|
Education
Web
Viewing 1-4 of 4 total results
 Core Content For Mathematics Assessment
influence individuals differently (e.g., discounts, sales promotions, trends, personal convictions). SS-HS-3.3.3 Students will explain how the level of competition in a market is largely determined by the number of buyers and sellers. SS-HS-3.3.4 Students will explain how laws and gove...
1
0
influence individuals differently (e.g., discounts, sales promotions, trends, personal convictions). SS-HS-3.3.3 Students will explain how the level of competition in a market is largely determined by the number of buyers and sellers. SS-HS-3.3.4 Students will explain how laws and government mandates (e.g., anti-trust legislation, tariff policy, regulatory policy) have been adopted to maintain competition in the United States and in the global marketplace. Production, Distribution, and Consumption SS-HS
102
0
http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=102
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=102
CCA 4.1 Elementary Practical Living/Vocational Studies AUGUST 2006 Bold – State Assessment Content Standard 99 Italics – Supporting Content Standard PL-04-1.1.10 Begins in 6 th Grade PL-05-1.1.10 Students will identify resources (e.g. guidance counselors, <span class="highlight">drug</span> counselors, parents, teachers) that are helpful for individuals seeking treatment or counseling for negative behaviors or addictions (e.g. <span class="highlight">drug</span> addiction, eating disorders). PL-04-1.1.11 Students will identify self-management and
114
0
http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=114
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=114
CCA 4.1 Middle School Practical Living/Vocational Studies AUGUST 2006 Bold – State Assessment Content Standard 111 Italics – Supporting Content Standard PL-06-1.1.8 Students will explain risks associated with unhealthy habits and behaviors (e.g., substance use/abuse <span class="highlight">of</span> tobacco, alcohol, illegal drugs, prescription drugs, dietary habits/eating disorders, irregular exercise habits, sexual activity). DOK 2 PL-07-1.1.8 Students will explain risks associated with unhealthy habits and behaviors
259
0
http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=259
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=259
influence individuals differently (e.g., discounts, sales promotions, trends, personal convictions). SS-HS-3.3.3 Students will explain how the level <span class="highlight">of</span> competition in a market is largely determined by the number <span class="highlight">of</span> buyers and sellers. SS-HS-3.3.4 Students will explain how laws and government mandates (e.g., anti-trust legislation, tariff policy, <span class="highlight">regulatory</span> policy) have been adopted to maintain competition in the United States and in the global marketplace. Production, Distribution, and Consumption SS-HS
STANDARDS.05
nations have influenced the politics and society of the United States; 3) understand how national politics and international affairs are interrelated with the politics and interests of the state; 4) understand the purpose and function of international govern...
1
0
nations have influenced the politics and society of the United States; 3) understand how national politics and international affairs are interrelated with the politics and interests of the state; 4) understand the purpose and function of international government and non- governmental organizations in the world today; and 5) analyze the causes, consequences, and possible solutions to current international issues. A student who meets the content standard should: 1) know the important characteristics of
21
0
http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=21
www.eed.state.ak.us/standards/pdf/standards.pdf#page=21
nations have influenced the politics and society <span class="highlight">of</span> the United States; 3) understand how national politics and <span class="highlight">international</span> <span class="highlight">affairs</span> are interrelated with the politics and interests <span class="highlight">of</span> the state; 4) understand the purpose and function <span class="highlight">of</span> <span class="highlight">international</span> government and non- governmental organizations in the world today; and 5) analyze the causes, consequences, and possible solutions to current <span class="highlight">international</span> issues. A student who meets the content standard should: 1) know the important characteristics <span class="highlight">of</span>
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...
1
0
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
141
0
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 <span class="highlight">of</span> Educational Progress, 1999. National Council <span class="highlight">of</span> Teachers <span class="highlight">of</span> English and <span class="highlight">International</span> Reading Association. National Council <span class="highlight">of</span>
Microsoft Word - Content Area Reading Middle School.doc
49 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Double-Entry Journals Description: A Double-Entry Journal is a versatile adaptation of the response journal. Using a Two Column/T-note format, the double-entry journal allows students to record dual entries that are con...
1
0
49 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Double-Entry Journals Description: A Double-Entry Journal is a versatile adaptation of the response journal. Using a Two Column/T-note format, the double-entry journal allows students to record dual entries that are conceptually related. Students are juxtaposing their thoughts, ideas, and feelings according to the prompts provided for making entries. Step-by-Step 1. Use double-entry journals the same as the response journals except for heading
49
0
http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=49
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
49 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Double-Entry Journals Description: A Double-Entry <span class="highlight">Journal</span> is a versatile adaptation <span class="highlight">of</span> the response <span class="highlight">journal</span>. Using a Two Column/T-note format, the double-entry <span class="highlight">journal</span> allows students to record dual entries that are conceptually related. Students are juxtaposing their thoughts, ideas, and feelings according to the prompts provided for making entries. Step-by-Step 1. Use double-entry journals the same as the response journals except for heading
|
