Keep Wild Animals Wild: Wonderfully Wild!
|
|
- Karin Pope
- 5 years ago
- Views:
Transcription
1 Animal Action Education English Language Arts Keep Wild Animals Wild: Wonderfully Wild! U.S. Standards Correlation Ages 5 7 Reading Key Ideas and Details CCRA.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCRA.R.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. CCRA.R.3: Analyze how and why individuals, events, or ideas develop and interact over the course of a text. Craft and Structure CCRA.R.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. CCRA.R.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. CCRA.R.6: Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas CCRA.R.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. CCRA.R.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. CCRA.R.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Writing Text Types and Purposes CCRA.W.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 1
2 CCRA.W.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Research to Build and Present Knowledge CCRA.W.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. CCRA.W.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. Speaking and Listening Comprehension and Collaboration CCRA.SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. CCRA.SL.2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. Presentation of Knowledge and Ideas CCRA.SL.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. CCRA.SL.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. CCRA.SL.6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. Language Vocabulary Acquisition and Use CCRA.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. CCRA.L.6: Acquire and use accurately a range of general academic and domainspecific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. 2
3 Social Studies Culture Students will understand: (Knowledge) How cultural beliefs, behaviors, and values allow human groups to solve the problems of daily living. How peoples from different cultures develop different values and ways of interpreting experience. Individual Development and Identity Students will understand: (Knowledge) Individual choices are influenced by personal and social factors. Science, Technology, and Society Students will be able to: (Processes) Use diverse types of media technology to research and share information. Civic Ideals and Practices Students will understand: (Knowledge) The importance of gathering information as the basis for informed civic action. Students will be able to: (Processes) Evaluate positions about an issue based on the evidence and arguments provided, and describe the pros, cons, and consequences of holding a specific position. 3
4 Next Generation Science Practices K/1-LS1: From Molecules to Organisms: Structures and Processes K-LS1-1: Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. K-LS1-1: Scientists look for patterns and order when making observations about the world. 1-LS1-2: Read grade-appropriate texts and use media to obtain scientific information to determine patterns in the natural world. K-ESS3: Earth and Human Activity K-ESS3-2: Ask questions based on observations to find more information about the designed world. K-ESS3-2: Read grade-appropriate texts and/or use media to obtain scientific information to describe patterns in the natural world. K-ESS3-3: Communicate solutions with others in oral and/or written forms using models and/or drawings that provide detail about scientific ideas. Disciplinary Core Ideas K/1-LS1: From Molecules to Organisms: Structures and Processes K-LS1-1 (LS1.C): All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow. 1-LS1-1 (LS1.A): All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. 1-LS1-1 (LS1.D): Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs. K-ESS3: Earth and Human Activity K-ESS3-1 (ESS3.A): Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do. K-ESS3-3 (ESS3.C): Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things. 4
5 Crosscutting Concepts K-LS1: From Molecules to Organisms: Structures and Processes K-LS1-1: Patterns in the natural and human designed world can be observed and used as evidence. K-ESS3: Earth and Human Activity K-ESS3-2/3: Events have causes that generate observable patterns. 1-ESS1: Earth s Place in the Universe 1-ESS1-1: Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. 5
6 Correlation to IFAW Expected Student Learning Outcomes IFAW Expected Student Learning Outcomes Cognitive Outcomes C1. Understands key characteristics of the target animal(s) C1.1: Identifies distinguishing physical traits (physiology and anatomy) of the target animal(s). C1.2: Describes adaptive functions served by the distinguishing physical traits of target animal(s). C1.3: Identifies distinguishing behaviors of the target animal(s). C1.4: Describes adaptive functions served by the distinguishing behaviors of target animal(s). C2. Understands key animal welfare and ecological concepts that are relevant to the target animal(s) C2.1: Defines essential vocabulary related to the target animal(s). C2.2: Lists the conditions that the individual target animal(s) or their populations need to survive. C2.3: Describes the physical, social, and behavioral requirements necessary for the target animal(s) to thrive. C2.4: Analyzes the interdependence of the target animal(s), other animals including humans, and the environment, including communities and society. C3. Understands human behaviors that impact the target animal(s) both positively and negatively C3.1: Distinguishes between harmful and helpful human behaviors toward the target animal(s). C3.3: Explains underlying causes of human behaviors that affect the target animal(s). C3.4: Understands multiple perspectives on animal welfare and conservation issues related to the target animal(s). Affective Outcomes A1. Reduces negative perceptions of the target animal(s) A1.1: Expresses less negative, neutral, or positive perceptions of the target animal(s) verbally or through artistic expression, language, expressive thought, etc. A1.2: Chooses to engage with, rather than avoid, information about the target animal(s). 6
7 Correlation to IFAW Expected Student Learning Outcomes (continued) A2. Builds curiosity about the target animal(s) A2.1: Asks questions about the target animal(s). A2.2: Participates in discussion around target animal(s). A2.3: Seeks out independently further information on target animal(s). * * * A2.4: Shares information with others about target animal(s). A2.6: Demonstrates that they are positively inspired by target animal(s) and the environment through artistic expression, language, expressive thought, etc. A3. Demonstrates the willingness to treat the target animal(s) with respect A3.1: Expresses willingness not to degrade, hurt, harm, or scare the target animal(s). A3.2: Willing to show tolerance for the target animal(s). A3.3: Expresses appreciation for the target animal(s). A3.4: Willing to consider the natural behaviors and needs of the target animal(s). A4. Expresses empathy and compassion for the target animal(s) A4.1: Indicates awareness of the feelings of target animal(s). A4.2: Identifies with the feelings of target animal(s). A4.3: Conveys a desire to help relieve the suffering of animal(s). * * * A5. Demonstrates the willingness to take responsibility for the welfare and conservation of animals A5.1: Willing to undertake behaviors that contribute to protecting individual animals and populations. A5.2: Willing to inform others about how to be personally responsible for minimizing the harm they cause to individual animals and populations. A5.3: Willing to influence others to be personally responsible for minimizing the harm they cause to individual animals and populations. * Outcome is supported by instruction, but is not a direct part of instruction. 7
U.S. Standards Correlation Young Reader Grades 3 5
Primary Level - Grades 3-5 Animal Action Education Cats, Dogs, and Us English Language Arts Reading Cats, Dogs, and Us U.S. Standards Correlation Young Reader Grades 3 5 Key Ideas and Details 1. Read closely
More informationHoughton Mifflin Harcourt Avancemos!, Level correlated to the
Houghton Mifflin Harcourt Avancemos!, Level 4 2018 correlated to the READING 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence
More informationHolt McDougal Avancemos!, Level correlated to the. Crosswalk Alignment of the National Standards for Learning Languages
Holt McDougal Avancemos!, Level 2 2013 correlated to the Crosswalk Alignment of the National Standards for Learning Languages with the Common Core State Standards READING 1. Read closely to determine what
More informationHolt McDougal Avancemos!, Level correlated to the. Crosswalk Alignment of the National Standards for Learning Languages
Holt McDougal Avancemos!, Level 1 2013 correlated to the Crosswalk Alignment of the National Standards for Learning Languages READING 1. Read closely to determine what the text says explicitly and to make
More informationUnit 4 Structure, Function and Information Processing
Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful
More informationCCSS. RI. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
The progression of RIT in a Reading skill area might be viewed both in the context of the item complexity (DOK) and the asset/passage difficulty (Lexile, qualitative text complexity, etc) It is the combination
More informationEssential Question for this lesson: How did Oscar Howe teach student artists about color?
Essential Question for this lesson: How did Oscar Howe teach student artists about color? The Performing Arts Center of Rapid City is home to The Oscar Howe Project. This community project displays and
More informationConnSCU GENERAL EDUCATION ASSESSMENT RUBRIC COMPETENCY AREA: (ORAL COMMUNICATION)
ConnSCU GENERAL EDUCATION ASSESSMENT RUBRIC COMPETENCY AREA: (ORAL COMMUNICATION) Outcomes Scale Respond to Rhetorical Situations 4 Highly Competent Consistently and effectively understands and responds
More informationLife Science. From Molecules to Organisms: Structures and Processes
Essential Questions: Life Science 1. How do the structures of organisms contribute to life s functions? 2. How does matter and energy move through individual organisms and ecosystems? 3. How does genetic
More informationA heros journey CORE VIRTUE: AMBITION
STRATA EPI A heros journey CORE VIRTUE: AMBITION Objectives Students will be able to identify key scenes in a book/movie that fit the structure of the Hero s Journey and the Hero s Inner Journey. This
More informationRelationships Between the High Impact Indicators and Other Indicators
Relationships Between the High Impact Indicators and Other Indicators The High Impact Indicators are a list of key skills assessed on the GED test that, if emphasized in instruction, can help instructors
More informationK-PS2-1 Motion and Stability: Forces and Interactions. Disciplinary Core Ideas
K-PS2-1 Motion and Stability: Forces and Interactions to answer questions or test solutions to problems in K 2 builds on prior experiences and progresses to simple, based on fair tests, which provide data
More informationThe Vine Assessment System by LifeCubby
The Vine Assessment System by LifeCubby A Fully Integrated Platform for Observation, Daily Reporting, Communications and Assessment For Early Childhood Professionals and the Families that they Serve Alignment
More informationRevised 2016 GED Test Performance Level Descriptors: Level 1 (Below Passing: )
Revised 2016 GED Test Performance Level Descriptors: Level 1 (Below Passing: 100-144) Test-takers who score at the Below Passing level are typically able to comprehend and analyze simple passages similar
More informationAIR QUESTION STEMS RL.6.1 RL.6.2 RL.6.3 RL.6.4 RL.6.5 6TH. COLUMBUS CITY SCHOOLS-SECONDARY ENGLISH
6TH RL.6.1 RL.6.2 RL.6.3 RL.6.4 RL.6.5 2 Select the sentence that shows [specific character action]. Select two sentences that support the idea that [an idea about a character]. 3 Part A: What inference
More informationGlobal Learning at Hope College Background, definitions, criteria
Global Learning at Hope College Background, definitions, criteria The Global Definition Task Force (GDTF) was convened by the Provost in the fall of 2010, in response to the external review of the Gen
More informationConnSCU GENERAL EDUCATION ASSESSMENT RUBRIC COMPETENCY AREA: Written Communication
ConnSCU GENERAL EDUCATION ASSESSMENT RUBRIC COMPETENCY AREA: Written Communication Written Communication Goal: Students will be prepared to develop written texts of varying lengths and styles that and
More informationGrade 3 Program: Shaping Up My Choices
Grade 3 Program: Shaping Up My Shaping Up My supports teaching and learning related to standards across the curriculum in order to help students make healthy nutrition and physical activity choices. The
More informationCharacter Education Framework
Character Education Framework March, 2018 Character Education: Building Positive Ethical Strength Character education is the direct attempt to foster character virtues the principles that inform decisionmaking
More informationNEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK April 2016 Authorized for Distribution by the New York State Education Department This test design and framework document is
More informationUnpacking the SAT Essay Prompt Khan Academy
Unpacking the SAT Essay Prompt Khan Academy The words in the SAT Essay Prompt have been chosen very carefully. What do they all mean? This article provides a detailed analysis of the SAT Essay task. Here's
More informationNorth Carolina Common Core State and Essential Standards. Health and PE. Grade 7 - Adopted Mental and Emotional Health
, My Roadmap to the Future, Grades: 7, 8, 9, 10, 11, 12 States: North Carolina Common Core State and Essential Standards Subjects: Health and PE, Library / Technology, Science, Social Studies North Carolina
More informationARTS IN MOTION CHARTER SCHOOL 7th Grade ELA CURRICULUM MAP
ARTS IN MOTION CHARTER SCHOOL 7th Grade ELA CURRICULUM MAP Projects Essential Questions Enduring Understandings Cognitive Skills CCSS Final Product Cultural Narratives Project Why is it important to tell
More informationPM-SB Study MI Webinar Series Engaging Using Motivational Interviewing (MI): A Practical Approach. Franze de la Calle Antoinette Schoenthaler
PM-SB Study MI Webinar Series Engaging Using Motivational Interviewing (MI): A Practical Approach Franze de la Calle Antoinette Schoenthaler Webinar Housekeeping Please keep your phone on mute when not
More informationUnit Essential Questions Content Skills Assessment
WDHS Curriculum Map: created by PATRICK ROCKWELL Course: Intro to Psychology DATE: 4/15/12 Unit Essential Questions Content Skills Assessment #1 Methods & Approaches 1. How is psychology a science that
More informationWrite a research proposal to rationalize the purpose of the research. (Consult PowerPoint slide show notes.)
Conspiracy Theory Research Paper Grade 12 - Transactional RESEARCH PROPOSAL What is the purpose of a research proposal? Demonstrates that you have a worthwhile research project Convinces others that you
More information2011 Gallaudet Senior Language Assessment Project Report: ASL Presentation
2011 Gallaudet Senior Language Assessment Project Report: ASL Presentation Dirksen Bauman, Coordinator, Office of Bilingual Teaching and Learning Senda Benaissa, Gallaudet Research Institute October 2011
More informationCommunicating with Patients/Clients Who Know More Than They Can Say
Communicating with Patients/Clients Who Know More Than They Can Say An Introduction to Supported Conversation for Adults with Aphasia (SCA ) Developed by: The Aphasia Institute Provided through: the Community
More informationNGSS Example Bundle. Page 1 of 8
3rd Grade Thematic Model Bundle 3 Survival of Organisms This is the third bundle of the 3 rd Grade Thematic Model. Each bundle has connections to the other bundles in the course, as shown in the Course
More informationBIN/TABLE 1 STANDARDS TEKS 5.2(E): TEKS 5.11(E): Social Studies concept: EKS Connection/ Craft and Structure Evaluate Word Choice 5.
Social Studies concept: Changes in beliefs are examples of historical change. TEKS 5.2(E): Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication,
More informationSkills (Students will do): Determine word meanings Use context clues Acknowledge the need to stop and look for context clues.
Benchmark#: R.8.1.3.1 determines meaning of words or phrases using context clues (e.g., definitions, restatements, examples, descriptions, comparison-contrast, clue words, cause-effect) from sentences
More informationAmerican Sign Language II OUTLINE
017-018 American Sign Language II OUTLINE DESCRIPTION: American Sign Language (ASL) skills are important in all customer service related occupations, and the demand for interpreters is growing. This class
More informationFOURTH EDITION. NorthStar ALIGNMENT WITH THE GLOBAL SCALE OF ENGLISH AND THE COMMON EUROPEAN FRAMEWORK OF REFERENCE
4 FOURTH EDITION NorthStar ALIGNMENT WITH THE GLOBAL SCALE OF ENGLISH AND THE COMMON EUROPEAN FRAMEWORK OF REFERENCE 1 NorthStar Reading & Writing 3, 4th Edition NorthStar FOURTH EDITION NorthStar, Fourth
More informationPerformance Indicator INFORMATION FLUENCY - CONNECT
Information Fluency Curriculum 1 Assessment Matrix June 2007 INFORMATION FLUENCY - 1. Draws on prior experience and knowledge. ELA 1,3 2. Identifies the big picture. ELA 1, Info. Lit 1 3. Participates
More informationClose reading plan. "Identical Twins' Genes Are Not Identical" by Anne Casselman. Corey Nagle, 2014 Connecticut Dream Team Teacher
Close reading plan "Identical Twins' Genes Are Not Identical" by Anne Casselman Corey Nagle, 2014 Connecticut Dream Team Teacher Text and Author "Identical Twins' Genes Are Not Identical" Anne Casselman
More informationContent alignment to national Common Core standards
Content alignment to national Common Core standards Sixth Grade Common Core ELA Standards Cite text evidence to support inferences drawn from the text. Determine a central idea of a text and how it is
More informationPersuasive Speech. Persuasive Speaking: Reasoning with Your Audience
Persuasive Speaking: Reasoning with Your Audience Persuasive Speech A speech whose goal is to influence the attitudes, beliefs, values, or behavior of audience members 1 Elaboration Likelihood Model People
More informationFlorida Department of Education Psychology 2
A Standards Alignment of 2016 To the Florida Department of Education Psychology 2 Course Code 2107310 2016 2017 STATE OF FLORIDA INSTRUCTIONAL MATERIALS ADOPTION STANDARDS ALIGNMENT COURSE STANDARDS/S
More informationArts and Entertainment. Ecology. Technology. History and Deaf Culture
American Sign Language Level 3 (novice-high to intermediate-low) Course Description ASL Level 3 furthers the study of grammar, vocabulary, idioms, multiple meaning words, finger spelling, and classifiers
More informationReference: Vol. 106, no. 24
Original title: Evidence for light perception in a bioluminescent organ Authors: Deyan Tong, Natalia S. Rozas, Tod H. Oakley, Jane Mitchell, Nansi J. Colley, Maragret J. McFall-Ngai Original publication
More informationMichigan Benchmarks and Standards FOLKPATTERNS curriculum materials can be used to teach and meet the following Michigan Benchmarks and Standards. See specific parts of the curriculum for specific content
More informationDepartment of Psychological Sciences Learning Goals and Outcomes
Department of Psychological Sciences Learning Goals and Outcomes Upon completion of a Bachelor s degree in Psychology, students will be prepared in content related to the eight learning goals described
More informationObjectives. Standards (NGSS and Common Core) For state specific standards visit edu.zspace.com/activities. Differentiation
Dicot Flower Dissection Lesson Overview Flowers use pollination as a mechanism for reproduction and survival. Students will learn about pollination and how each structure plays a role in this process.
More informationIT S A WONDER WE UNDERSTAND EACH OTHER AT ALL!
It s a Wonder we Understand Each Other at All! Pre-Reading 1 Discuss the following questions before reading the text. 1. Do you think people from different cultures have different communication styles?
More informationName Period Date. Grade 12, Unit 3 Pre-assessment
Name Period Date Grade 12, Unit 3 Pre-assessment This passage is an excerpt from an article titled X-Rays and Unshielded Infants by Kristina Rebelo and Walt Bogdanich that appeared in The New York Times
More informationName: Period Date. Grade 10, Unit 2 Pre-assessment
Name: Period Date Grade 10, Unit 2 Pre-assessment Read this excerpt from Smart Skin by Shawna Vogel: In this article, the author examines the challenge that scientists face in creating robots that can
More informationLET S GO! MOTIVATIONAL INTERVIEWING GUIDE.
LET S GO! MOTIVATIONAL INTERVIEWING GUIDE www.iowahealthieststate.com/5210 1 This tool is designed to help primary care providers remember some key elements of Motivational Interviewing. The information
More informationIndiana Academic Standards Addressed By Zoo Program WINGED WONDERS: SEED DROP!
Indiana Academic Standards Addressed By Zoo Program WINGED WONDERS: SEED DROP! Program description: Discover how whether all seeds fall at the same rate. Do small or big seeds fall more slowly? Students
More informationChapter 1 Social Science and Its Methods
Chapter 1 Social Science and Its Methods MULTIPLE CHOICE 1) Scientific knowledge is knowledge that has been: A) systematically gathered, classified, related, and interpreted. B) rediscovered and cherished
More informationQuestion 1: The narrator compares herself to a wounded zebra in a National Geographic special when telling of how she felt on her first day of high sc
Let s grade the together Question 1: The prompt asks students to choose one example of imagery from the box and explain its significance. Don t DEFINE imagery. Students must show how the effective use
More informationBringing Your A Game: Strategies to Support Students with Autism Communication Strategies. Ann N. Garfinkle, PhD Benjamin Chu, Doctoral Candidate
Bringing Your A Game: Strategies to Support Students with Autism Communication Strategies Ann N. Garfinkle, PhD Benjamin Chu, Doctoral Candidate Outcomes for this Session Have a basic understanding of
More informationUnit 2, Lesson 5: Teacher s Edition 1. Unit 2: Lesson 5 Understanding Vaccine Safety
Unit 2, Lesson 5: Teacher s Edition 1 Unit 2: Lesson 5 Understanding Vaccine Safety Lesson Questions: o What are the main issues regarding vaccine safety? o What is the scientific basis for issues regarding
More informationCritical Thinking Assessment at MCC. How are we doing?
Critical Thinking Assessment at MCC How are we doing? Prepared by Maura McCool, M.S. Office of Research, Evaluation and Assessment Metropolitan Community Colleges Fall 2003 1 General Education Assessment
More informationName: Period Date. Grade 11, Unit 1 Pre-assessment.... But when winter shut down on Starkfield and the village lay under a sheet of snow
1 Name: Period Date Grade 11, Unit 1 Pre-assessment Read the following excerpt from Ethan Frome by Edith Wharton:... But when winter shut down on Starkfield and the village lay under a sheet of snow perpetually
More informationReading DesCartes: Reading Comprehension (Informational) Skills: Constructing Meaning
Students: DesCartes Skills: (Highlight the skills related to your chosen standard/concept) RIT Above 231: Locates, interprets, and draws conclusions from complex informational Summarizes directions in
More informationSpiritual, Moral, Social and Cultural Development at The Grove Primary School
at The Grove Primary School Giving pupils the opportunity to explore values and beliefs, including religious beliefs, including religious beliefs, and the way in which they impact on people s lives; Where
More informationGood Communication Starts at Home
Good Communication Starts at Home It is important to remember the primary and most valuable thing you can do for your deaf or hard of hearing baby at home is to communicate at every available opportunity,
More informationCALIFORNIA. California Science Test Training Items Scoring Guide High School, Braille Administration
CALIFORNIA Assessment of Student Performance and Progress California Science Test Training Items Scoring Guide High, Braille 2017 18 Administration Posted March 2018 Prepared by Educational Testing Service
More informationTable of Contents. Healthy Foods. Healthy Habits. Protein
Table of Contents Introduction....3 How to Use This Book....3 Internet Resources....5 National Health Education Standards....6 Common Core State Standards....7 Take the Pledge....8 Introducing the 5 Food
More informationCompetency Rubric Bank for the Sciences (CRBS)
Competency Rubric Bank for the Sciences (CRBS) Content Knowledge 1 Content Knowledge: Accuracy of scientific understanding Higher Order Cognitive Skills (HOCS) 3 Analysis: Clarity of Research Question
More informationHS Human Anatomy/ Physiology Science
Scope And Sequence Timeframe Unit Instructional Topics 2 Week(s) 7 Week(s) 6 Week(s) Course This is a rigorous course that is intended for higher-ability students who think they might pursue a career related
More information2012 HSC English (Standard) and English (Advanced) Paper 1 Area of Study Marking Guidelines
01 HSC English (Standard) and English (Advanced) Paper 1 Area of Study Marking Guidelines Section I Question 1 (a) Describes how the book cover introduces aspects of belonging Attempts to describe or describes
More informationUnderstanding Your Coding Feedback
Understanding Your Coding Feedback With specific feedback about your sessions, you can choose whether or how to change your performance to make your interviews more consistent with the spirit and methods
More informationMotivational Interviewing
Motivational Interviewing April Wiechmann, PhD Assistant Professor Associate Director of the Memory Disorders Clinic Department of Geriatrics Adapted with permission from Dr. Susan Franks and Dr. James
More informationWhat are you like? LEARNING OUTCOMES
TOPIC 4 THEME 1 LEARNING OUTCOMES To understand that people have multi-faceted personalities To recognise that other people may have different perceptions of you than you have of yourself To talk about
More informationCommunication Assessment
Communication Assessment 2016 Action Plans from Previous Rounds COMM 20 and COMM 45 (From ILO as s es s ment): Create a rubric or detailed grading schematic and assignment that will elicit a well organized
More informationNature and significance of the local problem
Revised Standards for Quality Improvement Reporting Excellence (SQUIRE 2.0) September 15, 2015 Text Section and Item Section or Item Description Name The SQUIRE guidelines provide a framework for reporting
More informationRISK COMMUNICATION FLASH CARDS. Quiz your knowledge and learn the basics.
RISK COMMUNICATION FLASH CARDS Quiz your knowledge and learn the basics http://www.nmcphc.med.navy.mil/ TOPICS INCLUDE: Planning Strategically for Risk Communication Communicating with Verbal and Nonverbal
More informationReading Comprehension Strategies
How to Read Efficiently Under Time Pressure: Reading Like a Writer 1. T- Techniques. Read with a purpose.the Writer s Goals and Techniques need to be at the back of your mind. Preview the question stems
More informationKey Concepts of Feminist Therapy. Chapter 12. Four Approaches to Feminist Therapy. Four Approaches to Feminist Therapy
Feminist Therapy Chapter 12 Key Concepts of Feminist Therapy Problems are viewed in a sociopolitical and cultural context The client knows what is best for her life and is the expert on her own life Emphasis
More informationGuide to Rating Critical & Integrative Thinking for eportfolios Washington State University, Fall 2006
Guide to Rating Critical & Integrative Thinking for eportfolios Washington State University, Fall 2006 For each of the seven criteria below, assess the work by: a) circling specific phrases which describe
More informationA p p e n d i c e s. Appendix A: Using the Curriculum
A p p e n d i c e s Appendix A: Using the Curriculum Using the Curriculum When using this Curriculum Framework, a number of factors need to be considered: the amount of time available for instruction the
More informationMcREL Standards. Grades 1 2. Strategy and Page Number. Correlation to Standards
Correlation to s McREL s Grades 1 2 5.1 Uses mental images based on pictures and print to aid in comprehension of text 5.2 Uses meaning clues (e.g., picture captions, illustrations, title, cover, headings,
More informationChapter 7: Cognitive Aspects of Personality. Copyright Allyn & Bacon (2009)
Chapter 7: Cognitive Aspects of Personality Roots in Gestalt Psychology Human beings seek meaning in their environments We organize the sensations we receive into meaningful perceptions Complex stimuli
More informationBlackhawk School District
Blackhawk School District CURRICULUM Course Title: Psychology Course Number: 0245 Grade Level(s): 11-12 Length of Period: 45 Minutes Length of Course: Semester Faculty Author(s): Debbie Daquila Date: November
More informationDrugs and the Teen Brain
HEADS UP REAL NEWS ABOUT DRUGS AND YOUR BODY A Message from Scholastic and the National Institute on Drug Abuse (NIDA) Drugs and the Teen Brain Adolescence is a critical time in brain development. That
More informationUNDERSTANDING MEMORY
Communication Chain UNDERSTANDING MEMORY HEARING EXPRESSION thoughts/ ideas ATTENTION select words to use speech production FEEDBACK Hello, how are you? Communication Chain The Communication Chain picture
More informationperforms the entire story. The grade for the in-class performance is based mostly on fluency and evidence of adequate practice.
September 3, 2013 1. College: Education 2. Department: Human Services 3. Course status: existing; does not require modification 4. Course prefix and number: SPH 272 5. Course title: Intermediate American
More informationAbility to use techniques that reduce stress upon and increase support within the couple:
Ability to use techniques that reduce stress upon and increase support within the couple: Improving communication An ability to teach listening skills, for example encouraging partners to listen actively
More informationWhat are the different ways that diseases can spread? How can the way a disease spreads affect who is at risk?
1 Lesson 1 Understanding How Diseases Spread LESSON QUESTIONS What are the different ways that diseases can spread? How can the way a disease spreads affect who is at risk? LESSON OBJECTIVES Identify the
More informationCambridge Public Schools SEL Benchmarks K-12
Cambridge Public Schools SEL Benchmarks K-12 OVERVIEW SEL Competencies Goal I: Develop selfawareness Goal II: Develop and Goal III: Develop social Goal IV: Demonstrate Goal V: Demonstrate skills to demonstrate
More informationSYRACUSE CITY SCHOOL DISTRICT
Revised: 8/17/2013 SYRACUSE CITY SCHOOL DISTRICT Grade 05 Unit 01 Narrative Reading Character Analysis Examining How Characters Grow & Change Assessment and Scoring Rubric Unit standards: RL.5.1. Quote
More informationENGLISH LANGUAGE ARTS CURRICULUM MAP GRADE 10 (Suggested timeline for introducing standards some overlap all four quarters)
(Suggested timeline fr intrducing standards sme verlap all fur quarters) Cmmn Cre Cmprehensin Self-mnitring and selfcrrectin Cmprehensin strategies 1.1.2 Lrd f the Flies Self-mnitring and selfcrrectin
More informationBenchmarks 4th Grade. Greet others and make introductions. Communicate information effectively about a given topic
Benchmarks 4th Grade Understand what it means to be a 4-H member Participate in 4-H club meetings by saying pledges, completing activities and being engaged. Recite the 4-H pledge from memory Identify
More informationAuburn School District Preventive Medicine Total Framework Hours: 90 CIP Code: Exploratory Preparatory Date Last Modified: June 4, 2013
Auburn School District Preventive Medicine Total Framework Hours: 90 CIP Code: 510913 Exploratory Preparatory Date Last Modified: June 4, 2013 Career Cluster: Health Science Career Pathway: Therapeutic
More informationA Change of Heart About Animals. By Jeremy Rifkin
A Change of Heart About Animals By Jeremy Rifkin Surveying the Text - respond on a left page in your WNB. 1. Where and when was this article published? Do you think this information may still be relevant
More informationPROVIDE TEXTUAL EVIDENCE FOR ALL QUESTIONS.
PROVIDE TEXTUAL EVIDENCE FOR ALL QUESTIONS. from SINNERS IN THE HANDS OF AN ANGRY GOD 1. Analyze Persuasion What audience is Edwards addressing in his persuasive sermon? 2. What keeps you IN LINE? What
More informationThe Study of Life. Before You Read. Science Journal
The Study of Life Before You Read Use the What I Know column to list the things you know about biology. Then list the questions you have about biology in the What I Want to Find Out column. K W L What
More informationBoise State University Foundational Studies Program Course Application Form
Boise State University Foundational Studies Program Course Application Form Due to the Foundational Studies Program by August 19, 2011 After the Foundational Studies Program has approved a course, departments
More informationAsperger Syndrome. Let s Go to the Movies 6/12/2012. Social Thinking Skills for Students with Asperger Syndrome/High Functioning Autism
Social Thinking Skills for Students with Asperger Syndrome/High Functioning Autism Welcome & Overview Asperger Syndrome (AS)/High Functioning Autism (HFA) Social Skills, Social Thinking Social Thinking
More informationThe Vine Assessment System by LifeCubby
The Vine Assessment System by LifeCubby A Fully Integrated Platform for Observation, Daily Reporting, Communications and Assessment For Early Childhood Professionals and the Families that they Serve Alignment
More informationWhat Science Is and Is Not
What Is Science? Key Questions What are the goals of science? What procedures are at the core of scientific methodology? Vocabulary science observation inference hypothesis controlled experiment independent
More informationCharacteristics of the Text Genre Nonfi ction Text Structure Three to eight lines of text in the same position on each page
LESSON 14 TEACHER S GUIDE by Karen J. Rothbardt Fountas-Pinnell Level J Nonfiction Selection Summary Children with special needs use a variety of special tools to help them see and hear. This simply written
More informationTable of Contents. Healthy Foods. Healthy Habits. Dairy. Protein. Healthy Foods Review. Fruits. Vegetables. Grains
Introduction....3 How to Use This Book....3 Internet Resources....5 National Health Education Standards....6 Common Core State Standards Correlation....7 Take the Pledge....8 Introducing the 5 Food Groups....9
More informationFlying Freudian Fun A look at ethical decision making
Flying Freudian Fun A look at ethical decision making Authors: Grade: Subject: Unit: Jessica Nassau and Jocie Wilson 9 th grade English English 1-2 CP Lord of the Flies 1. Concept: Ethics (and their place
More informationFairfield Public Schools Social Studies Curriculum Sociology Grades 11-12
Fairfield Public Schools Social Studies Curriculum Sociology Grades 11-12 4/19/16 DRAFT 1 Sociology: Description Sociology is the study of social life, social change, and the social causes and consequences
More informationFITNESS AND CONDITIONING- II PACING GUIDE
INSTRUCTIONAL GUIDE: FITNESS AND CONDITIONING- II Subject Area: Physical Education Course Number: Grade Level: 9 12 Credit: 0.5 Category: Physical Education Health Component Emphasized: Cardio- respiratory
More informationAssessment Plan for Psychology Programs (B.A. & B.S.)
2016-2020 Assessment Plan for Psychology Programs (B.A. & B.S.) I. Program s mission The mission of the psychology program is to provide students with a bachelor s degree in psychology within a liberal
More information