given set (e.g., forming a committee of two from a group of 12 students, finding how many handshakes there will be among ten people if everyone shakes each other person’s hand once). 4.4.6 D. Discrete Mathematics—Vertex-Edge Graphs and Algorithms 1. Devise strategies for winning simple games (e.g., start with two piles of objects

18 0 http://www.nj.gov/education/cccs/2004/s4_math.pdf#page=18 www.nj.gov/education/cccs/2004/s4_math.pdf#page=18

dimensional shapes. • Vertex, edge, face, side • 3D figures – cube, rectangular prism, sphere, cone, cylinder, and pyramid • 2D figures – square, rectangle, circle, triangle • Relationships between three- and two-dimensional shapes (i.e., the face of a 3D shape is a 2D shape) 3. Describe, identify and create instances of line symmetry. 4. Recognize, describe, extend and create designs and patterns with geometric objects of different shapes and colors. 4.2.2 B. Transforming Shapes 1. Use simple shapes to

36 0 http://www.nj.gov/education/cccs/2004/s4_math.pdf#page=36 www.nj.gov/education/cccs/2004/s4_math.pdf#page=36

mathematical perspectives on everyday phenomena and with important examples of how mathematics is used in the modern world. Two important areas of discrete mathematics are addressed in this standard; a third area, iteration and recursion, is addressed in Standard 4.3 (Patterns and Algebra). Data Analysis (or Statistics). In today’s information-based world, students need to be able to read, understand, and interpret data in order to make informed decisions. In the early grades, students should be involved in

38 0 http://www.nj.gov/education/cccs/2004/s4_math.pdf#page=38 www.nj.gov/education/cccs/2004/s4_math.pdf#page=38

describe practical sets of directions (e.g., to add two 2-digit numbers). 2. Explore vertex-edge graphs • Vertex, edge • Path 3. Find the smallest number of colors needed to color a map. Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will: 4.4.4 A. Data Analysis 1. Collect, generate, organize, and display data in response to questions, claims, or curiosity. • Data collected from the school environment 2. Read, interpret, construct, analyze

39 0 http://www.nj.gov/education/cccs/2004/s4_math.pdf#page=39 www.nj.gov/education/cccs/2004/s4_math.pdf#page=39

as shape or color, and relationships. • Venn diagrams • Numerical and alphabetical order 2. Represent all possibilities for a simple counting situation in an organized way and draw conclusions from this representation. • Organized lists, charts, tree diagrams • Dividing into categories (e.g., to find the total number of rectangles in a grid, find the number of rectangles of each size and add the results) 4.4.4 D. Discrete Mathematics—Vertex-Edge Graphs and Algorithms 1. Follow, devise, and

40 0 http://www.nj.gov/education/cccs/2004/s4_math.pdf#page=40 www.nj.gov/education/cccs/2004/s4_math.pdf#page=40

shirts and 4 skirts). 4.4.5 D. Discrete Mathematics—Vertex-Edge Graphs and Algorithms 1. Devise strategies for winning simple games (e.g., start with two piles of objects, each of two players in turn removes any number of objects from a single pile, and the person to take the last group of objects wins) and express those strategies as sets of directions. Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will: 4.4.6 A. Data Analysis 1. Collect

41 0 http://www.nj.gov/education/cccs/2004/s4_math.pdf#page=41 www.nj.gov/education/cccs/2004/s4_math.pdf#page=41

slate of officers from a class (e.g., if there are 23 students and 3 officers, the number is 23 x 22 x 21) 3. List the possible combinations of two elements chosen from a given set (e.g., forming a committee of two from a group of 12 students, finding how many handshakes there will be among ten people if everyone shakes each other person’s hand once). 4.4.6 D. Discrete Mathematics—Vertex-Edge Graphs and Algorithms 1. Devise strategies for winning simple games (e.g., start with two piles of objects

42 0 http://www.nj.gov/education/cccs/2004/s4_math.pdf#page=42 www.nj.gov/education/cccs/2004/s4_math.pdf#page=42

shortest network connecting specified sites • Finding the shortest route on a map from one site to another • Finding the shortest circuit on a map that makes a tour of specified sites Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will: 4.4.8 A. Data Analysis 1. Select and use appropriate representations for sets of data, and measures of central tendency (mean, median, and mode). • Type of display most appropriate for given data • Box-and-whisker plot

44 0 http://www.nj.gov/education/cccs/2004/s4_math.pdf#page=44 www.nj.gov/education/cccs/2004/s4_math.pdf#page=44

represent and solve practical problems. • Circuits that include every edge in a graph • Circuits that include every vertex in a graph • Scheduling problems (e.g., when project meetings should be scheduled to avoid conflicts) using graph coloring • Applications to science (e.g., who-eats-whom graphs, genetic trees, molecular structures) 2. Explore strategies for making fair decisions. • Combining individual preferences into a group decision (e.g., determining winner of an election or selection process

www.nj.gov/education/cccs/2004/s4_math.pdf#page=41

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Microsoft Word - SocialStudiesGLEs.doc

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evaluate how history shapes the present and future. Component 4.1: Understands historical chronology. Component 4.2: Understands and analyzes causal factors that have shaped major events in history. Component 4.3: Understands that there are multiple perspectives and interpretations of historical events. Component 4.4: Uses history to understand the present and plan for the future. Social Studies EALR 5: SOCIAL STUDIES SKILLS - The student understands and applies reasoning skills to conduct research

5 0 http://www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesGLEs.pdf#page=5 www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesGLEs.pdf#page=5

evaluate how history shapes the present and future. Component 4.1: Understands historical chronology. Component 4.2: Understands and analyzes causal factors that have shaped major events in history. Component 4.3: Understands that there are multiple perspectives and interpretations of historical events. Component 4.4: Uses history to understand the present and plan for the future. Social Studies EALR 5: SOCIAL STUDIES SKILLS - The student understands and applies reasoning skills to conduct research

31 0 http://www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesGLEs.pdf#page=31 www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesGLEs.pdf#page=31

societies face. GLE K 1 2 3 4 5 2.4.1 Recommended Scope & Sequence E C ONOMI C ISS U E S Understands how geography, natural resources, climate, and available labor contribute to the sustainability of the economy of regions in Washington State. Examples: − Explains that available labor resources determine economic opportunities for the agricultural industry. − Draws conclusions about how the economy in each region of Washington State could change as a result of the

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8. Draw conclusions and inferences from texts. 9. Recognize first-person “I” point of view. 10. Compare and contrast story plots, characters, settings, and themes. 11. Participate in creative responses to texts (e.g., dramatizations, oral presentations). 12. Read regularly in materials appropriate for their independent reading level. 13. Read and comprehend both fiction and nonfiction that is appropriately designed for grade level. 14. Use information and reasoning to examine bases of hypotheses and

12 0 http://www.nj.gov/education/cccs/2004/s3_lal.pdf#page=12 www.nj.gov/education/cccs/2004/s3_lal.pdf#page=12

in silent independent reading for specific purposes. 3.1.1 H. Inquiry and Research 1. Ask and explore questions related to a topic of interest. 2. Draw conclusions from information and data gathered. 3. Be exposed to and read a variety of fiction and nonfiction, and produce evidence of reading. Building upon knowledge and skills gained in preceding grades, by the end of Grade 2, students will: 3.1.2 A. Concepts About Print/Text 1. Use titles, tables of contents, and chapter headings to locate information. 2

14 0 http://www.nj.gov/education/cccs/2004/s3_lal.pdf#page=14 www.nj.gov/education/cccs/2004/s3_lal.pdf#page=14

8. Draw conclusions and inferences from texts. 9. Recognize first-person “I” point of view. 10. Compare and contrast story plots, characters, settings, and themes. 11. Participate in creative responses to texts (e.g., dramatizations, oral presentations). 12. Read regularly in materials appropriate for their independent reading level. 13. Read and comprehend both fiction and nonfiction that is appropriately designed for grade level. 14. Use information and reasoning to examine bases of hypotheses and

18 0 http://www.nj.gov/education/cccs/2004/s3_lal.pdf#page=18 www.nj.gov/education/cccs/2004/s3_lal.pdf#page=18

features (e.g., paragraphs, topic, sentence, index, glossary, table of contents) and graphic features, (e.g., charts, maps, diagrams) to comprehend information. 2. Develop an understanding of the organizational structure of printed material (e.g. chronological, sequential, procedural text). 3.1.7 B. Phonological Awareness No additional indicators at this grade level. 3.1.7 C. Decoding and Word Recognition 1. Distinguish among the spellings of homophones (e.g. cite, site, sight). 2. Apply spelling rules and

www.nj.gov/education/cccs/2004/s3_lal.pdf#page=14

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Social Studies Booklet

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WORLD IN SPATIAL TERMS 1. Use geographic rep- resentations to orga- nize, analyze, and present information on people, places, and environments. PLACES AND REGIONS 2. Understand how distinct physical and human characteris- tics shape places and regions. PHYSICAL SYSTEMS 3. Understand how physical processes shape Earth's sur- face, and create, sustain, and modify the ecosystems. HUMAN SYSTEMS 4. Analyze how people organize their activi- ties on earth through their analysis of human populations, cultural mosaic

3 0 http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Social%20Studies%20Content%20Stds.pdf#page=3 165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...

WORLD IN SPATIAL TERMS 1. Use geographic rep- resentations to orga- nize, analyze, and present information on people, places, and environments. PLACES AND REGIONS 2. Understand how distinct physical and human characteris- tics shape places and regions. PHYSICAL SYSTEMS 3. Understand how physical processes shape Earth's sur- face, and create, sustain, and modify the ecosystems. HUMAN SYSTEMS 4. Analyze how people organize their activi- ties on earth through their analysis of human populations, cultural mosaic

165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...

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opinion surveys formal debates interviews Focus on the point of view and recognition of the values that underlie the point of view. CONTEXTUALIZED - An opinion or argument must be grounded in a particular set of values or criteria. Support for an argument depends on recognition of the soundness of the criteria. FLEXIBLE - A thorough analysis requires being able to view the same event or text from more than one point of view and recognizing the relative validity of divergent points of view. CULTURAL - The criteria

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opinion surveys formal debates interviews Focus on the point of view and recognition of the values that underlie the point of view. CONTEXTUALIZED - An opinion or argument must be grounded in a particular set of values or criteria. Support for an argument depends on recognition of the soundness of the criteria. FLEXIBLE - A thorough analysis requires being able to view the same event or text from more than one point of view and recognizing the relative validity of divergent points of view. CULTURAL - The criteria

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Microsoft Word - sci_standards_Aug07b.docsci_standards_Aug07b.pdf

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observable, measurable, and replicable. d. analyzing and evaluating the results in order to clarify the questions and hypotheses, and to refine methods for further research. 3. a. using a variety of technologies, such as hand tools, measuring instruments, calculators, and computers as an integral component of scientific investigations. b. using common mathematical functions to analyze and describe data. c. uses statistical and graphing data analysis techniques. d. recognizes that the

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observable, measurable, and replicable. d. analyzing and evaluating the results in order to clarify the questions and hypotheses, and to refine methods for further research. 3. a. using a variety of technologies, such as hand tools, measuring instruments, calculators, and computers as an integral component of scientific investigations. b. using common mathematical functions to analyze and describe data. c. uses statistical and graphing data analysis techniques. d. recognizes that the

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