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 Science.qxd
for the Elementary School", Occasional Papers, no. 24. Hazen, R. M., Trefil, J., Science matters: Achieving Scientific Literacy, New York, Doubleday, 1991. International Association for the Evaluation of Educational Achievement, Science Achievement in the Middle School Years: IEA&...
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for the Elementary School", Occasional Papers, no. 24. Hazen, R. M., Trefil, J., Science matters: Achieving Scientific Literacy, New York, Doubleday, 1991. International Association for the Evaluation of Educational Achievement, Science Achievement in the Middle School Years: IEA’s Third International Mathematics and Science Study, Boston, Center for the Study of Testing, Evaluation, and Educational Policy, Boston College, 1996. International Technology Education Association
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=176
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=17...
Revised 2004 Science 172 BIBLIOGRAPHY Aikenhead. G. & Solomon, J. (Edts.), STS Education: <span class="highlight">International</span> Perspectives On Reform, New York, Teachers College Press, 1994 Allen, N.L., Swinton, S.S., Ishman, S.P., Zelenak, C.A., Technical Report <span class="highlight">of</span> the NAEP 1996 State Assessment Program in Science, Washington, D.C., National Center for Education Statistics, 1997. American Association for the Advancement <span class="highlight">of</span> Science, Benchmarks for Science Literacy, Project 2061, New York, Oxford University
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=177
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=17...
for the Elementary School", Occasional Papers, no. 24. Hazen, R. M., Trefil, J., Science matters: Achieving Scientific Literacy, New York, Doubleday, 1991. <span class="highlight">International</span> Association for the Evaluation <span class="highlight">of</span> Educational Achievement, Science Achievement in the Middle School Years: IEA’s Third <span class="highlight">International</span> Mathematics and Science Study, Boston, Center for the Study <span class="highlight">of</span> Testing, Evaluation, and Educational Policy, Boston College, 1996. <span class="highlight">International</span> Technology Education Association
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=180
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<span class="highlight">of</span> U.S. Fourth-Grade Mathematics And Science Achievement in <span class="highlight">International</span> Context, Washington, D.C., U.S. Government Printing Office, 1997. U.S. Department <span class="highlight">of</span> Education, National Center for Education Statistics, Pursuing Excellence, NCES 97-198, Washington, D.C., U.S. Government Printing Office, 1996. U.S. Department <span class="highlight">of</span> Education, Office <span class="highlight">of</span> Educational Research and Improvement, Attaining Excellence: A Video Presentation <span class="highlight">of</span> Pursuing Excellence: U.S. Eighth Grade Findings From the Third
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strategies and skills to create oral, written, and visual texts. 4.01 Use new vocabulary in own speech and writing. 4.02 Use words that name and words that tell action in a variety of simple texts (e.g., oral retelling, written stories, lists, journal entries of personal experie...
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strategies and skills to create oral, written, and visual texts. 4.01 Use new vocabulary in own speech and writing. 4.02 Use words that name and words that tell action in a variety of simple texts (e.g., oral retelling, written stories, lists, journal entries of personal experiences). 4.03 Use words that describe color, size, and location in a variety of texts: e.g., oral retelling, written stories, lists, journal entries of personal experiences. 4.04 Maintain conversation and discussions: • attending to oral
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=43
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
strategies and skills to create oral, written, and visual texts. 4.01 Use new vocabulary in own speech and writing. 4.02 Use words that name and words that tell action in a variety <span class="highlight">of</span> simple texts (e.g., oral retelling, written stories, lists, <span class="highlight">journal</span> entries <span class="highlight">of</span> personal experiences). 4.03 Use words that describe color, size, and location in a variety <span class="highlight">of</span> texts: e.g., oral retelling, written stories, lists, <span class="highlight">journal</span> entries <span class="highlight">of</span> personal experiences. 4.04 Maintain conversation and discussions: • attending to oral
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=48
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
author’s model <span class="highlight">of</span> language and extending the model (e.g., writing different ending for a story, composing an innovation <span class="highlight">of</span> a poem). 4.06 Compose a variety <span class="highlight">of</span> products (e.g., stories, <span class="highlight">journal</span> entries, letters, response logs, simple poems, oral retellings) using a writing process. Competency Goal 5 The learner will apply grammar and language conventions to communicate effectively. 5.01 Use phonic knowledge and basic patterns (e.g., an, ee, ake) to spell correctly three-and four-letter words. 5.02 Apply phonics to
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=88
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
2004 English Language Arts • determining the main idea and/or significance <span class="highlight">of</span> events. • generating a learning log or <span class="highlight">journal</span>. • creating an artistic interpretation that connects self to the work. • discussing print and non-print expressive works formally and informally. 1.03 Interact appropriately in group settings by: • listening attentively. • showing empathy. • contributing relevant comments connecting personal experiences to content. • monitoring own understanding <span class="highlight">of</span> the discussion and seeking
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=94
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
2004 English Language Arts • determining the main idea and/or significance <span class="highlight">of</span> events. • generating a learning log or <span class="highlight">journal</span>. • maintaining an annotated list <span class="highlight">of</span> works read/viewed. • creating an artistic interpretation that connects self and/or society to the selection. • constructing and presenting book/media reviews. 1.03 Interact in group settings by: • responding appropriately to comments and questions. • offering personal opinions confidently without dominating. • giving appropriate reasons that
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=99
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
reader/viewer/listener. • making connections between works, self and related topics • drawing inferences. • generating a learning log or <span class="highlight">journal</span>. • maintaining an annotated list <span class="highlight">of</span> works that are read or viewed, including personal reactions. 76
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=180
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
Reform. Felton, R. (1993). Effects <span class="highlight">of</span> instruction on the decoding skills <span class="highlight">of</span> children with phonological-processing problems. <span class="highlight">Journal</span> <span class="highlight">of</span> Learning Disabilities, 26, (9), 583589. Fox, B. (1996). Strategies for word identification: Phonics from a new perspective. Columbus, OH: Merrill. Gentry, R. (1997). My kid can’t spell. Portsmouth, NH: Heinemann. Gentry, R. and Gillet, J. (1993). Teaching kids to spell. Portsmouth, NH: Heinemann. Appendix A
ACKNOWLEDGEMENTS
6.02 Differentiate between the legal and ethical responsibilities of citizenship. 6.03 Determine processes that influence civic issues and public actions. COMPETENCY GOAL 7: The learner will analyze relationships between the American political system and the international political sy...
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6.02 Differentiate between the legal and ethical responsibilities of citizenship. 6.03 Determine processes that influence civic issues and public actions. COMPETENCY GOAL 7: The learner will analyze relationships between the American political system and the international political systems. Objectives: 7.01 Identify and assess the impact of major American foreign and trade policies. 7.02 Analyze the reasons for change in international relationships throughout history. 7.03 Interpret the influence of
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http://www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#page=78
www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...
6.02 Differentiate between the legal and ethical responsibilities <span class="highlight">of</span> citizenship. 6.03 Determine processes that influence civic issues and public actions. COMPETENCY GOAL 7: The learner will analyze relationships between the American political system and the <span class="highlight">international</span> political systems. Objectives: 7.01 Identify and assess the impact <span class="highlight">of</span> major American foreign and trade policies. 7.02 Analyze the reasons for change in <span class="highlight">international</span> relationships throughout history. 7.03 Interpret the influence <span class="highlight">of</span>
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http://www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#page=93
www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...
Information Systems) to identify, describe, and interpret major <span class="highlight">international</span> travel patterns as related to the United States. (Builds upon National Geography Standard 1: The geographically-informed person knows and understands how to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective.) Objectives 3.01 Demonstrate an understanding <span class="highlight">of</span> the various types <span class="highlight">of</span> thematic maps. 3.02 Demonstrate a working knowledge <span class="highlight">of</span> GIS and
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