iSEEK - Education

shirts and 4 skirts). 4.4.5 D. Discrete Mathematics—Vertex-Edge Graphs and Algorithms 1. Devise strategies for winning simple games (e.g., start with two piles of objects, each of two players in turn removes any number of objects from a single pile, and the person to take the last group of objects wins) and express those strategies as sets of directions. Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will: 4.4.6 A. Data Analysis 1. Collect

36 0 http://www.nj.gov/education/cccs/2004/s4_math.pdf#page=36 www.nj.gov/education/cccs/2004/s4_math.pdf#page=36

mathematical perspectives on everyday phenomena and with important examples of how mathematics is used in the modern world. Two important areas of discrete mathematics are addressed in this standard; a third area, iteration and recursion, is addressed in Standard 4.3 (Patterns and Algebra). Data Analysis (or Statistics). In today’s information-based world, students need to be able to read, understand, and interpret data in order to make informed decisions. In the early grades, students should be involved in

38 0 http://www.nj.gov/education/cccs/2004/s4_math.pdf#page=38 www.nj.gov/education/cccs/2004/s4_math.pdf#page=38

describe practical sets of directions (e.g., to add two 2-digit numbers). 2. Explore vertex-edge graphs • Vertex, edge • Path 3. Find the smallest number of colors needed to color a map. Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will: 4.4.4 A. Data Analysis 1. Collect, generate, organize, and display data in response to questions, claims, or curiosity. • Data collected from the school environment 2. Read, interpret, construct, analyze

40 0 http://www.nj.gov/education/cccs/2004/s4_math.pdf#page=40 www.nj.gov/education/cccs/2004/s4_math.pdf#page=40

shirts and 4 skirts). 4.4.5 D. Discrete Mathematics—Vertex-Edge Graphs and Algorithms 1. Devise strategies for winning simple games (e.g., start with two piles of objects, each of two players in turn removes any number of objects from a single pile, and the person to take the last group of objects wins) and express those strategies as sets of directions. Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will: 4.4.6 A. Data Analysis 1. Collect

42 0 http://www.nj.gov/education/cccs/2004/s4_math.pdf#page=42 www.nj.gov/education/cccs/2004/s4_math.pdf#page=42

shortest network connecting specified sites • Finding the shortest route on a map from one site to another • Finding the shortest circuit on a map that makes a tour of specified sites Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will: 4.4.8 A. Data Analysis 1. Select and use appropriate representations for sets of data, and measures of central tendency (mean, median, and mode). • Type of display most appropriate for given data • Box-and-whisker plot

www.nj.gov/education/cccs/2004/s4_math.pdf#page=40

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8. Draw conclusions and inferences from texts. 9. Recognize first-person “I” point of view. 10. Compare and contrast story plots, characters, settings, and themes. 11. Participate in creative responses to texts (e.g., dramatizations, oral presentations). 12. Read regularly in materials appropriate for their independent reading level. 13. Read and comprehend both fiction and nonfiction that is appropriately designed for grade level. 14. Use information and reasoning to examine bases of hypotheses and

12 0 http://www.nj.gov/education/cccs/2004/s3_lal.pdf#page=12 www.nj.gov/education/cccs/2004/s3_lal.pdf#page=12

in silent independent reading for specific purposes. 3.1.1 H. Inquiry and Research 1. Ask and explore questions related to a topic of interest. 2. Draw conclusions from information and data gathered. 3. Be exposed to and read a variety of fiction and nonfiction, and produce evidence of reading. Building upon knowledge and skills gained in preceding grades, by the end of Grade 2, students will: 3.1.2 A. Concepts About Print/Text 1. Use titles, tables of contents, and chapter headings to locate information. 2

14 0 http://www.nj.gov/education/cccs/2004/s3_lal.pdf#page=14 www.nj.gov/education/cccs/2004/s3_lal.pdf#page=14

8. Draw conclusions and inferences from texts. 9. Recognize first-person “I” point of view. 10. Compare and contrast story plots, characters, settings, and themes. 11. Participate in creative responses to texts (e.g., dramatizations, oral presentations). 12. Read regularly in materials appropriate for their independent reading level. 13. Read and comprehend both fiction and nonfiction that is appropriately designed for grade level. 14. Use information and reasoning to examine bases of hypotheses and

www.nj.gov/education/cccs/2004/s3_lal.pdf#page=14

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GRADE HS

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find Hamilton paths, and discuss implications for ranking the players in the tournament. In grades 9 and 10, students can expand their initial methods of analysis to now include a matrix method to rank the players in the tournament. Grade 8 Example: • Four players (Dom, Nate, Ryan, & Zach) are playing in a round-robin tennis tournament, where every player plays every other player. Dom beats Nate and Ryan, Nate beats Zach, Ryan beats Nate and Zach, and Zach beats Dom. o Represent this

18 0 http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGradeHS.pdf#page=18 www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...

find Hamilton paths, and discuss implications for ranking the players in the tournament. In grades 9 and 10, students can expand their initial methods of analysis to now include a matrix method to rank the players in the tournament. Grade 8 Example: • Four players (Dom, Nate, Ryan, & Zach) are playing in a round-robin tennis tournament, where every player plays every other player. Dom beats Nate and Ryan, Nate beats Zach, Ryan beats Nate and Zach, and Zach beats Dom. o Represent this

www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...

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GRADE 7

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Arizona Mathematics Standard Articulated by Grade Level The bulleted items within a performance objective indicate the specific content to be taught. Explanations and Examples Updated 1.19.09 Grade 7 Arizona Department of Education: Standards and Assessment Division 18 Approved 6.24.08 Strand 2: Data Analysis, Probability, and Discrete Mathematics Concept 4: Vertex-Edge Graphs Understand and apply vertex-edge graphs. In Grade 7, students use vertex-edge

18 0 http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade7.pdf#page=18 www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...

Arizona Mathematics Standard Articulated by Grade Level The bulleted items within a performance objective indicate the specific content to be taught. Explanations and Examples Updated 1.19.09 Grade 7 Arizona Department of Education: Standards and Assessment Division 18 Approved 6.24.08 Strand 2: Data Analysis, Probability, and Discrete Mathematics Concept 4: Vertex-Edge Graphs Understand and apply vertex-edge graphs. In Grade 7, students use vertex-edge

www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...

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Standard 5: Fluency Fluency is the ability to read a text accurately, quickly, and expressively with appropriate phrasing and intonation. Fluency is a critical component of reading development that can be developed through instruction. The goal of fluency instruction is not fast reading, but expressive and meaning-filled reading. Automaticity (fast, effortless word recognition) is necessary, but not sufficient, for fluency. Fluency has as much to do with accessing the deeper

47 0 http://www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=47 www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=47

Standard 5: Fluency Fluency is the ability to read a text accurately, quickly, and expressively with appropriate phrasing and intonation. Fluency is a critical component of reading development that can be developed through instruction. The goal of fluency instruction is not fast reading, but expressive and meaning-filled reading. Automaticity (fast, effortless word recognition) is necessary, but not sufficient, for fluency. Fluency has as much to do with accessing the deeper

www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=47

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Illinois Mathematics Assessment Framework PSAE Grade 11

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10C 1% 2% 0% Note: The mathematics portion of the PSAE is a combination of the ACT Assessment Mathematics component and the WorkKeys Applied Mathematics Assessment component. Note Added on 3/18/08: A new scoring methodology was announced that affects only reading and mathematics. For more information, please see Probability http://www.isbe.net/assessment/listserv/2008/mar14.htm. *These percents are typical, based on an analysis of forms from multiple years. These percents in this chart were derived

10 0 http://www.isbe.state.il.us/assessment/pdfs/iaf_math_PSAEFINAL.pdf#page=10 www.isbe.state.il.us/assessment/pdfs/iaf_math_PSAEFINAL.pdf#page=10

10C 1% 2% 0% Note: The mathematics portion of the PSAE is a combination of the ACT Assessment Mathematics component and the WorkKeys Applied Mathematics Assessment component. Note Added on 3/18/08: A new scoring methodology was announced that affects only reading and mathematics. For more information, please see Probability http://www.isbe.net/assessment/listserv/2008/mar14.htm. *These percents are typical, based on an analysis of forms from multiple years. These percents in this chart were derived

www.isbe.state.il.us/assessment/pdfs/iaf_math_PSAEFINAL.pdf#page=10

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feelings. scan: To examine or read something quickly, but selectively, for a purpose. scanning: Examining or read something quickly, but selectively, for a purpose. schema: The accumulated knowl- edge drawn from life experiences that a person has to help under- stand concepts, roles, emotions, and events. secondary sources: Sources of information that are derived from primary or original sources. segment: The act of separating the sounds in a word in order to assist decoding or spelling. semantic mapping

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GRADE LEVEL EXPECTATIONS 9 GLE 5 6 7 8 9/10 1.1.1 1.1.2 1.1.3 1.1.4 EALR 1: The student understands and uses different skills and strategies to read. Component 1.1: Use word recognition skills and strategies to read and comprehend text. EALR 1 “Phonemic Awareness and knowledge of letters are the two best predictors of how well children will learn to read.” n Linnea Ehri, Ph.D. National Reading Panel, City University of New York

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pleasure reading vs. reading for information). Apply different reading rates to match text. square6 Adjust reading rate to match difficulty and type of text and the purposes for reading (e.g., skimming for facts, scan- ning for key words, and close/careful reading for understanding new or complex ideas). Fluent readers focus attention on understanding what they read, rather than concentrating on decoding the words

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18 EALR COMPONENT EALR 2 EALR 2: The student understands the meaning of what is read. Component 2.1: Demonstrate evidence of reading comprehension. K 1 2 3 4 2.1.5 Understand how to infer/predict meaning. square6 Use pictures and culturally relevant text read aloud and/or during shared reading to predict what will happen next; support predictions using information from the text. square6 Make inferences orally before, during, and after hearing a story using prior knowledge, story structure, and

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GRADE LEVEL EXPECTATIONS 27 EALR 2: The student understands the meaning of what is read. Component 2.3: Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text. EALR 2 GLE 5 6 7 8 9/10 2.3.1 Analyze informational/expository text and literary/narrative text for similari- ties and differences and cause and effect relationships. W square6 Find similarities and differences within and between texts using text-based evi- dence (e.g., facts and

48 0 http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=48 www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...

46 EALR COMPONENT EALR 4: The student sets goals and evaluates progress to improve reading. Component 4.2: Develop interests and share reading experiences. EALR 4 GLE K 1 2 3 4 4.2.1 Understand how readers choose books. square6 Choose books and share with others with teacher guidance. Understand how readers choose books. square6 Identify favorite books and share reasons for the choice with others. square6 Self-select books at an independent level and an instructional level. Understand that readers have

53 0 http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=53 www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...

feelings. scan: To examine or read something quickly, but selectively, for a purpose. scanning: Examining or read something quickly, but selectively, for a purpose. schema: The accumulated knowl- edge drawn from life experiences that a person has to help under- stand concepts, roles, emotions, and events. secondary sources: Sources of information that are derived from primary or original sources. segment: The act of separating the sounds in a word in order to assist decoding or spelling. semantic mapping

www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...

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January 2003 Student accountability for grades 3 to 8 and HS standards began in 2005-06 . Skills to Support Standards - common across grade levels. Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 14B Grade 4 Grade 4 Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . DeCoDing AnD worD reCognition EL.04.RE.01 Read aloud grade-level narrative text and informational text fluently and accurately with

1 0 http://www.ode.state.or.us/teachlearn/real/documents/el04.pdf#page=1 www.ode.state.or.us/teachlearn/real/documents/el04.pdf#page=1

January 2003 Student accountability for grades 3 to 8 and HS standards began in 2005-06 . Skills to Support Standards - common across grade levels. Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 14B Grade 4 Grade 4 Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . DeCoDing AnD worD reCognition EL.04.RE.01 Read aloud grade-level narrative text and informational text fluently and accurately with

www.ode.state.or.us/teachlearn/real/documents/el04.pdf#page=1

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included within regular classroom assessment but which are not assessed at the State level. Skills to Support Standards - common across grade levels. Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 23B Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . DeCoDing AnD worD reCognition EL.07.RE.01 read or demonstrate progress toward reading at an independent and instructional reading level appropriate to

1 0 http://www.ode.state.or.us/teachlearn/real/documents/el07.pdf#page=1 www.ode.state.or.us/teachlearn/real/documents/el07.pdf#page=1

included within regular classroom assessment but which are not assessed at the State level. Skills to Support Standards - common across grade levels. Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 23B Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . DeCoDing AnD worD reCognition EL.07.RE.01 read or demonstrate progress toward reading at an independent and instructional reading level appropriate to

www.ode.state.or.us/teachlearn/real/documents/el07.pdf#page=1

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standards EngliSH languagE artS Grades 4 to 8 and HS Adopted January 2003 Student accountability for grades 3 to 8 and HS standards began in 2005-06 . Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 26B Grade 8 Grade 8 Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . DeCoDing AnD worD reCognition EL.08.RE.01 read or demonstrate progress toward reading at an independent and instructional reading level

1 0 http://www.ode.state.or.us/teachlearn/real/documents/el08.pdf#page=1 www.ode.state.or.us/teachlearn/real/documents/el08.pdf#page=1

standards EngliSH languagE artS Grades 4 to 8 and HS Adopted January 2003 Student accountability for grades 3 to 8 and HS standards began in 2005-06 . Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 26B Grade 8 Grade 8 Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . DeCoDing AnD worD reCognition EL.08.RE.01 read or demonstrate progress toward reading at an independent and instructional reading level

www.ode.state.or.us/teachlearn/real/documents/el08.pdf#page=1

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