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Education
Web
 7th Grade„Grade Level Expectations
offering a personal response to texts • Revisit texts to search for connections between and among ideas • Find and explain personal connections to topics, events, characters, actions, ideas, or information in texts 2.7b Critically…by identifying the underlying purposes of m...
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offering a personal response to texts • Revisit texts to search for connections between and among ideas • Find and explain personal connections to topics, events, characters, actions, ideas, or information in texts 2.7b Critically…by identifying the underlying purposes of media messages
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/7th%20Grade%20GLEs.pdf#page=13
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/7th%20Grade...
offering a personal response to texts • Revisit texts to <span class="highlight">search</span> for connections between and among ideas • Find and explain personal connections to topics, events, characters, actions, ideas, or information in texts 2.7b Critically…by identifying the underlying purposes of media messages
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/7th%20Grade%20GLEs.pdf#page=15
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/7th%20Grade...
“New” to 7 th grade from 6 th grade Other—“Carryover” or Review Curriculum Coverage (UNIT) 3.1a1 Identify and locate a variety of sources including printed materials, personal interviews, oral reporting, forums, and technological forms of information • Locate information using appropriate sources and strategies • Use multiple sources • Use text features to access information • Use traditional and electronic <span class="highlight">search</span> tools • Use teacher-selected Internet sites and databases to access
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5. Identifying patterns of change is necessary for making predictions about future behavior and conditions. Students: • use sophisticated mathematical models, such as graphs and equations of various algebraic or trigonometric functions. • search for multiple trends when analyzing da...
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5. Identifying patterns of change is necessary for making predictions about future behavior and conditions. Students: • use sophisticated mathematical models, such as graphs and equations of various algebraic or trigonometric functions. • search for multiple trends when analyzing data for patterns, and identify data that do not fit the trends. This is evident, for example, when students: s use a sine pattern to model the property of a sound or electromag- netic wave. s use graphs or equations to model
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http://www.emsc.nysed.gov/ciai/mst/pub/mststa6_7.pdf#page=3
www.emsc.nysed.gov/ciai/mst/pub/mststa6_7.pdf#page=3
slopes and determine the relationship between speed and steepness of the ramp. s take data they have collected and generate tables and graphs to begin the <span class="highlight">search</span> for patterns of change. 6. In order to arrive at the best solution that meets criteria within constraints, it is often necessary to make trade-offs. Students: • determine the criteria and constraints of a simple decision making problem. • use simple quantitative methods, such as ratios, to compare costs to benefits of a decision problem. This is evident
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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
include material, energy, or information) can become the input to other parts. This is evident, for example, when students: s compare systems with internal control (e.g., homeostasis in organisms or an ecological system) to systems of related components without internal control (e.g., the Dewey decimal, solar system). 2. Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design. Students: • select an appropriate model to begin the <span class="highlight">search</span> for
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http://www.emsc.nysed.gov/ciai/mst/pub/mststa6_7.pdf#page=11
www.emsc.nysed.gov/ciai/mst/pub/mststa6_7.pdf#page=11
5. Identifying patterns of change is necessary for making predictions about future behavior and conditions. Students: • use sophisticated mathematical models, such as graphs and equations of various algebraic or trigonometric functions. • <span class="highlight">search</span> for multiple trends when analyzing data for patterns, and identify data that do not fit the trends. This is evident, for example, when students: s use a sine pattern to model the property of a sound or electromag- netic wave. s use graphs or equations to model
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central tendency which best represents the given real-world data set given a distribution curve. Sample Task: Students analyze real-world data collected from the newspaper and explore and report the uses, misuses, and abuses of reported statistical data. Students search the internet to colle...
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central tendency which best represents the given real-world data set given a distribution curve. Sample Task: Students analyze real-world data collected from the newspaper and explore and report the uses, misuses, and abuses of reported statistical data. Students search the internet to collect age and market value of a selected vehicle over a specific period of time. They use a graphing calculator to create a scatterplot and construct a line of best fit to predict the depreciation of the vehicle
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http://www.state.tn.us/education/ci/math/doc/MA_3134.pdf#page=6
www.state.tn.us/education/ci/math/doc/MA_3134.pdf#page=6
central tendency which best represents the given real-world data set given a distribution curve. Sample Task: Students analyze real-world data collected from the newspaper and explore and report the uses, misuses, and abuses of reported statistical data. Students <span class="highlight">search</span> the internet to collect age and market value of a selected vehicle over a specific period of time. They use a graphing calculator to create a scatterplot and construct a line of best fit to predict the depreciation of the vehicle
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with #0;93295.2.1 Compare the results of an experiment with what is already known about the topic under investigation. #0;93295.2.2 Employ a search engine on the Internet. #0;93295.2.3 Develop and refine a problem statement. #0;93295.2.4 Formulate a research plan that addresses a problem t...
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with #0;93295.2.1 Compare the results of an experiment with what is already known about the topic under investigation. #0;93295.2.2 Employ a search engine on the Internet. #0;93295.2.3 Develop and refine a problem statement. #0;93295.2.4 Formulate a research plan that addresses a problem to be solved. #0;93295.2.5 Develop an awareness of the limitations to scientific
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http://www.state.tn.us/education/ci/sci/doc/SCI_3295.pdf#page=3
www.state.tn.us/education/ci/sci/doc/SCI_3295.pdf#page=3
with #0;93295.2.1 Compare the results of an experiment with what is already known about the topic under investigation. #0;93295.2.2 Employ a <span class="highlight">search</span> engine on the Internet. #0;93295.2.3 Develop and refine a problem statement. #0;93295.2.4 Formulate a research plan that addresses a problem to be solved. #0;93295.2.5 Develop an awareness of the limitations to scientific
history_pub2000
was easy or difficult about following the research plan. H&SS3-4:7 Students communicate their findings by… • Giving an oral, written, or visual presentation that summarizes their findings. H&SS5-6:6 Students make connections to research by… • Explaining the relevan...
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was easy or difficult about following the research plan. H&SS3-4:7 Students communicate their findings by… • Giving an oral, written, or visual presentation that summarizes their findings. H&SS5-6:6 Students make connections to research by… • Explaining the relevance of their findings (So what?) to themselves, their community, and/or history (e.g., by ask- ing follow-up questions, by proposing additional re- search). • Explaining how their research has led to a clearer under- standing of
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=17
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
was easy or difficult about following the research plan. H&SS3-4:7 Students communicate their findings by… • Giving an oral, written, or visual presentation that summarizes their findings. H&SS5-6:6 Students make connections to research by… • Explaining the relevance of their findings (So what?) to themselves, their community, and/or history (e.g., by ask- ing follow-up questions, by proposing additional re- <span class="highlight">search</span>). • Explaining how their research has led to a clearer under- standing of
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=18
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
research. H&SS5-6:6 Students make connections to research by… • Explaining the relevance of their findings (So what?) to themselves, their community, and/or history (e.g., by ask- ing follow-up questions, by proposing additional re- <span class="highlight">search</span>). • Explaining how their research has led to a clearer under- standing of an issue or idea. • Proposing solutions to problems based on their findings, and asking additional questions. • Identifying what was easy or difficult about following the research plan
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=19
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
refute the original re- <span class="highlight">search</span> statement. • Proposing solutions to problems based on findings, and asking additional questions. • Identifying problems or flaws with the research process and suggesting improvements (e.g., evaluating the limitations of some sources). • Proposing further investigations. H&SS9-10:7 Students communicate their findings by… • Developing and giving oral, written, or visual presentations for various audiences. • Soliciting and responding to feedback. • Pointing out
Microsoft Word - iaf_writing_PSAEFINAL.doc
The use of on-line services is now commonplace among researchers, authors, farmers and auto mechanics. Skilled use of these technologies provides students with necessary opportunities to search and process information, be in touch with experts, prepare documents, and learn and communicate in...
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The use of on-line services is now commonplace among researchers, authors, farmers and auto mechanics. Skilled use of these technologies provides students with necessary opportunities to search and process information, be in touch with experts, prepare documents, and learn and communicate in new, more effective ways. WORKING ON TEAMS Learn and contribute productively as individuals and as members of groups. In sports, the workplace, family and elsewhere, teamwork requires skill in the use of language
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http://www.isbe.state.il.us/assessment/pdfs/iaf_writing_PSAEFINAL.pdf#page=5
www.isbe.state.il.us/assessment/pdfs/iaf_writing_PSAEFINAL.pdf#page=5
The use of on-line services is now commonplace among researchers, authors, farmers and auto mechanics. Skilled use of these technologies provides students with necessary opportunities to <span class="highlight">search</span> and process information, be in touch with experts, prepare documents, and learn and communicate in new, more effective ways. WORKING ON TEAMS Learn and contribute productively as individuals and as members of groups. In sports, the workplace, family and elsewhere, teamwork requires skill in the use of language
Writing Assessment Framework
mechanics. Skilled use of these technologies provides students with necessary opportunities to search and process information, be in touch with experts, prepare documents, and learn and communicate in new, more effective ways. WORKING ON TEAMS Learn and contribute productively as individuals...
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mechanics. Skilled use of these technologies provides students with necessary opportunities to search and process information, be in touch with experts, prepare documents, and learn and communicate in new, more effective ways. WORKING ON TEAMS Learn and contribute productively as individuals and as members of groups. In sports, the workplace, family and elsewhere, teamwork requires skill in the use of language. People must speak clearly and listen well as they share ideas, plans, instructions and evaluations
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http://www.isbe.state.il.us/assessment/pdfs/IAFWriting.pdf#page=6
www.isbe.state.il.us/assessment/pdfs/IAFWriting.pdf#page=6
mechanics. Skilled use of these technologies provides students with necessary opportunities to <span class="highlight">search</span> and process information, be in touch with experts, prepare documents, and learn and communicate in new, more effective ways. WORKING ON TEAMS Learn and contribute productively as individuals and as members of groups. In sports, the workplace, family and elsewhere, teamwork requires skill in the use of language. People must speak clearly and listen well as they share ideas, plans, instructions and evaluations
Standard One: 2/9/05
is essential in building scientific knowledge. Building upon the K-3 expectations, all students in Grade 4 will be able to: Building upon the K-4 expectations, all students in Grade 5 will be able to: Enduring Understanding: The development of technology and advancement in science influence each oth...
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is essential in building scientific knowledge. Building upon the K-3 expectations, all students in Grade 4 will be able to: Building upon the K-4 expectations, all students in Grade 5 will be able to: Enduring Understanding: The development of technology and advancement in science influence each other and drive each other forward. Also in Standard 3: Using books, computers, and other resources, search for ways that people use natural resources to supply energy needs for lighting, heating, and
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard1.pdf#page=22
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
is essential in building scientific knowledge. Building upon the K-3 expectations, all students in Grade 4 will be able to: Building upon the K-4 expectations, all students in Grade 5 will be able to: Enduring Understanding: The development of technology and advancement in science influence each other and drive each other forward. Also in Standard 3: Using books, computers, and other resources, <span class="highlight">search</span> for ways that people use natural resources to supply energy needs for lighting, heating, and
Microsoft Word - 0519LAStandards.doc
access information, organize ideas, and develop writing. 2. Identify key terms specific to research tools and processes. 3. Narrow the focus of a search by formulating a concise research question or thesis. 4. Develop a research plan 5. Evaluate and organize relevant information from a va...
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access information, organize ideas, and develop writing. 2. Identify key terms specific to research tools and processes. 3. Narrow the focus of a search by formulating a concise research question or thesis. 4. Develop a research plan 5. Evaluate and organize relevant information from a variety of sources, verifying the accuracy and usefulness of gathered information. 6. Produce a report with detailed evidence to support a thesis. 7. Distinguish between reliable and questionable Internet
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=56
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...
access information, organize ideas, and develop writing. 2. Identify key terms specific to research tools and processes. 3. Narrow the focus of a <span class="highlight">search</span> by formulating a concise research question or thesis. 4. Develop a research plan 5. Evaluate and organize relevant information from a variety of sources, verifying the accuracy and usefulness of gathered information. 6. Produce a report with detailed evidence to support a thesis. 7. Distinguish between reliable and questionable Internet
Indiana Academic Standards-Social Studies-Grade 8
Approved October 2007 Grade 8, Page 11 Standard 4 Economics Students will identify, describe and evaluate the influence of economic factors on national development from the founding of the nation to the end of Reconstruction. 8.4.1 Identify economic factors contributing to European exploration and c...
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Approved October 2007 Grade 8, Page 11 Standard 4 Economics Students will identify, describe and evaluate the influence of economic factors on national development from the founding of the nation to the end of Reconstruction. 8.4.1 Identify economic factors contributing to European exploration and colonization in North America, the American Revolution and the drafting of the Constitution of the United States. Example: The search for gold by the Spanish, French fur trade and taxation without
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies/2007-ss-grade08.pdf#page=11
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies...
Approved October 2007 Grade 8, Page 11 Standard 4 Economics Students will identify, describe and evaluate the influence of economic factors on national development from the founding of the nation to the end of Reconstruction. 8.4.1 Identify economic factors contributing to European exploration and colonization in North America, the American Revolution and the drafting of the Constitution of the United States. Example: The <span class="highlight">search</span> for gold by the Spanish, French fur trade and taxation without
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