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 Microsoft Word - 2nd Grade GLEs _2_
5 “New” to 2 nd Grade from 1 st Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Expressive Audience (author-centered) See above See above Form • Simple poems • Journal entries • “All about me” stories Development &bull...
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5 “New” to 2 nd Grade from 1 st Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Expressive Audience (author-centered) See above See above Form • Simple poems • Journal entries • “All about me” stories Development • Select an interesting idea for writing • Choose a title, when appropriate • Give relevant details about how things look, feel, sound, smell Organization See above • State the interesting idea Sentence Structure See above See above Word Choice See
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/2nd%20Grade%20GLEs.pdf#page=5
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/2nd%20Grade...
5 “New” to 2 nd Grade from 1 st Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Expressive Audience (author-centered) See above See above Form • Simple poems • <span class="highlight">Journal</span> entries • “All about me” stories Development • Select <span class="highlight">an</span> interesting idea for writing • Choose a title, when appropriate • Give relevant details about how things look, feel, sound, smell Organization See above • State the interesting idea Sentence Structure See above See above Word Choice See
7th Grade„Grade Level Expectations
“New” to 1 st Grade from Kindergarten Review Curriculum Coverage (UNIT) Other—“Carryover” or • Give details about the subject Organization See above • Sequence ideas most of the time • State the writing topic Sentence Structure See above See above Word...
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“New” to 1 st Grade from Kindergarten Review Curriculum Coverage (UNIT) Other—“Carryover” or • Give details about the subject Organization See above • Sequence ideas most of the time • State the writing topic Sentence Structure See above See above Word Choice See above See above Conventions See above See above Expressive Audience (author-centered) See above See above Form • Journal entries • “All about me” stories Development • Select an interesting idea for writing
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/1st%20Grade%20GLEs.pdf#page=3
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/1st%20Grade...
“New” to 1 st Grade from Kindergarten Review Curriculum Coverage (UNIT) Other—“Carryover” or • Give details about the subject Organization See above • Sequence ideas most of the time • State the writing topic Sentence Structure See above See above Word Choice See above See above Conventions See above See above Expressive Audience (author-centered) See above See above Form • <span class="highlight">Journal</span> entries • “All about me” stories Development • Select <span class="highlight">an</span> interesting idea for writing
VT_04_Math GLEs_pf.indd
References (continued) Mid-continental Educational Laboratory (McREL). K–12 Language Arts Standards. Mid-continent Research for Education and Learning, 2000. Mid-continental Educational Laboratory (McREL). Early Literacy Standards: PreK–K. Mid-continent Research for Education and Learnin...
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References (continued) Mid-continental Educational Laboratory (McREL). K–12 Language Arts Standards. Mid-continent Research for Education and Learning, 2000. Mid-continental Educational Laboratory (McREL). Early Literacy Standards: PreK–K. Mid-continent Research for Education and Learning, 2000. NAEP. Writing Framework and Specifi cations for the 1998 National Assessment of Educational Progress, 1999. National Council of Teachers of English and International Reading Association. National Council of
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_writing.pdf#page=141
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_wri...
References (continued) Mid-continental Educational Laboratory (McREL). K–12 Language Arts Standards. Mid-continent Research for Education and Learning, 2000. Mid-continental Educational Laboratory (McREL). Early Literacy Standards: PreK–K. Mid-continent Research for Education and Learning, 2000. NAEP. Writing Framework and Specifi cations for the 1998 National Assessment of Educational Progress, 1999. National Council of Teachers of English and <span class="highlight">International</span> Reading Association. National Council of
Core Content For Mathematics Assessment
CCA 4.1 Middle School Science AUGUST 2006 Bold – State Assessment Content Standard 197 Italics – Supporting Content Standard Biological Change The only thing certain is that everything changes. Elementary students build a foundational knowledge of change by observing slow and fas...
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CCA 4.1 Middle School Science AUGUST 2006 Bold – State Assessment Content Standard 197 Italics – Supporting Content Standard Biological Change The only thing certain is that everything changes. Elementary students build a foundational knowledge of change by observing slow and fast changes caused by nature in their own environment, noting changes that humans and other organisms cause in their environment and observing fossils found in or near their environment. At the middle school level, students
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=200
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=200
CCA 4.1 Middle School Science AUGUST 2006 Bold – State Assessment Content Standard 197 Italics – Supporting Content Standard <span class="highlight">Biological</span> Change The only thing certain is that everything changes. Elementary students build a foundational knowledge of change by observing slow and fast changes caused by nature in their own environment, noting changes that humans and other organisms cause in their environment and observing fossils found in or near their environment. At the middle school level, students
Strand 1: Reading Process (Kindergarten)
Writing Standard Articulated by Grade Level Grade 5 Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex writing. The bulleted (lettered) items within a performance objective indicate specific content to be taught. Words...
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Writing Standard Articulated by Grade Level Grade 5 Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex writing. The bulleted (lettered) items within a performance objective indicate specific content to be taught. Words shown in bold print are referenced in the glossary. Arizona Department of Education – Standards Based Teaching and Learning Approved June 28, 2004 9 Concept 5: Literary Response Literary response
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http://www.ade.state.az.us/standards/language-arts/writing/grade5.pdf#page=7
www.ade.state.az.us/standards/language-arts/writing/grade5.pdf#page=7
Writing Standard Articulated by Grade Level Grade 5 Italics denotes a repetition of a performance objective (learned in <span class="highlight">an</span> earlier grade) that is to be applied to more complex writing. The bulleted (lettered) items within a performance objective indicate specific content to be taught. Words shown in bold print are referenced in the glossary. Arizona Department of Education – Standards Based Teaching and Learning Approved June 28, 2004 7 Strand 3: Writing Applications Writing skills
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http://www.ade.state.az.us/standards/language-arts/writing/grade5.pdf#page=9
www.ade.state.az.us/standards/language-arts/writing/grade5.pdf#page=9
Writing Standard Articulated by Grade Level Grade 5 Italics denotes a repetition of a performance objective (learned in <span class="highlight">an</span> earlier grade) that is to be applied to more complex writing. The bulleted (lettered) items within a performance objective indicate specific content to be taught. Words shown in bold print are referenced in the glossary. Arizona Department of Education – Standards Based Teaching and Learning Approved June 28, 2004 9 Concept 5: Literary Response Literary response
Strand 1: Reading Process (Kindergarten)
Writing Standard Articulated by Grade Level Grade 4 Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex writing. The bulleted (lettered) items within a performance objective indicate specific content to be taught. Words...
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Writing Standard Articulated by Grade Level Grade 4 Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex writing. The bulleted (lettered) items within a performance objective indicate specific content to be taught. Words shown in bold print are referenced in the glossary. Arizona Department of Education – Standards Based Teaching and Learning Approved June 28, 2004 Concept 5: Literary Response Literary
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http://www.ade.state.az.us/standards/language-arts/writing/grade4.pdf#page=6
www.ade.state.az.us/standards/language-arts/writing/grade4.pdf#page=6
Writing Standard Articulated by Grade Level Grade 4 Italics denotes a repetition of a performance objective (learned in <span class="highlight">an</span> earlier grade) that is to be applied to more complex writing. The bulleted (lettered) items within a performance objective indicate specific content to be taught. Words shown in bold print are referenced in the glossary. Arizona Department of Education – Standards Based Teaching and Learning Approved June 28, 2004 Strand 3: Writing Applications Writing skills
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http://www.ade.state.az.us/standards/language-arts/writing/grade4.pdf#page=8
www.ade.state.az.us/standards/language-arts/writing/grade4.pdf#page=8
Writing Standard Articulated by Grade Level Grade 4 Italics denotes a repetition of a performance objective (learned in <span class="highlight">an</span> earlier grade) that is to be applied to more complex writing. The bulleted (lettered) items within a performance objective indicate specific content to be taught. Words shown in bold print are referenced in the glossary. Arizona Department of Education – Standards Based Teaching and Learning Approved June 28, 2004 Concept 5: Literary Response Literary
STANDARDS.05
120 PERFORMANCE STANDARDS (Grade Level Expectations) 121PERFORMANCE STANDARDS (Grade Level Expectations) GRADE 6 GRADE 7 GRADE 8 SCIENCE GRADES 6—8 SC Students develop an understanding of the concepts, models, theories, facts, evidence, systems, and processes of life science. SC1 Studen...
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120 PERFORMANCE STANDARDS (Grade Level Expectations) 121PERFORMANCE STANDARDS (Grade Level Expectations) GRADE 6 GRADE 7 GRADE 8 SCIENCE GRADES 6—8 SC Students develop an understanding of the concepts, models, theories, facts, evidence, systems, and processes of life science. SC1 Students develop an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection, and biological evolution. SC2 Students develop an understanding of the
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=122
www.eed.state.ak.us/standards/pdf/standards.pdf#page=122
120 PERFORMANCE STANDARDS (Grade Level Expectations) 121PERFORMANCE STANDARDS (Grade Level Expectations) GRADE 6 GRADE 7 GRADE 8 SCIENCE GRADES 6—8 SC Students develop <span class="highlight">an</span> understanding of the concepts, models, theories, facts, evidence, systems, and processes of life science. SC1 Students develop <span class="highlight">an</span> understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection, and <span class="highlight">biological</span> evolution. SC2 Students develop <span class="highlight">an</span> understanding of the
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=131
www.eed.state.ak.us/standards/pdf/standards.pdf#page=131
130 PERFORMANCE STANDARDS (Grade Level Expectations) 131PERFORMANCE STANDARDS (Grade Level Expectations) GRADE 9 GRADE 10 GRADE 11 SCIENCE GRADES 9—11 SC Students develop <span class="highlight">an</span> understanding of the concepts, models, theories, facts, evidence, systems, and processes of life science. SC1 Students develop <span class="highlight">an</span> understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection, and <span class="highlight">biological</span> evolution. SC2 Students develop <span class="highlight">an</span> understanding of
Strand 1: Reading Process (Kindergarten)
Writing Standard Articulated by Grade Level Grade 3 Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex writing. The bulleted (lettered) items within a performance objective indicate specific content to be taught. Words...
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Writing Standard Articulated by Grade Level Grade 3 Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex writing. The bulleted (lettered) items within a performance objective indicate specific content to be taught. Words shown in bold print are referenced in the glossary. Arizona Department of Education – Standards Based Teaching and Learning Approved June 28, 2004 6 Strand 3: Writing Applications Writing skills
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http://www.ade.state.az.us/standards/language-arts/writing/grade3.pdf#page=6
www.ade.state.az.us/standards/language-arts/writing/grade3.pdf#page=6
Writing Standard Articulated by Grade Level Grade 3 Italics denotes a repetition of a performance objective (learned in <span class="highlight">an</span> earlier grade) that is to be applied to more complex writing. The bulleted (lettered) items within a performance objective indicate specific content to be taught. Words shown in bold print are referenced in the glossary. Arizona Department of Education – Standards Based Teaching and Learning Approved June 28, 2004 6 Strand 3: Writing Applications Writing skills
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http://www.ade.state.az.us/standards/language-arts/writing/grade3.pdf#page=8
www.ade.state.az.us/standards/language-arts/writing/grade3.pdf#page=8
Writing Standard Articulated by Grade Level Grade 3 Italics denotes a repetition of a performance objective (learned in <span class="highlight">an</span> earlier grade) that is to be applied to more complex writing. The bulleted (lettered) items within a performance objective indicate specific content to be taught. Words shown in bold print are referenced in the glossary. Arizona Department of Education – Standards Based Teaching and Learning Approved June 28, 2004 8 Concept 5: Literary Response Literary response is
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