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 Mathematics Content Standards - Curriculum Frameworks (CA Dept of Education)
State Board of Education; Sue Stickel, a member of the Curriculum Development and Supplemental Materials Commission; and internationally recognized mathematicians Drs. Gunar Carlsson, David Geary, R. James Milgram, Richard Askey, and H-H. Wu. Their service and contributions to the math...
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State Board of Education; Sue Stickel, a member of the Curriculum Development and Supplemental Materials Commission; and internationally recognized mathematicians Drs. Gunar Carlsson, David Geary, R. James Milgram, Richard Askey, and H-H. Wu. Their service and contributions to the mathematics ad hoc committee deserve special recognition. Ordering Information Copies of this publication are available for $8.50 each, plus shipping and handling charges. California residents are charged sales tax. Orders may
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http://www.cde.ca.gov/be/st/ss/documents/mathstandard.pdf#page=3
www.cde.ca.gov/be/st/ss/documents/mathstandard.pdf#page=3
State Board <span class="highlight">of</span> Education; Sue Stickel, a member <span class="highlight">of</span> the Curriculum Development and Supplemental Materials Commission; and internationally recognized mathematicians Drs. Gunar Carlsson, David Geary, R. James Milgram, Richard Askey, and H-H. Wu. Their service and contributions to the mathematics <span class="highlight">ad</span> <span class="highlight">hoc</span> committee deserve special recognition. Ordering Information Copies <span class="highlight">of</span> this publication are available for $8.50 each, plus shipping and handling charges. California residents are charged sales tax. Orders may
English Language Arts Content Standards - Curriculum Frameworks (CA Dept of Education)
English-Language Arts ad-hoc committee deserve special recognition. Ordering Information Copies of this publication are available for $12.50 each, plus shipping and handling charges. California residents are charged sales tax. Orders may be sent to CDE Press, Sales Office, Calif...
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English-Language Arts ad-hoc committee deserve special recognition. Ordering Information Copies of this publication are available for $12.50 each, plus shipping and handling charges. California residents are charged sales tax. Orders may be sent to CDE Press, Sales Office, California Department of Education, 1430 N Street, Suite 3207, Sacramento, CA 95814-5901, FAX (916) 323- 0823. See page 86 for complete information on payment, including credit card purchases, and an order blank. Prices on all publications are
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http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=3
www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=3
English-Language Arts <span class="highlight">ad</span>-<span class="highlight">hoc</span> committee deserve special recognition. Ordering Information Copies <span class="highlight">of</span> this publication are available for $12.50 each, plus shipping and handling charges. California residents are charged sales tax. Orders may be sent to CDE Press, Sales Office, California Department <span class="highlight">of</span> Education, 1430 N Street, Suite 3207, Sacramento, CA 95814-5901, FAX (916) 323- 0823. See page 86 for complete information on payment, including credit card purchases, and an order blank. Prices on all publications are
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http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=84
www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=84
Glossary active voice A verb form <span class="highlight">in</span> which the subject <span class="highlight">of</span> the verb carries out some action. Example: He hit the ball. affix A bound (nonword) morpheme that changes the meaning or function <span class="highlight">of</span> a root or stem to which it is attached, such as the prefix <span class="highlight">ad</span>-and the suffix -ing <span class="highlight">in</span> adjoining. alliteration The repetition <span class="highlight">of</span> the same sound, usually <span class="highlight">of</span> a consonant, at the begin- ning <span class="highlight">of</span> two or more words immediately succeeding each other or at short intervals. Example: The repetition <span class="highlight">of</span> f and g <span class="highlight">in</span> fields
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http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=85
www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=85
GLOSSARY appeal to pathos (pity) appositive archetypal criticism archetype attack <span class="highlight">ad</span> hominem bandwagon base word blend boundary climax clustering complement A common fallacy <span class="highlight">in</span> arguments, the <span class="highlight">ad</span> misericordiam approach is a special case <span class="highlight">of</span> the appeal to emotion <span class="highlight">in</span> which the altruism and mercy <span class="highlight">of</span> the audience are the special emotions to which the speaker appeals. A word or phrase that restates or modifies an immediately preceding noun. Note: An appositive is often useful as a context clue
Social Studies Curriculum Framework
54 History: History 5-8 Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007 Key: H.6.5.19 = History. Standard 6. Grade 5. 19 th Student Learning Expectation Strand: History Standard 6: History Students shall analyze significant ideas, event...
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54 History: History 5-8 Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007 Key: H.6.5.19 = History. Standard 6. Grade 5. 19 th Student Learning Expectation Strand: History Standard 6: History Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade
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http://arkansased.org/teachers/pdf/soc_studies_k-8_051308.pdf#page=55
arkansased.org/teachers/pdf/soc_studies_k-8_051308.pdf#page=55
54 History: History 5-8 Social Studies Curriculum Framework Revised 2006 Arkansas Department <span class="highlight">of</span> Education Amended November 2007 Key: H.6.5.19 = History. Standard 6. Grade 5. 19 th Student Learning Expectation Strand: History Standard 6: History Students shall analyze significant ideas, events, and people <span class="highlight">in</span> world, national, state, and local history and how they affect change over time. THE GOAL FOR EACH STUDENT IS PROFICIENCY <span class="highlight">IN</span> ALL REQUIREMENTS AT <span class="highlight">CURRENT</span> AND PREVIOUS GRADES. Grade 5 Grade
Science
36 Chemistry: Nature of Science Science Framework Revision 2005 Arkansas Department of Education Key: NS.34.C.1 = Nature of Science. Standard 34. Chemistry. 1 st Student Learning Expectation Strand: Nature of Science Standard 34: Students shall demonstrate an understan...
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36 Chemistry: Nature of Science Science Framework Revision 2005 Arkansas Department of Education Key: NS.34.C.1 = Nature of Science. Standard 34. Chemistry. 1 st Student Learning Expectation Strand: Nature of Science Standard 34: Students shall demonstrate an understanding of the current theories in chemistry. NS.34.C.1 Recognize that theories are scientific explanations that require empirical data, verification, and peer review NS.34.C.2 Understand that scientific
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http://arkansased.org/teachers/pdf/chemistry_9-12_2005_060508.pdf#page=37
arkansased.org/teachers/pdf/chemistry_9-12_2005_060508.pdf#page=37
36 Chemistry: Nature <span class="highlight">of</span> Science Science Framework Revision 2005 Arkansas Department <span class="highlight">of</span> Education Key: NS.34.C.1 = Nature <span class="highlight">of</span> Science. Standard 34. Chemistry. 1 st Student Learning Expectation Strand: Nature <span class="highlight">of</span> Science Standard 34: Students shall demonstrate an understanding <span class="highlight">of</span> the <span class="highlight">current</span> theories <span class="highlight">in</span> chemistry. NS.34.C.1 Recognize that theories are scientific explanations that require empirical data, verification, and peer <span class="highlight">review</span> NS.34.C.2 Understand that scientific
Science
Strand: Nature of Science Standard 18: Students shall demonstrate an understanding of current life science theories. NS.18.AP.1 Understand that scientific theories may be modified or expanded based on additional empirical data, verification, and peer review NS.18.AP.2 Re...
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Strand: Nature of Science Standard 18: Students shall demonstrate an understanding of current life science theories. NS.18.AP.1 Understand that scientific theories may be modified or expanded based on additional empirical data, verification, and peer review NS.18.AP.2 Relate the development of the cell theory to current trends in cellular biology NS.18.AP.3 Describe the relationship between the germ theory of disease and our current knowledge of immunology and control of
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http://arkansased.org/teachers/pdf/anatomy_9-12_06.pdf#page=21
arkansased.org/teachers/pdf/anatomy_9-12_06.pdf#page=21
Strand: Nature <span class="highlight">of</span> Science Standard 18: Students shall demonstrate an understanding <span class="highlight">of</span> <span class="highlight">current</span> life science theories. NS.18.AP.1 Understand that scientific theories may be modified or expanded based on additional empirical data, verification, and peer <span class="highlight">review</span> NS.18.AP.2 Relate the development <span class="highlight">of</span> the cell theory to <span class="highlight">current</span> trends <span class="highlight">in</span> cellular biology NS.18.AP.3 Describe the relationship between the germ theory <span class="highlight">of</span> disease and our <span class="highlight">current</span> knowledge <span class="highlight">of</span> immunology and control <span class="highlight">of</span>
Microsoft Word - sci_std_Aug07_intro.docsci_std_Aug07_intro.pdf
vii As part of the federal reauthorized 2002 Elementary and Secondary Education Act (ESEA), known as “No Child Left Behind’ and as part of the state’s requirement to review curriculum standard every three years, at the April, 2004 meeting of the Kansas S...
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vii As part of the federal reauthorized 2002 Elementary and Secondary Education Act (ESEA), known as “No Child Left Behind’ and as part of the state’s requirement to review curriculum standard every three years, at the April, 2004 meeting of the Kansas State Board of Education, the Board directed that academic standards committees should be convened and charge to: • Review the current science standards as well as national and other state standards in light of what students should know and be able to
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http://www.ksde.org/LinkClick.aspx?fileticket=yBCIHNkZFsU%3d&tabid=144&mid=8019&forcedownload=true#page=7
www.ksde.org/LinkClick.aspx?fileticket=yBCIHNkZFsU%3d&tabid=144&mid=8019&...
vii As part <span class="highlight">of</span> the federal reauthorized 2002 Elementary and Secondary Education Act (ESEA), known as “No Child Left Behind’ and as part <span class="highlight">of</span> the state’s requirement to <span class="highlight">review</span> curriculum standard every three years, at the April, 2004 meeting <span class="highlight">of</span> the Kansas State Board <span class="highlight">of</span> Education, the Board directed that academic standards committees should be convened and charge to: • <span class="highlight">Review</span> the <span class="highlight">current</span> science standards as well as national and other state standards <span class="highlight">in</span> light <span class="highlight">of</span> what students should know and be able to
Microsoft Word - sci_standards_Aug07b.docsci_standards_Aug07b.pdf
vii As part of the federal reauthorized 2002 Elementary and Secondary Education Act (ESEA), known as “No Child Left Behind’ and as part of the state’s requirement to review curriculum standard every three years, at the April, 2004 meeting of the Kansas S...
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vii As part of the federal reauthorized 2002 Elementary and Secondary Education Act (ESEA), known as “No Child Left Behind’ and as part of the state’s requirement to review curriculum standard every three years, at the April, 2004 meeting of the Kansas State Board of Education, the Board directed that academic standards committees should be convened and charge to: • Review the current science standards as well as national and other state standards in light of what students should know and be able to
1
0
http://www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&forcedownload=true#page=7
www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&...
vii As part <span class="highlight">of</span> the federal reauthorized 2002 Elementary and Secondary Education Act (ESEA), known as “No Child Left Behind’ and as part <span class="highlight">of</span> the state’s requirement to <span class="highlight">review</span> curriculum standard every three years, at the April, 2004 meeting <span class="highlight">of</span> the Kansas State Board <span class="highlight">of</span> Education, the Board directed that academic standards committees should be convened and charge to: • <span class="highlight">Review</span> the <span class="highlight">current</span> science standards as well as national and other state standards <span class="highlight">in</span> light <span class="highlight">of</span> what students should know and be able to
Science
22 Physics: Nature of Science Science Curriculum Framework Revision 2005 Arkansas Department of Education Key: NS.18.P.1 = Nature of Science. Standard 18. Physics. 1 st Student Learning Expectation Strand: Nature of Science Standard 18: Students shall demonstrate an...
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22 Physics: Nature of Science Science Curriculum Framework Revision 2005 Arkansas Department of Education Key: NS.18.P.1 = Nature of Science. Standard 18. Physics. 1 st Student Learning Expectation Strand: Nature of Science Standard 18: Students shall demonstrate an understanding of historical trends in physics. NS.18.P.1 Recognize that theories are scientific explanations that require empirical data, verification and peer review NS.18.P.2 Research historical and current events
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http://arkansased.org/teachers/pdf/physics_9-12_2005_060608.pdf#page=23
arkansased.org/teachers/pdf/physics_9-12_2005_060608.pdf#page=23
22 Physics: Nature <span class="highlight">of</span> Science Science Curriculum Framework Revision 2005 Arkansas Department <span class="highlight">of</span> Education Key: NS.18.P.1 = Nature <span class="highlight">of</span> Science. Standard 18. Physics. 1 st Student Learning Expectation Strand: Nature <span class="highlight">of</span> Science Standard 18: Students shall demonstrate an understanding <span class="highlight">of</span> historical trends <span class="highlight">in</span> physics. NS.18.P.1 Recognize that theories are scientific explanations that require empirical data, verification and peer <span class="highlight">review</span> NS.18.P.2 Research historical and <span class="highlight">current</span> events
SBEinsideCovTitleIX.qxd
Revised 2003 3 Mathematics centered on initiatives in mathematics education developed or published since 1998. The review included results from the Third International Mathematics and Science Study (TIMSS), Principles and Standards of School Mathematics (NCTM 2000), and the Nat...
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Revised 2003 3 Mathematics centered on initiatives in mathematics education developed or published since 1998. The review included results from the Third International Mathematics and Science Study (TIMSS), Principles and Standards of School Mathematics (NCTM 2000), and the National Assessment of Educational Progress Mathematics Framework for 2005 (NAEP). The current revisions continue to build upon the work of the North Carolina Mathematics Framework that is “based on a philosophy of the teaching and
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http://www.dpi.state.nc.us/docs/curriculum/mathematics/scos/math2003.pdf#page=7
www.dpi.state.nc.us/docs/curriculum/mathematics/scos/math2003.pdf#page=7
Revised 2003 3 Mathematics centered on initiatives <span class="highlight">in</span> mathematics education developed or published since 1998. The <span class="highlight">review</span> included results from the Third International Mathematics and Science Study (TIMSS), Principles and Standards <span class="highlight">of</span> School Mathematics (NCTM 2000), and the National Assessment <span class="highlight">of</span> Educational Progress Mathematics Framework for 2005 (NAEP). The <span class="highlight">current</span> revisions continue to build upon the work <span class="highlight">of</span> the North Carolina Mathematics Framework that is “based on a philosophy <span class="highlight">of</span> the teaching and
Science Curriculum Framework
equipment, and technology THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 Processes of Science NS.1.7.6 Develop and implement strategies for long-term, accurate data collection NS.1.8.6 Formulate infer...
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equipment, and technology THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 Processes of Science NS.1.7.6 Develop and implement strategies for long-term, accurate data collection NS.1.8.6 Formulate inferences based on scientific data NS.1.8.7 Communicate results and conclusions from scientific inquiry following peer review NS.1.8.8 Develop and implement strategies for long-term, accurate data collection
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http://arkansased.org/teachers/pdf/science_k-8_011006.pdf#page=23
arkansased.org/teachers/pdf/science_k-8_011006.pdf#page=23
equipment, and technology THE GOAL FOR EACH STUDENT IS PROFICIENCY <span class="highlight">IN</span> ALL REQUIREMENTS AT <span class="highlight">CURRENT</span> AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 Processes <span class="highlight">of</span> Science NS.1.7.6 Develop and implement strategies for long-term, accurate data collection NS.1.8.6 Formulate inferences based on scientific data NS.1.8.7 Communicate results and conclusions from scientific inquiry following peer <span class="highlight">review</span> NS.1.8.8 Develop and implement strategies for long-term, accurate data collection
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