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Education
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 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>
Writing Assessment Framework
not. The proportion of each year’s tests devoted to each category is clearly specified in the Reading Content Category Table on page 6. These percents are estimates used to guide the general distribution of items throughout the test. In addition to overall scores, as much info...
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not. The proportion of each year’s tests devoted to each category is clearly specified in the Reading Content Category Table on page 6. These percents are estimates used to guide the general distribution of items throughout the test. In addition to overall scores, as much information as possible will be reported for each content category, making the data useful for diagnostic analysis. Framework Structure This document employs a general organizational structure designed for ease of use. The State Goal
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http://www.isbe.state.il.us/assessment/pdfs/IAFWriting.pdf#page=3
www.isbe.state.il.us/assessment/pdfs/IAFWriting.pdf#page=3
not. The proportion <span class="highlight">of</span> each year’s tests devoted to each category is clearly specified in the Reading Content Category Table on page 6. These percents are estimates used to guide the general distribution <span class="highlight">of</span> items throughout the test. In addition to overall scores, as much <span class="highlight">information</span> as possible will be reported <span class="highlight">for</span> each content category, making the data useful <span class="highlight">for</span> diagnostic <span class="highlight">analysis</span>. Framework Structure This document employs a general organizational structure designed <span class="highlight">for</span> ease <span class="highlight">of</span> use. The State Goal
Microsoft Word - 2007 MS Math Framework Competencies and Objectives 9-18-07.doc
graphing. A variety of problem-solving techniques and technology will be used when applying these concepts, which will enable students to solve real-life application, routine word, and non- routine problems. Technology should be a component of the instruction. The instruction...
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graphing. A variety of problem-solving techniques and technology will be used when applying these concepts, which will enable students to solve real-life application, routine word, and non- routine problems. Technology should be a component of the instruction. The instructional approach should provide opportunities for students to work together collaboratively and cooperatively as they solve routine and non-routine problems. Communication strategies should include reading, writing, speaking, and critical
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http://www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math%20Framework%20Competencies%20and%20Objectives%209-18-07.pdf#page=39
www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math...
a <span class="highlight">component</span> <span class="highlight">of</span> the instruction. The instructional approach should provide opportunities <span class="highlight">for</span> students to work together collaboratively and cooperatively as they solve routine and non-routine problems. Communication strategies should include reading, writing, speaking, and critical listening as students present and evaluate mathematical arguments, proofs, and explanations about their reasoning. Physical materials should continue to be part <span class="highlight">of</span> the development <span class="highlight">of</span> mathematical understanding. The
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http://www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math%20Framework%20Competencies%20and%20Objectives%209-18-07.pdf#page=43
www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math...
graphing. A variety <span class="highlight">of</span> problem-solving techniques and technology will be used when applying these concepts, which will enable students to solve real-life application, routine word, and non- routine problems. Technology should be a <span class="highlight">component</span> <span class="highlight">of</span> the instruction. The instructional approach should provide opportunities <span class="highlight">for</span> students to work together collaboratively and cooperatively as they solve routine and non-routine problems. Communication strategies should include reading, writing, speaking, and critical
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http://www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math%20Framework%20Competencies%20and%20Objectives%209-18-07.pdf#page=46
www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math...
about the characteristics <span class="highlight">of</span> graphs and their associated equations, expanding the techniques used to solve equations, and applying properties in real-world applications, routine word, and non-routine problems. Technology should be a <span class="highlight">component</span> <span class="highlight">of</span> the instruction. The instructional approach should provide opportunities <span class="highlight">for</span> students to work together collaboratively and cooperatively as they solve routine and non-routine problems. Communication strategies should include reading, writing, speaking, and
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http://www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math%20Framework%20Competencies%20and%20Objectives%209-18-07.pdf#page=49
www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math...
equations. Concepts and computations with matrices are introduced. The <span class="highlight">analysis</span> <span class="highlight">of</span> graphs includes scatter plots. Written and oral justifications to support solution methods and solutions are required. Technology should be a <span class="highlight">component</span> <span class="highlight">of</span> the instruction. The instructional approach should provide opportunities <span class="highlight">for</span> students to work together collaboratively and cooperatively as they solve routine and non-routine problems. Communication strategies should include reading, writing, speaking, and critical
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http://www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math%20Framework%20Competencies%20and%20Objectives%209-18-07.pdf#page=52
www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math...
representations should be included across all objectives. Students should be given an opportunity to develop spatial sense and an understanding <span class="highlight">of</span> a variety means <span class="highlight">of</span> providing reasoning, mathematical arguments, and proofs. The justifications used in geometry should include a variety <span class="highlight">of</span> techniques including paragraph and algebraic proofs. Technology should be a <span class="highlight">component</span> <span class="highlight">of</span> the instruction. The instructional approach should provide opportunities <span class="highlight">for</span> students to work together collaboratively and cooperatively as
K-12
Strand: Reading Standard 11: Vocabulary, Word Study, and Fluency Students shall acquire and apply skills in vocabulary development and word analysis to be able to read fluently. Reading: Vocabulary, Word Study, and Fluency K-4 English Language Arts Curriculum Framework Revised 2003 Arkansas...
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Strand: Reading Standard 11: Vocabulary, Word Study, and Fluency Students shall acquire and apply skills in vocabulary development and word analysis to be able to read fluently. Reading: Vocabulary, Word Study, and Fluency K-4 English Language Arts Curriculum Framework Revised 2003 Arkansas Department of Education Key: R.11.K.4=Reading. Standard 11. Kindergarten. 4 th Student Learning Expectation 35 THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS
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http://arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=38
arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=38
Strand: Reading Standard 11: Vocabulary, Word Study, and Fluency Students shall acquire and apply skills in vocabulary development and word <span class="highlight">analysis</span> to be able to read fluently. Reading: Vocabulary, Word Study, and Fluency K-4 English Language Arts Curriculum Framework Revised 2003 Arkansas Department <span class="highlight">of</span> Education Key: R.11.K.4=Reading. Standard 11. Kindergarten. 4 th Student Learning Expectation 35 THE GOAL <span class="highlight">FOR</span> EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS
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