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 Microsoft Word - English SOL Cur Frame Grades K-12.doc
Virginia Board of Education, 2003 Grade Two, page 5 FOCUS STRAND: READING GRADE LEVEL 2 At the second-grade level, students will continue to be immersed in a print-rich environment. To decipher text, they will use what they have learned about phonemes, decoding, rhyming words, onsets and rime...
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Virginia Board of Education, 2003 Grade Two, page 5 FOCUS STRAND: READING GRADE LEVEL 2 At the second-grade level, students will continue to be immersed in a print-rich environment. To decipher text, they will use what they have learned about phonemes, decoding, rhyming words, onsets and rimes, contextual clues, and the structure of sentences. Silent and independent reading will increase, with some parts of books read aloud for emphasis, clarification, or pleasure. When they read independently, students
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http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=45
www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=45
Virginia Board <span class="highlight">of</span> Education, 2003 Grade Two, page 5 FOCUS STRAND: READING GRADE LEVEL 2 At the second-grade level, students will continue to be immersed in a print-rich environment. To decipher text, they will use what they have learned about phonemes, decoding, rhyming words, onsets and rimes, contextual clues, and the structure <span class="highlight">of</span> sentences. Silent and <span class="highlight">independent</span> reading will increase, with some parts <span class="highlight">of</span> books read aloud <span class="highlight">for</span> emphasis, clarification, or pleasure. When they read independently, students
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http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=63
www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=63
this standard, students are expected to • use text formats such as the following to preview and set a purpose <span class="highlight">for</span> reading: ° poetry features, such as lines and stanzas ° content text features, such as headings and chapter layout by topic ° functional formats, such as advertisements, flyers, and directions ° specialized type, such as bold <span class="highlight">face</span> and italics ° visually and graphically represented <span class="highlight">information</span>, such as charts, graphs, graphic organizers, pictures, and photographs • apply understanding <span class="highlight">of</span> text
Glossaryreadingglossary.pdf
play. √ Rising Action Story Map - see graphic organizers root (words) - n. 1. the basic part of a word that usually carries the main component of meaning and that cannot be further analyzed without loss of identity. 2. in a complex word, the meaningful base...
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play. √ Rising Action Story Map - see graphic organizers root (words) - n. 1. the basic part of a word that usually carries the main component of meaning and that cannot be further analyzed without loss of identity. 2. in a complex word, the meaningful base form after all affixes are removed. Note: a root may be independent, or free, as read in unreadable, or may be independent, or bound, as -liter- (from Greek for letter in illiterate. rhythm of speech – using a speaking voice with
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http://www.ksde.org/LinkClick.aspx?fileticket=FLfON%2fdrZ7Q%3d&tabid=142&mid=8050&forcedownload=true#page=16
www.ksde.org/LinkClick.aspx?fileticket=FLfON%2fdrZ7Q%3d&tabid=142&mid=805...
play. √ Rising Action Story Map - see graphic organizers root (words) - n. 1. the basic part <span class="highlight">of</span> a word that usually carries the main <span class="highlight">component</span> <span class="highlight">of</span> meaning and that cannot be further analyzed without loss <span class="highlight">of</span> identity. 2. in a complex word, the meaningful base form after all affixes are removed. Note: a root may be <span class="highlight">independent</span>, or free, as read in unreadable, or may be <span class="highlight">independent</span>, or bound, as -liter- (from Greek <span class="highlight">for</span> letter in illiterate. rhythm <span class="highlight">of</span> speech – using a speaking voice with
Language Arts Booklet
8 CONTENT STANDARDS K - 1 2 - 3 RANGE 1. Read a range of literary and informative texts for a variety of purposes. COMPREHENSION PROCESSES 2. Use strategies within the reading processes to construct meaning. CONVENTIONS and SKILLS 3. Apply knowledge of the conventions ...
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8 CONTENT STANDARDS K - 1 2 - 3 RANGE 1. Read a range of literary and informative texts for a variety of purposes. COMPREHENSION PROCESSES 2. Use strategies within the reading processes to construct meaning. CONVENTIONS and SKILLS 3. Apply knowledge of the conventions of language and texts to construct meaning. • Read narrative and informative texts. • Read for enjoyment and to gain information. • Read and follow simple directions to perform tasks. • Make reasonable predictions about what will
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Language%20Arts%20Content%20Stds.pdf#page=8
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
8 CONTENT STANDARDS K - 1 2 - 3 RANGE 1. Read a range <span class="highlight">of</span> literary and informative texts <span class="highlight">for</span> a variety <span class="highlight">of</span> purposes. COMPREHENSION PROCESSES 2. Use strategies within the reading processes to construct meaning. CONVENTIONS and SKILLS 3. Apply knowledge <span class="highlight">of</span> the conventions <span class="highlight">of</span> language and texts to construct meaning. • Read narrative and informative texts. • Read <span class="highlight">for</span> enjoyment and to gain <span class="highlight">information</span>. • Read and follow simple directions to perform tasks. • Make reasonable predictions about what will
STANDARDS.05
102 PERFORMANCE STANDARDS (Grade Level Expectations) 103PERFORMANCE STANDARDS (Grade Level Expectations) GRADE 7 GRADE 8 GRADE 9 GRADE 10 Analysis and Central Tendency The student demonstrates an ability to analyze data (comparing, explaining, interpreting, evaluating, making predictions, des...
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102 PERFORMANCE STANDARDS (Grade Level Expectations) 103PERFORMANCE STANDARDS (Grade Level Expectations) GRADE 7 GRADE 8 GRADE 9 GRADE 10 Analysis and Central Tendency The student demonstrates an ability to analyze data (comparing, explaining, interpreting, evaluating, making predictions, describing trends; drawing, formulating, or justifying conclusions) by [10] S&P-2 using information from a display to solve a problem or analyzing the validity of statistical conclusions (M6.4.1 & M6.4.4) [10] S
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=103
www.eed.state.ak.us/standards/pdf/standards.pdf#page=103
102 PERFORMANCE STANDARDS (Grade Level Expectations) 103PERFORMANCE STANDARDS (Grade Level Expectations) GRADE 7 GRADE 8 GRADE 9 GRADE 10 <span class="highlight">Analysis</span> and Central Tendency The student demonstrates an ability to analyze data (comparing, explaining, interpreting, evaluating, making predictions, describing trends; drawing, formulating, or justifying conclusions) by [10] S&P-2 using <span class="highlight">information</span> from a display to solve a problem or analyzing the validity <span class="highlight">of</span> statistical conclusions (M6.4.1 & M6.4.4) [10] S
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
Microsoft Word - mathsol2009.doc
solutions exist (counting problems), and focus on finding the best solution (optimization problems). Connections will be made to other disciplines. The importance of discrete mathematics has been influenced by computers. Modern technology (graphing calculators and/or computers) will be an int...
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solutions exist (counting problems), and focus on finding the best solution (optimization problems). Connections will be made to other disciplines. The importance of discrete mathematics has been influenced by computers. Modern technology (graphing calculators and/or computers) will be an integral component of this course. *DM.1 The student will model problems, using vertex-edge graphs. The concepts of valence, connectedness, paths, planarity, and directed graphs will be investigated. Adjacency matrices and
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/mathsol2009.pdf#page=45
www.doe.virginia.gov/VDOE/Superintendent/Sols/mathsol2009.pdf#page=45
solutions exist (counting problems), and focus on finding the best solution (optimization problems). Connections will be made to other disciplines. The importance <span class="highlight">of</span> discrete mathematics has been influenced by computers. Modern technology (graphing calculators and/or computers) will be an integral <span class="highlight">component</span> <span class="highlight">of</span> this course. *DM.1 The student will model problems, using vertex-<span class="highlight">edge</span> graphs. The concepts <span class="highlight">of</span> valence, connectedness, paths, planarity, and directed graphs will be investigated. Adjacency matrices and
Kansas Curricular Standard forReadingStd[1]_081709.doc
with them. Once the words have been mastered, the teacher has the students orally use the word in a sentence. (f) demonstrates automatic recognition of sight words. (a) demonstrates checking picture clues with syntax and visual information to confirm meaning. (b) models th...
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