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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....
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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 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 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
Microsoft Word - English SOL 2002 & ELP Standards.doc
with one- and two-word responses. √√ d. Ask and answer questions, using simple sentences or phrases. √√ e. Respond to simple directions. √√ f. Retell familiar stories and participate in short conversations. √√ g. Demonstrate comprehension...
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with one- and two-word responses. √√ d. Ask and answer questions, using simple sentences or phrases. √√ e. Respond to simple directions. √√ f. Retell familiar stories and participate in short conversations. √√ g. Demonstrate comprehension of basic oral presentations and instructions. √√ LEP 1.2 The student will develop oral communication skills. a. Communicate basic needs and wants. √√ b. Use common social greetings and simple repetitive phrases. √√ c. Respond to factual questions about texts read aloud
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/2002/EnglishK-12.pdf#page=26
www.doe.virginia.gov/VDOE/Superintendent/Sols/2002/EnglishK-12.pdf#page=2...
with <span class="highlight">one</span>- and two-word responses. √√ d. Ask and answer questions, <span class="highlight">using</span> simple sentences or phrases. √√ e. Respond to simple directions. √√ f. Retell familiar stories and participate in short conversations. √√ g. Demonstrate comprehension <span class="highlight">of</span> basic oral presentations and instructions. √√ LEP 1.2 The student will develop oral communication skills. a. Communicate basic needs and wants. √√ b. Use common social greetings and simple repetitive phrases. √√ c. Respond to factual questions about texts read aloud
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/2002/EnglishK-12.pdf#page=42
www.doe.virginia.gov/VDOE/Superintendent/Sols/2002/EnglishK-12.pdf#page=4...
questions with <span class="highlight">one</span>- and two-word responses. √√√ d. Ask and answer questions, <span class="highlight">using</span> simple sentences or phrases. √√√ e. Respond to simple directions. √√√ f. Retell familiar stories and participate in short conversations. √√√ g. Demonstrate comprehension <span class="highlight">of</span> basic oral presentations and instructions. √√√ LEP 1.2 The student will develop oral communication skills. a. Communicate basic needs and wants. √√√ b. Use common social greetings and simple repetitive phrases. √√√ c. Respond to factual questions about texts read
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/2002/EnglishK-12.pdf#page=62
www.doe.virginia.gov/VDOE/Superintendent/Sols/2002/EnglishK-12.pdf#page=6...
questions with <span class="highlight">one</span>- and two-word responses. √√√√ d. Ask and answer questions, <span class="highlight">using</span> simple sentences or phrases. √√√√ e. Respond to simple directions. √√√√ f. Retell familiar stories and participate in short conversations. √√√√ g. Demonstrate comprehension <span class="highlight">of</span> basic oral presentations and instructions. √√√√ LEP 1.2 The student will develop oral communication skills. a. Communicate basic needs and wants. √√√√ b. Use common social greetings and simple repetitive phrases. √√√√ c. Respond to factual questions about
Microsoft Word - 06.029.0007.doc
and paths. (iii) Recognize geometric shapes and structures (e.g., in the environment). (iv) Use geometric models to solve problems in other areas of mathematics (e.g., using arrays as models of multiplication or area). (v) Identify and build three-dimensional objects f...
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and paths. (iii) Recognize geometric shapes and structures (e.g., in the environment). (iv) Use geometric models to solve problems in other areas of mathematics (e.g., using arrays as models of multiplication or area). (v) Identify and build three-dimensional objects from two-dimensional representations of that object. (vi
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http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0007.pdf#page=9
www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0007.pdf#page=9
and paths. (iii) Recognize geometric shapes and structures (e.g., in the environment). (iv) Use geometric models to solve problems in other <span class="highlight">areas</span> <span class="highlight">of</span> mathematics (e.g., <span class="highlight">using</span> arrays as models <span class="highlight">of</span> multiplication or area). (v) Identify and build three-dimensional objects from two-dimensional representations <span class="highlight">of</span> that object. (vi
Microsoft Word - Completed Reading.rtf
subject matter #0;� Understanding information #0;� Grasping meaning #0;� Translating knowledge into new context #0;� Interpreting facts, comparing, contrasting #0;� Ordering, grouping, inferring causes #0;� Predicting consequences #0;� Using in...
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subject matter #0;� Understanding information #0;� Grasping meaning #0;� Translating knowledge into new context #0;� Interpreting facts, comparing, contrasting #0;� Ordering, grouping, inferring causes #0;� Predicting consequences #0;� Using information #0;� Using methods concepts, theories in new situations #0;� Solving problems using required skills or knowledge #0;� Identifica- tion of patterns #0;� Organization of parts #0;� Recognition of hidden meanings #0;� Identifica
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http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=111
doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...
subject matter #0;� Understanding information #0;� Grasping meaning #0;� Translating knowledge into new context #0;� Interpreting facts, comparing, contrasting #0;� Ordering, grouping, inferring causes #0;� Predicting consequences #0;� <span class="highlight">Using</span> information #0;� <span class="highlight">Using</span> methods concepts, theories in new situations #0;� Solving problems <span class="highlight">using</span> required skills or knowledge #0;� Identifica- tion <span class="highlight">of</span> patterns #0;� Organization <span class="highlight">of</span> parts #0;� <span class="highlight">Recognition</span> <span class="highlight">of</span> hidden meanings #0;� Identifica
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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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of change in real-world problems; Sample Task: Use the Census Bureau website to find information regarding population patterns or economic data and display the results graphically. Linkages: Write about patterns in nature or other areas of science, and find and apply form...
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of change in real-world problems; Sample Task: Use the Census Bureau website to find information regarding population patterns or economic data and display the results graphically. Linkages: Write about patterns in nature or other areas of science, and find and apply formulas in business or science. Content Standard 3.0: Geometry Students will investigate, model, and apply geometric properties and relationships. Learning Expectations: The student will: 3.1 apply geometric properties
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http://www.state.tn.us/education/ci/math/doc/MA_3130.pdf#page=3
www.state.tn.us/education/ci/math/doc/MA_3130.pdf#page=3
<span class="highlight">of</span> change in real-world problems; <span class="highlight">Sample</span> Task: Use the Census Bureau website to find information regarding population patterns or economic data and display the results graphically. Linkages: Write about patterns in nature or other <span class="highlight">areas</span> <span class="highlight">of</span> science, and find and apply formulas in business or science. Content Standard 3.0: Geometry Students will investigate, <span class="highlight">model</span>, and apply geometric properties and relationships. Learning Expectations: The student will: 3.1 apply geometric properties
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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...
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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 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 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 oral language....
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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 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 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
Microsoft Word - readstdhs.docreadstdhs.pdf
across all content areas, science, mathematics, and social studies should model using the list and require students to use the list to help determine meaning of appropriate content area vocabulary. 4. (a) directs students to illustrate posters to represent the most comm...
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across all content areas, science, mathematics, and social studies should model using the list and require students to use the list to help determine meaning of appropriate content area vocabulary. 4. (a) directs students to illustrate posters to represent the most common types of relationships expressed in analogies, similes, and metaphors. These posters could include student-generated examples and artwork/illustrations and can be displayed in the classroom as instructional tools. (b) models how
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http://www.ksde.org/LinkClick.aspx?fileticket=cS6RMCs2ojg%3d&tabid=142&mid=8050&forcedownload=true#page=6
www.ksde.org/LinkClick.aspx?fileticket=cS6RMCs2ojg%3d&tabid=142&mid=8050&...
across all content <span class="highlight">areas</span>, science, mathematics, and social studies should <span class="highlight">model</span> <span class="highlight">using</span> the list and require students to use the list to help determine meaning <span class="highlight">of</span> appropriate content area vocabulary. 4. (a) directs students to illustrate posters to represent the most common types <span class="highlight">of</span> relationships expressed in analogies, similes, and metaphors. These posters could include student-generated examples and artwork/illustrations and can be displayed in the classroom as instructional tools. (b) models how
Microsoft Word - 2912516B.doc
problems Students will understand how mathematical ideas interconnect and build on one another to produce a coherent whole. 8.CN.4 Model situations mathematically, using representations to draw conclusions and formulate new situations 8.CN.5 Understand how concepts, proced...
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problems Students will understand how mathematical ideas interconnect and build on one another to produce a coherent whole. 8.CN.4 Model situations mathematically, using representations to draw conclusions and formulate new situations 8.CN.5 Understand how concepts, procedures, and mathematical results in one area of mathematics can be used to solve problems in other areas of mathematics Students will recognize and apply mathematics in contexts outside of mathematics. 8.CN.6
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http://www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=75
www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=75
Connections Strand Students will recognize and use connections among mathematical ideas. 7.CN.1 Understand and make connections among multiple representations <span class="highlight">of</span> the same mathematical idea 7.CN.2 Recognize connections between subsets <span class="highlight">of</span> mathematical ideas 7.CN.3 Connect and apply a variety <span class="highlight">of</span> strategies to solve problems Students will understand how mathematical ideas interconnect and build on <span class="highlight">one</span> another to produce a coherent whole. 7.CN.4 <span class="highlight">Model</span> situations mathematically, <span class="highlight">using</span>
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http://www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=85
www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=85
problems Students will understand how mathematical ideas interconnect and build on <span class="highlight">one</span> another to produce a coherent whole. 8.CN.4 <span class="highlight">Model</span> situations mathematically, <span class="highlight">using</span> representations to draw conclusions and formulate new situations 8.CN.5 Understand how concepts, procedures, and mathematical results in <span class="highlight">one</span> area <span class="highlight">of</span> mathematics can be used to solve problems in other <span class="highlight">areas</span> <span class="highlight">of</span> mathematics Students will recognize and apply mathematics in contexts outside <span class="highlight">of</span> mathematics. 8.CN.6
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http://www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=95
www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=95
New York State Learning Standard for Mathematics Page 92 Revised by NYS Board <span class="highlight">of</span> Regents March 15, 2005 Students will understand how mathematical ideas interconnect and build on <span class="highlight">one</span> another to produce a coherent whole. A.CN.3 <span class="highlight">Model</span> situations mathematically, <span class="highlight">using</span> representations to draw conclusions and formulate new situations A.CN.4 Understand how concepts, procedures, and mathematical results in <span class="highlight">one</span> area <span class="highlight">of</span> mathematics can
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http://www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=108
www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=108
New York State Learning Standard for Mathematics Page 105 Revised by NYS Board <span class="highlight">of</span> Regents March 15, 2005 G.CN.3 <span class="highlight">Model</span> situations mathematically, <span class="highlight">using</span> representations to draw conclusions and formulate new situations G.CN.4 Understand how concepts, procedures, and mathematical results in <span class="highlight">one</span> area <span class="highlight">of</span> mathematics can be used to solve problems in other <span class="highlight">areas</span> <span class="highlight">of</span> mathematics G.CN.5 Understand how quantitative models connect to
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http://www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=120
www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=120
corresponding procedures for similar problems or mathematical concepts Students will understand how mathematical ideas interconnect and build on <span class="highlight">one</span> another to produce a coherent whole. A2.CN.3 <span class="highlight">Model</span> situations mathematically, <span class="highlight">using</span> representations to draw conclusions and formulate new situations A2.CN.4 Understand how concepts, procedures, and mathematical results in <span class="highlight">one</span> area <span class="highlight">of</span> mathematics can be used to solve problems in other <span class="highlight">areas</span> <span class="highlight">of</span> mathematics A2.CN.5 Understand how quantitative
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