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 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
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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2004 136 English Language Arts The Comprehensive Model on the following page illustrates: Teaching Model of Reading · Engagement and Motivation Emergent Literacy (Reason for and Appreciation (Concepts about Print, Letter of Reading) Knowledge, Phonemic Awareness,...
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2004 136 English Language Arts The Comprehensive Model on the following page illustrates: Teaching Model of Reading · Engagement and Motivation Emergent Literacy (Reason for and Appreciation (Concepts about Print, Letter of Reading) Knowledge, Phonemic Awareness, Understanding Alphabetic Principle) Word Recognition Vocabulary and (Phonics and Decoding, Concept Development Sight Word Development, (Dictionary Use, Inferring Meanings Spelling Development, from Context, Proper Usage, Shades of Appreciation of
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=159
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
2004 136 English Language Arts The Comprehensive <span class="highlight">Model</span> on the following page illustrates: Teaching <span class="highlight">Model</span> <span class="highlight">of</span> Reading · Engagement and Motivation Emergent Literacy (Reason for and Appreciation (Concepts about Print, Letter <span class="highlight">of</span> Reading) Knowledge, Phonemic Awareness, Understanding Alphabetic Principle) Word <span class="highlight">Recognition</span> Vocabulary and (Phonics and Decoding, Concept Development Sight Word Development, (Dictionary Use, Inferring Meanings Spelling Development, from Context, Proper Usage, Shades <span class="highlight">of</span> Appreciation <span class="highlight">of</span>
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to observe the process of growing vegetables or to test the performance of cars. s compare the relative merits of using a flat map or a globe to model where places are situated on Earth. s use blueprints or scale models to represent room plans. Standard 6—Int...
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to observe the process of growing vegetables or to test the performance of cars. s compare the relative merits of using a flat map or a globe to model where places are situated on Earth. s use blueprints or scale models to represent room plans. Standard 6—Interconnectedness: Common Themes Intermediate Systems Thinking Models 52 Key ideas are identified by numbers (1). Performance indicators are identified by bullets (•). Sample tasks are identified by triangles (s ). Sample Problem/Activity
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http://www.emsc.nysed.gov/ciai/mst/pub/mststa6_7.pdf#page=4
www.emsc.nysed.gov/ciai/mst/pub/mststa6_7.pdf#page=4
Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other <span class="highlight">areas</span> <span class="highlight">of</span> learning. 51 <span class="highlight">Sample</span> Problem/Activity
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http://www.emsc.nysed.gov/ciai/mst/pub/mststa6_7.pdf#page=5
www.emsc.nysed.gov/ciai/mst/pub/mststa6_7.pdf#page=5
to observe the process <span class="highlight">of</span> growing vegetables or to test the performance <span class="highlight">of</span> cars. s compare the relative merits <span class="highlight">of</span> <span class="highlight">using</span> a flat map or a globe to <span class="highlight">model</span> where places are situated on Earth. s use blueprints or scale models to represent room plans. Standard 6—Interconnectedness: Common Themes Intermediate Systems Thinking Models 52 Key ideas are identified by numbers (1). Performance indicators are identified by bullets (•). <span class="highlight">Sample</span> tasks are identified by triangles (s ). <span class="highlight">Sample</span> Problem/Activity
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http://www.emsc.nysed.gov/ciai/mst/pub/mststa6_7.pdf#page=8
www.emsc.nysed.gov/ciai/mst/pub/mststa6_7.pdf#page=8
Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other <span class="highlight">areas</span> <span class="highlight">of</span> learning. 55 <span class="highlight">Sample</span> Problem/Activity
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http://www.emsc.nysed.gov/ciai/mst/pub/mststa6_7.pdf#page=12
www.emsc.nysed.gov/ciai/mst/pub/mststa6_7.pdf#page=12
Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other <span class="highlight">areas</span> <span class="highlight">of</span> learning. 59 <span class="highlight">Sample</span> Problem/Activity
Microsoft Word - 2007 MS Math Framework Competencies and Objectives 9-18-07.doc
2007 Mississippi Mathematics Framework Revised 74 STATISTICS Statistics introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Four major areas of concentration include data explorations, design of experiments, product...
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2007 Mississippi Mathematics Framework Revised 74 STATISTICS Statistics introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Four major areas of concentration include data explorations, design of experiments, production of models using probability, and simulation and statistical inference. Students are required to design, conduct, represent, and interpret statistical and probabilistic studies. The use of technology will be an
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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=75
www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math...
2007 Mississippi Mathematics Framework Revised 74 STATISTICS Statistics introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Four major <span class="highlight">areas</span> <span class="highlight">of</span> concentration include data explorations, design <span class="highlight">of</span> experiments, production <span class="highlight">of</span> models <span class="highlight">using</span> probability, and simulation and statistical inference. Students are required to design, conduct, represent, and interpret statistical and probabilistic studies. The use <span class="highlight">of</span> technology will be an
Kansas Curricular Standard forReadingStd[1]_081709.doc
of sentences and has the students echo the teachers’ modeling by reading the same sentences using the same intonation and phrasing as the teacher. (f) uses Paired Reading or cross-age reading opportunities to provide practice in oral reading. This can be a reading pair between...
Microsoft Word - historysol2008.doc
the concepts of site and situation to major cities in each region; b) explaining how the functions of towns and cities have changed over time; c) describing the unique influence of urban areas and some challenges they face. WG.12 The student will apply geography to...
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the concepts of site and situation to major cities in each region; b) explaining how the functions of towns and cities have changed over time; c) describing the unique influence of urban areas and some challenges they face. WG.12 The student will apply geography to interpret the past, understand the present, and plan for the future by a) using geographic knowledge, skills, and perspectives to analyze problems and make decisions; b) relating current events to the physical and human characteristics of
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/historysol2008.pdf#page=36
www.doe.virginia.gov/VDOE/Superintendent/Sols/historysol2008.pdf#page=36
the concepts <span class="highlight">of</span> site and situation to major cities in each region; b) explaining how the functions <span class="highlight">of</span> towns and cities have changed over time; c) describing the unique influence <span class="highlight">of</span> urban <span class="highlight">areas</span> and some challenges they <span class="highlight">face</span>. WG.12 The student will apply geography to interpret the past, understand the present, and plan for the future by a) <span class="highlight">using</span> geographic knowledge, skills, and perspectives to analyze problems and make decisions; b) relating current events to the physical and human characteristics <span class="highlight">of</span>
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mathematical tools and technology . Example: Using their arms, students will model parallel lines, perpendicular lines and non- perpendicular intersecting lines. 4 .3 .2 Identify, describe and draw right angles, acute angles, obtuse angles, straight angles and rays using appropr...
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mathematical tools and technology . Example: Using their arms, students will model parallel lines, perpendicular lines and non- perpendicular intersecting lines. 4 .3 .2 Identify, describe and draw right angles, acute angles, obtuse angles, straight angles and rays using appropriate tools and technology . Example: Draw two rays that meet to form each of the angles listed above. 4 .3 .3 Identify shapes that have reflectional and rotational symmetry . Example: Make a masking tape frame on the floor for a cardboard
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=30
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
mathematical tools and technology . Example: <span class="highlight">Using</span> their arms, students will <span class="highlight">model</span> parallel lines, perpendicular lines and non- perpendicular intersecting lines. 4 .3 .2 Identify, describe and draw right angles, acute angles, obtuse angles, straight angles and rays <span class="highlight">using</span> appropriate tools and technology . Example: Draw two rays that meet to form each <span class="highlight">of</span> the angles listed above. 4 .3 .3 Identify shapes that have reflectional and rotational symmetry . Example: Make a masking tape frame on the floor for a cardboard
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=111
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
regression equations and correlation coefficients <span class="highlight">using</span> technological tools . Example: Measure the wrist and neck size <span class="highlight">of</span> each person in your class and make a scatter plot. Interpret the correlation coefficient and the least squares regression line. Graph the residuals and evaluate the fit <span class="highlight">of</span> the linear equation. Which line is a better fit? Explain your reasoning. IM2 .3 .2 Display and analyze bivariate data where at least <span class="highlight">one</span> variable is categorical . Example: It is sometimes perceived that many retired people
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