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Reading - Kindergarten 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 Develop...
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Reading - Kindergarten 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 Develop oral language. 1.02 Develop listening skills. 1.03 Demonstrate knowledge of concepts of print. 1.04 Develop and maintain phonemic awareness. 1.05 Develop and use decoding strategies to read unfamiliar words. 1.06 Read to
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http://www.state.tn.us/education/ci/english/doc/READ_Grade_K.pdf#page=1
www.state.tn.us/education/ci/english/doc/READ_Grade_K.pdf#page=1
Reading - Kindergarten Content Standard: 1.0 The student will develop the reading and listening skills necessary <span class="highlight">for</span> word <span class="highlight">recognition</span>, comprehension, interpretation, <span class="highlight">analysis</span>, evaluation, and appreciation <span class="highlight">of</span> print and non- print text. Learning Expectations: 1.01 Develop oral language. 1.02 Develop listening skills. 1.03 Demonstrate knowledge <span class="highlight">of</span> concepts <span class="highlight">of</span> print. 1.04 Develop and maintain phonemic awareness. 1.05 Develop and use decoding strategies to read unfamiliar words. 1.06 Read to
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Reading - Third 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 Develop...
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Reading - Third 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 Develop oral language. 1.02 Develop listening skills. 1.03 Demonstrate knowledge of concepts of print. 1.04 Develop and maintain phonemic awareness. 1.05 Develop and use decoding strategies to read unfamiliar words. 1.06 Read to
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http://www.state.tn.us/education/ci/english/doc/READ_Grade_3.pdf#page=1
www.state.tn.us/education/ci/english/doc/READ_Grade_3.pdf#page=1
Reading - Third Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary <span class="highlight">for</span> word <span class="highlight">recognition</span>, comprehension, interpretation, <span class="highlight">analysis</span>, evaluation, and appreciation <span class="highlight">of</span> print and non- print text. Learning Expectations: 1.01 Develop oral language. 1.02 Develop listening skills. 1.03 Demonstrate knowledge <span class="highlight">of</span> concepts <span class="highlight">of</span> print. 1.04 Develop and maintain phonemic awareness. 1.05 Develop and use decoding strategies to read unfamiliar words. 1.06 Read to
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Reading - First 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 Develop...
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Reading - First 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 Develop oral language. 1.02 Develop listening skills. 1.03 Demonstrate knowledge of concepts of print. 1.04 Develop and maintain phonemic awareness. 1.05 Develop and use decoding strategies to read unfamiliar words. 1.06 Read to
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http://www.state.tn.us/education/ci/english/doc/READ_Grade_1.pdf#page=1
www.state.tn.us/education/ci/english/doc/READ_Grade_1.pdf#page=1
Reading - First Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary <span class="highlight">for</span> word <span class="highlight">recognition</span>, comprehension, interpretation, <span class="highlight">analysis</span>, evaluation, and appreciation <span class="highlight">of</span> print and non- print text. Learning Expectations: 1.01 Develop oral language. 1.02 Develop listening skills. 1.03 Demonstrate knowledge <span class="highlight">of</span> concepts <span class="highlight">of</span> print. 1.04 Develop and maintain phonemic awareness. 1.05 Develop and use decoding strategies to read unfamiliar words. 1.06 Read to
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accountability for grades 3 to 8 and HS standards began in 2005-06 . Grade 3 Grade 3 Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . DeCoDing AnD worD reCognition EL.03.RE.01 read regular words with several syllables. EL.03...
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accountability for grades 3 to 8 and HS standards began in 2005-06 . Grade 3 Grade 3 Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . DeCoDing AnD worD reCognition EL.03.RE.01 read regular words with several syllables. EL.03.RE.02 use letter-sound correspondence knowledge and structural analysis to decode words. EL.03.RE.03 Know and use more complex word patterns when reading (e.g., -ight) to decode unfamiliar words. EL.03.RE.04 read aloud grade-level
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http://www.ode.state.or.us/teachlearn/real/documents/el03.pdf#page=1
www.ode.state.or.us/teachlearn/real/documents/el03.pdf#page=1
accountability <span class="highlight">for</span> grades 3 to 8 and HS standards began in 2005-06 . Grade 3 Grade 3 Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . DeCoDing AnD worD <span class="highlight">reCognition</span> EL.03.RE.01 read regular words with several syllables. EL.03.RE.02 use letter-sound correspondence knowledge and structural <span class="highlight">analysis</span> to decode words. EL.03.RE.03 Know and use more complex word patterns when reading (e.g., -ight) to decode unfamiliar words. EL.03.RE.04 read aloud grade-level
GRADE 3
previously solved problems, and identify possible strategies for solving the problem. M03-S5C2-08. Make and test conjectures based on data (or information) collected from explorations and experiments. Examples: • County map of Arizona • Map of United States...
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previously solved problems, and identify possible strategies for solving the problem. M03-S5C2-08. Make and test conjectures based on data (or information) collected from explorations and experiments. Examples: • County map of Arizona • Map of United States PO 2. Investigate properties of vertex- edge graphs • circuits in a graph, • weights on edges, and • shortest path between two vertices. Connections: M03-S1C1-02, M03-S1C2- 01, M03-S1C2-02, SS3-S4C1-03 M03-S5C2-02. Identify relevant
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade3.pdf#page=15
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
counting, and the study <span class="highlight">of</span> graphs. This prepares students <span class="highlight">for</span> the study <span class="highlight">of</span> discrete functions as well as to make valid inferences, decisions, and arguments. Discrete mathematics is a branch <span class="highlight">of</span> mathematics that is widely used in business and industry. Combinatorics is the mathematics <span class="highlight">of</span> systematic counting. Vertex-<span class="highlight">edge</span> graphs are used to model and solve problems involving paths, networks, and relationships among a finite number <span class="highlight">of</span> objects. Concept 1: Data <span class="highlight">Analysis</span> (Statistics) Understand and apply data
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade3.pdf#page=19
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
previously solved problems, and identify possible strategies <span class="highlight">for</span> solving the problem. M03-S5C2-08. Make and test conjectures based on data (or <span class="highlight">information</span>) collected from explorations and experiments. Examples: • County map <span class="highlight">of</span> Arizona • Map <span class="highlight">of</span> United States PO 2. Investigate properties <span class="highlight">of</span> vertex- <span class="highlight">edge</span> graphs • circuits in a graph, • weights on edges, and • shortest path between two vertices. Connections: M03-S1C1-02, M03-S1C2- 01, M03-S1C2-02, SS3-S4C1-03 M03-S5C2-02. Identify relevant
GRADE 2
colored using the same color. Many students believe a point is considered an edge. Realizing that a point is not an edge does not happen without exploration and discussion. Students should have multiple opportunities to color a variety of simple pictures and maps. The goal is ...
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colored using the same color. Many students believe a point is considered an edge. Realizing that a point is not an edge does not happen without exploration and discussion. Students should have multiple opportunities to color a variety of simple pictures and maps. The goal is for students to use the fewest number of colors; some possible strategies that young children may use include a guess-and-check strategy, use many colors and try to eliminate one color at a time; or use few colors and insert
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade2.pdf#page=15
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
colored using the same color. Many students believe a point is considered an <span class="highlight">edge</span>. Realizing that a point is not an <span class="highlight">edge</span> does not happen without exploration and discussion. Students should have multiple opportunities to color a variety <span class="highlight">of</span> simple pictures and maps. The goal is <span class="highlight">for</span> students to use the fewest number <span class="highlight">of</span> colors; some possible strategies that young children may use include a guess-and-check strategy, use many colors and try to eliminate one color at a time; or use few colors and insert
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade2.pdf#page=17
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Explanations and Examples Students are expected to: PO 2. Build vertex-<span class="highlight">edge</span> graphs using concrete materials and explore simple properties <span class="highlight">of</span> vertex-<span class="highlight">edge</span> graphs • number <span class="highlight">of</span> vertices and edges, • neighboring vertices, and • paths in a graph. Connections: M02-S2C4-03 A vertex-<span class="highlight">edge</span> graph is a collection <span class="highlight">of</span> vertices and edges. A vertex is a point/dot that represents an object or location. An <span class="highlight">edge</span> connects two vertices and represents some relationship between them. The vertex-<span class="highlight">edge</span> graph below has 4
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Content AnD struCture There are currently no grade 1 grade-level foundations for Informational Text: Examine Content and Structure. increase word knowl- edge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word ori- g...
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Content AnD struCture There are currently no grade 1 grade-level foundations for Informational Text: Examine Content and Structure. increase word knowl- edge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word ori- gins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the sub- ject areas . Find, understand, and use specific information in a variety of texts across the subject
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http://www.ode.state.or.us/teachlearn/real/documents/el01.pdf#page=1
www.ode.state.or.us/teachlearn/real/documents/el01.pdf#page=1
Content AnD struCture There are currently no grade 1 grade-level foundations <span class="highlight">for</span> Informational Text: Examine Content and Structure. increase word knowl- <span class="highlight">edge</span> through systematic vocabulary development; determine the meaning <span class="highlight">of</span> new words by applying knowledge <span class="highlight">of</span> word ori- gins, word relationships, and context clues; verify the meaning <span class="highlight">of</span> new words; and use those new words accurately across the sub- ject areas . Find, understand, and use specific <span class="highlight">information</span> in a variety <span class="highlight">of</span> texts across the subject
Mississippi Language Arts Framework
2006 Mississippi Language Arts Framework-Revised KINDERGARTEN COURSE DESCRIPTION Grade K; one-year course KINDERGARTEN The term “text,” as it is used throughout the Language Arts Framework, is defined as “a segment of spoken or written language available for descri...
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2006 Mississippi Language Arts Framework-Revised KINDERGARTEN COURSE DESCRIPTION Grade K; one-year course KINDERGARTEN The term “text,” as it is used throughout the Language Arts Framework, is defined as “a segment of spoken or written language available for description or analysis.” For the purposes of this document, text may include written materials, teacher read or taped passages, visual images, or film. While competencies for grades K-3 remain identical, objectives require an
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http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_K_framework.pdf#page=1
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_K_...
2006 Mississippi Language Arts Framework-Revised KINDERGARTEN COURSE DESCRIPTION Grade K; one-year course KINDERGARTEN The term “text,” as it is used throughout the Language Arts Framework, is defined as “a segment <span class="highlight">of</span> spoken or written language available <span class="highlight">for</span> description or <span class="highlight">analysis</span>.” <span class="highlight">For</span> the purposes <span class="highlight">of</span> this document, text may include written materials, teacher read or taped passages, visual images, or film. While competencies <span class="highlight">for</span> grades K-3 remain identical, objectives require an
THIRD GRADE
teachers should review previously taught skills and objectives with a focus on increasing complexity. The term “text,” as it is used throughout the Language Arts Framework, is defined as “a segment of spoken or written language available for description or analysi...
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teachers should review previously taught skills and objectives with a focus on increasing complexity. The term “text,” as it is used throughout the Language Arts Framework, is defined as “a segment of spoken or written language available for description or analysis.” For the purposes of this document, text may include written materials, teacher read or taped passages, visual images, or film. While competencies for grades K-3 remain identical, objectives require an extension of knowledge and broader
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http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_2nd_grade_framework.pdf#page=1
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_2n...
teachers should review previously taught skills and objectives with a focus on increasing complexity. The term “text,” as it is used throughout the Language Arts Framework, is defined as “a segment <span class="highlight">of</span> spoken or written language available <span class="highlight">for</span> description or <span class="highlight">analysis</span>.” <span class="highlight">For</span> the purposes <span class="highlight">of</span> this document, text may include written materials, teacher read or taped passages, visual images, or film. While competencies <span class="highlight">for</span> grades K-3 remain identical, objectives require an extension <span class="highlight">of</span> knowledge and broader
FIRST GRADE
Framework, is defined as “a segment of spoken or written language available for description or analysis.” For the purposes of this document, text may include written materials, teacher read or taped passages, visual images, or film. While competencies...
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Framework, is defined as “a segment of spoken or written language available for description or analysis.” For the purposes of this document, text may include written materials, teacher read or taped passages, visual images, or film. While competencies for grades K-3 remain identical, objectives require an extension of knowledge and broader, deeper application of skills. A critical component at each grade level is text complexity. Text complexity is indicated by such elements as sophistication of
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http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_1st_grade_framework.pdf#page=1
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_1s...
Framework, is defined as “a segment <span class="highlight">of</span> spoken or written language available <span class="highlight">for</span> description or <span class="highlight">analysis</span>.” <span class="highlight">For</span> the purposes <span class="highlight">of</span> this document, text may include written materials, teacher read or taped passages, visual images, or film. While competencies <span class="highlight">for</span> grades K-3 remain identical, objectives require an extension <span class="highlight">of</span> knowledge and broader, deeper application <span class="highlight">of</span> skills. A critical <span class="highlight">component</span> at each grade level is text complexity. Text complexity is indicated by such elements as sophistication <span class="highlight">of</span>
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