zilongwang/ReadingBank huggingface dataset:
6.4 The student will recognize and represent patterns with whole number exponents and perfect squares. Understanding the Standard Essential Knowledge and Skills The symbol can be used in grade six in place of “x” to indicate multiplication. In exponential notation, the base is the number that is multiplied, and the exponent represents the number of times the base is used as a factor. In , 8 is the base and 3 is the exponent (e.g., ). Any real number other than zero raised to the zero power is 1. Zero to the zero power () is undefined. A perfect square is a whole number whose square root is an integer (e.g., ). Zero (a whole number) is a perfect square. Perfect squares may be represented geometrically as the areas of squares the length of whose sides are whole numbers (e.g., , etc.). This can be modeled with grid paper, tiles, geoboards and virtual manipulatives. The examination of patterns in place value of the powers of 10 in grade six leads to the development of scientific notation in grade seven. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to Recognize and represent patterns with bases and exponents that are whole numbers. Recognize and represent patterns of perfect squares not to exceed, by using grid paper, square tiles, tables, and calculators. Recognize powers of 10 with whole number exponents by examining patterns in place value.
Written Expression The student response is effectively developed with narrative elements and is consistently appropriate to the task; is effectively organized with clear and coherent writing; establishes and maintains an effective style. The student response is mostly effectively developed with narrative elements and is mostly appropriate to the task; is organized with mostly clear and coherent writing; establishes and maintains a mostly effective style. The student response is developed with some narrative elements and is generally appropriate to the task; demonstrates some organization with somewhat coherent writing; has a style that is somewhat effective. The student response is minimally developed with few narrative elements and is limited in its appropriateness to the task; demonstrates limited organization and coherence; has a style that has limited effectiveness. The student response is undeveloped and/or inappropriate to the task; lacks organization and coherence; has an inappropriate style. Knowledge of Language and Conventions The student response to the prompt demonstrates full command of the conventions of standard English at an appropriate level of complexity. There may be a few minor errors in mechanics, grammar, and usage, but meaning is clear. The student response to the prompt demonstrates some command of the conventions of standard English at an appropriate level of complexity. There may be errors in mechanics, grammar, and usage that occasionally impede understanding, but the meaning is generally clear. The student response to the prompt demonstrates limited command of the conventions of standard English at an appropriate level of complexity. There may be errors in mechanics, grammar, and usage that often impede understanding. The student response to the prompt demonstrates no command of the conventions of standard English. Frequent and varied errors in mechanics, grammar, and usage impede understanding. *This is a draft rubric and may be updated as necessary. Scoring rubric for Grade 6 Practice Test Item #8: Text-Based Essay* Idea Development Conventions
Standards of Learning Correlation Chart Music Standards of Learning 2013 English Standards of Learning 2010 History and Social Science Standards of Learning 2008 Mathematics Standards of Learning 2009 Science Standards of Learning 2010 6.1 6.4 6.2 6.2 6.1 CE.4 6.3 USII.6 6.4 6.1 6.5 USI.1 6.6 6.5 6.7 6.1 USII.6 6.2 6.8 USII.9 6.9 6.2 6.10 USII.6
Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 7.2 The student will solve practical problems involving operations with rational numbers. X * * Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 7.3 The student will solve single-step and multistep practical problems, using proportional reasoning. * X * Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 7.4 The student will n/a n/a n/a describe and determine the volume and surface area of rectangular prisms and cylinders; and X * * solve problems, including practical problems, involving the volume and surface area of rectangular prisms and cylinders. X * *
Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 7.2 The student will solve practical problems involving operations with rational numbers. X * * Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 7.3 The student will solve single-step and multistep practical problems, using proportional reasoning. X * * Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 7.4 The student will n/a n/a n/a describe and determine the volume and surface area of rectangular prisms and cylinders; and X * * solve problems, including practical problems, involving the volume and surface area of rectangular prisms and cylinders. X * *
Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 7.5 The student will solve problems, including practical problems, involving the relationship between corresponding sides and corresponding angles of similar quadrilaterals and triangles. X * * Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 7.6 The student will n/a n/a n/a compare and contrast quadrilaterals based on their properties; and X * * b) determine unknown side lengths or angle measures of quadrilaterals. * X * Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 7.7 The student will apply translations and reflections of right triangles or rectangles in the coordinate plane. * X * Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 7.8 The student will n/a n/a n/a
Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 7.9 The student, given data in a practical situation, will n/a n/a n/a a) represent data in a histogram; X * * b) make observations and inferences about data represented in a histogram; and X * * compare histograms with the same data represented in stem-and-leaf plots, line plots, and circle graphs. X * * Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 7.10 The student will n/a n/a n/a determine the slope, m, as rate of change in a proportional relationship between two quantities and write an equation in the form y = mx to represent the relationship; * X * graph a line representing a proportional relationship between two quantities given the slope and an ordered pair, or given the equation in y = mx form where m represents the slope as rate of change; * X * determine the y-intercept, b, in an additive relationship between two quantities and write an equation in the form y = x + b to represent the relationship; * X * graph a line representing an additive relationship between two quantities given the y-intercept and an ordered pair, or given the equation in the form y = x + b, where b represents the y-intercept; and * X *
7.7 The student will apply translations and reflections of right triangles or rectangles in the coordinate plane. Understanding the Standard Essential Knowledge and Skills A transformation of a figure called the preimage changes the size, shape, or position of the figure to a new figure called the image. Translations and reflections do not change the size or shape of a figure (e.g., the preimage and image are congruent figures). Translations and reflections change the position of a figure. A translation is a transformation in which an image is formed by moving every point on the preimage the same distance in the same direction. A reflection is a transformation in which an image is formed by reflecting the preimage over a line called the line of reflection. All corresponding points in the image and preimage are equidistant from the line of reflection. The image of a polygon is the resulting polygon after the transformation. The preimage is the polygon before the transformation. A transformation of preimage point A can be denoted as the image Aʹ (read as “A prime”). The preimage of a figure that has been translated and then reflected over the x- or y-axis may result in a different transformation than the preimage of a figure that has been reflected over the x- or and then translated. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to Given a preimage in the coordinate plane, identify the coordinates of the image of a right triangle or rectangle that has been translated either vertically, horizontally, or a combination of a vertical and horizontal translation. Given a preimage in the coordinate plane, identify the coordinates of the image of a right triangle or a rectangle that has been reflected over the x- or y-axis. Given a preimage in the coordinate plane, identify the coordinates of the image of a right triangle or rectangle that has been translated and reflected over the x- or y-axis or reflected over the x- or y-axis and then translated. Sketch the image of a right triangle or rectangle that has been translated vertically, horizontally, or a combination of both. Sketch the image of a right triangle or rectangle that has been reflected over the x- or y-axis. Sketch the image of a right triangle or rectangle that has been translated and reflected over the x- or y-axis or reflected over the x- or y-axis and then translated.
An equation written in y = x + b form provides information about the graph. If the equation is y = x – 1, then the slope, m, of the line is 1 or and the point where the line crosses the y-axis can be located at (0, -1). We also know, slope = m = = So we can plot some other points on the graph using this relationship between y and x values. A table of values can be used to determine the graph of a line. The y-intercept is located on the y-axis which is where the x-coordinate is 0. The change in each y-value compared to the corresponding x-value can be verified by the patterns in the table of values.
Scoring rubric for Grade 7 Practice Test Item #3: Narrative Essay* Score Point 4 Score Point 3 Score Point 2 Score Point 1 Score Point 0 Written Expression The student response is effectively developed with narrative elements and is consistently appropriate to the task; is effectively organized with clear and coherent writing; establishes and maintains an effective style. The student response is mostly effectively developed with narrative elements and is mostly appropriate to the task; is organized with mostly clear and coherent writing; establishes and maintains a mostly effective style. The student response is developed with some narrative elements and is generally appropriate to the task; demonstrates some organization with somewhat coherent writing; has a style that is somewhat effective. The student response is minimally developed with few narrative elements and is limited in its appropriateness to the task; demonstrates limited organization and coherence; has a style that has limited effectiveness. The student response is undeveloped and/or inappropriate to the task; lacks organization and coherence; has an inappropriate style. Knowledge of Language and Conventions The student response to the prompt demonstrates full command of the conventions of standard English at an appropriate level of complexity. There may be a few minor errors in mechanics, grammar, and usage, but meaning is clear. The student response to the prompt demonstrates some command of the conventions of standard English at an appropriate level of complexity. There may be errors in mechanics, grammar, and usage that occasionally impede understanding, but the meaning is generally clear. The student response to the prompt demonstrates limited command of the conventions of standard English at an appropriate level of complexity. There may be errors in mechanics, grammar, and usage that often impede understanding. The student response to the prompt demonstrates no command of the conventions of standard English. Frequent and varied errors in mechanics, grammar, and usage impede understanding. *This is a draft rubric and may be updated as necessary.
Grade 7 English Language Arts Paper-Based Practice Test Answer Key The following pages include the answer key for all machine-scored items, followed by the rubrics for the hand-scored items. Item Number Answer Key Reporting Category Standard 1 Part A: B Part B: C Reading 2 2 Part A: C Part B: D,F Reading 6 3 Narrative Essay - See Rubric Writing Language 3,4 1,2,3 4 D Reading 6 5 B Reading 1 6 A Reading 4 7 A Reading 4 8 Text-Based Essay - See Rubric Reading Writing Language 4 2,4 1,2,3
Scoring rubric for Grade 7 Practice Test Item #3: Narrative Essay* Score Point 4 Score Point 3 Score Point 2 Score Point 1 Score Point 0 Written Expression The student response is effectively developed with narrative elements and is consistently appropriate to the task; is effectively organized with clear and coherent writing; establishes and maintains an effective style. The student response is mostly effectively developed with narrative elements and is mostly appropriate to the task; is organized with mostly clear and coherent writing; establishes and maintains a mostly effective style. The student response is developed with some narrative elements and is generally appropriate to the task; demonstrates some organization with somewhat coherent writing; has a style that is somewhat effective. The student response is minimally developed with few narrative elements and is limited in its appropriateness to the task; demonstrates limited organization and coherence; has a style that has limited effectiveness. The student response is undeveloped and/or inappropriate to the task; lacks organization and coherence; has an inappropriate style. Knowledge of Language and Conventions The student response to the prompt demonstrates full command of the conventions of standard English at an appropriate level of complexity. There may be a few minor errors in mechanics, grammar, and usage, but meaning is clear. The student response to the prompt demonstrates some command of the conventions of standard English at an appropriate level of complexity. There may be errors in mechanics, grammar, and usage that occasionally impede understanding, but the meaning is generally clear. The student response to the prompt demonstrates limited command of the conventions of standard English at an appropriate level of complexity. There may be errors in mechanics, grammar, and usage that often impede understanding. The student response to the prompt demonstrates no command of the conventions of standard English. Frequent and varied errors in mechanics, grammar, and usage impede understanding. *This is a draft rubric and may be updated as necessary.
Question 10 L + W x 2 42 54 + 12 x 2 54 108 cm √√ [2] Question 11 5 460g = 5 kg and 460 g √ [1] Question 12 S x S x H = 3 x 3 x 3 = 27 cubes √ √ [2] Question 13 13.1 Pictograph 13.2 4 learners 13.3 marathon 13.4 Javelin 13.5 20 [5] Question 14 13:50 or 01:50 [1] Question 15 45 min [2] Question 16 of 42 (42 ÷ 7) x 3 √ = X √ = 6 x 3 = 18 √ = 18 √ [2]
Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 8.3 The student will n/a n/a n/a estimate and determine the two consecutive integers between which a square root lies; and X * * determine both the positive and negative square roots of a given perfect square. X * *
Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 8.10 The student will solve area and perimeter problems, including practical problems, involving composite plane figures. X * * Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 8.11 The student will n/a n/a n/a compare and contrast the probability of independent and dependent events; and X * * determine probabilities for independent and dependent events. X * * Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 8.12 The student will n/a n/a n/a represent numerical data in boxplots; X * * make observations and inferences about data represented in boxplots; and X * *
Creating The student demonstrates a thorough understanding of choreography by meeting all four of the following requirements: Uses one element of dance to express the positive qualities of the product. Uses a second element of dance to express the positive qualities of the product. Uses a third element of dance to express the positive qualities of the product. Uses a variety of dance movements to identify the positive qualities of the product. The student demonstrates an adequate understanding of choreography by meeting three of the requirements listed at left. The student demonstrates a partial understanding of choreography by meeting two of the requirements listed at left. The student demonstrates a minimal understanding of choreography by meeting one of the requirements listed at left. The student demonstrates no understanding of choreography, having met none of the requirements listed at left. Performing The student demonstrates a thorough understanding of dance performance and techniques by meeting four or five of the following requirements: Maintains focus and concentration. Uses intentional expression and energy. Performs without interruptions. Performs each movement to the fullest extent. Includes a clear beginning and ending. The student demonstrates an adequate understanding of dance performance and techniques by meeting three of the requirements listed at left. The student demonstrates a partial understanding of dance performance and techniques by meeting two of the requirements listed at left. The student demonstrates a minimal understanding of dance performance and techniques by meeting one of the requirements listed at left. The student demonstrates no understanding of dance performance and techniques, having met none of the requirements listed at left. Responding The student meets all four of the requirements listed below, thereby demonstrating a thorough understanding of how to respond to the performance using the vocabulary of dance: Identifies a product and its positive qualities. Describes, with examples, how those positive qualities correlate to the dance. Describes, with examples, how variety is created. Explains the reasons for choice of musical accompaniment. The student meets three of the requirements listed at left, thereby demonstrating an adequate understanding of how to respond to the performance using the vocabulary of dance. The student meets two of the requirements listed at left, thereby demonstrating a partial understanding of how to respond to the performance using the vocabulary of dance. The student meets one of the requirements listed at left, thereby demonstrating a minimal understanding of how to respond to the performance using the vocabulary of dance. The student meets none of the requirements listed at left, thereby demonstrating no understanding of how to respond to the performance using the vocabulary of dance. Assessment Rubric
If this assessment is used for reporting purposes, circle the scoring points on each student’s response sheets. Accommodations The following accommodations can be made for students with special needs or whose English language skills are limited: To complete the response sheets, students may dictate their answers to an instructional aide, who will write them down. The student may give the written and/or recorded responses in their first language. We request a written and/or verbal English translation for consistency (validity/reliability) in scoring the rubric. Refer also to the student’s individualized education program (IEP) or 504 Plan. Student’s Task The following section contains these materials for students: The student’s task: Dance Critic (Grade 8) Assessment rubric Response sheets Dance Critic Student’s Task You are on a committee to select groups of performers who will come to your school and present at assemblies. Your task is to view a dance video of one group’s work and analyze the ideas or feelings expressed in the piece. You’ll then summarize your analysis for the rest of the committee. First, you’ll watch the dance video two times, taking notes while you watch. Next, you’ll prepare a written description that includes your analysis of the dance that you watched. The other committee members will rely on your results when deciding which groups of performers to choose. Your Task Watch the video and write your review of the dance— The committee explains that you must meet the following requirements when responding to the video:
4 points 3 points 2 points 1 point No Score Performing The student meets all four of the following requirements, thereby demonstrating a thorough understanding of how to establish a character: Uses a series of movements that thoroughly enhance and bring to life a believable and sustainable character throughout the entire performance. Demonstrates a series of vocal choices that thoroughly enhance and bring to life a believable and sustainable character throughout the entire performance. Selects and applies appropriate emotions that demonstrate the character’s objectives. Sustains the character fully throughout the entire performance. The student meets three of the requirements listed at left, demonstrating an adequate understanding of how to establish a character. The student meets two of the requirements listed at left, demonstrating a partial understanding of how to establish a character. The student meets one of the requirements listed at left, demonstrating a minimal understanding of how to establish a character. The student meets none of the requirements listed at left, demonstrating no understanding of how to establish a character. Responding The student meets all four of the following requirements, thereby demonstrating a thorough understanding of the response to the performance: Describes the process used to create a character with movement. Describes the process used to create a character with voice. Describes the process used to select and apply emotions that demonstrate the character’s objectives. Describes the process used to sustain character during a performance. The student meets three of the requirements listed at left, demonstrating an adequate understanding of the response to the performance. The student meets two of the requirements listed at left, demonstrating a partial understanding of the response to the performance. The student meets one of the requirements listed at left, demonstrating a minimal understanding of the response to the performance. The student meets none of the requirements listed at left, demonstrating no understanding of the response to the performance. Response Sheets Student’s Name/ID# _____________________________________________ Grade Level _________ (circle number) Performing Score 4 3 2 1 NS Responding Score 4 3 2 1 NS Responses Remember to use the vocabulary of theatre correctly. How did you use voice to portray your character?
Start Right! 4 points 3 points 2 points 1 point No Score Creating The student demonstrates understanding of skills by meeting all four of the following requirements: Shows one exercise that improves alignment. Shows a second exercise that improves alignment. Shows a third exercise that improves alignment. Creates transitions that link each of the exercises. The student demonstrates an adequate understanding of skills by meeting three of the requirements listed at left. The student demonstrates a partial understanding of skills by meeting two of the requirements listed at left. The student demonstrates a minimal understanding of dance/ skills by meeting one of the requirements listed at left. The student demonstrates no understanding of skills, having met none of the requirements listed at left. Performing The student demonstrates a thorough understanding of the skills and technique of dance by meeting all four of the following requirements: Performs the warm-up sequence fluently. Uses intentional energy throughout the performance. Performs all movements to the fullest extent. Includes a clear beginning and ending. The student demonstrates an adequate understanding of the skills and technique of dance by meeting three of the requirements listed at left. The student demonstrates a partial understanding of the skills and technique of dance by meeting two of the requirements listed at left. The student demonstrates a minimal understanding of the skills and technique of dance by meeting one of the requirements listed at left. The student demonstrates no understanding of the skills and technique of dance, having met none of the requirements listed at left. Responding The student demonstrates understanding of the relationship between the skills of dance and health by meeting all four of the following requirements: Identifies three exercises that support correct alignment. Explains the relationship of the first exercise to the development of alignment. Explains the relationship of the second exercise to the development of alignment. Explains the relationship of the third exercise to the development of alignment. The student demonstrates an adequate understanding of the relationship between the skills of dance and health by meeting three of the requirements listed at left. The student demonstrates a partial understanding of the relationship between the skills of dance and health by meeting two of the requirements listed at left. The student demonstrates a minimal understanding of the relationship between the skills of dance and health by meeting one of the requirements listed at left. The student demonstrates no understanding of the relationship between the skills of dance and health, having met none of the requirements listed at left. Assessment Rubric
Performing The student meets all four of the following requirements, thereby demonstrating a thorough understanding of the concept of performing rhythm and tempo: States the chosen tempo and counts off one preparatory measure. Performs each note and rest in measures one through four with the correct rhythmic value. Performs each note and rest in measures five through eight with the correct rhythmic value. Performs with a steady beat. The student meets three of the four requirements listed at left, demonstrating an adequate understanding of the concept of performing rhythm and tempo. The student meets two of the four requirements listed at left, demonstrating a partial understanding of the concept of performing rhythm and tempo. The student meets one of the four requirements listed at left, demonstrating a minimal understanding of the concept of performing rhythm and tempo. The student meets none of the four requirements listed at left, no understanding of the concept of performing rhythm and tempo. Exercise Sheet 1 Student’s Name/ID# _____________________________________________ Grade Level _________ (circle number) Performing Score 4 3 2 1 NS Exercise 1 Exercise Sheet 2 Student’s Name/ID# _____________________________________________ Grade Level _________ (circle number) Performing Score 4 3 2 1 NS Exercise 2
Grade 8 Supply List General: 2 each Plastic Pocket Folders w/Prongs (Red, Yellow, Green, Blue, Purple, Choice) Headphones or Earbuds No. 2 Pencils LOTS!! (mechanical okay) Handheld/Personal Pencil Sharpener Pens: Black or Blue Colored Pencils Highlighters (2 or 3 different colors) Erasers 4 Glue Sticks 3 packages Loose Leaf Paper Ruler Hand Sanitizer Box of Tissues Flash Drive – optional Math: Calculator – TI30xa preferred 1.5 Inch Binder w/5 Tab Dividers Dry Erase markers Science: 2 Composition Book 5-subject notebook w plastic cover 1 pack of Graph Paper Index Cards Language Arts: Post-It Notes 1 Composition Book 2 Spiral Notebooks Social Studies: 2 Spiral Notebooks
Assessment Rubric Thinking on Your Feet 4 points 3 points 2 points 1 point No Score Creating & Performing The student meets all four of the following requirements, thereby demonstrating a thorough understanding of how to establish character and dramatic structure in an improvisation: Clearly establishes the setting. Creates an effective character using movement and vocal choices that demonstrate objectives. Creates dialogue effectively to sustain the performance. Uses ensemble work appropriately. The student meets three of the four requirements listed at left, demonstrating an adequate understanding of how to establish character and dramatic structure in an improvisation. The student meets two of the four requirements listed at left, demonstrating a partial understanding of how to establish character and dramatic structure in an improvisation. The student meets one of the four requirements listed at left, demonstrating a minimal understanding of how to establish character and dramatic structure in an improvisation. The student meets none of the four requirements listed at left, demonstrating no understanding of how to establish character and dramatic structure in an improvisation. Creating (story) The student meets all four of the following requirements, thereby demonstrating a thorough understanding of how to create the structure of a story: Creates a clear beginning. Creates a clear middle. Includes a central conflict. Creates a clear resolution to that conflict (ending). The student meets three of the four requirements listed at left, demonstrating an adequate understanding of how to create the structure of a story. The student meets two of the four requirements listed at left, demonstrating a partial understanding of how to create the structure of a story. The student meets one of the four requirements listed at left, demonstrating a minimal understanding of how to create the structure of a story. The student meets none of the four requirements listed at left, demonstrating no understanding of how to create the structure of a story. Performing The student sustains character with zero interruptions and lapses in the performance. The student sustains character with one interruption or lapse in the performance. The student sustains character with two interruptions or lapses in the performance. The student sustains character with three interruptions or lapses in the performance. The student sustains character with four or more interruptions or lapses in the performance.
Scoring rubric for Grade 8 Practice Test Item #3: Narrative Essay* Score Point 4 Score Point 3 Score Point 2 Score Point 1 Score Point 0 Written Expression The student response is effectively developed with narrative elements and is consistently appropriate to the task; is effectively organized with clear and coherent writing; establishes and maintains an effective style. The student response is mostly effectively developed with narrative elements and is mostly appropriate to the task; is organized with mostly clear and coherent writing; establishes and maintains a mostly effective style. The student response is developed with some narrative elements and is generally appropriate to the task; demonstrates some organization with somewhat coherent writing; has a style that is somewhat effective. The student response is minimally developed with few narrative elements and is limited in its appropriateness to the task; demonstrates limited organization and coherence; has a style that has limited effectiveness. The student response is undeveloped and/or inappropriate to the task; lacks organization and coherence; has an inappropriate style. Knowledge of Language and Conventions The student response to the prompt demonstrates full command of the conventions of standard English at an appropriate level of complexity. There may be a few minor errors in mechanics, grammar, and usage, but meaning is clear. The student response to the prompt demonstrates some command of the conventions of standard English at an appropriate level of complexity. There may be errors in mechanics, grammar, and usage that occasionally impede understanding, but the meaning is generally clear. The student response to the prompt demonstrates limited command of the conventions of standard English at an appropriate level of complexity. There may be errors in mechanics, grammar, and usage that often impede understanding. The student response to the prompt demonstrates no command of the conventions of standard English. Frequent and varied errors in mechanics, grammar, and usage impede understanding. *This is a draft rubric and may be updated as necessary.
Figure 4 All molecular solids have a similar molecular structure. The molecules are held in a regular pattern in a lattice. So the solids are crystalline. The forces between the molecules (the intermolecular forces) are weak. . هذه Some properties of molecular solids Molecular solids have low melting and boiling points. Molecular solids have low melting and boiling points this is because the forces between the molecules are weak. In fact many molecular substances melt and even boil below room temperature, which is why they are liquids or gases at room temperature. Molecular solids do not conduct electricity.
Name: ___________________________________ Fitness Report Evaluation Rubric Category 4 3 2 1 Thinking and Inquiry) Paragraph Analysis of Test Results All fitness categories are discussed completely with strengths, improvement areas, challenges and future goals covered. Most fitness categories are discussed completely with strengths, improvement areas, challenges and future goals covered. Some fitness categories are discussed completely with strengths, improvement areas, challenges and future goals somewhat covered. Few fitness categories are discussed completely with strengths, improvement areas, challenges and future goals minimally covered. Communication Report is typed. Table and graph are complete and error-free. Paragraph is well written with appropriate sentence structure and no spelling mistakes. Report is typed. Table and graph are almost complete and error-free. Paragraph is well written with appropriate sentence structure and a few spelling mistakes. Report is typed. Table and graph are incomplete and contain some errors. Paragraph is written with appropriate sentence structure with some spelling mistakes. Report is typed. Table and graph are incomplete and contain errors. Paragraph is written with little sentence structure and many spelling mistakes.
Grade Band 9-10 Performance Assessment Sample: Merrell (Box Elder District) A Three Passage Text Set – Lincoln, Monk, and Hand Passage #1: Lincoln, Abraham. “Gettysburg Address.” (1863) Source: From Appendix B: Informational Text Exemplar for Grade Band 9-10 URL: Lexile: 1340 Placement: More Complex Word Count: 272 Passage #2: Monk, Linda R. Words We Live By: Your Annotated Guide to the Constitution. New York: Hyperion, 2003. (2003) Source: From Appendix B: Informational Text Exemplar: History/Social Studies for Grade Band 6-8 URL: Lexile: 1340 Placement: More Complex Word Count: 300 Passage #3: Hand, Learned. “I Am an American Day Address.” (1944) Source: From Appendix B: Informational Text Exemplar for Grade Band 9-10 URL: Lexile: 880 Placement: Less Complex Word Count: 57 Utah Core Standard(s): RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly and inferred. RI.9-10.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RI.9-10.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of text. RI.9-10.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient. RI.9-10.9: Analyze seminal U.S. documents of historical and literary significance including how they address related themes and concepts. SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
explain the reasoning used. Domain: Measurement and Data Cluster: Convert like measurement units within a given measurement system. Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. Lessons 6–7: Connect area models and the distributive property to partial products of the standard algorithm with renaming. (5.OA.1, 5.OA.2, 5.NBT.5) Lesson 8: Fluently multiply multi-digit whole numbers using the standard algorithm and using estimation to check for reasonableness of the product. (5.OA.1, 5.OA.2, 5.NBT.5) Lesson 9: Fluently multiply multi-digit whole numbers using the standard algorithm to solve multi-step word problems. (5.OA.1, 5.OA.2, 5.NBT.5) Multi-digit multiplication (with array/area models) Multiply Mentally Multiply by Multiples of 100 Sprint: Multiply by Multiples of Ten Multiply Using the Area Model Lesson 8 State in Exponential Form Name Multiply Using the Area Model with a Zero in One Factor Lesson 9 Multiply and Divide by Exponents Estimate Products by Rounding Topic C Lesson 10: Multiply decimal fractions with tenths by multi-digit whole numbers using place value understanding to record partial products. (5.NBT.7, 5.OA.1, 5.OA.2, 5.NBT.1) Lesson 11: Multiply decimal fractions by whole numbers through conversion to a whole number problem and reasoning about the placement of the decimal. (5.NBT.7, 5.OA.1, 5.OA.2, 5.NBT.1) Lesson 12: Reason about the product of a whole number and a decimal with hundredths using place value understanding and estimation. (5.NBT.7, 5.OA.1, 5.OA.2, 5.NBT.1) : Decimal Multi-Digit Multiplication Video: Fluency Practice: Lesson 10 Multiply then Divide by the Same Number Decompose Decimals Lesson 11 Sprint: Multiply Decimals Multiply then Divide by the Same Number Lesson 12 Unit conversions State the Decimal
Substantive value 15% 1.5 1.5 You had good information that related to all the topics. Contributed substantive value to the understanding of the concepts discussed based on course learning 0.75 0.75 Presented information in a manner that would convince others of the point of view established. 0.75 0.75 Clarity and logic of presentation 10% 1 0.95 The information provided had an authoritative tone, which would allow others to be compelled to be accepting of your opinions. Work on your introductions. Utilized a strong organizational structure. 0.5 0.5 Covered the facts in a logical and consistent manner. 0.5 0.45 Grammar and adherence to APA format 20% 2 1.65 You had a number of errors in this area. Please review the comments on the paper and look for the patterns you need to remember to correct the errors. Sentences, paragraphs structures and words used add to the organization of the document. 0.7 0.65 Followed all rules governing grammar, spelling, and standard usage of American English. 0.65 0.55 Followed all formatting guidelines of APA 6th ed. 0.65 0.45 Total Score 100% 10 9.6
Theory Chart, Part 2 CUR/711 Monica R. Woods Distinguishing Elements to Question Behaviorism Cognitivism Constructivism Social Cognitivism Humanism Moral Development How does learning occur? Association between stimuli & response Structured acquisition of knowledge Creating meaning from experience; build interpretation from experiences Social context with a dynamic and reciprocal interaction of the person, environment, and behavior Meet affective and cognitive needs; derive personal meaning Association between obedience-punishment What is the role of memory? Memory plays less of a role; practice or review shows readiness of response Storage, retrieval & encoding information Pre-existing knowledge with new experiences Cognitive, verbal, mastery, coping Cognitive, learning is internal, Reasoning skills, understanding one’s beliefs What factors influence learning? Environmental, the learner Schema, prior experiences Environment, social interactions, cultural exposure Environmental, mnemonics, visual graphics Environmental, personalized educational decisions and practices Fear of authority, acceptance by peers What types of learning are best explained by the theory? Building and strengthening use of instructional cues, practice, reinforcement Reasoning, & information processing Collaboration, social, inquiry Rehearsal, visual models, relevant and personal material Cooperative learning groups, promote positive direction and independence, technology Cooperative learning groups, problem solving, decision making, and self interest Who are major Theorists? Aristotle Ivan Pavlov John B. Watson B.F. Skinner Edward Thorndike Lev Vygotsky Jerome Bruner Jean Piaget John Dewey Robert Gagne Lev Vygotsky Jean Piaget John Dewey Giamattista Vico Richard Rorty Albert Bandura Edwin Holt Harold Chapman Brown Neal E. Miller John Dollard Abraham Maslow Carl Rogers John Dewey Malcolm Knowles Rollo May Jean Piaget Lawrence Kohlberg Carol Gilligan H.J. Eysenck Justin Aronfreed (Ertmer and Newby, 2013; Gredler, 2009; Ormrod, 2014; Carter, 2015; Stephens, 2009)
1 INTRODUCTION 1.1 This Summary Guidance provides a brief overview of the use of the Graded Care Profile. The Graded Care Profile is a standard assessment tool developed by Dr Srivastava, a consultant community paediatrician for Luton Teaching Primary Care Trust and Dr Leon Polnay. 1.2 This Guidance and the Graded Care Profile Scale have been slightly modified for use as a multi agency assessment. The tool is considered to be straightforward to use and requires little clarification. 2 WHAT IS THE GRADED CARE PROFILE 2.1 Assessment involves the gathering of information about a child’s circumstances, analysing the information and reaching a judgement about the needs the child may have. The challenge for workers is to retain the ability to undertake a holistic assessment of the child, whilst having the ability to focus on particular aspects. The area of neglect is difficult to assess, in particular due to the differing thresholds of assessors or agencies. The Graded Care Profile is a practice based tool that gives an objective measure of the care of children across a range of areas of need. Research into the use of the tool suggests that it achieved a high level of consistency in scoring, when different assessors used the GCP to assess the same case. 2.2 The Graded Care Profile is focussed on identifying strengths as well as areas of difficulty. The trigger for undertaking a Graded Care Profile is a concern about neglect and is consequently focussed on negative aspects. This is balanced out by identifying areas of strength where a family is doing well, achieving and meeting the child’s needs. Identifying areas of strength and achievement are critical when deciding on intervention to meet needs. The potential of families can be better understood by referring to other aspects of their care where they have been successful, rather than limiting the focus to areas where they are experiencing difficulties. 3 USING THE GRADED CARE PROFILE 3.1 The Graded Care Profile is a single assessment document, structured into 5 components: Assessment Record Scoring grid Summary scores Areas identified for improvement Decisions and further actions The tool is also supported by the Guidance document
Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating K.7 The student will recognize the attributes of a penny, nickel, dime, and quarter and identify the number of pennies equivalent to a nickel, a dime, and a quarter. X * *
Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating K.10 The student will n/a n/a n/a identify and describe plane figures (circle, triangle, square, and rectangle); X * * compare the size (smaller, larger) and shape of plane figures (circle, triangle, square, and rectangle); and X * * describe the location of one object relative to another (above, below, next to) and identify representations of plane figures (circle, triangle, square, and rectangle) regardless of their positions and orientations in space. X * * Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating K.11 The student will n/a n/a n/a a) collect, organize, and represent data; and * X * b) read and interpret data in object graphs, picture graphs, and tables. * X *
Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating K.3 The student will n/a n/a n/a a) count forward orally by ones from 0 to 100; X * * b) count backward orally by ones when given any number between 1 and 10; X * * c) identify the number after, without counting, when given any number between 0 and100 and identify the number before, without counting, when given any number between 1 and 10; and X * * d) count forward by tens to determine the total number of objects to 100. X * *
Correlation to the 2016 Mathematics Standards of Learning and Curriculum Framework – Grade K Text/Instructional Material Title: ______________________ Publisher: __________________________________________ Committee Member: _________________________________ Date: ________ NOTE: The rating cells in the tables below are empty in order for division-level review teams to utilize this form. Section I. Correlation with the Mathematics 2016 SOL and Curriculum Framework Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating K.1 K.2 K.3 K.4 K.5 K.6 K.7 K.8 K.9 K.10 K.11 K.12 K.13
Step 6. Leave the information in the “Scores” and “Attendance” tabs the default. Click “ok” to close the “Gradebook Options”. Steps 7. Set up your personal class information. Step 8 : You will enter the assignments as the year progresses. Step 9: Enter your students names exactly as they are written on the class list. This is very important, as reports cards need to be the same from all teachers so gradekeeper can collate each students grade. Note: As each assignment is graded, type in each student’s score under each assignment listed. The column labeled “Grade” will automatically calculate by the scores you enter for each assignment. Under File, click “Save As” and title your file. Note where in your directory it is saved for future reference. Step 10. Setting up to send grades for report cards: You will need to call your internet provider for the following information. SMTP Server address and SMTP Server port number. Once you have that information go to Edit on the tool bar, click on “Edit Email Server” Enter the following:
K.8 The student will investigate the passage of time by reading and interpreting a calendar. Understanding the Standard Essential Knowledge and Skills Practical situations are appropriate to develop a sense of the interval of time between events (e.g., club or team meetings occur every week on Monday, there is a week between meetings). The calendar is a way to represent units of time (e.g., days, weeks, months, and a year). Using a calendar develops the concept of a day as a 24-hour period rather than a period of time from sunrise to sunset. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to Name the twelve months of the year. Name the seven days in a week. Determine the day before and after a given day (e.g., yesterday, today, tomorrow).
Agenda/Outcomes What How Who is Responsible Introductions/Purpose for the Conference Teacher Review MOWR Notification Letter and Student’s Progress using data. Discuss Clarify Teacher Identify Individual Learning Plan for School & Home Explain CORE Instruction & Intervention Support Additional K-3 or Intervention Support Home Support/Strategies Selected by Parent Review Clarify Agree Teacher and Parent Be Prepared to Review (if applicable) 504 Plan IEP ILLP DLP(Gifted) KSIT Plan Review Discuss Clarify Teacher and Parent Provide Hard Copy of Home Strategies Discuss Clarify Teacher Determine Next Contact Date Discuss Agree Teacher and Parent